<![CDATA[Multilevel education policy implementation distributes authority, resources, information, and accountability across central, subnational, specialized, and school-level organizations. This article examines how such fragmentation may create coordination dilemmas and how public administrators can select context-sensitive institutional responses. It presents a conceptual review article using a theory-focused narrative literature review with a theory-to-practice orientation. Five documented Scopus search runs yielded 707 records; after EID deduplication, role-based screening, source-role prioritization, and full-text verification, 33 peer-reviewed journal articles formed the analytical corpus. The synthesis reconstructs the Institutional Collective Action (ICA) Framework around fragmented authority, interdependence, collaboration risk, expected joint gains, mechanism scope and authority, decision and autonomy costs, and outcome feedback. Application and criticism evidence indicates that transfer to education governance is defensible at the construct and mechanism level, but must remain sensitive to legal hierarchy, power asymmetry, implementation capacity, legitimacy, equity, and the gap between institutional formation and performance. The article translates ICA into six iterative domains: dilemma and interdependence diagnosis; problem, information, and task alignment; incentives, distribution, power, and autonomy; integration mechanism fit and institutional design; capacity, learning, and adaptive coordination; and performance, equity, endurance, and feedback. The framework offers a conceptual-translational contribution for diagnosing and designing multilevel implementation arrangements. It does not modify ICA theory, prescribe collaboration universally, or establish that coordination mechanisms cause education outcomes.]]>
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