Equity and Access in Public Administration

This methodological article addresses the critical gap in assessing administrative capacity’s role in delivering equitable social services, focusing on free education in South Sudan as a case study for fragile states. The research problem centers on how weak administrative systems hinder equitable service delivery, particularly in conflict-affected contexts, and proposes a framework to evaluate these challenges. The methodology combines qualitative and quantitative approaches, including policy analysis, stakeholder interviews, and institutional capacity assessments, to map administrative bottlenecks and equity outcomes in South Sudan’s education sector. Key findings reveal that fragmented governance, limited local-level coordination, and resource mismanagement disproportionately marginalize vulnerable groups, undermining free education’s intended benefits. The study argues that administrative capacity—measured through decision-making autonomy, resource allocation efficiency, and community engagement—is pivotal for equitable service delivery in fragile states. The proposed framework offers actionable tools for policymakers to diagnose and strengthen administrative systems, emphasizing context-specific adaptations for African fragile states. By centering South Sudan’s experience, the article contributes to broader debates on post-conflict governance and social service equity, advocating for administrative resilience as a prerequisite for sustainable development. The implications extend beyond education, informing strategies for health, infrastructure, and social protection in similarly fragile contexts, while underscoring the need for African-led solutions to systemic capacity constraints.