Both empirical and theoretical considerations suggest that countries that have adopted federal systems of government have a tendency toward certain types of problems which may constrain the success of educational planning at every level in the educational system. Specific operational examples of such problems are lack of role clarification, and lack of coordination of policies and programs within and between various levels of government. This paper urges greater attention to the study of these problems, their effects on educational planning, and of the various mechanisms being used in an attempt to resolve the problems. Attempts to draw generalizations across a broad range of federal states are encouraged, since such a process would help to enhance understanding of problems related to educational planning in both federal and unitary states. (Author/PGD)