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The Assessment of Learning Outcomes and Social Effects of Community-Based Education (ALSE) project in Afghanistan will present the design of a community-managed model of CBE for sustainability that is currently being tested as part of a larger CBE impact evaluation, how the design aligns with current and future education policy considerations, and baseline data on local institutions’ capacity to manage CBE. In close collaboration with the Afghan Ministry of Education, in March 2017 ALSE facilitated the ‘handover’ of 69 CBE classes from NGO management to community management to test this sustainability model. Prior to the handover of the CBE classes, ALSE conducted capacity assessments with local community institutions to assess their ability to manage education at the village level. ALSE conducted institutional capacity assessment surveys with members of three institutions in 184 villages at the end of 2016. In total, surveys were administered to 513 separate community institutions across six provinces. Baseline capacity data will be presented on (1) previous trainings the institutions had received, (2) the functionality of the institutions, (3) linkages with other organizations and government entities, (4) the management practices of the institutions, and (5) previous projects undertaken at the community level. Using the capacity assessment data, ALSE designed and facilitated capacity trainings for all community institutions in preparation for handover of the CBE classes; the development, content overview, and delivery of the training materials will be presented. We will conclude with recommendations for policy makers, practitioners, and other stakeholders who are interested in engaging community level institutions in education management at the local level.