Education Reporting Toolkit

What’s New for Fiscal Year (FY) 2023?

Cross-cutting YOUTH Standard Indicators have additional disaggregates 

The Youth-1 and Youth-6 indicators have additional disaggregates intended to record the USAID sector (health, education, democracy and governance, agriculture) of youth programming.

The Standard Indicators Change Log in the Education Reporting Guidance contains a complete list of changes to education Standard Indicators from FY 2019 to the present.

Revisions to Qualitative Narratives

The Basic Education, Higher Education, and Engaging Higher Education Institutions (EHEI) qualitative narratives provide important information for USAID/Washington’s reporting. Revisions to the guidance this year include:

• Clarifying instructions about what to include in each qualitative narrative.
• Providing formatting preferences (not required) to make it easier to use the narratives without the need for further clarification.

Good Practices

Representing the most marginalized and vulnerable

We rely on complete reporting of disaggregates to tell key stakeholders, like Congress, the extent to which we are reaching the most marginalized and vulnerable, including children and youth with disabilities, children and youth affected by crisis or conflict, and girls and young women. If these disaggregates are left unreported, the numbers we report will fall short of what Missions have achieved. 

Reporting numerators and denominators

For indicators reported as a percentage, we use numerators and denominators to aggregate outcomes at the portfolio level. If numerators and denominators are not reported separately, our portfolio numbers will fall short of what Missions have achieved. Missions should report numerators and denominators based on actual numbers of beneficiaries reached, instead of whatever numbers give a desired percentage. 

Infographic - Measuring Impact in Education: Reporting Requirements

Reporting Guidance

USAID education reporting guidance covers four areas:

1. Performance Indicators
2. Data Disaggregation to Ensure Equity and Inclusion
3. Standardized Program Structure and Definitions (SPSD) Program Area and Key Issue Narratives
4. Target Setting

Download the Reporting Guidance

Download the Summary Brief

The USAID education reporting guidance addresses the Agency’s Education Policy, the U.S. Government Strategy on International Basic Education (USG Education Strategy), and other reporting needs that apply to USAID education programming. 

The guidance reflected here first took effect in 2019 and has since been updated on an annual basis. New revisions to the guidance that apply to reporting on the 2023 fiscal year are highlighted in yellow throughout the document. The most recent version of this guidance can always be found on the Education Reporting Toolkit.

Download the Reporting Guidance

Purpose and Audience

The primary audience for this guidance is technical and program staff from Operating Units (OUs) who manage education-related programming, regardless of funding source. This guidance may also be of interest to those in fields such as child protection, youth empowerment, or higher education engagement, among others. Portions will be of interest to implementing partners (IPs), particularly the standard and supplemental indicators.

Although this guidance discusses topics associated with the Performance Plan and Report (PPR), this document does not replace existing PPR guidance or USAID monitoring policy in Automated Directives System (ADS) 201. It highlights and adds context to existing guidance to facilitate strong reporting on education sector content.

Since the Education Policy is, and will continue to be, central to USAID’s education programming, it is essential that OUs, and to an extent IPs, understand what is changing and why. Full and proper uptake of new and revised indicators and Key Issue Narratives is necessary to reflect current and future programming and to encourage internal learning. 

Additional Resources

In addition to this guidance, readers are strongly encouraged to consult the Education Reporting Toolkit, hosted online on EducationLinks. It contains a complete listing of all new and revised indicators and Key Issue Narratives, as well as Performance Indicator Reference Sheets (PIRS).

The Helpdesk is a direct line of communication to monitoring and evaluation professionals at the Center for Education. Readers are encouraged to reach out with any questions or concerns they have about education reporting requirements. They are also encouraged to document challenges and best practices they uncover while working with the new reporting materials—indicators, Key Issue Narratives, and PIRS—and to share feedback with the Center through the Helpdesk.

Revised Standard Indicators for FY 2023 are highlighted below, followed by a link to the Compendium of Performance Indicator Reference Sheets (PIRS), which contains detailed information about how to measure each Standard Indicator and should be reviewed comprehensively before reporting against an indicator.

Youth-1: Number of youth trained in soft skills/life skills through USG-assisted programs

Added disaggregates intended to record the USAID sector (health, education, democracy and governance, agriculture) of youth programming.

Youth-6: Number of youth who complete USG-assisted leadership programs

Added disaggregates intended to record the USAID sector (health, education, democracy and governance, agriculture) of youth programming.

The Standard Indicators Change Log in the Education Reporting Guidance contains a complete list of changes to education Standard Indicators from FY 2019 to the present.

Fy23 compendium of standard pirs for education programming

Below is a link to the  Compendium of Performance Indicator Reference Sheets (PIRS), which contains detailed information about how to measure each Supplemental Indicator and should be reviewed comprehensively before reporting against an indicator.

FY23 COMPENDIUM OF SUPPLEMENTAL PIRS FOR EDUCATION PROGRAMMING

Qualitative narratives such as Standardized Program Structure and Definitions (SPSD) Performance Narratives and Key Issue Narratives provide important information needed for USAID/Washington’s reporting. Qualitative narratives help us understand and communicate aspects of OU programming and achievements that are not easily conveyed through numbers. The three qualitative narratives most relevant to programming are the SPSD Performance Narratives for ES.1 Basic Education and ES.2 Higher Education, and the Key Issue Narrative for Engaging Higher Education Institutions (EHEI). We use information from these narratives to produce Agency-level and Government-level reports that address statutory requirements, such as the READ Act. We build a catalog of narrative excerpts that we use to address inquiries, develop talking points, and produce communications materials. We also use information from the narratives to adapt our technical assistance offerings to match the programming focus of OUs.

ES.1 Basic Education

The Center for Education uses the contents of this qualitative narrative to understand Agency-wide programming and achievements related to basic education programming as described in the USAID Education Policy and Implementation Guidance. 

ES.2 Higher Education

This narrative focuses on reporting results from programming where higher education institutions (HEIs) are the beneficiary. Higher Education is a cross-cutting narrative that should be reported whether the activity is funded with ES.2 funds or any other SPSD Program Area funds.

Engaging Higher Education Institutions

The EHEI narrative is a cross-cutting key issue and is applicable regardless of technical sector or funding stream. It focuses on reporting results from OUs that are engaging with HEIs as central actors in development in their programming. 

Below is a link to the Compendium of Qualitative Narratives, which contains more information about what to include in each narrative. 

FY23 Compendium of Qualitative Narratives for Education Programming

Download the FAQs

Why are there new reporting requirements and why are these changes happening now?

In 2018, USAID published two key documents: the U.S. Government Strategy on International Basic Education and the USAID Education Policy. These documents help guide and define the purpose of education programming, while calling for a renewed emphasis on measuring learning outcomes for a broad set of skills. This requires changes to education reporting, beginning in 2019, to enable USAID’s Center for Education to tell a complete story of collective ambitions and achievements of USAID education programming.

Where can I find the new and revised indicators?

The Education Reporting Toolkit features the Education Reporting Guidance and is hosted online at EducationLinks. The toolkit contains a listing of all new and revised indicators, Performance Indicator Reference Sheets (PIRS), Standardized Program Structure and Definitions (SPSD), Program Area Narratives, and Key Issue Narratives.

What do we do with our existing activities? Do we need to incorporate these changes now?

The Center for Education understands that a full transition to the new reporting requirement and indicators will take time, and highly encourages USAID Operating Units (OUs) to transition to the new indicators as quickly as reasonable to make sure we are telling a complete story.

Although new indicators may be assigned during the Performance Plan and Report (PPR), an individual Mission’s timeline for transition will depend on various factors, such as what data are collected for existing activities. The Contracting/Agreement Officer’s Representative (COR/AOR) and the Implementing Partner should work together and consult existing guidance to determine the best course of action. If a contract or agreement mandates the use of an Archived Indicator, in the absence of a modification, the activity can continue to report on that indicator, despite its archived status. The Helpdesk is available to answer further questions.

What is required for new activities?

The new reporting requirements must be reflected in the Performance Monitoring and Evaluation Plan (PMEP) for new awards.

My indicator was archived. Now what?

Programs may still report on indicators that were archived, using them as Custom Indicators, but results reported through Archived Indicators will not be included in aggregate reporting to Congress. Archived Indicators should only be used if an OU is unable to transition to a new indicator. Contact the Helpdesk for help handling your individual situation.

What happened to the data call?

The PPR will be the Center for Education's main reporting mechanism starting in 2019; the Data Call used with the previous USAID Education Strategy (2011–2015) has been retired.

Missions and Implementing Partners will still be asked to help the Center for Education with current tasks, such as submitting datasets and learning assessments to the Development Data Library and updating an activity roster to inform backstopping support.

How should USAID OUs approach target setting?

There has been a shift from a top–down, USAID/Washington-led exercise to a bottom–up, Mission-led approach to target setting. Missions should report targets for all indicators in the PPR, even if the target is zero. The Automated Directives System (ADS) 201 currently provides general guidance on target setting. Education-specific guidance on target setting can be found in the Target Setting Guide for USAID Mission Education Offices, which builds on general guidance available through ADS 201.

What is the difference between Standard and Supplemental Indicators?

The Center for Education assigns Standard Foreign Assistance Indicators (Standard Indicators) to OUs. OUs are required to report Standard Indicators that are relevant to their programming.

Supplemental Indicators respond to the priorities of the Education Policy and focus on topics such as numeracy skills, teacher quality, social-emotional skills, and an expanded range of youth workforce skills. Although the Center for Education does not assign these indicators to OUs, OUs are strongly encouraged to use them because they help tell a more complete story of USAID’s education programming worldwide and ensure programs reach intended beneficiaries. PIRS for both types of indicators are available in the Education Reporting Toolkit.

Why are there more disaggregates and how do I know which ones to use?

Disaggregates are essential to making sure programs reach their intended beneficiaries, and to monitor USAID’s engagement with children and youth who are marginalized and vulnerable. While not all disaggregates are mandated, the Center for Education includes them in reporting requirements because the information they provide is central to the Education Policy and USAID’s education work that promotes equity and inclusion.

Disaggregates are a way of breaking out data by key categories of interest, such as demographic characteristics. Under the new education reporting requirements, disaggregates have been updated across indicators to facilitate reporting on marginalized or vulnerable populations and to meet requirements of the policy and the USG Education Strategy. Complete reporting of disaggregates is essential for accurate reporting and for tracking USAID’s achievements in equity and inclusion.

Missions should report on disaggregates as applicable to their programming.

Sex disaggregates. Disaggregation by sex is required for all individual-level data.

Geography. Per ADS 201, it is recommended that indicator data be disaggregated by a geographical level that is feasible and useful for management purposes.

Crisis- and conflict-affected individuals. OUs should report on these disaggregates if they work in crisis- and conflict-affected countries or areas, or with crisis- and conflict-affected populations in any context. If the total sum of an indicator is composed of crisis- and conflict-affected individuals, the aggregate value of the indicator should match the crisis and conflict disaggregate figure.

We encourage Missions to not use this disaggregate for beneficiaries affected solely by the COVID response. We would instead encourage the flagging of that data through the Current/Future Year Indicator Narrative for the specific relevant indicator.

Persons with disabilities. OUs should report on these disaggregates for the ES.1 Standard Indicators if they have activities that focus specifically on children with disabilities as target beneficiaries or sub-beneficiaries. For EG.6 indicators, report these disaggregates for all participants age 18 years or older, regardless of the activity’s focus or target group.

Consult the PIRS for more information on using disaggregates with specific indicators and contact the Helpdesk with questions about the reporting requirements for your specific context.

Where can I learn more about setting internationally linked benchmarks in early grade reading and math?

USAID, in conjunction with UNESCO Institute of Statistics and other key partners, has developed a Global Proficiency Framework that outlines globally agreed upon minimum standards for proficiency in reading and math along with guidance for a relatively low-cost approach to set internationally linked benchmarks in early grade reading and math called Policy Linking. This approach allows countries to continue using their current assessment systems and requires that benchmarks be set by local teaching and language experts.

Does this replace PPR guidance and ADS monitoring policy?

No. These changes are intended to complement, not replace existing guidance on the PPR or the monitoring policy in ADS 201.

COVID has made it impossible to meet my original education indicator targets. What should I do?

Missions should report on any key output or outcome data achieved at the activity or project level for the full fiscal year. If that data falls short of the Mission’s original target, the Mission should use the deviation narrative for that indicator to explain how COVID has prevented the achievement of the original targets.

Missions should also think about their indicator outyear targets in light of any COVID-related programming changes. We encourage Missions to set targets for outyears that best reflect what is possible with their current and planned portfolio of programming.

We want to encourage Missions to avoid dropping education indicators unless those indicators are no longer applicable for any current or future programming.

How do I qualitatively explain or report COVID-related shifts in education programming?

Missions should use the Basic Education and Higher Education Program Area Narratives to summarize changes made to education programming as a result of the COVID crisis. Where applicable, Missions should also use other relevant Key Issue Narratives to report on programming.

Example of Key Issue Narratives that might be relevant for COVID-related shifts in education programming include:

• Engagement of Higher Education Institutions
• Relief and Development Coherence
• Countering Violent Extremism
• Focused Resilience
• Gender Equality/Women’s Empowerment-Secondary
• Gender-Based Violence
• Gender-Based Violence: Child, Early and Forced Marriage
• Trafficking in Persons
• Inclusive Development: Participation of People with Disabilities
• Science, Technology and Innovation
• Research
• Water, Sanitation and Hygiene
• Youth Development
• Adaptation

For example, if a Mission shifted its basic education programming from in-person classroom instruction to a distance learning program, it should be noted in the Basic Education Program Narrative. If Missions have paused their youth workforce and higher education programming, that should be captured in the Youth Development Key Issue Narrative and the Higher Education Program Area Narrative. Another example that should be reported in the relevant narrative is when an activity changes the content of an education program such as the addition of interventions to address psychosocial needs of learners and educators or the addition of school-based WASH interventions.

Along with reporting programming shifts, the Center for Education would like to encourage Missions to use the relevant Program Area and Key Issue Narratives to report any education sector-related learning, particularly where they contribute to answering priority question in Education Sector Learning Agendas, that has happened as a result of COVID-related decision-making and programming.

Please see below for information about how to use existing indicators to capture achievements and progress during COVID-19.

How do I report data from COVID-related shifts in education programming?

Missions should continue to use the education Standard Indicators where applicable and possible to meaningfully monitor and measure the status of inputs, outputs, or outcomes in the context of COVID-19. For activities utilizing distance learning modalities, many of the existing Standard Indicators are still applicable (e.g., ES.1-3, ES.1-4, ES.1-6, and others) and new indicators (e.g., ES.1-58) are being developed. If needed, a Mission may add an existing Standard Indicator to their PPR in order to report against the achievements of an education program in the context of COVID-19. Where Missions are using Standard Indicators to report against COVID-related programming, we encourage the use of the Current/Future Year Indicator Narrative to flag this data.

Where the education Standard Indicators are not applicable, Missions should develop custom indicators that best monitor and evaluate the implementation or performance of COVID-related programming.

Any education activity that has received COVID-19 supplemental funding under the USAID and State Department Strategy for Supplemental Funding to Prevent, Prepare for, and Respond to Coronavirus Abroad is required to report against the relevant or applicable indicators from the Strategy’s MEL Framework. 

Where can I get more help?

The Education Reporting Toolkit is a companion to the guidance document and is hosted online at EducationLinks. The toolkit contains a listing of all new and revised indicators, PIRS, SPSD Program Area Narratives, and Key Issue Narratives.

The Center for Education has set up a Helpdesk to create a direct line of communication to monitoring and evaluation professionals who can answer questions about the reporting requirements. Please email questions to the Helpdesk.

The Helpdesk is a direct line of communication to monitoring and evaluation professionals at the Center for Education. Readers are encouraged to reach out with any questions or concerns they have about education reporting requirements. They are also encouraged to document challenges and best practices they uncover while working with the reporting materials—indicators, Key Issue Narratives, and PIRS—and to share feedback with the Center through the Helpdesk.

Contact the Helpdesk

Revised Private Sector Engagement (PSE) Indicators include education as a disaggregate and are available to Missions who wish to use them. 

Contact Lisa Blonder lblonder@usaid.gov with any questions.

Internationally Linked Benchmarking

• Global Proficiency Framework (GPF) 
• Policy Linking for Measuring Global Learning Outcomes

Distance Learning

• Toolkit for Designing a Comprehensive Distance Learning Strategy
• Delivering Distance Learning in Emergencies: An Overview

Crisis and Conflict

• Returning to Learning during Crises: Decision-making and Planning Tools for Education Leaders
• Analysis of Indicators Used in USAID Education Projects in Crisis and Conflict Environments
• Data Collection and Evidence Building to Support Education in Emergencies
• Safer Learning Environments (SLE) Assessment Toolkit

Equity and Inclusion

• Advancing Gender Equality in and through Education Data Brief
• Integrating LGBTQI+ Considerations into Programming
• School-Related Gender-Based Violence Measurement Toolkit
• Youth and Gender Analysis Toolkit
• Gender Equality and Inclusiveness in Learning Materials

Persons with Disabilities

• Advancing Disability Inclusive Education Data Brief
• Disability Communication Tips
• How-To Note: Collecting Data on Disability in Education Programming
• Disability Identification Tool Selection Guide
• How-To Note: Disability Inclusive Education
• USAID Standards for Accessibility

Pre-primary

• Developing High-Quality Pre-Primary Programs: USAID Education How-to-Note

Youth

• Standard Indicator Resources: Measuring Quality of Employment
• Global Impact Investing Network (GIIN) Quality Jobs Framework
• How to Measure Skills for Youth Workforce Development
• Integrating Mental Health and Psychosocial Support into Youth Programming: A Toolkit
• Toolkit for Measuring Employment and Earnings Using the Workforce Outcomes Reporting Questionnaire (WORQ)
• YouthPower WORQ Working Group
• Key Soft Skills that Foster Youth Workforce Success 
• Key Soft Skills for Cross-sectoral Youth Outcomes
• Getting Employment to Work for Self-Reliance: A USAID Framework for Programming

Higher Education

• Higher Education Program Framework

Private Sector Engagement (PSE)

• PSE MEL: Standard Agency PSE Indicators and Harmonizing Indicator Tool
• EducationLinks PSE Main Page