Education Reporting Toolkit
This toolkit contains a complete listing of resources related to USAID education reporting.
Overview - What's New?
The USAID Education Policy and U.S. Government Strategy on International Basic Education (USG Education Strategy) place a renewed emphasis and expectations on measuring learning outcomes for increased access to high-quality education, higher education, and skills, especially for marginalized and vulnerable populations. This has prompted changes to education reporting within the Agency.
What’s New for Fiscal Year (FY) 2022?
Six new Standard Indicators
- ES.1-56 Number of learners with improved access to education through USG-assisted programs
- ES.1-58 Percent of learners regularly participating in distance learning programming funded with USG education assistance
- ES.1-59 Education system strengthened through USG-assisted policy reform
- ES.2-55 Number of learners reached by USG-assisted higher education interventions
- EG.6-16 Percent of individuals with improved perceived quality of employment following participation in USG-assisted workforce development programs
- See the Perceived Quality of Employment Brief for more details and recommendations for measurement.
- Youth-6 Number of youth who complete USG-assisted leadership programs
Revisions to Standard Indicators
Disability disaggregate data. For activities targeting individuals under the age of 18, only activities focusing on individuals with disabilities need to report on disability disaggregates. All activities targeting individuals ages 18 and older should report on disability disaggregates.
Youth age disaggregates (except for cross-cutting YOUTH indicators). Reduced number of youth age disaggregates to streamline reporting and reduce reporting burden.
A complete list of indicator changes and revisions can be found in the Education Reporting Guidance.
Two new Supplemental Indicators
- Supp-18 Percent of pre-primary learners targeted for USG assistance with an increase of at least one early learning and development level in early learning skills
- Supp-19 Value of private capital mobilized with USG assistance to support education cross-cutting indicators and resources
Revisions to Supplemental Indicators
- Supp-1 revised to provide guidance on how to set levels to determine if pre-primary learners are developmentally on track
- Supp-10 PIRS is now available
Cross-cutting Indicators
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.
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 percent, 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 percent.
Infographic - Measuring Impact in Education: Reporting Requirements
Reporting Guidance
USAID education reporting guidance covers four areas:
- Performance Indicators
- Data Disaggregation to Ensure Equity and Inclusion
- Standardized Program Structure and Definitions (SPSD) Program Area and Key Issue Narratives
- Target Setting
Download the Reporting Guidance
Reporting Guidance
This guidance discusses four types of indicators. Understanding these terms is essential for understanding the guidance and navigating reporting for education activities.
- Standard Foreign Assistance Indicators (Standard Indicators)
These indicators are assigned, as applicable, to Operating Units (OUs). For FY 2022, there are 33 Standard Indicators. Many of these indicators will be familiar, even if the definitions and methodologies have been updated. - Supplemental Indicators
Sixteen Supplemental Indicators are available for FY 2022. They complete the picture of USAID education sector reporting by adding new areas of measurement, such as numeracy, teacher quality, social-emotional skills, and an expanded set of youth skills. Unlike Standard Indicators, uptake of Supplemental Indicators is voluntary, but strongly encouraged. - Custom Indicators
These indicators are specific to OUs and were likely created to satisfy individual reporting or measurement needs. These indicators remain unchanged unless an OU decides it is appropriate to transition an existing Custom Indicator into a Standard or Supplemental Indicator. - Archived Indicators
OUs can continue reporting on an Archived Indicator if they are unable to transition to a new indicator. However, the Center for Education strongly encourages OUs to transition to the new indicators, when methodologically feasible, because using them makes it easier for the Center to report accurate results to Congress.
Disaggregates
Disaggregates are a way of breaking out data by categories of strategic priority, such as learners with disabilities or learners affected by crisis or conflict. Although reporting of disaggregates may seem tedious, complete OU reporting on disaggregates facilitates reporting on marginalized or vulnerable populations and to meet requirements of the Education 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.
OUs 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. For activities targeting individuals under the age of 18, OUs need to report on these disaggregates only if they have activities that focus specifically on children with disabilities as target beneficiaries or sub-beneficiaries. All activities targeting individuals ages 18 and older need to report these disaggregates, regardless of the activity’s focus or target group.
The Center for Education recognizes the limitations of existing tools to collect disability-disaggregated data among children and youth in its programming context and is working with partners to identify and validate a useful tool. USAID’s Disability Identification Tool Selection Guide and How-To Note: Collecting Data on Disability Prevalence in Education Programs may be helpful resources.
Standard Indicators
Standard Foreign Assistance Indicators (Standard Indicators) are assigned, as applicable, to OUs. For FY 2022, there are 33 Standard Indicators, including six new indicators and minor revisions to existing indicators. Many of these indicators will be familiar, even if the definitions and methodologies have been updated.
New and revised Standard Indicators are highlighted below, followed by links to the Performance Indicator Reference Sheets (PIRS), which contain detailed information about how to measure each indicator and should be reviewed comprehensively before reporting against an indicator.
2022 Compendium of standard pirs for Education Programming
New Standard Indicators for FY 2022
- ES.1-56 Number of learners with improved access to education through USG-assisted programs
- ES.1-58 Percent of learners regularly participating in distance learning programming funded with USG education assistance
- ES.1-59 Education system strengthened through USG-assisted policy reform
- ES.2-55 Number of learners reached by USG-assisted higher education interventions
- EG.6-16 Percent of individuals with improved perceived quality of employment following participation in USG-assisted workforce development programs
- See the Perceived Quality of Employment Brief for more details and recommendations for measurement.
- Youth-6 Number of youth who complete USG-assisted leadership programs
Revisions for FY 2022
All indicators that report disability disaggregate data for children and youth (ES.1-1, ES.1-2, ES.1-3, ES.1-4, ES.1-46, ES.1-48, ES.1-53, ES.1-54, ES.2-2, ES.2-52, EG.6-11, EG.6-12, EG.6-13, EG.6-14, YOUTH-1)
Clarified guidance on reporting disability disaggregates. For activities targeting individuals under the age of 18, only activities focusing on individuals with disabilities need to report on disability disaggregates. All activities targeting individuals ages 18 and older should report on disability disaggregates.
All reading proficiency indicators (ES.1-1, ES.1-2, ES.1-47, ES.1-48)
Revised guidance on using a control group with panel sampling from “a must” to “strongly recommended.”
All indicators that report youth age disaggregates (except cross-cutting YOUTH indicators) (ES.1-46, ES.1-54, EG.6-11, EG.6-12, EG.6-13, EG.6-14)
Reduced number of youth age disaggregates to streamline reporting.
All indicators that use the USAID Workforce Outcomes Reporting Questionnaire (WORQ) as a data source (ES.1-46, EG.6-11, EG.6-12)
Clarified the resources that are available to support activities using WORQ tools.
ES.1-1: Percent of learners targeted for USG assistance who attain a minimum grade-level proficiency in reading at the end of grade 2
Added numerator and denominator disaggregates to enable better reporting.
ES.1-2: Percent of learners targeted for USG assistance who attain minimum grade-level proficiency in reading at the end of primary school
Added numerator and denominator disaggregates to enable better reporting.
ES.1-6: Number of educators who complete professional development activities with USG assistance
Replaced “special education” with “disability inclusive education” in the disaggregate, “Number of educators trained in disability inclusive education content.” Disability inclusive education is defined as one system of education for all learners, at all levels (early childhood, primary, secondary, and post-secondary), with the provision of supports to meet the individual needs of learners with disabilities.
ES.1-46: Percent of individuals who transition to further education or training following participation in USG-assisted programs
Added numerator and denominator disaggregates to enable better reporting.
ES.1-47: Percent of learners with a disability targeted for USG assistance who attain a minimum grade-level proficiency in reading at the end of grade 2
Added resources to the definition for collecting data on learners with disabilities. Added numerator and denominator disaggregates to enable better reporting.
ES.1-48: Percent of learners targeted for USG assistance with an increase of at least one proficiency level in reading at the end of grade 2
Added numerator and denominator disaggregates to enable better reporting.
ES.1-51: Number of learning environments supported by USG assistance that have improved safety, according to locally-defined criteria
Revised the definition of a “safe learning environment.”
ES.1-54: Percent of individuals with improved reading skills following participation in USG-assisted programs
Added numerator and denominator disaggregates to enable better reporting.
ES.1-55: Percent of learners targeted for USG assistance who have the appropriate variety of reading materials in the language of instruction with inclusive representation of diverse populations
Revised the title and definition to make it clear the indicator includes pre-primary and primary grades.
ES.2-2: Number of individuals attending higher education institutions with USG scholarship or financial assistance
Added Official Higher Education Institution Records as a data source.
ES.2-52: Number of individuals affiliated with higher education institutions receiving capacity development support with USG assistance
Added Official Higher Education Institution Records as a data source. Added more disaggregates to enable better measurement and reporting against the Education Policy’s commitment to equity and inclusion.
ES.2-53: Number of physical spaces built, repaired, or refurbished for higher education with USG assistance
Added Official Higher Education Institution Records as a data source.
EG.6-12: Percent of individuals with new employment following participation in USG-assisted workforce development programs
Provided additional guidance on using panel or cohort sampling methods.
EG.6-13: Percent of individuals with improved soft skills following participation in USG-assisted workforce development programs
Clarified the definition of “individuals” as those who are aged 10-29 years, or as appropriate per the country context. Clarified the use of retrospective pre-tests to generate evidence.
CBLD-9: Percent of USG-assisted organizations with improved performance
Added a request to describe in the indicator narrative the type of organization when reporting on the “Other” disaggregate.
Youth-1: Number of youth trained in soft skills/life skills through USG-assisted programs
Clarified the definition of “youth” as individuals aged 10-29 years, or as appropriate per the country context. Added more disaggregates to enable better measurement and reporting against the Education Policy’s commitment to equity and inclusion.
Download PIRS
2022 Compendium of Standard PIRS
ES.1-6 Number of educators who complete professional development activities with USG assistance
ES.1-14 Number of classrooms built or repaired with USG assistance
ES.1-50 Number of public and private schools receiving USG assistance
ES.1-56: Number of learners with improved access to education through USG-assisted programs
ES.1-59: Education system strengthened through USG-assisted policy reform
ES.2-55: Number of learners reached by USG-assisted higher education interventions
EG.6-14 Percent of individuals who complete USG-assisted workforce development programs
CBLD-9 Percent of USG-assisted organizations with improved performance
YOUTH-1 Number of youth trained in soft skills/life skills through USG-assisted programs
YOUTH-6: Number of youth who complete USG-assisted leadership programs
Supplemental Indicators
Standard and Supplemental Indicators are both important for telling the story of USAID’s education work. Supplemental Indicators represent important intermediate outcomes that help USAID tell its story and learn about contributors to learning outcomes. Such intermediate outcomes enable Missions to show progress as they work toward strengthening systems, which also contribute to learning outcomes.
Responding to the priorities of the Education Policy, Supplemental Indicators focus on topics such as numeracy skills, teacher quality, social-emotional skills, and an expanded range of youth workforce readiness skills. Standard and Supplemental Indicators are equally important to the Center for Education, so even though uptake of Supplemental Indicators is voluntary, their use is strongly encouraged.
A list of Supplemental Indicators is below, followed by links to the Performance Indicator Reference Sheets (PIRS), which contain detailed information about how to measure each indicator and should be reviewed comprehensively before reporting against an indicator.
2022 COMPENDIUM OF SUPPLEMENTAL PIRS FOR EDUCATION PROGRAMMING
New Supplemental Indicators for FY 2022
- Supp-18 Percent of pre-primary learners targeted for USG assistance with an increase of at least one early learning and development level in early learning skills
- Supp-19 Value of private capital mobilized with USG assistance to support education
Revisions for FY 2022
- Supp-1: Percent of pre-primary learners targeted for USG assistance who are developmentally on track
Revised to provide guidance on how to set levels to determine if pre-primary learners are developmentally on track. - Supp-10: Percent of educators providing quality classroom instruction with USG support
PIRS now available
Download PIRS
2022 Compendium of Supplemental PIRS
Supp-1: Percent of pre-primary learners targeted for USG assistance who are developmentally on track
Supp-10: Percent of educators providing quality classroom instruction with USG support
Supp-11: Percent of instructional time lost to teacher absenteeism
Supp-16: Education data systems strengthened through USG assistance
Supp-19: Value of private capital mobilized with USG assistance to support education
Performance Narratives and Key Issue Narratives
In addition to indicator data, Standardized Program Structure and Definitions (SPSD) Performance Narratives and Key Issue Narratives provide important information needed for USAID/Washington’s reporting. The two main education-focused SPSD Performance Narratives for ES.1 Basic Education and ES.2 Higher Education have been revised to better support the Education Policy.
The Engagement of Higher Education Institutions Key Issue Narrative (EHEI) is a tool for gathering information necessary for a variety of reporting needs for the Agency’s engagement with post-secondary education institutions, including those in the United States and in host countries. Information is used to prepare the annual Title XII Report to Congress, the annual Minority Serving Institution (MSI) report, and to report on Congressional directives on higher education partnerships.
This Key Issue Narrative could apply broadly across sectors and activities, many that may not consider themselves in the category of higher education. There are important differences between this Key Issue Narrative and the ES.2 Higher Education Performance Narrative. The Education Reporting Guidance document explains the distinct requirements of each narrative. OUs should plan to report on these as applicable.
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 Bureau for Development, Democracy, and Innovation/Center for Education (DDI/EDU) 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?
DDI/EDU 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 DDI/EDU’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 DDI/EDU 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 Directive 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?
DDI/EDU 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 DDI/EDU 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, DDI/EDU 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, DDI/EDU 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. The list of those missions can be found here.
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.
DDI/EDU 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.
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.
CROSS-CUTTING INDICATORS
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.
ADDITIONAL RESOURCES
Internationally Linked Benchmarking
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
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
Private Sector Engagement (PSE)