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It serves as an operational reference for USAID operating units, covering key considerations, organizational roles, monitoring and reporting expectations, and guidance for budgets and funding parameters. The document also defines priorities for evidence-driven decision-making, equity and inclusion, improved literacy and numeracy outcomes, and support for higher education institutions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/usaid-education-policy-program-cycle-implementation-and-operational-guidance-april-2020/587509/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/usaid-education-policy-program-cycle-implementation-and-operational-guidance-april-2020/587509.png","ImageObject",300,407,{"name":92,"@type":93},"นรินทร์","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of this guidance document?","Question",{"text":112,"@type":113},"It is a reference for USAID operating units to guide implementation of the USAID Education Policy throughout the program cycle, including operational considerations, monitoring and reporting, budgeting, and other key areas.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the policy guidance take effect and what is the implementation timeline?",{"text":117,"@type":113},"The guidance is effective as of the issuance of the Policy in November 2018, remains in effect while the Policy is active, and is periodically updated based on feedback. Implementation begins within the FY 2019 Operational Plan and Performance Plan and Report cycle.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the key expectations for results and progress reporting under the policy priorities?",{"text":121,"@type":113},"The guidance sets expectations that reporting reflects priority areas such as expanded access to quality, safe, relevant education; improved literacy, numeracy, and social-emotional skills; youth skills for productive lives and employment; and strengthened capacity of higher education institutions to conduct and apply research and engage communities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},587509,1792679557,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":36,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336475104957,"https://ap-avatar.wpscdn.com/avatar/22000c4c6bd8a5076e1?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787554080175789136","USAID EDUCATION POLICY  \nPROGRAM CYCLE IMPLEMENTATION AND OPERATIONAL GUIDANCE  \nAPRIL 2020  \nIMAGE  \nChildren participate in an early grade reading program in Bangladesh. Credit: Kate Maloney/USAID  \nCONTENTS  \nI. INTRODUCTION AND OVERVIEW 1  \nA. OVERVIEW 1  \nB. PURPOSE 1  \nC. TIMELINE FOR POLICY IMPLEMENTATION 2  \nII. ORGANIZATIONAL ROLES AND RESPONSIBILITIES 2  \nIII. GETTING STARTED 3  \nIV. KEY CONSIDERATIONS THROUGHOUT THE PROGRAM CYCLE 4  \nA. COUNTRY/REGIONAL STRATEGIC PLANNING 5  \nB. PROJECT DESIGN AND IMPLEMENTATION 8  \nC. ACTIVITY DESIGN AND IMPLEMENTATION 10  \nD. MONITORING 12  \nE. EVALUATION 13  \nF. COLLABORATING, LEARNING, AND ADAPTING (CLA) 14  \nV. GOOD PRACTICE DOCUMENTS AND TECHNICAL RESOURCES 14  \nVI. PERFORMANCE, PLANNING, AND REPORTING 17  \nA. PERFORMANCE PLANS AND REPORTS (PPR) 17  \nB. USAID DEVELOPMENT DATA 22  \nC. SECTORAL LEARNING AND REPORTING 23  \nVII. BUDGET PLANNING 23  \nA. ATTRIBUTING FUNDING TO CONGRESSIONAL DIRECTIVES FOR EDUCATION 24  \nTRACKING CONGRESSIONAL DIRECTIVES FOR EDUCATION IN THE BUDGET 25  \nB. OPERATIONAL PLANS (OP) 29  \nANNEX I: EVIDENCE SUMMARIES AND SYSTEMATIC REVIEWS 31  \nI. INTRODUCTION AND OVERVIEW  \nA. OVERVIEW  \nThe USAID Education Policy, (the Policy) effective November 2018, guides Agency-wide investments in education and is the primary source of direction for all education programming. The Policy outlines key principles and priority areas that are critical to supporting countries on their journey to self-reliance. It applies to all USAID education programming, regardless of the funding account, directive, or program area, and regardless of the managing operating unit, office, or team. The Policy reinforces the goals outlined in the U.S. Government Strategy on International Basic Education (FY 2019-2023) . This document provides guidance on implementing the Policy throughout the program cycle.  \nB. PURPOSE  \nThis document is a reference for USAID operating units to guide implementation of the Policy throughout the program cycle. It provides information on operational aspects of the Policy, including key considerations throughout the program cycle, Agency-level monitoring and reporting, budget and funding parameters, and other areas. This guidance and information will assist Missions in practically applying the principles outlined in the Policy:  \n• Prioritize country-focus and ownership  \n• Focus investments on measurably and sustainably improving outcomes  \n• Strengthen systems and develop capacity in local institutions  \n• Work in partnership and leverage resources  \n• Drive decision-making and investments using evidence and data  \n• Promote equity and inclusion  \nThe guidance also sets expectations for results and progress reporting related to the priority areas in the Policy:  \n• Children and youth, particularly the most marginalized and vulnerable, have increased access to quality education that is safe, relevant, and promotes social well-being  \n• Children and youth gain literacy, numeracy, and social-emotional skills that are foundational to future learning and success  \n• Youth gain the skills they need to lead productive lives, gain employment, and positively contribute to society  \n• Higher education institutions have the capacity to be central actors in development by conducting and applying research, delivering quality education, and engaging with communities  \nC. TIMELINE FOR POLICY IMPLEMENTATION  \nThis guidance is effective as of the issuance of the Policy in November 2018, and it will be in effect as long as the Policy is active. This guidance will be periodically updated based on feedback. USAID will publicly report on the results and progress under this policy on an annual basis, with a focus on measurable learning and educational outcomes.  \nOperating units are expected to apply the Policy as they develop or revise their strategies, design and implement new projects and activities, and plan for and report on their education portfolios. The Policy and this gui","cbCaihKN7SmSiaO3","https://ap.wps.com/l/cbCaihKN7SmSiaO3","pdf",1704326,"English","# I. Introduction and Overview\n## A. Overview\n## B. Purpose\n## C. Timeline for Policy Implementation\n# II. Organizational Roles and Responsibilities\n# III. Getting Started\n# IV. Key Considerations Throughout the Program Cycle\n## A. Country/Regional Strategic Planning\n## B. Project Design and Implementation\n## C. Activity Design and Implementation\n## D. Monitoring\n## E. Evaluation\n## F. Collaborating, Learning, and Adapting (CLA)\n# V. Good Practice Documents and Technical Resources\n# VI. Performance, Planning, and Reporting\n## A. Performance Plans and Reports (PPR)\n## B. USAID Development Data\n## C. Sectoral Learning and Reporting\n# VII. Budget Planning\n## A. Attributing Funding to Congressional Directives for Education\n## B. Operational Plans (OP)\n# Annex I: Evidence Summaries and Systematic Reviews","[{\"question\":\"What is the purpose of this guidance document?\",\"answer\":\"It is a reference for USAID operating units to guide implementation of the USAID Education Policy throughout the program cycle, including operational considerations, monitoring and reporting, budgeting, and other key areas.\"},{\"question\":\"How does the policy guidance take effect and what is the implementation timeline?\",\"answer\":\"The guidance is effective as of the issuance of the Policy in November 2018, remains in effect while the Policy is active, and is periodically updated based on feedback. Implementation begins within the FY 2019 Operational Plan and Performance Plan and Report cycle.\"},{\"question\":\"What are the key expectations for results and progress reporting under the policy priorities?\",\"answer\":\"The guidance sets expectations that reporting reflects priority areas such as expanded access to quality, safe, relevant education; improved literacy, numeracy, and social-emotional skills; youth skills for productive lives and employment; and strengthened capacity of higher education institutions to conduct and apply research and engage communities.\"}]","USAID Education Policy - Program Cycle Implementation and Operational Guidance - April 2020 | PDF",1792062020,101]