The paper’s goal is to advance the global conversation on the distinction between and utility of analytical and diagnostic tools.

This document is the second phase of an investigation started by the UK Department for International Development (DFID) and joined by GPE to scope an alternative approach to education policy making, including the design of education sector plans, programs and interventions that might drive greater impact than those driving low learning levels currently.

The authors, as global education actors, have designed or supported the design of many available analytical tools, which they encourage the use of prior to the design of country education sector strategies and plans.