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Learning Agenda

Learning Agenda
Also known as: Evidence-building plan、Learning question list、Learning Agenda Process

A framework for prioritizing questions needed for decisions and planning evidence collection and use to answer them. It links what to learn, decision timing and responsibility. [1]

Learning agenda worksheet — openReferences and checked sections
Difficulty
Introductory
Cost
Low
Duration
Planning example, not a universal standard duration: half a day–2 days, including a stakeholder workshop and prioritization
Content updated: 2026-09-13Source checked: 2026-09-13 (includes AI cross-checking)No documented human reviewIncludes fictional examples

How it works at a glance

A learning agenda identifies important unresolved questions for an organization or program and plans evidence building. Organize existing knowledge for each question and select areas requiring research or evaluation. [1]

A list of questions alone does not lead to action. Specify the decisions that evidence must inform in time and who will use it, then revise plans as findings and circumstances change. [1]

  1. Identify decision points
  2. Turn learning issues into questions
  3. Take stock of existing evidence and data
  4. Set priorities
  5. Develop an evaluation and research portfolio
  6. Schedule learning reviews
Sequence of implementation steps. See “Implementation steps” for details of each stage.

When to use it and when it is unsuitable

When to use it

  • When there are too many issues to evaluate and you want to identify which questions to address first
  • When integrating priorities for evaluation, research and data use into annual or medium-term plans
  • When establishing organizational cycles of learning and improvement in grant programs or nonprofits
  • When developing an evidence-building plan for policy decisions under evidence-based policy-making (EBPM)

When it is unsuitable

  • A one-off evaluation with clearly defined evaluation questions and a data collection plan
  • When there is no organizational authority or forum to use learning in decisions and questions are simply left pending

Participants, roles, and deliverables

Participants and roles

Program managers, field staff, evaluation and data staff, and stakeholders who will use learning. Establish arrangements connecting decisions with field-level questions.

Main deliverables

  • Learning question list
  • Evaluation and research portfolio
  • Annual learning review plan

Implementation steps

  1. Identify decision points
    List decisions such as continuation, improvement, expansion, withdrawal and budget allocation according to the decision cycle. Record who decides and when.
  2. Turn learning issues into questions
    Turn uncertainty relevant to each decision into the question “What would we need to know to decide?” These questions may also become evaluation questions.
  3. Take stock of existing evidence and data
    First identify questions answerable using existing reports, monitoring indicators, administrative data, prior research and field records.
  4. Set priorities
    Rank questions by decision impact, urgency, feasibility and cost. It is important not to investigate everything simultaneously.
  5. Develop an evaluation and research portfolio
    Choose the best evidence collection method and timing for each question, such as short interviews, regular monitoring, external evaluation or effect testing.
  6. Schedule learning reviews
    Schedule who reads findings and which meeting will decide what. Clarify responsibility for using findings.

Strengths and limitations

Strengths

  • Connects evaluation to ongoing decisions and learning rather than one-off reporting.
  • Concentrates limited evaluation resources on important questions.
  • Provides a useful common language for EBPM, grant programs and organizational learning.
  • Identifies questions answerable from existing data and reduces unnecessary surveys.

Limitations

  • Defining questions has no effect unless decision-makers use the learning.
  • Overly broad issues produce an unworkable research list.
  • Short-term results are difficult to see, and ongoing organizational responsibility for operation is needed.

Common pitfalls

  • Including every stakeholder interest in a long list without priorities
  • Starting new surveys or external evaluations without taking stock of existing data
  • Failing to arrange learning reviews, leaving nobody to read the results

Conditions of use and evidence

  • Frame learning issues as questions connecting decision-making and evidence building. [1]
Fictional example; not actual results

Select questions needed to decide on opening hours

A fictional illustrative plan for considering the next period's consultation service opening hours.

QuestionUse in decisionsEvidence and deadline
Are people requesting evening appointments unable to attend during current hours?Decide whether to pilot evening appointments.Interviews with non-users / November
Was the reception information understood?Revise the information text.Information comprehension test / October

Common errors in judgment

Common mistake

Listing every topic of interest

How to revise

Prioritize by decision impact and evidence gaps.

ReasonResearch resources and deadlines are constrained.

Common mistake

Fixing learning questions permanently once defined

How to revise

Update questions and priorities when evidence becomes available.

ReasonAvoid continuing to spend resources on answered or unnecessary questions.

Organize your thinking by writing

Learning agenda worksheet

A practical template is available to fill in and print on A4 paper.

Open worksheet

Related methods

Key Evaluation QuestionsEvaluation Design MatrixUtilization-Focused EvaluationPerformance MeasurementIndicator Design

References and checked sections

  1. The President’s Management Agenda Learning Agenda FY23 Year End Report
    U.S. Office of Management and Budget
    Section consulted
    Introduction: What is the PMA Learning Agenda? (printed p.4)
    How it relates to the text
    Frame learning issues as questions connecting decision-making and evidence building.
    Source checked: (includes AI cross-checking)

Editorial and checking information

Content updated: Source checked: (includes AI cross-checking)No documented human reviewIncludes fictional examplesEditorial policy and scope of checkingCite this pageReport a correction

How to cite this page

EvalCompass Editorial Team. “Learning Agenda”. EvalCompass, updated 2026-09-13. https://evalcompass.jun-nakatani.com/en/methods/learning-agenda/
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Change history
  • — Checked sources for definitions and applicability conditions, and added fictional examples, reasons for judgments and examples for every worksheet field. Revised unverified claims about history and adoption. Also reviewed existing procedures and cautions, and adjusted fixed participant counts and thresholds and generalizations about institutions.