4.1.1 Proportion of children and young people (a) in Grade 2 or 3; (b) at the end of primary education; and (c) at the end of lower secondary education achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex

4.1 By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes

4.1.1 Proportion of children and young people (a) in Grade 2 or 3; (b) at the end of primary education; and (c) at the end of lower secondary education achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex

Definition:

Percentage of children and young people achieving at least a minimum proficiency level in (i) reading and (ii) mathematics during primary education (Grade 2 or 3), at the end of primary education, and at the end of lower secondary education. The minimum proficiency level will be measured relative to new common reading and mathematics scales currently in development.

Purpose:

The indicator aims to measure the percentage of children and young people who have achieved the minimum learning outcomes in reading and mathematics during or at the end of the relevant stages of education.

Calculation method:

The number of children and/or young people at the relevant stage of education n in year t achieving or exceeding the pre-defined proficiency level in subject s expressed as a percentage of the number of children and/or young people at stage of education n, in year t, in any proficiency level in subject s.

MPLt,n,s = MPt,n,s

Pt,n

Where:

MPt,n,s = the number of children and young people at stage of education n, in year t, who have achieved or exceeded the minimum proficiency level in subject s.

Pt,n

 

Interpretation

Type of data source

Methodological Challenge

Protocole for reporting

Disaggregation

Limitation and comments

Acronyms

CAT                 Content Alignment Tool

CLA                 Catalogue of Learning Assessments

CNA                Cross-national assessments

GAML             Global Alliance to Monitoring Learning

GCF                 Global Content Framework

GPF                 Global Proficiency Framework

IRT                   Item response theory

ISCED              International Standard Classification of Education

MPL                Minimum proficiency level

PAT                 Procedural Alignment Tool

PLD                 Performance level descriptors

SDG                Sustainable Development Goal

TCG                 Technical Cooperation Group

 

Assessments

ASER                  Annual Status of Education Report

EGRA                 Early Grade Reading Assessment

EGMA                Early Grade Mathematics Assessment

ERCE                 Regional Comparative and Explanatory Study

LLECE                El Laboratorio Latinoamericano de Evaluación de la Calidad de la Educación

MICS                 Multiple Indicator Cluster Surveys

PAL Network    People’s Action for Learning Network

PASEC               Programme d’analyse des systèmes éducatifs de la confemen

PIACC               Programme for the International Assessment of Adult Competencies

PILNA                Pacific Islands Literacy and Numeracy Assessment

PIRLS                 Progress in International Reading Literacy Study

PISA                  Programme for International Student Assessment

PISA-D              Programme for International Student Assessment for Development

SACMEQ           Southern and Eastern Africa Consortium for Monitoring Education Quality

SEAMEO           Southeast Asian Ministers of Education Organization

TIMSS                Trends in International Mathematics and Science Study

UWEZO             (not an acronym)