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DATA IDENTIFICATION


Name
Percentage of children/young people: (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i.) reading and (ii.) mathematics Disaggregation by sex, location, wealth (and others where data are available)
Indicator purpose

The purpose of this indicator is to measure the learning outcomes achieved in the two subject areas at the end of the relevant stages of education.

Abstract

The indicator measures the proportion of children and young people in grades 2/3 achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex. The higher the figure the higher the proportion of children and/or young people reaching at least minimum proficiency in the respective domain (reading or mathematic).

Data source

 

Ministry of Education (MOE)

DATA CHARACTERISTICS



Contact organization person

 

Ministry of Education (MOE)

Date last updated
04-NOV-2019
Periodicity

Annual

Unit of measure

Percentage (%)

Other characteristics

The indicator is a direct measure of the learning outcomes achieved in the two subject areas at the end of the relevant stages of education. The three measurement points will have their own established minimum standard. There is only one threshold that divides students into above and below minimum:

(a) Below minimum is the proportion or percentage of students who do not achieve a minimum standard as set up by countries according to the globally-defined minimum competencies.

(b) Above minimum is the proportion or percentage of students who have achieved the minimum standards.

Due to heterogeneity of performance levels set by national and cross-national assessments, these performance levels will have to be mapped to the globally-defined minimum performance levels. Once the performance levels are mapped, the global education community will be able to identify for each country the proportion or percentage of children who achieved minimum standards.

DATA CONCEPTS and CLASSIFICATIONS



Classification used

Minimum proficiency level is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments.

Disaggregation

is by age or age-group of students, sex, location, socio-economic status, migrant status and ethnicity. Disability status is not currently available in most national and cross-national learning assessments but could be considered for future assessments.

Key statistical concepts

The indicator is calculated as the percentage of children and/or young people at the relevant stage of education achieving or exceeding a pre-defined proficiency level in a given subject.

Formula
-
OTHER ASPECTS



Recommended uses

This indicator is used to measure the proportion of children and/or young people reaching at least minimum proficiency in the respective domain.

Limitations

Learning outcomes from national school- or household-based learning assessments are not automatically comparable across countries unless they are linked by design.

Other comments

All the metadata shown in this document was gathered from United Nation Statistics Division. The metadata was extracted from https://unstats.un.org/sdgs/metadata/.