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Hounkpodoté, H., Koršnáková, P., Hastedt, D., Ward, M., Wendlassida Miningou, É., Vivekanandan, R., Crouch, L. A., Gove, A. K., Banerji, R., Bhattacharjea, S., Ciera, J., Ruto, S., & Goretti Nakabugo, M. (2018). Learning evidence for Indicator 4.1.1. In SDG 4 DATA DIGEST 2018: Data to nurture learning (UIS/2018/ED/SD/9 ed., pp. 50-97). UNESCO. http://uis.unesco.org/sites/default/files/documents/sdg4-data-digest-data-nurture-learning-2018-en.pdf
SDG Target 4.1 covers the quality of primary and lower secondary education. The key concepts to measure include the quality of education and learning in two subject areas in early and late primary education and at the end of lower secondary education. The current global indicator for this target is the proportion of children and young people: i) in Grade 2 or 3; ii) at the end of primary education; and iii) at the end of lower secondary education who achieved at least a minimum proficiency level in(a) reading and (b) mathematics.
The international initiatives that could help to inform SDG 4.1.1 are summarised in Table 3.1 based on the target population/grade.
This chapter focuses on evidence from the major assessments presented in Table 3.1, as well as learning trends in a group of countries that are working with the Global Partnership for Education (GPE) to implement assessments needed to monitor and improve learning outcomes.
