Percentage of children/young people at the end of each level of education achieving at least a minimum proficiency level in (a) reading and (b) mathematics. Disaggregations: sex, location, wealth (and others where data are available)

This indicator is proposed as an indicator for Sustainable Development Target 04.1 By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.

Value Range


Various international (eg PIRLS, PISA, TIMSS), regional learning assessments (eg LLECE, SACMEQ, PASEC) national and citizen-led learning assessments. Data are available at the primary level for about 50 countries from PIRLS and at lower secondary level for about 70 countries from PISA and 65 countries from TIMSS. Once the learning scale has been created the existing results can be reported according to a common scale. This is expected to take 3-5 years to achieve.

UNESCO-UIS will form a broad technical group including Member States to develop and maintain measures. UNESCO-UIS will compile data from learning assessments conducted by other organizations and transform them to the common learning scale.

Linkages: 1.2, 1.4, 1.5, 2.1, 2.2, 2.3, 3.1, 3.3, 3.4, 3.7, 3.c, 5.3, 5.4, 5.5, 5.b,7.a, 8.6, 8.7, 8.b, 10.2, 10.6, 12.8, 13.3, 13.b, 16.a; is part of 4.5

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Consultation reference

460 item pages.