Percentage of children who achieve minimum proficiency standards in reading and mathematics at end of: (i) primary (ii) lower secondary ( BAA )

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

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

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The list of indicator proposals (as of 11 August 2015) used for the IAEG-SDG Open Consultation with Civil Society, Academia and Private Sector.

460 item pages.