Global Alliance to Monitor Learning (GAML)
Paris, 25-26 February 2025

The 11th GAML meeting will advance the global learning measurement agenda by discussing:

  • Recent developments and pending challenges related to SDG indicator 4.1.1, with a particular emphasis on SDG 4.1.1a;
  • Eligibility criteria for learning assessments, calibration of item difficulty, benchmarks for precursor skills, MPL blueprint, context questionnaires, virtual fund, vetting mechanism and buyers' guide.

Check the concept note for more details.

Technical Advisory Group on SDG indicator 4.1.1

The UIS convened a TAG of experts to refine the eligibility criteria that assessments should meet for reporting on SDG 4.1.1, with emphasis on SDG 4.1.1.a (early grades) given its downgrade from Tier I to Tier II during the IAEG/SDG meeting in October 2023.

For more information refer to this page: TAG on SDG 4.1.1a.

The first TAG meeting (4-6 March 2024) reviewed the Criteria for Eligibility of a learning assessment to report on SDG 4.1.1, a document last updated on 9 December 2024. The second TAG meeting (14-16 May 2024) reviewed the evidence from the analysis of existing databases and discussed benchmark-setting.

Visit this page for a complete list of learning data resources.

Learn more on to how to measure learning and the harmonisation of standards for measuring learning outcomes for reporting on SDG 4 Indicators 4.1.1 on minimum learning proficiency, 4.4.2 in digital literacy skills, 4.6.1 on functional literacy and numeracy skills, 4.7.4 in knowledge of environmental science and geoscience, and 4.7.5 in breadth of skills.

Policy Linking Toolkit

The Policy Linking Toolkit describes the Policy Linking methodology used for measuring global learning outcomes. The toolkit was initially developed in 2019 and revised in 2020 and 2023 following implementation of Policy Linking in Bangladesh, India (grades 3&5 – grade 8), Cambodia, Lesotho, Nepal and Zambia.

Read the revised Policy Linking for Measuring Global Learning Outcomes Toolkit  

Download the Policy Linking workshop presentations.

Pairwise Comparison Method (PCM) Toolkit (2024)

Co-authored by the Global Education Monitoring (GEM) Centre at the Australian Council for Education Research (ACER) and the UNESCO Institute for Statistics (UIS), the Pairwise Comparison Method (PCM) toolkit was developed to help support countries to align their assessment with global standards and report against SDG 4.1. UIS has developed a menu of options to enable countries to report against SDG 4.1.1, of which the Pairwise Comparison Method (PCM) for measuring global learning outcomes is one. Where appropriate, and to support consistency, some content of this PCM toolkit is based on one of the other options for countries, the Policy Linking Toolkit (PLT).

The Global Coalition for Foundational Learning

The Global Coalition for Foundational Learning was founded in 2022 to bring together partners with a shared commitment to improving foundational learning for all and a desire to work together to drive change more quickly.

Foundational Learning is defined as basic literacy, numeracy, and transferable skills such as socioemotional skills that provide the fundamental building blocks for all other learning, knowledge, and higher-order skills.

More information on the Global Coalition for Foundational Learning in this document.

What are the three key priorities of the Coalition?

  1. Coordinate support to countries to implement aligned evidenced-based solutions to improve Foundational Learning outcomes at scale.
  2. Support countries to monitor learning progress and improve availability of learning data.
  3. Support strategic advocacy and communications to call for implementation of the Commitment to Action, create an enabling environment for policy change, and help drive accountability for implementation.