Learning Data

With Sustainable Development Goal (SDG 4), the international community has pledged to “ensure inclusive and equitable quality education and promote lifelong opportunities learning opportunities for all.”

The UNESCO Institute for Statistics, as the official source of cross-nationally comparable data on education, hosts a database for SDG 4 indicators on learning outcomes.

Data on Indicator 4.1.1

Proportion of children and young people (a) in Grade 2 or 3; (b) at the end of primary education; and (c) at the end of lower secondary education achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex

The UIS Learning Outcomes Database contains data on Indicator 4.1.1. The data are collected from six cross-national and regional assessments.

The international assessments covered in the database include the Programme for International Student Assessment (PISA), the Trends in International Mathematics and Science Study (TIMSS) and the Progress in International Reading Literacy Study (PIRLS). The regional assessments include data from the Latin American Laboratory for Assessment of the Quality of Education (LLECE), the Programme d’Analyse des Systèmes Educatifsde la CONFEMEN (PASEC), and the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ).

The data are disaggregated by sex, school location, student language, socioeconomic status and immigration status, and the database includes parity indices for these disaggregations.

The database provides two types of data: anchored and unanchored. The anchored data are based on a methodology of anchoring student achievement tests, which makes use of the fact that some countries participated in different assessments simultaneously; hence, the assessments can be linked by the results of those countries. This allows for comparability in tracking Indicator 4.1.1.

While the anchored database provides both basic and minimum proficiency levels, the unanchored database provides minimum proficiency levels only. They are reported according to each assessment’s definition. Therefore, the anchored and unanchored data are not comparable.

Unanchored database Anchored database
Grade 2/3 End of Primary End of lower secondary Grad 2/3 End of Primary End of lower secondary
Number of countries 93 49 98 71 49 98
Number of regions 7 2 7 8 2 8
Years 1995-2016 1995-2014 1995-2016 1995-2016 1995-2013 1995-2016
Assessments LLECE, PASEC, PIRLS, TIMSS LLECE, PASEC, SACMEQ PISA, TIMSS PIRLS, TIMSS LLECE, PASEC, SACMEQ PISA, TIMSS

Data on Indicator 4.1.2

Administration of a nationally-representative learning assessment (a) in Grade 2 or 3; (b) at the end of primary education; and (c) at the end of lower secondary education

Data on Indicator 4.2.1

Proportion of children under 5 years of age who are developmentally on track in health, learning and psychosocial well-being, by sex

Data on Indicator 4.4.1

Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill

Data on Indicator 4.4.2

Percentage of youth/adults who have achieved at least a minimum level of proficiency in digital literacy skills

Data on Indicator 4.6.1

Percentage of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex

Data on Indicator 4.7.4

Percentage of students by age group (or education level) showing adequate understanding of issues relating to global citizenship and sustainability

  • Data for this indicator is pending.

Data on indicator 4.7.5

Percentage of 15-year-old students showing proficiency in knowledge of environmental science and geoscience

  • Data for this indicator is pending.

Catalogue of Learning Assessment 2.0

The Catalogue of Learning Assessment 2.0 comprises the following questionnaires :

Questionnaire code Questionnaire name Link
UIS/LO/CLA2/M1 General information on learning and skills assessments EN / FR / ES
UIS/LO/CLA2/M1/ECD General information on Early childhood development (ECD) assessments EN / FRES
UIS/LO/CLA2/M2/HBA/DL Results from household-based assessments on digital literacy skills EN / FRES
UIS/LO/CLA2/M2/HBA/FLN Results from household-based assessments on functional literacy and numeracy skills EN / FRES
UIS/LO/CLA2/M2/HBA/ICT Results from household-based assessments on ICT skills EN / FRES
UIS/LO/CLA2/M2/SBA Results from school-based assessments (SBA) EN / FRES
UIS/LO/CLA2/M2/ECD Results on early childhood development (ECD) EN / FRES

Completed UIS/LO/CLA2/M1 questionnaires: