Indicator 4.7.5

Indicator 4.7.5 Percentage of students in lower secondary showing proficiency in knowledge of environmental science and geoscience

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Indicator 4.7.4

Indicator 4.7.4 Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability

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Indicator 4.6.1

Indicator 4.6.1 Proportion 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 (Forthcoming)

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Indicator 4.4.2

Indicator 4.4.2 Percentage of youth/adults who have achieved at least a minimum level of proficiency in digital literacy skills The Digital Literacy Global Framework (DLGF) defines a methodology which serves as the foundation of Indicator 4.4.2. Recommendations on Assessment Tools for Monitoring Digital Literacy within UNESCO’s Digital Literacy Global Framework

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Indicator 4.1.1

Indicator 4.1.1 Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex

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SDG Indicator 4.1.1

In 2018, representatives from regional and international learning assessments (SUCH AS) met with the GAML (WORKING GROUP?) in Hamburg, Germany to discuss cross-linking and comparability OF WHAT