The Rosetta Stone Study is designed to measure global progress towards SDG 4.1.1 by relating national and regional learning assessments to international learning assessments. It is named after the famous archaeological discovery that enabled translation between different written languages: the Rosetta Stone. The goal of the study is to provide countries that participated in regional or national assessments but not in international assessments with information about the proportions of primary school students who have achieved a minimal level of competency in literacy and numeracy (SDG 4.1.1) that allows international comparisons.
In a first effort to implement this approach and establish concordance tables, the regional assessments Regional Comparative and Explanatory Study (ERCE) and Programme d'analyse des systèmes éducatifs de la CONFEMEN (PASEC) are linked to two international assessments of the International Association for the Evaluation of Educational Achievement (IEA), namely Trends in International Mathematics and Science Study (TIMSS) for mathematics and Progress in International Reading Literacy Study (PIRLS) for reading. All the results are presented in the publications section of this page.
This document presents an executive summary of the first results of the Rosetta Stone Study, consisting of the establishment of a concordance table that projects the score distributions estimated from two regional assessments to distributions on TIMSS and PIRLS. These regional assessments are UNESCO’s Regional Comparative and Explanatory Study (ERCE; Estudio Regional Comparativo y Explicativo) in Latin America and Caribbean countries and the Programme for the Analysis of Education Systems (PASEC; Programme d’Analyse des Systèmes Éducatifs de la CONFEMEN) in francophone sub-Saharan African countries.