UNESCO announces publication on reporting learning outcomes in basic education

Country’s options for indicator 4.1.1: Document prepared for the 38th Annual Conference for Educational Assessment in Africa (AEAA), Livingstone, Zambia, August 2022

Reporting on learning outcomes is critically important but challenging, as there is no unique and comprehensive source of information to monitor progress in learning outcomes. The UNESCO publication, Reporting learning outcomes in basic education: Country’s options for indicator 4.1.1, – originally prepared for the 38th Annual Conference for Educational Assessment in Africa (AEAA), held in Livingstone, Zambia, in August 2022 – describes the different methods currently used to collect data on learning outcomes globally, and their express applicability to reporting on SDG 4's 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.’

The Publication elaborates on the main challenges faced in achieving consistency in global reporting, including the differences in educational systems; comparability of assessments between countries and over time; financial costs of assessments; and the timeliness and policy impacts of assessments. It touches as well on the methodological issues met, such as the definition of and alignment to the global minimum proficiency level, and presents the costs and benefits of the different linking strategies and options.

To read and download, access the publication here.