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

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes

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

Percentage of children and young people in Grade 2 or 3 of primary education, at the end of primary and lower secondary levels of education achieving at least a minimum proficiency level in (a) reading and (b) mathematics. The minimum proficiency level will be measured relative to new common reading and numeracy scales currently in development. Computation method: The indicator is calculated as the number of children and young people at the relevant stage of education achieving or exceeding a pre-defined proficiency level in the given subject. Performance above the minimum level, PLtn,s,above minimum = p, where p is the percentage of students in a learning assessment at stage of education n, in subject s in any year (t-i) where 0 ? i ? 5, who has achieved the level of proficiency that is greater than a pre-defined minimum standard, Smin. The minimum standard is defined by the global education community taking into consideration regional differences.