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
| Indicator | 4.1.1.a.I - Proportion of children and young people in grades 2/3 achieving at least a minimum proficiency level in reading, by sex | |
|---|---|---|
| Goal | 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all | |
| Target | 4.1 - By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes | |
| Unit | % | |
| Short Title | ||
| Weightage | 0 | |
| Year | Disaggregation | Source | Target Value | Status Value/Description |
|---|---|---|---|---|
| 2023 | Total | LAS, BBS, SID | 61.9300 | |
| 2023 | Boys | LAS, BBS, SID | 59.5100 | |
| 2023 | Girls | LAS, BBS, SID | 64.5900 | |
| 2022 | Total | NSA, DPE, MoPME | 51.0000 | |
| 2019 | Total | MICS, BBS, SID | 25.9000 | |
| 2019 | Poorest | MICS, BBS, SID | 36.4000 | |
| 2019 | Richest | MICS, BBS, SID | 64.3000 | |
| 2017 | Total | NSA, DPE, MoPME | 47.0000 | |
| 2015 | Total | NSA, DPE, MoPME | 41.0000 |
| Indicator | 4.1.1.a.II - Proportion of children and young people in grades 2/3 achieving at least a minimum proficiency level in mathematics, by sex | |
|---|---|---|
| Goal | 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all | |
| Target | 4.1 - By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes | |
| Unit | % | |
| Short Title | ||
| Weightage | 0 | |
| Year | Disaggregation | Source | Target Value | Status Value/Description |
|---|---|---|---|---|
| 2023 | Total | LAS, BBS, SID | 61.0100 | |
| 2023 | Boys | LAS, BBS, SID | 60.7900 | |
| 2023 | Girls | LAS, BBS, SID | 61.2200 | |
| 2022 | Total | NSA, DPE, MoPME | 39.0000 | |
| 2019 | Total | MICS, BBS, SID | 13.0000 | |
| 2019 | Poorest | MICS, BBS, SID | 20.1000 | |
| 2019 | Richest | MICS, BBS, SID | 38.1000 | |
| 2017 | Total | NSA, DPE, MoPME | 34.0000 | |
| 2015 | Total | NSA, DPE, MoPME | 28.0000 |
| Indicator | 4.1.1.b.I - Proportion of children and young people at the end of primary achieving at least a minimum proficiency level in reading, by sex | |
|---|---|---|
| Goal | 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all | |
| Target | 4.1 - By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes | |
| Unit | % | |
| Short Title | ||
| Weightage | 0 | |
| Year | Disaggregation | Source | Target Value | Status Value/Description |
|---|---|---|---|---|
| 2023 | Total | LAS, BBS, SID | 94.4600 | |
| 2023 | Boys | LAS, BBS, SID | 94.0400 | |
| 2023 | Girls | LAS, BBS, SID | 94.8200 | |
| 2022 | Total | NSA, DPE, MoPME | 50.0000 | |
| 2017 | Total | NSA, DPE, MoPME | 44.0000 | |
| 2015 | Total | NSA, DPE, MoPME | 45.0000 |
| Indicator | 4.1.1.b.II - Proportion of children and young people at the end of primary achieving at least a minimum proficiency level in mathematics, by sex | |
|---|---|---|
| Goal | 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all | |
| Target | 4.1 - By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes | |
| Unit | % | |
| Short Title | ||
| Weightage | 0 | |
| Year | Disaggregation | Source | Target Value | Status Value/Description |
|---|---|---|---|---|
| 2023 | Total | LAS, BBS, SID | 95.8700 | |
| 2023 | Boys | LAS, BBS, SID | 95.5000 | |
| 2023 | Girls | LAS, BBS, SID | 96.1900 | |
| 2022 | Total | NSA, DPE, MoPME | 30.0000 | |
| 2017 | Total | NSA, DPE, MoPME | 33.0000 | |
| 2015 | Total | NSA, DPE, MoPME | 25.0000 |
| Indicator | 4.1.1.c.I - Proportion of children and young people at the end of lower secondary achieving at least a minimum proficiency level in reading, by sex | |
|---|---|---|
| Goal | 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all | |
| Target | 4.1 - By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes | |
| Unit | % | |
| Short Title | ||
| Weightage | 0 | |
| Year | Disaggregation | Source | Target Value | Status Value/Description |
|---|---|---|---|---|
| 2023 | Total | LAS, BBS, SID | 98.5200 | |
| 2023 | Boys | LAS, BBS, SID | 98.4900 | |
| 2023 | Girls | LAS, BBS, SID | 98.6600 | |
| 2019 | Total | NASS, DSHE | 73.7000 | |
| 2019 | Boys | NASS, DSHE | 71.2500 | |
| 2019 | Girls | NASS, DSHE | 75.4700 | |
| 2015 | Total | LASI, DSHE | 54.0000 | |
| 2015 | Boys | LASI, DSHE | 55.0000 | |
| 2015 | Girls | LASI, DSHE | 54.0000 |
| Indicator | 4.1.1.c.II - Proportion of children and young people at the end of lower secondary achieving at least a minimum proficiency level in mathematics, by sex | |
|---|---|---|
| Goal | 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all | |
| Target | 4.1 - By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes | |
| Unit | % | |
| Short Title | ||
| Weightage | 0 | |
| Year | Disaggregation | Source | Target Value | Status Value/Description |
|---|---|---|---|---|
| 2023 | Total | LAS, BBS, SID | 23.6300 | |
| 2023 | Boys | LAS, BBS, SID | 23.3800 | |
| 2023 | Girls | LAS, BBS, SID | 23.8300 | |
| 2019 | Total | NASS, DSHE | 40.9000 | |
| 2019 | Boys | NASS, DSHE | 40.1700 | |
| 2019 | Girls | NASS, DSHE | 41.4400 | |
| 2015 | Total | LASI, DSHE | 19.0000 | |
| 2015 | Boys | LASI, DSHE | 22.0000 | |
| 2015 | Girls | LASI, DSHE | 18.0000 |
