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This paper presents the first estimates for a key target of Sustainable Development Goal 4, which requires primary and secondary education that lead to relevant and effective learning outcomes. By developing a new methodology and database, the UIS has produced a global snapshot of the learning situation facing children and adolescents who are in school and out.

The data show the critical need to improve the quality of education while expanding access to ensure that no one is left behind. The paper also discusses the importance of benchmarking and the concept of minimum proficiency levels.

More than 617 million children and adolescents are not achieving minimum proficiency levels (MPLs) in reading and mathematics, according to new estimates from the UNESCO Institute for Statistics (UIS). This is the equivalent of three times the population of Brazil being unable to read or undertake basic mathematics with proficiency. The new data signal a tremendous waste of human potential that could threaten progress towards the Sustainable Development Goals (SDGs).

Many of the global goals depend on the achievement of SDG 4, which demands an inclusive and equitable quality education and the promotion of “lifelong learning opportunities for all”. In particular, Target 4.1 demands that all children complete primary and secondary education of sufficient quality to ensure that they have “relevant and effective learning outcomes”. To measure progress globally, the international community has agreed to use following indicator: Proportion of children and young people: (a) in Grades 2 or 3; (b) at the end of primary education; and (c) at the end of lower secondary education achieving at least a minimum proficiency level in (i) reading and (ii) mathematics.

This paper presents the first estimates for this global indicator and discusses the impact of benchmarks. As the official source of SDG 4 data, the UIS has developed a methodology that captures data not only on children and adolescents who are in school but also the out-of-school populations who have little or no opportunity to achieve minimum levels of proficiency.

Six out of ten children and adolescents are not learning globally

Globally, six out of ten children and adolescents are not achieving minimum proficiency levels in reading and mathematics (see Figure 1 for reading and Annex Table A1 for mathematics). The total – 617 million – includes more than 387 million children of primary school age (about 6 to 11 years old) and 230 million adolescents of lower secondary school age (about 12 to 14 years old). This means that more than one-half – 56% – of all children won’t be able to read or handle mathematics with proficiency by the time they are of age to complete primary education. The proportion is even higher for adolescents, with 61% unable to achieve minimum proficiency levels when they should be completing lower secondary school.