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Goal 4. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all)

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

Sub-indicator 4.1.1.1. Proportion of young people who, at the end of lower secondary education, have achieved at least a minimum level of proficiency in reading

  1. Administrative data not belonging to the National Statistical Plan
Source: MEFP

Sub-indicator 4.1.1.2. Proportion of boys who, at the end of lower secondary education, have achieved at least a minimum level of proficiency in reading

  1. Administrative data not belonging to the National Statistical Plan
Source: MEFP

Sub-indicator 4.1.1.3. Proportion of girls who, at the end of lower secondary education, have achieved at least a minimum level of proficiency in reading

  1. Administrative data not belonging to the National Statistical Plan
Source: MEFP

Sub-indicator 4.1.1.4. Proportion of children who, at the end of primary education, have achieved at least a minimum level of proficiency in reading

  1. Administrative data not belonging to the National Statistical Plan
Source: MEFP

Sub-indicator 4.1.1.5. Proportion of boys who, at the end of primary education, have achieved at least a minimum level of proficiency in reading

  1. Administrative data not belonging to the National Statistical Plan
Source: MEFP

Sub-indicator 4.1.1.6. Proportion of girls who, at the end of primary education, have achieved at least a minimum level of proficiency in reading

  1. Administrative data not belonging to the National Statistical Plan
Source: MEFP

Sub-indicator 4.1.1.7. Proportion of young people who, at the end of lower secondary education, have achieved at least a minimum level of proficiency in mathematics

  1. Administrative data not belonging to the National Statistical Plan
Source: MEFP

Sub-indicator 4.1.1.8. Proportion of boys who, at the end of lower secondary education, have achieved at least a minimum level of proficiency in mathematics

  1. Administrative data not belonging to the National Statistical Plan
Source: MEFP

Sub-indicator 4.1.1.9. Proportion of girls who, at the end of lower secondary education, have achieved at least a minimum level of proficiency in mathematics

  1. Administrative data not belonging to the National Statistical Plan
Source: MEFP

Sub-indicator 4.1.1.10. Proportion of children who, at the end of primary education, have achieved at least a minimum level of proficiency in mathematics

  1. Administrative data not belonging to the National Statistical Plan
Source: MEFP

Sub-indicator 4.1.1.11. Proportion of boys who, at the end of primary education, have achieved at least a minimum level of proficiency in mathematics

  1. Administrative data not belonging to the National Statistical Plan
Source: MEFP

Sub-indicator 4.1.1.12. Proportion of girls who, at the end of primary education, have achieved at least a minimum level of proficiency in mathematics

  1. Administrative data not belonging to the National Statistical Plan
Source: MEFP