4.1.1b Proportion of children and young people at the end of primary education (grades 1-4) achieving at least a minimum proficiency level in mathematics, by sex

4.1.1b Proportion of children and young people at the end of primary education (grades 1-4) achieving at least a minimum proficiency level in mathematics, by sex

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

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

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

Minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain of mathematics and reading measured through learning assessments and by corresponding grades.

The data are obtained from the TIMSS / PIRLS / PISA surveys conducted by the OECD.

From TIMSS / PIRLS by OECD guidelines.

%

Gender

Republic of Serbia

United Nations

Every four years

The data for grades 2/3 are not available. They refer to (b) at the end of primary schooling (lower grades).

C040101

https://unstats.un.org/sdgs/metadata/files/Metadata-04-01-01.pdf