Minimum proficiency in reading in grade 2 or 3
Indicator Name
Indicator ID in PRIME
Donor Indicator ID in PRIME
NORAD: IN00023185 [#/#=%/Annually/Gender Group TR,Disability/Cum]
Definition
This indicator measures the percentage of children and/or young people at the relevant stage of education achieving or exceeding a pre-defined proficiency level in reading.
Please use the MEAL PIRS to specify the grade or program level chosen, the tools used and where possible the thresholds (for example % score) appropriate for the relevant level.
The Country Offices should decide which grade competencies (curricula) are most relevant to measure, grade 2 or 3 curriculum. Proficiency level should be equivalent to pre-defined by national standards, formal, non-formal or other.
Where national curricula do not exist, please consult Global Proficiency Framework for decision on thresholds (UNESCO): Global Proficiency Framework for Reading (unesco.org)
Please use MEAL PIRS to state the total number of children registered in the project(s). If a sample learning assessment survey was used please use MEAL PIRS under Source of Data to show sampling method, sample size, confidence level, confidence interval, size of target population and the effect size where a comparison group was also assessed.
Numerator
Number of students in target grade that reached minimum proficiency threshold in reading
Denominator
Total number of students assessed.
Please use MEAL PIRS to state the total number of children registered in the project(s). If a sample learning assessment survey was used please use MEAL PIRS under Source of Data to show sampling method, sample size, confidence level, confidence interval, size of target population and the effect size where a comparison group was also assessed.
Measuring this indicator requires using the Early Grade Reading Assessment (EGRA) or Literacy Boost Assessment guidance. To measure this indicator, divide the number of children and/or young people in grades 2 or 3 who have achieved at least the minimum proficiency level in literacy by the total number of children and/or young people in grades 2 or 3. Multiply the result by 100 to convert it to a percentage.
Assessments can be done through sample survey (preferably randomized) or assessment of all students.
Means of Verification is required to be aligned with national standards. These can be national, regional or international assessments tests, such as government tools in given country, Early Grade Reading Assessment (EGRA), UWEZO, the Literacy Boost Assessment guidance or other acknowledged tools.
Please use the MEAL PIRS to specify the grade or program level chosen, the tools used and where possible the thresholds (for example % score) appropriate for the relevant level.
See recommended tool: MEAL Educations Tools Page: Early Grade Reading Assessment (EGRA) Toolkit | Education Links (edu-links.org)
Indicator Prioritisation
Level of Indicator
Indicator Context Type
Theme
Sub Theme
Total Reach Indicator
Frequency of Data Collection
Unit of Measure
Data Format
Direction of Desired Change
Number of Decimal Points
Indicator is Rounding
Nature
Recommended Disaggregations
SDG Indicator Metadata: https://unstats.un.org/sdgs/metadata/files/Metadata-04-01-01.pdf
For minimum proficiency levels, see UNESCO Global Proficiency Framework for Reading: https://gaml.uis.unesco.org/wp-content/uploads/sites/2/2021/03/Global-Proficiency-Framework-Reading.pdf