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

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.

Indicator 4.1.1: Proportion of children and young people (a) in grades 3/6; (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. In Uganda Grade 3/6 is considered as Primary 3/6.

November 2021

Indicators 4.5.1

Ministry of Education and Sports

Ministry of Education and Sports

Mr. Edson Tusiime

Education Planning and Policy Analysis

Senior Statistician

+256 776 835987

P.O Box 7063, Kampala

edsontusiime21@gmail.com

Definition:

Percentage of children and young people achieving at least a minimum proficiency level in (i) reading and (ii) mathematics during primary education (Grade 3 and 6), at the end of primary education, and at the end of lower secondary education. The minimum proficiency level will be measured relative to new common reading and mathematics scales currently in development.

This indicator is expressed as a proportion of children and/or young people at the relevant stage of education in a given year achieving or exceeding the pre-defined proficiency level in a given subject.

Concepts:

Minimum Proficiency Level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. In September 2018, an agreement was reached on a verbal definition of the global minimum proficiency level of reference for each of the areas and domains of Indicator 4.1.1 as described in the Minimum Proficiency Levels (MPLs): Outcomes of the consensus building meeting.

Percent

International Standard Classification in Education (ISCED)

A Survey from the National Assessment of Progress in Education (NAPE)

Survey

Sampling Design and Sample Size:

A stratified two stage cluster random sampling design was used. Stratified by total districts. If the minimum number of learners required per district is 260, then dividing this number by the total number of learners required to be assessed per school, which is 20, at least 13 primary schools will be randomly selected through probability proportional to class size. In an ideal situation, a random sample of 20 learners is obtained from each of the P 3 and P 6 classes in the selected schools. Where a school has less than 20 learners in P 3 or P 6 class, compensation is made by oversampling more learners from another school in order to realize the minimum number of learners required per district. In the sampled schools, four teachers are selected i.e., one teacher of Numeracy and one teacher of Literacy in English from each of the P 3 and P 6 classes. However, the sample is not realized in instances where the same teacher is teaching Numeracy or Literacy in English at both P 3 and P 6; or is teaching both Numeracy and Literacy in English at either P 3 or P 6. In the latter, the teacher makes a choice of the test to take.

Annually with another segment within a period of 3 years

Month of February of the following year

Ministry of Education and Sports

Uganda National Examinations Board

To provide quality education and Sports services in the country which are constitutional obligations for the Ugandan State and Government.

The indicator aims to measure the percentage of children and young people who have achieved the minimum learning outcomes in reading and mathematics during or at the end of the relevant stages of education.

Low school coverage due to budget limitations

A survey is carried out annually where a sample of Learners is selected in Grade 3 and Grade 6 across the country.

Tests in literacy (reading) and numeracy (mathematics) are given to the sampled learners and marked to determine the literacy and numeracy proficiency levels.

There are four bands/levels.

Level 4: Highly Proficient: An exceptionally high level of understanding of concepts and use of relevant skills.

Level 3: Proficient: High level of understanding of concepts and use of relevant skills.

Level 2: Moderately proficient: Basic understanding of concepts and use of relevant skills.

Level 1: Lowly proficient: Limited understanding of concepts and use of relevant skills.

A learner is considered proficient if he/she is in level 3 or 4. Level 3 is the desired minimum level of proficiency.

The minimum proficiency level is computed by Dividing the number proficient pupils in literacy/numeracy by total number of pupils tested and multiply the result by 100%. The number of children and/or young people at the relevant stage of education n in year t achieving or exceeding the pre-defined proficiency level in subject s expressed as a percentage of the number of children and/or young people at stage of education n, in year t, in any proficiency level in subject s. *100%

where:

MPt,n,s = the number of children and young people at stage of education n, in year t, who have achieved or exceeded the minimum proficiency level in subject s.

MPt,n = the total number of children and young people at stage of education n, in year t.

n = the stage of education that was assessed.

s = the subject that was assessed (reading or mathematics).

Double data entry method

The UIS has elaborated guidance for the countries regarding the contents, the procedures reporting on all education indicators and this is referenced in the International Standard Classification for Education(ISCED)

Quality Management is addressed through a series of activities by the NAPE Advisory Committee;

1. The survey implementation is overseen by the NAPE Technical Committee which is constituted of Education key stakeholders.

2. The survey report is reviewed by UNEB Top management.

The National Assessment of Progress in Education (NAPE) undergoes through several stages before production and sharing of the final findings. During the Survey implementation.

1. Consultative meetings are held with all key stakeholders. The sampling frame is requested from the education Management Information System (EMIS) of the Ministry of Education and Sports.
2. The sample size and sampling design are generated using scientific methods as recommended by the Census and Survey Rules and Regulations.
3. Assessment supervision is conducted during data collection to ensure that quality data is collected
4. Data editing, cleaning and coding is undertaken before analysis and report writing.

Not done

Sex, Location (Urban/rural), School ownership (Private/Government).

Not yet applicable.

National Assessment of Progress in Education (NAPE) Reports, www.uneb.ac.ug