The UNESCO Institute for Statistics and the UNESCO International Bureau of Education are working together to support national strategies for measuring learning and to enable international reporting on SDG 4.1 within the Education 2030 Framework for Action. Together, they analysed 115 national assessment frameworks, from 53 Member States, using a new coding scheme of mathematical content domains and sub-categories, with the aim of finding ways to link different assessment results and to report them in a globally-comparable way.
The results are presented in a major new study, entitled Monitoring Progress towards SDG 4.1: Initial Analysis of National Assessment Frameworks for Mathematics, which was published in the latest edition of the IBE In-Progress Reflections series on Current and Critical Issues in Curriculum, Learning and Assessment.
The report provides a clear picture of the prevalence of mathematical content and competencies in national assessment frameworks and reveals trends, commonalities, and differences among regions of the world, income classification levels, education levels, and languages.
The study concludes with a set of recommendations that set the basis for the development of a UNESCO Content Framework of Reference that will be used by Member States as part of the set of methodological tools being developed by the Global Alliance to Monitor Learning (GAML).