New Module to Map Assessments of Children and Youth in School and Out

The UIS has completed the first stage in a major upgrade of its Catalogue of Learning Assessments, which collects  a wide range of data and information on learning assessments and serves to document countries’ efforts in monitoring and tracking learning. 

This project is being sponsored by the Australian Department of Foreign Affairs and Trade,  the UK Department for International Development and the William and Flora Hewlett Foundation as part of their commitment to improving the learning outcomes of children and youth globally. The technical work is being undertaken by the UIS and the Australian Council for Education Research under the aegis of the Global Alliance to Monitor Learning, which brings together a wide range of stakeholders involved in assessment initiatives at the national, regional and global levels.

The Catalogue feeds into wider efforts by the UIS to develop the methodologies and data needed to track progress towards Sustainable Development Goal 4–Education 2030. The 2.0 version will provide data and information to:

  • Map national, regional and international learning assessments;
  • Report on progress towards the SDG 4 targets related to learning;
  • Help countries evaluate and improve the quality and robustness of their assessment/examination systems; and
  • Help countries and donors identify capacity-building needs.

As part of the first stage, the UIS has released a new questionnaire  to map all school-based and household-based assessments for early childhood, primary and secondary levels of education (ISCED* levels 0-3). By including household-based assessments, it will collect data about the learning outcomes amongst children and youth regardless of whether they are enrolled in formal education programmes. The previous version included only school-based surveys for ISCED levels 1 and 2.

As part of the second phase, the Catalogue will include other modules to collect more precise information needed by countries and donors to improve the quality and robustness of their assessment systems, as well as the data needed to report on learning indicators included in the SDG 4 targets.


The william and Flora HEWLETT Foundation
Australian Aid