Metadata Sub-indicator 4.1.1.6. Proporción de niñas que, al final de la enseñanza primaria, han alcanzado al menos un nivel mínimo de competencia en lectura

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 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

Sub-indicator 4.1.1.6. Proportion of girls who, at the end of primary education, have achieved at least a minimum level of proficiency in reading

• Global
• European (sdg_04_40 (s))
• s: similar

Percentage of girls who at the end of primary education have reached or exceeded the low level of literacy skills.

\[MPL_{PIRLS}^{ni¿as}=\frac{MP_{PIRLS}^{ni¿as}}{P_{PIRLS}^{ni¿os}}\]Where: \( MP_{PIRLS}^{ni¿as}\)is the number of fourth grade primary school girls in the PIRLS study who have reached or exceeded the low level of performance in reading competition and \( P_{PIRLS}^{ni¿as}\)is the total number of fourth grade primary school girls participating in the reading competency study.

Proportion

Quinquenal

Sex, Training Competence

Tier I

No

MEFD

15/12/2021

UNESCO-UIS