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ISCED Mappings
Cartographies de la CITE
WEI Programme
La principale source de données sur l'Éducation
ISCED: International Standard Classification of Education
Indicateurs mondiaux sur l'éducation
CITE : Classification Internationale Type de l'Education
Financement de l'éducation
Learning Outcomes
EFA & MDG monitoring
Out-of-school Children
Statistiques relatives à l’enseignement supérieur
Normes et méthodologies
Standards and Methodologies
Education Finance
Higher Education
Objectifs internationaux de l'éducation
Enfants non scolarisés
Résultats de l'apprentissage
Les plans de collecte de données
Women in higher education
La place des femmes dans l'enseignement supérieur
Questions and Answers about ISCED 2011
Education Data Release
Publication de données de l’ISU sur l’éducation
Out-of-school children: New data reveal persistent challenges
Enfants non scolarisés : de nouvelles données soulignent les défis persistants.
New Questionnaire on Adult Education for Latin America and the Caribbean
Lancement d’un nouveau questionnaire sur l’éducation des adultes en Amérique latine et Caraïbes
Global Demand for Primary Teachers
Word Development Report 2012
Rapport mondial sur le développement 2012
Event: Tackling the challenges of secondary education
Evénement marquant la Journée mondiale des enseignants
Global Education Digest 2011
Recueil de données mondiales sur l’éducation 2011
education data release
ISCED 2011 responds to needs of evolving education systems
La CITE 2011 répond aux besoins de systèmes éducatifs en évolution
Gender and Education
Publication des données de l’éducation
Education Data Release
Launch of 2015 Education Survey

Learning Outcomes 

“Lifelong learning for all” is not just a slogan but a commitment undertaken by the international community with Sustainable Development Goal 4. To transform this promise into action, governments and donors will need robust data and tools to improve the learning outcomes of all and monitor progress globally.

Data to improve learning outcomes for all


Learning goes beyond the ability to read and perform simple arithmetic; it entails a range of cognitive, social and emotional skills needed to lead productive and healthy lives. Today, there are many different types of assessments designed to address different purposes. Yet despite the importance – and controversy – attached to these tests, there is little information available to help countries make informed decisions in this area and use the data to better address the needs of their children and youth. Through close coordination with a wide range of stakeholders, the UIS is building on the work of the Learning Metrics Task Force (LMTF) to foster consensus around learning indicators while reinforcing the capacities of countries to produce and use relevant, reliable and valid data that can be compared internationally.The Institute’s has a range of services and products to better meet the needs of countries while promoting good practices in the measurement of learning outcomes.


This work is undertaken in close collaboration with experts from governments, multilateral agencies, civil society groups and other stakeholders through key initiatives, such as the Technical Cooperation Group on SDG 4 – Education 2030 Indicators, the Global Alliance to Monitor learning and the Inter-Agency Group on Education Inequality Indicators.


Catalogue of Learning Assessments: UIS has developed the Catalogue of Learning Assessments, which is uniquely designed to help Member States make informed decisions about a new or existing assessment while learning from the experience of others. In addition, the Database on Learning Assessments is the only open data source to provide standardized, comparable information about national and international assessments, as well as public examinations undertaken around the world. Regularly updated, the Catalogue and Database provide governments and donors with information on different types of large-scale assessments and inform discussions concerning the global monitoring of learning outcomes.


Oral reading assessments: UIS is working closely with oral reading assessments implementers, practitioners and donors to produce a collaborative publication which identifies, develops and promotes good practices in this area. This initiative encourages stakeholders to learn from each other in ways that will enhance capacity, ownership, and cultural sensitivity, while fostering international collaboration.


Global Metrics for Learning: This programme will lead to a set of cross-nationally comparable learning indicators to help countries better identify and improve the learning levels of their children and track progress towards the global education goals and targets. Based on a gradual approach, this programme will require several years to develop and will be based on extensive dialogue with all stakeholders. The UIS is currently consulting with Member States to gain their insight on the most feasible approach to regularly track learning outcomes globally. It is essential to ensure that future investments in a global monitoring mechanism are based on the needs, priorities and capacities of countries at different stages of development. Share your views through the UIS survey.


Read the blogs by Silvia Montoya, UIS Director, on learning assessments and outcomes:

Why media reports about learning assessment data make me cringe (May 2015, GPE Blog)

A universal learning scale: ‘Fit for purpose’ instead of the ‘perfect fit’ (May 2015, GPE Blog)

Out-of-school numbers on the rise as aid to education falls short of 2010 levels (July 2015, GPE Blog)

Do Teacher Incentives Improve Learning Outcomes? (July 2015, norrag)

International Literacy Day of reckoning (September 2015, GPE Blog)

Laying the foundation to monitor learning globally (September 2015, GPE Blog)

Connecting educational agendas (September 2015, Centre for Public Impact)

World Teachers' Day: 'Governments must take urgent action to address chronic teacher shortages' (October 2015, TES)

What's New?
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 What's New?

What do you think about the SDG 4-Education 2030 indicators?
The UIS has developed a survey to collect feedback on the list of indicators in development for monitoring the Sustainable Development Goal (SDG) 4 and Education 2030 targets. What do you think of the current list of indicators? Do they capture the scope of each target? Tell us what you think.
ACER and UNESCO join forces for international cooperation in education
Following years of cooperative work in global education monitoring, the Australian Council for Educational Research (ACER) has been admitted to Partner status with the United Nations Educational, Scientific and Cultural Organization (UNESCO).
UIS launches eAtlas for Education 2030
The new eAtlas for Education 2030 brings together all available data to monitor the Sustainable Development Goal on education (SDG 4). Through a series of interactive maps, it presents the global and thematic indicators for each SDG 4 target as well as ‘placeholders’ for indicators not yet available
Meet the Education 2030 Data

Get acquainted with the indicators required to monitor SDG 4 - Education 2030, starting with 4.1.2, which will track the extent to which countries conduct learning assessments and/or participate in cross-national assessments, in primary and secondary education.
Technical Cooperation Group to support the implementation of the Education 2030 indicator framework
Experts from governments, multilateral agencies and civil society are laying the groundwork to support the implementation of global and thematic indicators to monitor the Sustainable Development Goal for education.
First meeting of the Global Alliance to Monitor Learning
Learning assessment experts, decisionmakers, donors and civil society organizations will gather in Washington, D.C. on 11 May to address the critical lack of comparable data needed to measure even the most basic reading and numeracy skills across countries.
The UIS and ACER collaborate to advance education
The UIS and the Australian Council for Educational Research (ACER) sign a new agreement to work together to promote quality learning for all.
Can we afford to not measure learning outcomes?
A new paper from the UNESCO Institute for Statistics (UIS) shows that the costs associated with learning assessments are marginal compared to the benefits arising for students, education systems and societies at large.
Two new initiatives to monitor education and learning
Silvia Montoya, Director, UNESCO Institute for Statistics and Jean-Marc Bernard, Deputy Chief Technical Officer, Global Partnership for Education, outline two complementary initiatives to monitor and help achieve the SDG Education goal.
A global alliance to monitor learning
UIS Director, Silvia Montoya, outlines the goals of the Global Alliance for Learning, which brings together a range stakeholders in the international education community to ensure that quality data are used to track progress and formulate policies to improve the learning outcomes of all.
Featured Content


Learning Assessments
Explore the Database of Learning Assessments.


Learning Assessments
The Catalogue of Learning Assessments provides standardised, comparable information about learning assessments in countries across the world.


Learning Assessments
Download the questionnaire used to generate data for the Catalogue and Database of Learning Assessments.


Learning Assessments
Download the brochure on the Catalogue of Learning Assessments
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