| Goal Type | SDG |
|---|---|
| Goal | 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all |
| Targets | 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 |
| Indicators | 4.1.1.a.I : Proportion of children and young people in grades 2/3 achieving at least a minimum proficiency level in reading Bangla by sex |
| Data Source | (1) LAS, BBS, SID (2) APSC, DPE, MoPME (3) LASI, DSHE (4) MICS, BBS, SID (5) NSA, DPE, MoPME |
| Unit | % |
| Data Frequency | Triennial (2015, 2018, 2021, 2024) |
| Meta Data | Click Here |
| Time Period | Total/Disaggregation | Targets | Status ( % ) |
|---|---|---|---|
| 2015 | Total | 41.0000 | |
| 2017 | Total | 47.0000 |
| Goal Type | SDG |
|---|---|
| Goal | 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all |
| Targets | 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 |
| Indicators | 4.1.1.a.II : Proportion of children and young people in grades 2/3 achieving at least a minimum proficiency level in mathematics, by sex |
| Data Source | (1) LAS, BBS, SID (2) APSC, DPE, MoPME (3) LASI, DSHE (4) MICS, BBS, SID (5) NSA, DPE, MoPME |
| Unit | % |
| Data Frequency | Triennial (2015, 2018, 2021, 2024) |
| Meta Data | Click Here |
| Time Period | Total/Disaggregation | Targets | Status ( % ) |
|---|---|---|---|
| 2015 | Total | 28.0000 | |
| 2017 | Total | 34.0000 |
| Goal Type | SDG |
|---|---|
| Goal | 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all |
| Targets | 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 |
| Indicators | 4.1.1.b.I : Proportion of children and young people at the end of primary achieving at least a minimum proficiency level in reading Bangla by sex |
| Data Source | (1) LAS, BBS, SID (2) NSA, DPE, MoPME (3) LASI, DSHE (4) MICS, BBS, SID |
| Unit | % |
| Data Frequency | Triennial (2015, 2018, 2021, 2024) |
| Meta Data | Click Here |
| Time Period | Total/Disaggregation | Targets | Status ( % ) |
|---|---|---|---|
| 2015 | Total | 45.0000 | |
| 2017 | Total | 44.0000 |
| Goal Type | SDG |
|---|---|
| Goal | 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all |
| Targets | 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 |
| Indicators | 4.1.1.b.II : Proportion of children and young people at the end of primary achieving at least a minimum proficiency level in mathematics, by sex |
| Data Source | (1) LAS, BBS, SID (2) NSA, DPE, MoPME (3) LASI, DSHE (4) MICS, BBS, SID (5) NASS, DSHE |
| Unit | % |
| Data Frequency | Triennial (2015, 2018, 2021, 2024) |
| Meta Data | Click Here |
| Time Period | Total/Disaggregation | Targets | Status ( % ) |
|---|---|---|---|
| 2015 | Total | 25.0000 | |
| 2017 | Total | 33.0000 |
| Goal Type | SDG |
|---|---|
| Goal | 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all |
| Targets | 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 |
| Indicators | 4.1.1.c.I : Proportion of children and young people at the end of lower secondary achieving at least a minimum proficiency level in reading Bangla by sex |
| Data Source | (1) LAS, BBS, SID (2) NSA, DPE, MoPME (3) LASI, DSHE (4) MICS, BBS, SID (5) NASS, DSHE |
| Unit | % |
| Data Frequency | Triennial (2015, 2018, 2021, 2024) |
| Meta Data | Click Here |
| Time Period | Total/Disaggregation | Targets | Status ( % ) |
|---|---|---|---|
| 2015 | |||
| Total | 54.0000 | ||
| Boys | 55.0000 | ||
| Girls | 54.0000 | ||
| 2025(Target) | Total | 75.00 | |
| 2030(Target) | Total | 85.00 | |
| Goal Type | SDG |
|---|---|
| Goal | 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all |
| Targets | 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 |
| Indicators | 4.1.1.c.II : Proportion of children and young people at the end of lower secondary achieving at least a minimum proficiency level in reading English by sex |
| Data Source | (1) LAS, BBS, SID (2) NSA, DPE, MoPME (3) LASI, DSHE (4) MICS, BBS, SID (5) NASS, DSHE |
| Unit | % |
| Data Frequency | Triennial (2015, 2018, 2021, 2024) |
| Meta Data | Click Here |
| Time Period | Total/Disaggregation | Targets | Status ( % ) |
|---|---|---|---|
| 2015 | |||
| Total | 19.0000 | ||
| Boys | 22.0000 | ||
| Girls | 18.0000 | ||
| 2025(Target) | Total | 55.00 | |
| 2030(Target) | Total | 75.00 | |
| Goal Type | SDG |
|---|---|
| Goal | 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all |
| Targets | 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 |
| Indicators | 4.1.1.c.III : Proportion of children and young people at the end of lower secondary achieving at least a minimum proficiency level in mathematics, by sex |
| Data Source | (1) LAS, BBS, SID (2) NSA, DPE, MoPME (3) LASI, DSHE (4) MICS, BBS, SID (5) NASS, DSHE |
| Unit | % |
| Data Frequency | Triennial (2015, 2018, 2021, 2024) |
| Meta Data | Click Here |
| Time Period | Total/Disaggregation | Targets | Status ( % ) |
|---|---|---|---|
| 2015 | |||
| Total | 57.0000 | ||
| Boys | 62.0000 | ||
| Girls | 52.0000 | ||
| 2025(Target) | Total | 75.00 | |
| 2030(Target) | Total | 85.00 | |
Developed by - IECL