Toward Universal Learning: What Every Child Should Learn

what are universal indicators


  • According to estimations in the 2012 EFA Global Monitoring Report, at least 250 million primary-school-age children around the world are not able to read, write or count well enough to meet minimum learning standards, including those who have spent at least four years in school (UNESCO 2012).
  • To advance progress for children and youth around the world, it is critical that learning is recognized as essential for human development.
  • Based on the recom­mendations from working group members, input from global consultations and task force deliberation, seven domains and corresponding subdomains of out­comes related to learning are proposed as important for all children and


  • Through the public consultation process, the task force learned that there is broad interest globally in exploring ways to measure learning beyond literacy and numeracy, where current capacity for assessment is concentrated.

%img src="" /% In the first phase of the project, the Standards Working Group prepared a series of initial recommendations to identify the competencies, knowledge or areas of learning that are important for all children and youth to master in order to succeed in school and life. This initial work (based on current discussions, policies and research) was then enriched following a broad consultation involving more than 500 individuals in 57 countries.


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