Country years Early Grade Learning Parental Involvement Early

Country year(s) Early Grade Learning & Parental Involvement Early Grade Learning: SDG 4. 1. 1(a) (age for grade 2/3) Foundational Reading Skills: SDG 4. 1. 1. (a) (i: reading) Reads 90% of words correctly in story 90 Answers literal comprehension questions correctly 88 Answers inferential comprehension questions correctly 72 Has foundational reading skills* 65 0 20 40 60 80 100 Percent *Percentage of children of age for grade 2/3 who can 1) read 90% of words in a story correctly, 2) Answer three literal comprehension questions, 3) Answer two inferential comprehension questions Foundational Numeracy Skills: SDG 4. 1. 1. (a) (ii: numeracy) Number reading 80 Number discrimination 86 Addition 74 Pattern recognition and completion 65 Has foundational numeracy skills* 58 0 20 40 60 80 100 Percent *Percentage of children of age for grade 2/3 who can successfully perform 1) a number reading task, 2) a number discrimination task, 3) an addition task and 4) a pattern recognition and completion task Key Messages • • • Lorem ipsum dolor sit amet, consectetuer adipiscing elit, Lorem ipsum dolor sit amet, consectetuer • adipiscing elit, sed diam nonummy nibh euismod tincidunt ut laoreet dolore • magna aliquam erat volutpat. Ut wisi enim ad minim veniam, quis nostrud exerci tation ullamcorper suscipit lobortis nisl ut aliquip ex ea commodo consequat. Duis autem vel eum iriure dolor in hensed diam Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod tincidunt ut laoreet dolore • magna aliquam erat volutpat. Ut wisi enim ad minim veniam, quis nostrud exerci tation ullamcorper suscipit lobortis nisl ut aliquip ex ea commodo consequat. Duis autem vel eum iriure dolor in hennonummy nibh euismod tincidunt ut laoreet dolore magna aliquam erat volutpat. Ut wisi enim ad minim veniam, quis nostrud exerci tation ullamcorper suscipit lobortis nisl ut aliquip ex ea commodo consequat. Duis autem vel eum iriure dolor in hen

Early Grade Learning: Disaggregates (age 7 -14 years) Disaggregates in Foundational Reading Skills Regional Data on Foundational Reading Skills National 100 Percent 80 [CELLRANGE], [VALUE] National 60 [CELLRANGE], [VALUE] 40 [CELLRANGE], [VALUE] 20 0 Sex Region Boys Girls Total [CELLRANGE], [VALUE] Area Wealth Quintile Disaggregates in Foundational Numeracy Skills 65 65 65 Region 1 58 58 58 Region 2 88 88 88 Region 3 55 55 55 Region 4 30 30 30 Region 5 56 56 56 Region 6 65 65 65 Region 7 74 74 74 Region 8 66 66 66 Region 9 58 58 58 Region 10 55 55 55 Region 11 44 44 44 Regional Data on Foundational Numeracy Skills National 100 Percent 80 [CELLRANGE], [VALUE] 40 [CELLRANGE], [VALUE] 20 0 Sex Boys Girls Total 65 65 65 Region 1 58 58 58 Region 2 88 88 88 Region 3 55 55 55 Region 4 30 30 30 Region 5 56 56 56 Region 6 65 65 65 Region 7 74 74 74 Region 8 66 66 66 Region 9 58 58 58 Region 10 55 55 55 Region 11 44 44 44 National 60 [CELLRANGE], [VALUE] Region Area Wealth Quintile Reading & Numeracy Skills Data in MICS • • The Foundational Learning module adopts a direct assessment method for children’s early learning in reading and mathematics at the level of Grade 2 in primary education. This contributes to SDG 4. 1. 1. (a) Global Indicator. For the Foundational Learning module, one child age 7 to 14 (inclusively) is randomly selected in each household. • The content of reading assessment is • customized in each country, ensuring that the vocabulary used are part of the Grade 2 reading textbook. This ensures national question relevance in terms of vocabulary and cultural appropriateness). The questions on mathematics are based on universal skills needed for that grade level. As MICS also collects data on school attendance and numerous individual and household characteristics, such as location, household socio-economic status, and ethnicity, the most marginalized sub-populations of children can be identified for support to improve learning outcomes.

Parental Involvement: Learning Environment at Home Children who read books or are read to at home Children with 3 or more books to read at home 80 60 [CELLRAN GE], [VALUE] 40 [CELLRAN GE], [VALUE] [CELLRA NGE], [VALUE] [CELLRA NGE], [VALUE] 0 0 Sex Area Wealth Quintile [CELLRA NGE], [VALUE] 60 40 20 National [CELLRA NGE], [VALUE] 100 80 60 40 [CELLRAN GE], [VALUE] 20 National [CELLRA NGE], [VALUE] 100 Percent 80 Percent [CELLRAN GE], [VALUE] National [CELLRAN GE], [VALUE] Percent 100 Children who receive help with homework [CELLRA NGE], [VALUE] 20 0 Sex Area Wealth Quintile Parental Involvement: Support for learning at School 100 90 80 80 70 68 60 60 Percent 50 40 20 0 Children for whom an adult household member in the last year received a report card for the child School has a governing body open to parents Attended meeting A meeting called by governing discussed key body education/ financial issues Involvement by adult in school management in last year The Country Multiple Indicator Cluster Survey (MICS) was carried out in 20152016 by the National Bureau of Statistics as part of the global MICS programme. Technical support was provided by the United Nations Children’s Fund (UNICEF). UNICEF and Name of other organizations providing financial support provided financial support. The objective of this snapshot is to disseminate selected findings from the Country MICS 2017 related to Early Grade Learning & Parental Involvement. Data from this snapshot can be found in table LN. 3. 1, LN. 3. 3, LN. 4. 1 and LN. 4. 2. Attended school Met with teachers celebration or sport to discuss child's event progress Involvement by adult in school activities in last year Further statistical snapshots and the Survey Findings Report for this and other surveys are available on mics. unicef. org/surveys.