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Centre for Global Education Monitoring

The table below provides a systematic overview of key features of international and regional learning assessments.

Filter by name Purpose Target population
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To obtain reliable estimates of the status of children’s schooling and basic learning in reading and mathematics at the district level; and to measure the change in these basic learning and school statistics over time.  Children living in rural areas in India, ages 3-16 for enrolment and background information, ages 5-16 for assessment.
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Assess children’s acquisition of basic mathematics skills in developing countries. Students in Grades 1–3. 
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To assess children’s acquisition of basic literacy skills in developing countries.

Students in Grades 1–3. 

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To provide information about the quality of education in Latin America and guide decision-making in public education policies. 

Students in Grade 3 (reading, math and writing).

Students in Grade 6 (the above three subjects plus science).

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To inform member countries of the French-speaking community about the evolution of their education systems, to provide stimulation on topics of common interest and reforms, and to facilitate dialogue between ministers and experts to support policy development in education.  Students in Grades 2 and 5.
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To provide empirical information on how well education systems are preparing students near the end of compulsory schooling to enter adult life.

15 year-old students studying at Grade 7 or higher.

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To assess the conditions of schooling and performance levels of learners and teachers in literacy and numeracy in Southern and Eastern Africa. Students in Grade 6. 
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To collect data to assist participants to make informed choices about improving mathematics and science teaching and learning. 

Students in Grades 4 and 8.

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To contribute to the improvement of education quality in Kenya, Tanzania, and Uganda by measuring the basic literacy and numeracy competencies of school age children.

Children from 6–16 years old.


[1] PPS = Probability Proportional to Size

Note: In some assessments, some of the key features have changed over time since the first implementation (for example, measurement objectives or target population). The information presented in this summary table is based on the latest cycle of the assessment administration. For more details, please refer to the PDF pamphlet of each assessment.

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