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By Paul Abok
In a world that’s largely driven by data, the SDG 4.1.1a. indicator finds itself at a crossroads in recent SDG indicator reviews. This metric, which measures the proportion of children and young people in grades 2 and 3 achieving at least a minimum proficiency level in reading and math, is essential for setting the stage for lifelong learning and future success. As the global community grapples with the potential downgrading or removal of this indicator, it’s important to contemplate its significance.
SDG 4.1.1a represents the foundation of education, measuring a child’s ability to read and do basic math. These fundamental skills are essential for future learning and success. When children can’t master these basics, it’s more than just failing a test; it’s a barrier to their full potential. By assessing these skills early, this indicator helps protect children’s dreams and ensures they have the foundation they need to thrive. However, the current conversation surrounding SDG 4.1.1a has become worrying. Discussions by the Inter-agency and Expert Group on SDG Indicators about not having enough data to report to the SDG 4.1.1a indicator in December 2023 led to talks of downgrading or even potentially removing it from the global framework. If this were to happen, it could significantly undermine the efforts to prioritise and track foundational literacy and numeracy, particularly in countries in the Global South where these metrics are crucial.
The PAL Network has been at the forefront of advocating for the retention of SDG 4.1.1a. Through participation in various key events, including the UNESCO 2024 Conference on Education and Data Statistics, the UN Statistical Commission, and the Pre-AU Year of Education summit, where we have raised awareness about the necessity of this indicator. The campaign has eveloved and resonated with diverse stakeholders globally, showing a shared commitment to foundational learning.
Despite the increase in awareness, the journey is far from over. While initial efforts have ignited dialogue, we have moved from awareness to action. The PAL Network now focuses on demonstrating tangible support for the indicator by running the “Data for Foundational Learning Campaign” that encourages national governments to sign commitment statements, Civil Service Organizations (CSOs) to join the advocacy efforts and concerned citizens to sign a petition for governments to generate data for foundational learning..
Safeguarding SDG 4.1.1a requires a collective effort. It’s not only about producing data but also ensuring that this data is robust, accessible, and utilised in improving foundational learning outcomes. The PAL Network is committed to improving and enriching Citizen-Led Assessments (CLAs) to generate a steady stream of quality and comparable data. But we also call on governments, civil society organisations, and individuals to join in this cause.
Every child who gains foundational skills contributes to a brighter future of their household and ultimately their country. By supporting SDG 4.1.1a, we are not only advocating for the assessment of basic reading and math, but also investing in the future of millions of children. This is more than preserving an indicator—it’s about ensuring that every child has a foundation for lifelong learning.
