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This table provides metadata for the actual indicator available from Rwanda statistics closest to the corresponding global SDG indicator. Please note that even when the global SDG indicator is fully available from Rwandan statistics, this table should be consulted for information on national methodology and other Rwandan-specific metadata information.

Indicator description

Proficiency in reading and mathematics was assessed at level P3 (grade 3), P6 (grade 6, the end of primary education), and S3 (grade 9, the end of lower secondary education) by the Learning Achievement in Rwandan Schools (LARS) survey.
Geographical coverage

Rwanda
Unit of measurement

Percentage (%)
Definitions

The minimum proficiency levels for reading and mathematics are measured relative to common reading and mathematics scales which have been developed over time. National benchmarks are used for the majority of data points. New Global Benchmarks were introduced in 2023 for P3 and P6 levels.
Calculations

Number of learners assessed who meet or exceed benchmark in subject / Total number of learners assessed in subject * 100
Other information

At P3 level, reading proficiency is assessed in both Kinyarwanda and English; at P6 and S3 levels, reading proficiency is assessed only in English.
Comments and limitations

The LARS methodology was not identical between years and therefore figures may not be directly comparable over time. For example, some LARS surveys have assessed mathematics in Kinyarwanda, whereas others have assessed mathematics in English. New Global Benchmarks were introduced in 2023 for P3 and P6 levels, so these levels use different benchmarks in 2023 compared to previous years.
Data last updated

01/06/2026
Metadata last updated

01/06/2026

This table provides information on metadata for SDG indicators as defined by the UN Statistical Commission. Complete global metadata is provided by the UN Statistics Division.

Indicator name

Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex
Indicator number

4.1.1
Target name

By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
Target number

4.1
Global indicator description

Percentage of children and young people achieving at least a minimum proficiency level in (i) reading and (ii) mathematics during primary education (Grade 2 or 3), at the end of primary education, and at the end of lower secondary education. The minimum proficiency level will be measured relative to new common reading and mathematics scales currently in development.
UN designated tier

Tier (III) (a) / Tier (II) (b,c)
UN custodian agency

United Nations Education and Scientific Cultural Organisation - Institute of Statistics (UNESCO-UIS)
Link to UN metadata United Nations Sustainable Development Goals Metadata (PDF 4.0 MB) opens in a new window

Source 1

Organisation

National Examination and School Inspection Authority (NESA)
Periodicity

Irregular
Earliest available data

2011
Geographical coverage

Rwanda
Link to data source Learning Achievement in Rwandan Schools (LARS) opens in a new window
Release date 2023
Next release

NA
Statistical classification

Official statistics
Contact details

info@nesa.gov.rw
Other information

The Learning Achievement in Rwandan Schools (LARS) survey has been conducted five times. LARS I (2011), LARS III (2017), LARS IV (2021), and LARS V (2023) all collected data on performance of students from at least one of the P3, P6, and S3 levels. LARS II (2014) collected data on students at P2 and P5 levels only, and has therefore been excluded here. Figures from LARS I (2011), LARS II (2014), and LARS III (2017) can be found on page 89 of the April 2019 Summative GPE country program evaluation for Rwanda. Figures from the most recent LARS surveys can be found in the LARS 2021 Executive Summary Report and the LARS 2023 Reports.
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