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 all data prior to 2023. New Global Benchmarks were introduced in 2023 for P3 and P6 levels. The assessment in 2025 again used different benchmarks informed by the Global Proficiency Frameworks as well as other factors. |
| 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. Breakdowns of mathematics benchmark achievement are not available for 2025, however the report notes that performance gaps between genders were negligible in P3 but that male learners performing better than female learners as the grade level increases in P6 and S3. |
| Comments and limitations |
The LARS methodology was not identical between years and therefore figures are not 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. LARS 2023 and LARS 2025 were designed using fundamentally different methodologies, with different sampling design, weighting and variance estimation, measurement model, score scales and proficiency levels, and reporting frameworks. Because of these deliberate technical improvements in 2025, the two cycles cannot be directly compared. The results of each cycle are presented side-by-side on this page for convenience, but direct comparisons across years are not statistically valid. |
| Data last updated |
28/10/2026 |
| Metadata last updated |
28/10/2026 |