What is the
Global Proficiency Framework?
The Global Proficiency Framework defines the global minimum proficiency levels that learners are expected to demonstrate at the end of each grade level, from grades one to nine for reading and mathematics. It was developed by educators, curriculum experts, and psychometricians with extensive experience developing and implementing programs in a wide range of countries and contexts.
The overarching purpose of the Framework is to provide countries and regional/international assessment organizations with a common reference or scale for reporting progress on indicator 4.1.1 of the SDGs, in the form of a common definition of the minimum knowledge and skills learners must demonstrate at key points along their learning trajectory.
SDG Indicator 4.1.1 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.
What are the
Minimum Proficiency Levels?
The Global Proficiency Framework defines important knowledge and skills learners should develop in primary and lower secondary schools, under the global minimum proficiency levels (MPL), which learners are expected to demonstrate, with respect to the defined knowledge and skills, at each grade level, from grades one to nine.
Definitions of the Global Minimum Proficiency Levels
| Global Minimum Proficiency Levels | Definition |
| Below partially meets Global Minimum Proficiency | Learners lack the most basic knowledge and skills. As a result, they generally cannot complete the most basic grade-level tasks. |
| Partially meets Global Minimum Proficiency | Learners have limited knowledge and skills. As a result, they can partially complete basic grade-level tasks. |
| Meets Global Minimum Proficiency | Learners have developed sufficient knowledge and skills. As a result, they can successfully complete the most basic grade-level tasks. |
| Exceeds Global Minimum Proficiency | Learners have developed superior knowledge and skills, As a result, they can complete complex grade-level tasks. |
When countries or jurisdictions link their assessments to the Framework, through a process called policy linking, they are able to set benchmarks for their assessments that allow them to determine the percentage of learners that have partially met, met, or exceeded Global Minimum Proficiency for reporting against SDG 4.1.1. This linking of existing and future reading assessments via a common scale (the Global Proficiency Framework) allows for the comparison of results from different assessments, within and across countries; aggregation of country and global reading outcomes; and outcome tracking over time.