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Session Submission Summary

Data for foundational learning: What do recent data efforts tell us? Results from AMPL, ICAN-ICAR, PASEC and UNICEF’s FLM2.0

Wed, April 1, 2:45 to 4:00pm, Hilton, Floor: Sixth Floor - Tower 3, Nob Hill 1

Group Submission Type: Formal Panel Session

Proposal

Introduction
Foundational learning remains at the center of the global education agenda. Without the ability to read and do basic mathematics, children are unable to progress through education and society misses the benefits of a skilled and literate population. Yet, despite the urgency, major data gaps persist, particularly in low- and middle-income countries and among children excluded from school.
At CIES 2025, our panel brought together four initiatives—AMPL, ICAN-ICAR, PASEC, and UNICEF’s FLM2.0—to present the methodological innovations underpinning new tools for measuring foundational learning. That session highlighted progress in aligning to UNESCO UIS’ criteria on SDG reporting, the Global Proficiency Framework (GPF), ensuring psychometric rigor, and experimenting with new modes of assessment beyond the classroom.

This year’s panel builds directly on that foundation, shifting focus from methodology to results. Each initiative has now produced new rounds of data or early implementation findings. Together they provide insights into what recent evidence tells us about children’s foundational learning outcomes and the ways data can drive more equitable policies.

Cross-Cutting Insights
Across these initiatives, several themes emerge that advance the conversation on global monitoring of foundational learning:
1. From methodology to results: The focus has shifted from tool development to actual implementation, with early data now available from all four initiatives.
2. Inclusivity of populations: Household- and community-based approaches (FLM and ICAN-ICAR) complement school-based assessments by ensuring children outside the classroom are visible in learning data.
3. International comparability with contextual nuance: All tools will dive into international comparability and national priorities.
4. Equity lens: Data confirm that socio-economic status, language, and location remain strong predictors of learning outcomes. Results will dive deep into inequities in learning
5. Complementarity of approaches: Together, these initiatives demonstrate that no single tool can address all needs. Rather, a diverse ecosystem of assessments: global, regional, national, household-based, and citizen-led is essential for filling data gaps.

Contribution to Policy and Practice
The significance of these initiatives goes beyond reporting for SDG 4. They provide actionable insights for national policymakers, international partners, and communities. AMPL data inform where investments are most needed at different schooling stages. ICAN-ICAR mobilizes communities for accountability and advocacy. PASEC creates a regional evidence base that supports peer learning among francophone countries. FLM 2.0 connects education with broader dimensions of child development, helping governments see learning as part of an integrated well-being agenda.
These complementary contributions highlight the maturing landscape of foundational learning assessments. Whereas just a few years ago the global conversation focused heavily on the absence of data, today the discussion is increasingly about how to use a growing body of evidence effectively and responsibly.

Conclusion
This panel demonstrates the transition from methodological innovation to the delivery of concrete data on foundational learning. Building on the groundwork shared at CIES 2025, the focus will be on results emerging from AMPL, ICAN-ICAR, PASEC, and FLM 2.0 and dive into the use of these data.

At a time when global education systems continue to grapple with unprecedented funding cuts, post-pandemic recovery and persistent inequities, these initiatives provide a more complete and inclusive picture of children’s learning than ever before. By bringing together diverse actors and approaches, the panel highlights the growing convergence around global benchmarks, while also valuing the diversity of tools needed to capture reality across contexts.

Ultimately, the evidence panel will discuss the how measurement contribute to the transformation of education systems and progress toward the vision of SDG 4: ensuring quality education and lifelong learning for all.

AMPL
The Assessment for Minimum Proficiency Levels (AMPL) was developed to enable cross-country reporting on SDG 4.1.1, measuring the share of children who achieve minimum proficiency in reading and mathematics at key stages of schooling. While last year’s panel centered on design and alignment to global benchmarks, new data from multiple African countries now illustrate both feasibility and impact.
Results reveal persistent disparities linked to socio-economic status, home language, and nutrition, underscoring the importance of contextual data collected alongside test results. By anchoring national performance to international minimum proficiency levels, AMPL helps countries diagnose gaps with precision and situates national reforms within global progress tracking.

ICAN-ICAR
Citizen-led assessments have long provided an inclusive alternative to school-based testing by reaching children in their homes and communities. The PAL Network’s new international tools—ICAN for numeracy and ICAR for reading—extend this model to a globally comparable framework.
The first round of international data, collected in 2025 across 13 countries, demonstrates that community-based approaches can generate robust, cross-country comparable evidence while capturing the learning of out-of-school children often invisible in official statistics. These findings confirm both the scale of the global learning challenge and the unique value of citizen-led approaches for equity-sensitive monitoring.

PASEC
Regional assessments remain a cornerstone of international monitoring, offering comparability across countries with strong contextual relevance. PASEC has been at the forefront in francophone Africa, with cycles at the beginning and end of primary school. The 2019 assessment introduced methodological innovations that informed the new 2025 cycle, which is now underway.
Preliminary findings show how PASEC data not only contribute to SDG 4 monitoring but also shape national and regional policy debates. Persistent challenges include aligning tests across diverse linguistic environments and ensuring representation of marginalized populations, but PASEC’s experience illustrates how regional platforms can balance global comparability with local ownership.

UNICEF’s FLM 2.0
Unlike most school-based assessments, UNICEF’s Foundational Learning Module (FLM), embedded within the MICS household survey, captures learning for all children, including those not attending school. FLM 2.0, developed after extensive testing, expands content coverage, strengthens psychometric properties, and aligns directly with SDG 4.1.1 benchmarks.
In 2025, Zimbabwe became the first country to roll out FLM 2.0 nationally. Early findings demonstrate both feasibility and policy relevance: governments gain access to nationally representative, equity-sensitive learning outcomes alongside broader child well-being data on health, nutrition, and family environment. The approach illustrates how household surveys can complement school-based tools to provide a more holistic picture of children’s lives.

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