| Relevance/rationale of the indicator (resp. why the indicator was chosen to measure the target and how it is suitable for these purposes) |
The PISA, PIRLS and TIMSS international surveys determine the level of reading, mathematics and science literacy at different stages of education. The involvement of more than 60 countries makes it possible to provide feedback on the quality and effectiveness of education in the Czech Republic in the international comparison. |
| Target value of the indicator and its evaluation |
|
| Definition |
Proportion of pupils at given grade or age (PIRLS: 4th grade, PISA: 15 years old) who reached given level of proficiency (PIRLS: Low, PISA: Level 2) and higher in the (i) reading literacy test.
Proportion of pupils at given grade or age (TIMSS: 4th and/or 8th grade, PISA: 15 years old) who reached given level of proficiency (TIMSS: International Intermediate, PISA: Level 2) and higher in the (ii) mathematics literacy test. |
| Measuring unit |
% |
| Indicator disaggregation |
By sex (see also SDG indicator 4.5.1) |
| Reference period (resp. the period to which the indicator relates) |
The PISA survey is coordinated by the OECD – so the deadlines are set within the OECD, the Czech Republic has no influence on this.
The PIRLS and TIMSS surveys are coordinated by the IEA – so the deadlines are set within the IEA, the Czech Republic has no influence on this. |
| Related geographical area |
CZ (NUTS 0) |
| Comment |
Data is always available for each literacy separately, one indicator cannot be created.
For the end of primary education, data from the PIRLS or TIMSS survey are used, even if the 4th year was surveyed there; data for grade 2/3 are therefore not available.
The PIRLS and TIMSS surveys are organized by a consortium of IEA. |
