Monitoring Progress towards SDG 4.1 : Comparative Analysis of Curriculum and Assessment National Frameworks for Reading

Abstract

This report guides the reader through a comparative analysis of 20 Member States’ National Curriculum Frameworks (NCFs) and National Assessment Frameworks (NAFs) for Literacy-Reading, to examine the alignment between intentional learning outcomes and assessed learning outcomes. The report details the study’s findings with analyses of NAF and NCF alignment by regions of the world; income classification; education level; and language comparisons to determine if these are contributing factors affecting alignment. The findings emphasise the ambiguity of global understanding around Metalinguistic Competency and its integration, or lack thereof, in national frameworks. The report calls for stronger alignment of curriculum and assessment learning outcomes, as well as expanded analysis with additional data sources to support or counter its findings. Lastly, the report provides recommendations for the strengthening of the analysis and development of a robust Global Framework for Literacy-Reading, as national and international bodies monitor progress towards SDG 4.1 - Education 2030.