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<p>Type of data sources: In school and population-based learning assessments.</p>
<p><strong>Table 2. How reporting is structured?</strong></p> <table> <tbody> <tr> <td rowspan="2"> <p> </p> </td> <td colspan="2"> <p><strong>In-school based</strong></p> </td> <td rowspan="2"> <p><strong>Household Based Surveys</strong></p> </td> <td rowspan="2"> <p><strong>Grade</strong></p> </td> </tr> <tr> <td> <p><strong>Cross-national</strong></p> </td> <td> <p><strong>National </strong></p> </td> </tr> <tr> <td rowspan="4"> <p><strong>Grade 2 or 3</strong></p> </td> <td> <p>LLECE</p> </td> <td rowspan="4"> <p>Yes</p> </td> <td> <p>MICS6</p> </td> <td rowspan="4"> <p>2/3 plus one year when primary lasts more than 4 years according to ISCED level of the country, except for TIMSS/PIRLS grade 4, which are mapped to the end of primary when primary lasts six or less years.</p> </td> </tr> <tr> <td> <p>PASEC</p> </td> <td> <p>EGRA</p> </td> </tr> <tr> <td> <p>TIMSS </p> </td> <td> <p>EGMA</p> </td> </tr> <tr> <td> <p>PIRLS </p> </td> <td> <p>PAL network </p> </td> </tr> <tr> <td rowspan="7"> <p><strong>End of primary</strong></p> </td> <td> <p>LLECE</p> </td> <td rowspan="7"> <p>Yes</p> </td> <td rowspan="7"> <p>PAL network</p> </td> <td rowspan="7"> <p>plus or minus one year of last year of primary according to ISCED level of the country except for TIMSS/PIRLS grade 4, which are mapped to the end of primary when primary lasts six or less years. </p> </td> </tr> <tr> <td> <p>PASEC</p> </td> </tr> <tr> <td> <p>TIMSS </p> </td> </tr> <tr> <td> <p>PIRLS </p> </td> </tr> <tr> <td> <p>PILNA</p> </td> </tr> <tr> <td> <p>SEAMEO</p> </td> </tr> <tr> <td> <p>SACMEQ</p> </td> </tr> <tr> <td rowspan="3"> <p><strong>End of lower secondary</strong></p> </td> <td> <p>PISA</p> </td> <td rowspan="3"> <p>Yes</p> </td> <td rowspan="3"> <p><a href="https://www.younglives.org.uk/"><u>Young Lives</u></a></p> </td> <td rowspan="3"> <p>plus two or minus one of last year of lower secondary according to ISCED level of the country</p> </td> </tr> <tr> <td> <p>PISA-D</p> </td> </tr> <tr> <td> <p>TIMSS </p> </td> </tr> <tr> <td colspan="2"> <p><strong>Definition of minimum level until 2018 release</strong></p> </td> <td colspan="3"> <p>Those defined by each assessment by point of measurement and domain.</p> </td> </tr> <tr> <td colspan="2"> <p><strong>Definition of minimum level from 2019 </strong></p> </td> <td colspan="3"> <p>According to alignment as adopted by Global Alliance to Monitoring Learning (<a href="http://gaml.uis.unesco.org/"><u>GAML</u></a>) and Technical Cooperation Group (<a href="http://tcg.uis.unesco.org/"><u>TCG</u></a>)</p> </td> </tr> <tr> <td colspan="2"> <p><strong>Grade for end of primary and end of lower secondary</strong></p> </td> <td colspan="3"> <p>As defined by the ISCED levels in each country</p> </td> </tr> <tr> <td colspan="2"> <p><strong>Validation </strong></p> </td> <td colspan="3"> <p>Sent from UIS for countries’ approval</p> </td> </tr> </tbody> </table>
<p>Type de sources de données : Évaluations de l’apprentissage à l’école et dans la population. </p>
<p><strong>Tableau 2. Comment les rapports sont-ils structurés ? </strong> </p> <table> <tbody> <tr> <td rowspan="2"> <p> </p> </td> <td colspan="2"> <p><strong>En milieu scolaire</strong></p> </td> <td rowspan="2"> <p><strong>Enquêtes auprès des ménages</strong></p> </td> <td rowspan="2"> <p><strong>Niveau</strong></p> </td> </tr> <tr> <td> <p><strong>Transnational</strong></p> </td> <td> <p><strong>National </strong></p> </td> </tr> <tr> <td rowspan="4"> <p><strong>2e ou 3e année</strong></p> </td> <td> <p>LLECE</p> </td> <td rowspan="4"> <p>Oui</p> </td> <td> <p>MICS6</p> </td> <td rowspan="4"> <p>2e/3e plus un an lorsque le primaire dure plus de 4 ans selon le niveau CITE du pays, à l’exception de la 4e année de TIMSS/PIRLS 4, qui est associée à la fin du primaire lorsque le primaire dure six ans ou moins. </p> </td> </tr> <tr> <td> <p>PASEC</p> </td> <td> <p>EGRA</p> </td> </tr> <tr> <td> <p>TIMSS </p> </td> <td> <p>EGMA</p> </td> </tr> <tr> <td> <p>PIRLS </p> </td> <td> <p>Réseau PAL </p> </td> </tr> <tr> <td rowspan="7"> <p><strong>Fin de primaire</strong></p> </td> <td> <p>LLECE</p> </td> <td rowspan="7"> <p>Oui</p> </td> <td rowspan="7"> <p>Réseau PAL</p> </td> <td rowspan="7"> <p>plus ou moins un an de la dernière année de primaire selon le niveau CITE du pays, à l’exception de la 4e année de TIMSS/PIRLS 4, qui est associée à la fin du primaire lorsque le primaire dure six ans ou moins. </p> </td> </tr> <tr> <td> <p>PASEC</p> </td> </tr> <tr> <td> <p>TIMSS </p> </td> </tr> <tr> <td> <p>PIRLS </p> </td> </tr> <tr> <td> <p>PILNA</p> </td> </tr> <tr> <td> <p>SEAMEO</p> </td> </tr> <tr> <td> <p>SACMEQ</p> </td> </tr> <tr> <td rowspan="3"> <p><strong>Fin du premier cycle du secondaire</strong></p> </td> <td> <p>PISA</p> </td> <td rowspan="3"> <p>Oui</p> </td> <td rowspan="3"> <p><a href="https://www.younglives.org.uk/">(en anglais)<u>Young Lives</u></a></p> </td> <td rowspan="3"> <p>plus deux ou moins un de la dernière année du premier cycle du secondaire selon le niveau CITE du pays</p> </td> </tr> <tr> <td> <p>PISA-D</p> </td> </tr> <tr> <td> <p>TIMSS </p> </td> </tr> <tr> <td colspan="2"> <p><strong>Définition du niveau minimum jusqu’à la version 2018</strong></p> </td> <td colspan="3"> <p>Ceux définis par chaque évaluation par point de mesure et domaine</p> </td> </tr> <tr> <td colspan="2"> <p><strong>Définition du niveau minimum à partir de 2019 </strong></p> </td> <td colspan="3"> <p>Selon l’alignement adopté par l'Alliance mondiale pour surveiller l'apprentissage (GAML) (<a href="http://gaml.uis.unesco.org/"><u>GAML</u></a>) et par le Groupe de coopération technique (TCG) (<a href="http://tcg.uis.unesco.org/"><u>TCG</u></a>)</p> </td> </tr> <tr> <td colspan="2"> <p><strong>Année pour la fin du primaire et la fin du premier cycle du secondaire</strong></p> </td> <td colspan="3"> <p>Tel que défini par les niveaux CITE dans chaque pays</p> </td> </tr> <tr> <td colspan="2"> <p><strong>Validation </strong></p> </td> <td colspan="3"> <p>Envoyé par UNESCO-ISU pour l'approbation des pays</p> </td> </tr> </tbody> </table> <p>Note : Consulter la section 3.e. Fournisseur de données pour la signification des acronymes</p> |
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<p>Type of data sources: In school and population-based learning assessments.</p>
<p><strong>Table 2. How <table> <tbody> <tr> <td rowspan="2"> <p> </p> </td> <td colspan="2"> <p><strong>In-school based</strong></p> </td> <td rowspan="2"> <p><strong>Household Based Surveys</strong></p> </td> <td rowspan="2"> <p><strong>Grade</strong></p> </td> </tr> <tr> <td> <p><strong>Cross-national</strong></p> </td> <td> <p><strong>National </strong></p> </td> </tr> <tr> <td rowspan="4"> <p><strong>Grade 2 or 3</strong></p> </td> <td> <p>LLECE</p> </td> <td rowspan="4"> <p>Yes</p> </td> <td> <p>MICS6</p> </td> <td rowspan="4"> <p>2/3 plus one year when primary lasts more than 4 years according to ISCED level of the country, except for TIMSS/PIRLS grade 4, which are mapped to the end of primary when primary lasts six or less years.</p> </td> </tr> <tr> <td> <p>PASEC</p> </td> <td> <p>EGRA</p> </td> </tr> <tr> <td> <p>TIMSS </p> </td> <td> <p>EGMA</p> </td> </tr> <tr> <td> <p>PIRLS </p> </td> <td> <p>PAL network </p> </td> </tr> <tr> <td rowspan="7"> <p><strong>End of primary</strong></p> </td> <td> <p>LLECE</p> </td> <td rowspan="7"> <p>Yes</p> </td> <td rowspan="7"> <p>PAL network</p> </td> <td rowspan="7"> <p>plus or minus one year of last year of primary according to ISCED level of the country </td> </tr> <tr> <td> <p>PASEC</p> </td> </tr> <tr> <td> <p>TIMSS </p> </td> </tr> <tr> <td> <p>PIRLS </p> </td> </tr> <tr> <td> <p>PILNA</p> </td> </tr> <tr> <td> <p>SEAMEO</p> </td> </tr> <tr> <td> <p>SACMEQ</p> </td> </tr> <tr> <td rowspan="3"> <p><strong>End of lower secondary</strong></p> </td> <td> <p>PISA</p> </td> <td rowspan="3"> <p>Yes</p> </td> <td rowspan="3"> <p><a href="https://www.younglives.org.uk/"><u>Young Lives</u></a></p> </td> <td rowspan="3"> <p>plus two or minus one of last year of lower secondary according to ISCED level of the country</p> </td> </tr> <tr> <td> <p>PISA-D</p> </td> </tr> <tr> <td> <p>TIMSS </p> </td> </tr> <tr> <td colspan="2"> <p><strong>Definition of minimum level until 2018 release</strong></p> </td> <td colspan="3"> <p>Those defined by each assessment by point of measurement and domain.</p> </td> </tr> <tr> <td colspan="2"> <p><strong>Definition of minimum level from 2019 </strong></p> </td> <td colspan="3"> <p>According to alignment as adopted by Global Alliance to Monitoring Learning (<a href="http://gaml.uis.unesco.org/"><u>GAML</u></a>) and Technical Cooperation Group (<a href="http://tcg.uis.unesco.org/"><u>TCG</u></a>)</p> </td> </tr> <tr> <td colspan="2"> <p><strong>Grade for end of primary and end of lower secondary</strong></p> </td> <td colspan="3"> <p>As defined by the ISCED levels in each country</p> </td> </tr> <tr> <td colspan="2"> <p><strong>Validation </strong></p> </td> <td colspan="3"> <p>Sent from UIS for countries’ approval</p> </td> </tr> </tbody> </table> |
deblsyl
Translation changed |
<p>Type of data sources: In school and population-based learning assessments.</p>
<p><strong>Table 2. How </strong> <strong> reporting is structured?</strong></p> <table> <tbody> <tr> <td rowspan="2"> <p> </p> </td> <td colspan="2"> <p><strong>In-school based</strong></p> </td> <td rowspan="2"> <p><strong>Household Based Surveys</strong></p> </td> <td rowspan="2"> <p><strong>Grade</strong></p> </td> </tr> <tr> <td> <p><strong>Cross-national</strong></p> </td> <td> <p><strong>National </strong></p> </td> </tr> <tr> <td rowspan="4"> <p><strong>Grade 2 or 3</strong></p> </td> <td> <p>LLECE</p> </td> <td rowspan="4"> <p>Yes</p> </td> <td> <p>MICS6</p> </td> <td rowspan="4"> <p>2/3 plus one year when primary lasts more than 4 years according to ISCED level of the country, except for TIMSS/PIRLS grade 4, which are mapped to the end of primary when primary lasts six or less years.</p> </td> </tr> <tr> <td> <p>PASEC</p> </td> <td> <p>EGRA</p> </td> </tr> <tr> <td> <p>TIMSS </p> </td> <td> <p>EGMA</p> </td> </tr> <tr> <td> <p>PIRLS </p> </td> <td> <p>PAL network </p> </td> </tr> <tr> <td rowspan="7"> <p><strong>End of primary</strong></p> </td> <td> <p>LLECE</p> </td> <td rowspan="7"> <p>Yes</p> </td> <td rowspan="7"> <p>PAL network</p> </td> <td rowspan="7"> <p>plus or minus one year of last year of primary according to ISCED level of the country, except for TIMSS/PIRLS grade 4, which are mapped to the end of primary when primary lasts six or less years.</p> </td> </tr> <tr> <td> <p>PASEC</p> </td> </tr> <tr> <td> <p>TIMSS </p> </td> </tr> <tr> <td> <p>PIRLS </p> </td> </tr> <tr> <td> <p>PILNA</p> </td> </tr> <tr> <td> <p>SEAMEO</p> </td> </tr> <tr> <td> <p>SACMEQ</p> </td> </tr> <tr> <td rowspan="3"> <p><strong>End of lower secondary</strong></p> </td> <td> <p>PISA</p> </td> <td rowspan="3"> <p>Yes</p> </td> <td rowspan="3"> <p><a href="https://www.younglives.org.uk/"><u>Young Lives</u></a></p> </td> <td rowspan="3"> <p>plus two or minus one of last year of lower secondary according to ISCED level of the country</p> </td> </tr> <tr> <td> <p>PISA-D</p> </td> </tr> <tr> <td> <p>TIMSS </p> </td> </tr> <tr> <td colspan="2"> <p><strong>Definition of minimum level until 2018 release</strong></p> </td> <td colspan="3"> <p>Those defined by each assessment by point of measurement and domain</p> </td> </tr> <tr> <td colspan="2"> <p><strong>Definition of minimum level from 2019 </strong></p> </td> <td colspan="3"> <p>According to alignment as adopted by Global Alliance to Monitoring Learning (<a href="http://gaml.uis.unesco.org/"><u>GAML</u></a>) and Technical Cooperation Group (<a href="http://tcg.uis.unesco.org/"><u>TCG</u></a>)</p> </td> </tr> <tr> <td colspan="2"> <p><strong>Grade for end of primary and end of lower secondary</strong></p> </td> <td colspan="3"> <p>As defined by the ISCED levels in each country</p> </td> </tr> <tr> <td colspan="2"> <p><strong>Validation </strong></p> </td> <td colspan="3"> <p>Sent from UIS for countries’ approval</p> </td> </tr> </tbody> </table>
<p>Type de sources de données : Évaluations de l’apprentissage à l’école et dans la population. </p>
<p><strong>Tableau 2. Comment les rapports sont-ils structurés ? </strong> </p> <table> <tbody> <tr> <td rowspan="2"> <p> </p> </td> <td colspan="2"> <p><strong>En milieu scolaire</strong></p> </td> <td rowspan="2"> <p><strong>Enquêtes auprès des ménages</strong></p> </td> <td rowspan="2"> <p><strong>Niveau</strong></p> </td> </tr> <tr> <td> <p><strong>Transnational</strong></p> </td> <td> <p><strong>National </strong></p> </td> </tr> <tr> <td rowspan="4"> <p><strong>2e ou 3e année</strong></p> </td> <td> <p>LLECE</p> </td> <td rowspan="4"> <p>Oui</p> </td> <td> <p>MICS6</p> </td> <td rowspan="4"> <p>2e/3e plus un an lorsque le primaire dure plus de 4 ans selon le niveau CITE du pays, à l’exception de la 4e année de TIMSS/PIRLS 4, qui est associée à la fin du primaire lorsque le primaire dure six ans ou moins. </p> </td> </tr> <tr> <td> <p>PASEC</p> </td> <td> <p>EGRA</p> </td> </tr> <tr> <td> <p>TIMSS </p> </td> <td> <p>EGMA</p> </td> </tr> <tr> <td> <p>PIRLS </p> </td> <td> <p>Réseau PAL </p> </td> </tr> <tr> <td rowspan="7"> <p><strong>Fin de primaire</strong></p> </td> <td> <p>LLECE</p> </td> <td rowspan="7"> <p>Oui</p> </td> <td rowspan="7"> <p>Réseau PAL</p> </td> <td rowspan="7"> <p>plus ou moins un an de la dernière année de primaire selon le niveau CITE du pays, à l’exception de la 4e année de TIMSS/PIRLS 4, qui est associée à la fin du primaire lorsque le primaire dure six ans ou moins. </p> </td> </tr> <tr> <td> <p>PASEC</p> </td> </tr> <tr> <td> <p>TIMSS </p> </td> </tr> <tr> <td> <p>PIRLS </p> </td> </tr> <tr> <td> <p>PILNA</p> </td> </tr> <tr> <td> <p>SEAMEO</p> </td> </tr> <tr> <td> <p>SACMEQ</p> </td> </tr> <tr> <td rowspan="3"> <p><strong>Fin du premier cycle du secondaire</strong></p> </td> <td> <p>PISA</p> </td> <td rowspan="3"> <p>Oui</p> </td> <td rowspan="3"> <p><a href="https://www.younglives.org.uk/">(en anglais)<u>Young Lives</u></a></p> </td> <td rowspan="3"> <p>plus deux ou moins un de la dernière année du premier cycle du secondaire selon le niveau CITE du pays</p> </td> </tr> <tr> <td> <p>PISA-D</p> </td> </tr> <tr> <td> <p>TIMSS </p> </td> </tr> <tr> <td colspan="2"> <p><strong>Définition du niveau minimum jusqu’à la version 2018</strong></p> </td> <td colspan="3"> <p>Ceux définis par chaque évaluation par point de mesure et domaine</p> </td> </tr> <tr> <td colspan="2"> <p><strong>Définition du niveau minimum à partir de 2019 </strong></p> </td> <td colspan="3"> <p>Selon l’alignement adopté par l'Alliance mondiale pour surveiller l'apprentissage (GAML) (<a href="http://gaml.uis.unesco.org/"><u>GAML</u></a>) et par le Groupe de coopération technique (TCG) (<a href="http://tcg.uis.unesco.org/"><u>TCG</u></a>)</p> </td> </tr> <tr> <td colspan="2"> <p><strong>Année pour la fin du primaire et la fin du premier cycle du secondaire</strong></p> </td> <td colspan="3"> <p>Tel que défini par les niveaux CITE dans chaque pays</p> </td> </tr> <tr> <td colspan="2"> <p><strong>Validation </strong></p> </td> <td colspan="3"> <p>Envoyé par UNESCO-ISU pour l'approbation des pays</p> </td> </tr> </tbody> </table> <p>Note : Consulter la section 3.e. Fournisseur de données pour la signification des acronymes</p> |
deblsyl
Translation changed |
<p>Type of data sources: In school and population-based learning assessments.</p>
<p><strong>Table 2. How </strong> <strong> reporting is structured?</strong></p> <table> <tbody> <tr> <td rowspan="2"> <p> </p> </td> <td colspan="2"> <p><strong>In-school based</strong></p> </td> <td rowspan="2"> <p><strong>Household Based Surveys</strong></p> </td> <td rowspan="2"> <p><strong>Grade</strong></p> </td> </tr> <tr> <td> <p><strong>Cross-national</strong></p> </td> <td> <p><strong>National </strong></p> </td> </tr> <tr> <td rowspan="4"> <p><strong>Grade 2 or 3</strong></p> </td> <td> <p>LLECE</p> </td> <td rowspan="4"> <p>Yes</p> </td> <td> <p>MICS6</p> </td> <td rowspan="4"> <p>2/3 plus one year when primary lasts more than 4 years according to ISCED level of the country, except for TIMSS/PIRLS grade 4, which are mapped to the end of primary when primary lasts six or less years.</p> </td> </tr> <tr> <td> <p>PASEC</p> </td> <td> <p>EGRA</p> </td> </tr> <tr> <td> <p>TIMSS </p> </td> <td> <p>EGMA</p> </td> </tr> <tr> <td> <p>PIRLS </p> </td> <td> <p>PAL network </p> </td> </tr> <tr> <td rowspan="7"> <p><strong>End of primary</strong></p> </td> <td> <p>LLECE</p> </td> <td rowspan="7"> <p>Yes</p> </td> <td rowspan="7"> <p>PAL network</p> </td> <td rowspan="7"> <p>plus or minus one year of last year of primary according to ISCED level of the country, except for TIMSS/PIRLS grade 4, which are mapped to the end of primary when primary lasts six or less years.</p> </td> </tr> <tr> <td> <p>PASEC</p> </td> </tr> <tr> <td> <p>TIMSS </p> </td> </tr> <tr> <td> <p>PIRLS </p> </td> </tr> <tr> <td> <p>PILNA</p> </td> </tr> <tr> <td> <p>SEAMEO</p> </td> </tr> <tr> <td> <p>SACMEQ</p> </td> </tr> <tr> <td rowspan="3"> <p><strong>End of lower secondary</strong></p> </td> <td> <p>PISA</p> </td> <td rowspan="3"> <p>Yes</p> </td> <td rowspan="3"> <p><a href="https://www.younglives.org.uk/"><u>Young Lives</u></a></p> </td> <td rowspan="3"> <p>plus two or minus one of last year of lower secondary according to ISCED level of the country</p> </td> </tr> <tr> <td> <p>PISA-D</p> </td> </tr> <tr> <td> <p>TIMSS </p> </td> </tr> <tr> <td colspan="2"> <p><strong>Definition of minimum level until 2018 release</strong></p> </td> <td colspan="3"> <p>Those defined by each assessment by point of measurement and domain</p> </td> </tr> <tr> <td colspan="2"> <p><strong>Definition of minimum level from 2019 </strong></p> </td> <td colspan="3"> <p>According to alignment as adopted by Global Alliance to Monitoring Learning (<a href="http://gaml.uis.unesco.org/"><u>GAML</u></a>) and Technical Cooperation Group (<a href="http://tcg.uis.unesco.org/"><u>TCG</u></a>)</p> </td> </tr> <tr> <td colspan="2"> <p><strong>Grade for end of primary and end of lower secondary</strong></p> </td> <td colspan="3"> <p>As defined by the ISCED levels in each country</p> </td> </tr> <tr> <td colspan="2"> <p><strong>Validation </strong></p> </td> <td colspan="3"> <p>Sent from UIS for countries’ approval</p> </td> </tr> </tbody> </table>
<p>Type de sources de données : Évaluations de l’apprentissage à l’école et dans la population. </p>
<p><strong>Tableau 2. Comment les rapports sont-ils structurés ? </strong> </p> <table> <tbody> <tr> <td rowspan="2"> <p> </p> </td> <td colspan="2"> <p><strong>En milieu scolaire</strong></p> </td> <td rowspan="2"> <p><strong>Enquêtes auprès des ménages</strong></p> </td> <td rowspan="2"> <p><strong>Niveau</strong></p> </td> </tr> <tr> <td> <p><strong>Transnational</strong></p> </td> <td> <p><strong>National </strong></p> </td> </tr> <tr> <td rowspan="4"> <p><strong>2e ou 3e année</strong></p> </td> <td> <p>LLECE</p> </td> <td rowspan="4"> <p>Oui</p> </td> <td> <p>MICS6</p> </td> <td rowspan="4"> <p>2e/3e plus un an lorsque le primaire dure plus de 4 ans selon le niveau CITE du pays, à l’exception de la 4e année de TIMSS/PIRLS 4, qui est associée à la fin du primaire lorsque le primaire dure six ans ou moins. </p> </td> </tr> <tr> <td> <p>PASEC</p> </td> <td> <p>EGRA</p> </td> </tr> <tr> <td> <p>TIMSS </p> </td> <td> <p>EGMA</p> </td> </tr> <tr> <td> <p>PIRLS </p> </td> <td> <p>Réseau PAL </p> </td> </tr> <tr> <td rowspan="7"> <p><strong>Fin de primaire</strong></p> </td> <td> <p>LLECE</p> </td> <td rowspan="7"> <p>Oui</p> </td> <td rowspan="7"> <p>Réseau PAL</p> </td> <td rowspan="7"> <p>plus ou moins un an de la dernière année de primaire selon le niveau CITE du pays, à l’exception de la 4e année de TIMSS/PIRLS 4, qui est associée à la fin du primaire lorsque le primaire dure six ans ou moins. </p> </td> </tr> <tr> <td> <p>PASEC</p> </td> </tr> <tr> <td> <p>TIMSS </p> </td> </tr> <tr> <td> <p>PIRLS </p> </td> </tr> <tr> <td> <p>PILNA</p> </td> </tr> <tr> <td> <p>SEAMEO</p> </td> </tr> <tr> <td> <p>SACMEQ</p> </td> </tr> <tr> <td rowspan="3"> <p><strong>Fin du premier cycle du secondaire</strong></p> </td> <td> <p>PISA</p> </td> <td rowspan="3"> <p>Oui</p> </td> <td rowspan="3"> <p><a href="https://www.younglives.org.uk/">(en anglais)<u>Young Lives</u></a></p> </td> <td rowspan="3"> <p>plus deux ou moins un de la dernière année du premier cycle du secondaire selon le niveau CITE du pays</p> </td> </tr> <tr> <td> <p>PISA-D</p> </td> </tr> <tr> <td> <p>TIMSS </p> </td> </tr> <tr> <td colspan="2"> <p><strong>Définition du niveau minimum jusqu’à la version 2018</strong></p> </td> <td colspan="3"> <p>Ceux définis par chaque évaluation par point de mesure et domaine</p> </td> </tr> <tr> <td colspan="2"> <p><strong>Définition du niveau minimum à partir de 2019 </strong></p> </td> <td colspan="3"> <p>Selon l’alignement adopté par l'Alliance mondiale pour surveiller l'apprentissage (GAML) (<a href="http://gaml.uis.unesco.org/"><u>GAML</u></a>) et par le Groupe de coopération technique (TCG) (<a href="http://tcg.uis.unesco.org/"><u>TCG</u></a>)</p> </td> </tr> <tr> <td colspan="2"> <p><strong>Année pour la fin du primaire et la fin du premier cycle du secondaire</strong></p> </td> <td colspan="3"> <p>Tel que défini par les niveaux CITE dans chaque pays</p> </td> </tr> <tr> <td colspan="2"> <p><strong>Validation </strong></p> </td> <td colspan="3"> <p>Envoyé par UNESCO-ISU pour l'approbation des pays</p> </td> </tr> </tbody> </table> <p>Note: Consulter la section 3.e. Fournisseur de données pour la signification des acronymes</p> |
deblsyl
Translation changed |
<p>Type of data sources: In school and population-based learning assessments.</p>
<p><strong>Table 2. How </strong> <strong> reporting is structured?</strong></p> <table> <tbody> <tr> <td rowspan="2"> <p> </p> </td> <td colspan="2"> <p><strong>In-school based</strong></p> </td> <td rowspan="2"> <p><strong>Household Based Surveys</strong></p> </td> <td rowspan="2"> <p><strong>Grade</strong></p> </td> </tr> <tr> <td> <p><strong>Cross-national</strong></p> </td> <td> <p><strong>National </strong></p> </td> </tr> <tr> <td rowspan="4"> <p><strong>Grade 2 or 3</strong></p> </td> <td> <p>LLECE</p> </td> <td rowspan="4"> <p>Yes</p> </td> <td> <p>MICS6</p> </td> <td rowspan="4"> <p>2/3 plus one year when primary lasts more than 4 years according to ISCED level of the country, except for TIMSS/PIRLS grade 4, which are mapped to the end of primary when primary lasts six or less years.</p> </td> </tr> <tr> <td> <p>PASEC</p> </td> <td> <p>EGRA</p> </td> </tr> <tr> <td> <p>TIMSS </p> </td> <td> <p>EGMA</p> </td> </tr> <tr> <td> <p>PIRLS </p> </td> <td> <p>PAL network </p> </td> </tr> <tr> <td rowspan="7"> <p><strong>End of primary</strong></p> </td> <td> <p>LLECE</p> </td> <td rowspan="7"> <p>Yes</p> </td> <td rowspan="7"> <p>PAL network</p> </td> <td rowspan="7"> <p>plus or minus one year of last year of primary according to ISCED level of the country, except for TIMSS/PIRLS grade 4, which are mapped to the end of primary when primary lasts six or less years.</p> </td> </tr> <tr> <td> <p>PASEC</p> </td> </tr> <tr> <td> <p>TIMSS </p> </td> </tr> <tr> <td> <p>PIRLS </p> </td> </tr> <tr> <td> <p>PILNA</p> </td> </tr> <tr> <td> <p>SEAMEO</p> </td> </tr> <tr> <td> <p>SACMEQ</p> </td> </tr> <tr> <td rowspan="3"> <p><strong>End of lower secondary</strong></p> </td> <td> <p>PISA</p> </td> <td rowspan="3"> <p>Yes</p> </td> <td rowspan="3"> <p><a href="https://www.younglives.org.uk/"><u>Young Lives</u></a></p> </td> <td rowspan="3"> <p>plus two or minus one of last year of lower secondary according to ISCED level of the country</p> </td> </tr> <tr> <td> <p>PISA-D</p> </td> </tr> <tr> <td> <p>TIMSS </p> </td> </tr> <tr> <td colspan="2"> <p><strong>Definition of minimum level until 2018 release</strong></p> </td> <td colspan="3"> <p>Those defined by each assessment by point of measurement and domain</p> </td> </tr> <tr> <td colspan="2"> <p><strong>Definition of minimum level from 2019 </strong></p> </td> <td colspan="3"> <p>According to alignment as adopted by Global Alliance to Monitoring Learning (<a href="http://gaml.uis.unesco.org/"><u>GAML</u></a>) and Technical Cooperation Group (<a href="http://tcg.uis.unesco.org/"><u>TCG</u></a>)</p> </td> </tr> <tr> <td colspan="2"> <p><strong>Grade for end of primary and end of lower secondary</strong></p> </td> <td colspan="3"> <p>As defined by the ISCED levels in each country</p> </td> </tr> <tr> <td colspan="2"> <p><strong>Validation </strong></p> </td> <td colspan="3"> <p>Sent from UIS for countries’ approval</p> </td> </tr> </tbody> </table>
<p>Type de sources de données : Évaluations de l’apprentissage à l’école et dans la population. </p>
<p><strong> <table> <tbody> <tr> <td rowspan="2"> <p> </p> </td> <td colspan="2"> <p><strong>En milieu scolaire</strong></p> </td> <td rowspan="2"> <p><strong>Enquêtes auprès des ménages</strong></p> </td> <td rowspan="2"> <p><strong>Niveau</strong></p> </td> </tr> <tr> <td> <p><strong>Transnational</strong></p> </td> <td> <p><strong>National </strong></p> </td> </tr> <tr> <td rowspan="4"> <p><strong>2e ou 3e année</strong></p> </td> <td> <p>LLECE</p> </td> <td rowspan="4"> <p>Oui</p> </td> <td> <p>MICS6</p> </td> <td rowspan="4"> <p>2e/3e plus un an lorsque le primaire dure plus de 4 ans selon le niveau CITE du pays, à l’exception d </td> </tr> <tr> <td> <p>PASEC</p> </td> <td> <p>EGRA</p> </td> </tr> <tr> <td> <p>TIMSS </p> </td> <td> <p>EGMA</p> </td> </tr> <tr> <td> <p>PIRLS </p> </td> <td> <p>Réseau PAL </p> </td> </tr> <tr> <td rowspan="7"> <p><strong>Fin de primaire</strong></p> </td> <td> <p>LLECE</p> </td> <td rowspan="7"> <p>Oui</p> </td> <td rowspan="7"> <p>Réseau PAL</p> </td> <td rowspan="7"> <p>plus ou moins un an de la dernière année de primaire selon le niveau CITE du pays, à l’exception d </td> </tr> <tr> <td> <p>PASEC</p> </td> </tr> <tr> <td> <p>TIMSS </p> </td> </tr> <tr> <td> <p>PIRLS </p> </td> </tr> <tr> <td> <p>PILNA</p> </td> </tr> <tr> <td> <p>SEAMEO</p> </td> </tr> <tr> <td> <p>SACMEQ</p> </td> </tr> <tr> <td rowspan="3"> <p><strong>Fin du premier cycle du secondaire </td> <td> <p>PISA</p> </td> <td rowspan="3"> <p>Oui</p> </td> <td rowspan="3"> <p><a href="https://www.younglives.org.uk/"> </td> <td rowspan="3"> <p>plus deux ou moins un de l </td> </tr> <tr> <td> <p>PISA-D</p> </td> </tr> <tr> <td> <p>TIMSS </p> </td> </tr> <tr> <td colspan="2"> <p><strong>Définition du niveau minimum jusqu’à la version 2018</strong></p> </td> <td colspan="3"> <p>Ceux définis par chaque évaluation par point de mesure et domaine</p> </td> </tr> <tr> <td colspan="2"> <p><strong>Définition du niveau minimum à partir de 2019 </strong></p> </td> <td colspan="3"> <p>Selon l’alignement adopté par </td> </tr> <tr> <td colspan="2"> <p><strong> </td> <td colspan="3"> <p>Tel que défini par les niveaux CITE dans chaque pays</p> </td> </tr> <tr> <td colspan="2"> <p><strong>Validation </strong></p> </td> <td colspan="3"> <p>Envoyé </td> </tr> </tbody> </table> |
deblsyl
Translation added |
<p>Type of data sources: In school and population-based learning assessments.</p>
<p><strong>Table 2. How </strong> <strong> reporting is structured?</strong></p> <table> <tbody> <tr> <td rowspan="2"> <p> </p> </td> <td colspan="2"> <p><strong>In-school based</strong></p> </td> <td rowspan="2"> <p><strong>Household Based Surveys</strong></p> </td> <td rowspan="2"> <p><strong>Grade</strong></p> </td> </tr> <tr> <td> <p><strong>Cross-national</strong></p> </td> <td> <p><strong>National </strong></p> </td> </tr> <tr> <td rowspan="4"> <p><strong>Grade 2 or 3</strong></p> </td> <td> <p>LLECE</p> </td> <td rowspan="4"> <p>Yes</p> </td> <td> <p>MICS6</p> </td> <td rowspan="4"> <p>2/3 plus one year when primary lasts more than 4 years according to ISCED level of the country, except for TIMSS/PIRLS grade 4, which are mapped to the end of primary when primary lasts six or less years.</p> </td> </tr> <tr> <td> <p>PASEC</p> </td> <td> <p>EGRA</p> </td> </tr> <tr> <td> <p>TIMSS </p> </td> <td> <p>EGMA</p> </td> </tr> <tr> <td> <p>PIRLS </p> </td> <td> <p>PAL network </p> </td> </tr> <tr> <td rowspan="7"> <p><strong>End of primary</strong></p> </td> <td> <p>LLECE</p> </td> <td rowspan="7"> <p>Yes</p> </td> <td rowspan="7"> <p>PAL network</p> </td> <td rowspan="7"> <p>plus or minus one year of last year of primary according to ISCED level of the country, except for TIMSS/PIRLS grade 4, which are mapped to the end of primary when primary lasts six or less years.</p> </td> </tr> <tr> <td> <p>PASEC</p> </td> </tr> <tr> <td> <p>TIMSS </p> </td> </tr> <tr> <td> <p>PIRLS </p> </td> </tr> <tr> <td> <p>PILNA</p> </td> </tr> <tr> <td> <p>SEAMEO</p> </td> </tr> <tr> <td> <p>SACMEQ</p> </td> </tr> <tr> <td rowspan="3"> <p><strong>End of lower secondary</strong></p> </td> <td> <p>PISA</p> </td> <td rowspan="3"> <p>Yes</p> </td> <td rowspan="3"> <p><a href="https://www.younglives.org.uk/"><u>Young Lives</u></a></p> </td> <td rowspan="3"> <p>plus two or minus one of last year of lower secondary according to ISCED level of the country</p> </td> </tr> <tr> <td> <p>PISA-D</p> </td> </tr> <tr> <td> <p>TIMSS </p> </td> </tr> <tr> <td colspan="2"> <p><strong>Definition of minimum level until 2018 release</strong></p> </td> <td colspan="3"> <p>Those defined by each assessment by point of measurement and domain</p> </td> </tr> <tr> <td colspan="2"> <p><strong>Definition of minimum level from 2019 </strong></p> </td> <td colspan="3"> <p>According to alignment as adopted by Global Alliance to Monitoring Learning (<a href="http://gaml.uis.unesco.org/"><u>GAML</u></a>) and Technical Cooperation Group (<a href="http://tcg.uis.unesco.org/"><u>TCG</u></a>)</p> </td> </tr> <tr> <td colspan="2"> <p><strong>Grade for end of primary and end of lower secondary</strong></p> </td> <td colspan="3"> <p>As defined by the ISCED levels in each country</p> </td> </tr> <tr> <td colspan="2"> <p><strong>Validation </strong></p> </td> <td colspan="3"> <p>Sent from UIS for countries’ approval</p> </td> </tr> </tbody> </table>
<p>Type de sources de données : Évaluations de l’apprentissage à l’école et dans la population. </p>
<p><strong> Tableau 2. Comment les rapports sont-ils structurés ? </strong> </p> <table> <tbody> <tr> <td rowspan="2"> <p> </p> </td> <td colspan="2"> <p><strong>En milieu scolaire</strong></p> </td> <td rowspan="2"> <p><strong>Enquêtes auprès des ménages</strong></p> </td> <td rowspan="2"> <p><strong>Niveau</strong></p> </td> </tr> <tr> <td> <p><strong>Transnational</strong></p> </td> <td> <p><strong>National </strong></p> </td> </tr> <tr> <td rowspan="4"> <p><strong>2e ou 3e année</strong></p> </td> <td> <p>LLECE</p> </td> <td rowspan="4"> <p>Oui</p> </td> <td> <p>MICS6</p> </td> <td rowspan="4"> <p>2/3 plus un an lorsque le primaire dure plus de 4 ans selon le niveau CITE du pays, à l’exception du grade TIMSS/PIRLS 4, qui sont cartographiés jusqu’à la fin du primaire lorsque le primaire dure six ans ou moins. </p> </td> </tr> <tr> <td> <p>PASEC</p> </td> <td> <p>EGRA</p> </td> </tr> <tr> <td> <p>TIMSS </p> </td> <td> <p>EGMA</p> </td> </tr> <tr> <td> <p>PIRLS </p> </td> <td> <p>Réseau PAL </p> </td> </tr> <tr> <td rowspan="7"> <p><strong>Fin de primaire</strong></p> </td> <td> <p>LLECE</p> </td> <td rowspan="7"> <p>Oui</p> </td> <td rowspan="7"> <p>Réseau PAL</p> </td> <td rowspan="7"> <p>plus ou moins un an de la dernière année de primaire selon le niveau CITE du pays, à l’exception du grade TIMSS/PIRLS 4, qui est cartographié à la fin du primaire lorsque le primaire dure six ans ou moins. </p> </td> </tr> <tr> <td> <p>PASEC</p> </td> </tr> <tr> <td> <p>TIMSS </p> </td> </tr> <tr> <td> <p>PIRLS </p> </td> </tr> <tr> <td> <p>PILNA</p> </td> </tr> <tr> <td> <p>SEAMEO</p> </td> </tr> <tr> <td> <p>SACMEQ</p> </td> </tr> <tr> <td rowspan="3"> <p><strong>Fin du secondaire inférieur</strong></p> </td> <td> <p>PISA</p> </td> <td rowspan="3"> <p>Oui</p> </td> <td rowspan="3"> <p><a href="https://www.younglives.org.uk/"> <u> Jeunes vies</u></a></p> </td> <td rowspan="3"> <p>plus deux ou moins un de l’année dernière du premier cycle du secondaire selon le niveau CITE du pays</p> </td> </tr> <tr> <td> <p>PISA-D</p> </td> </tr> <tr> <td> <p>TIMSS </p> </td> </tr> <tr> <td colspan="2"> <p><strong>Définition du niveau minimum jusqu’à la version 2018</strong></p> </td> <td colspan="3"> <p>Ceux définis par chaque évaluation par point de mesure et domaine</p> </td> </tr> <tr> <td colspan="2"> <p><strong>Définition du niveau minimum à partir de 2019 </strong></p> </td> <td colspan="3"> <p>Selon l’alignement adopté par Global Alliance to Monitoring Learning (<a href="http://gaml.uis.unesco.org/"><u>GAML</u></a>) et Technical Cooperation Group (<a href="http://tcg.uis.unesco.org/"><u>TCG</u></a>)</p> </td> </tr> <tr> <td colspan="2"> <p><strong>Grade pour la fin du primaire et la fin du secondaire inférieur</strong></p> </td> <td colspan="3"> <p>Tel que défini par les niveaux CITE dans chaque pays</p> </td> </tr> <tr> <td colspan="2"> <p><strong>Validation </strong></p> </td> <td colspan="3"> <p>Envoyé depuis l’approbation UIS pour les pays’</p> </td> </tr> </tbody> </table> |
None
String updated in the repository |
<p>Type of data sources: In school and population-based learning assessments.</p>
<p><strong>Table 2. How </strong> <strong> reporting is structured?</strong></p> <table> <tbody> <tr> <td rowspan="2"> <p> </p> </td> <td colspan="2"> <p><strong>In-school based</strong></p> </td> <td rowspan="2"> <p><strong>Household Based Surveys</strong></p> </td> <td rowspan="2"> <p><strong>Grade</strong></p> </td> </tr> <tr> <td> <p><strong>Cross-national</strong></p> </td> <td> <p><strong>National </strong></p> </td> </tr> <tr> <td rowspan="4"> <p><strong>Grade 2 or 3</strong></p> </td> <td> <p>LLECE</p> </td> <td rowspan="4"> <p>Yes</p> </td> <td> <p>MICS6</p> </td> <td rowspan="4"> <p>2/3 plus one year when primary lasts more than 4 years according to ISCED level of the country, except for TIMSS/PIRLS grade 4, which are mapped to the end of primary when primary lasts six or less years.</p> </td> </tr> <tr> <td> <p>PASEC</p> </td> <td> <p>EGRA</p> </td> </tr> <tr> <td> <p>TIMSS </p> </td> <td> <p>EGMA</p> </td> </tr> <tr> <td> <p>PIRLS </p> </td> <td> <p>PAL network </p> </td> </tr> <tr> <td rowspan="7"> <p><strong>End of primary</strong></p> </td> <td> <p>LLECE</p> </td> <td rowspan="7"> <p>Yes</p> </td> <td rowspan="7"> <p>PAL network</p> </td> <td rowspan="7"> <p>plus or minus one year of last year of primary according to ISCED level of the country, except for TIMSS/PIRLS grade 4, which are mapped to the end of primary when primary lasts six or less years.</p> </td> </tr> <tr> <td> <p>PASEC</p> </td> </tr> <tr> <td> <p>TIMSS </p> </td> </tr> <tr> <td> <p>PIRLS </p> </td> </tr> <tr> <td> <p>PILNA</p> </td> </tr> <tr> <td> <p>SEAMEO</p> </td> </tr> <tr> <td> <p>SACMEQ</p> </td> </tr> <tr> <td rowspan="3"> <p><strong>End of lower secondary</strong></p> </td> <td> <p>PISA</p> </td> <td rowspan="3"> <p>Yes</p> </td> <td rowspan="3"> <p><a href="https://www.younglives.org.uk/"><u>Young Lives</u></a></p> </td> <td rowspan="3"> <p>plus two or minus one of last year of lower secondary according to ISCED level of the country</p> </td> </tr> <tr> <td> <p>PISA-D</p> </td> </tr> <tr> <td> <p>TIMSS </p> </td> </tr> <tr> <td colspan="2"> <p><strong>Definition of minimum level until 2018 release</strong></p> </td> <td colspan="3"> <p>Those defined by each assessment by point of measurement and domain</p> </td> </tr> <tr> <td colspan="2"> <p><strong>Definition of minimum level from 2019 </strong></p> </td> <td colspan="3"> <p>According to alignment as adopted by Global Alliance to Monitoring Learning (<a href="http://gaml.uis.unesco.org/"><u>GAML</u></a>) and Technical Cooperation Group (<a href="http://tcg.uis.unesco.org/"><u>TCG</u></a>)</p> </td> </tr> <tr> <td colspan="2"> <p><strong>Grade for end of primary and end of lower secondary</strong></p> </td> <td colspan="3"> <p>As defined by the ISCED levels in each country</p> </td> </tr> <tr> <td colspan="2"> <p><strong>Validation </strong></p> </td> <td colspan="3"> <p>Sent from UIS for countries’ approval</p> </td> </tr> </tbody> </table> |
Things to check
Key
SOURCE_TYPEFlags
ignore-inconsistent
<p><strong>Table 2. How reporting is structured?</strong></p>
<table>
<tbody>
<tr>
<td rowspan="2">
<p> </p>
</td>
<td colspan="2">
<p><strong>In-school based</strong></p>
</td>
<td rowspan="2">
<p><strong>Household Based Surveys</strong></p>
</td>
<td rowspan="2">
<p><strong>Grade</strong></p>
</td>
</tr>
<tr>
<td>
<p><strong>Cross-national</strong></p>
</td>
<td>
<p><strong>National </strong></p>
</td>
</tr>
<tr>
<td rowspan="4">
<p><strong>Grade 2 or 3</strong></p>
</td>
<td>
<p>LLECE</p>
</td>
<td rowspan="4">
<p>Yes</p>
</td>
<td>
<p>MICS6</p>
</td>
<td rowspan="4">
<p>2/3 plus one year when primary lasts more than 4 years according to ISCED level of the country, except for TIMSS/PIRLS grade 4, which are mapped to the end of primary when primary lasts six or less years.</p>
</td>
</tr>
<tr>
<td>
<p>PASEC</p>
</td>
<td>
<p>EGRA</p>
</td>
</tr>
<tr>
<td>
<p>TIMSS </p>
</td>
<td>
<p>EGMA</p>
</td>
</tr>
<tr>
<td>
<p>PIRLS </p>
</td>
<td>
<p>PAL network </p>
</td>
</tr>
<tr>
<td rowspan="7">
<p><strong>End of primary</strong></p>
</td>
<td>
<p>LLECE</p>
</td>
<td rowspan="7">
<p>Yes</p>
</td>
<td rowspan="7">
<p>PAL network</p>
</td>
<td rowspan="7">
<p>plus or minus one year of last year of primary according to ISCED level of the country except for TIMSS/PIRLS grade 4, which are mapped to the end of primary when primary lasts six or less years. </p>
</td>
</tr>
<tr>
<td>
<p>PASEC</p>
</td>
</tr>
<tr>
<td>
<p>TIMSS </p>
</td>
</tr>
<tr>
<td>
<p>PIRLS </p>
</td>
</tr>
<tr>
<td>
<p>PILNA</p>
</td>
</tr>
<tr>
<td>
<p>SEAMEO</p>
</td>
</tr>
<tr>
<td>
<p>SACMEQ</p>
</td>
</tr>
<tr>
<td rowspan="3">
<p><strong>End of lower secondary</strong></p>
</td>
<td>
<p>PISA</p>
</td>
<td rowspan="3">
<p>Yes</p>
</td>
<td rowspan="3">
<p><a href="https://www.younglives.org.uk/"><u>Young Lives</u></a></p>
</td>
<td rowspan="3">
<p>plus two or minus one of last year of lower secondary according to ISCED level of the country</p>
</td>
</tr>
<tr>
<td>
<p>PISA-D</p>
</td>
</tr>
<tr>
<td>
<p>TIMSS </p>
</td>
</tr>
<tr>
<td colspan="2">
<p><strong>Definition of minimum level until 2018 release</strong></p>
</td>
<td colspan="3">
<p>Those defined by each assessment by point of measurement and domain.</p>
</td>
</tr>
<tr>
<td colspan="2">
<p><strong>Definition of minimum level from 2019 </strong></p>
</td>
<td colspan="3">
<p>According to alignment as adopted by Global Alliance to Monitoring Learning (<a href="http://gaml.uis.unesco.org/"><u>GAML</u></a>) and Technical Cooperation Group (<a href="http://tcg.uis.unesco.org/"><u>TCG</u></a>)</p>
</td>
</tr>
<tr>
<td colspan="2">
<p><strong>Grade for end of primary and end of lower secondary</strong></p>
</td>
<td colspan="3">
<p>As defined by the ISCED levels in each country</p>
</td>
</tr>
<tr>
<td colspan="2">
<p><strong>Validation </strong></p>
</td>
<td colspan="3">
<p>Sent from UIS for countries’ approval</p>
</td>
</tr>
</tbody>
</table>
<p><strong>Tableau 2. Comment les rapports sont-ils structurés ? </strong> </p>
<table>
<tbody>
<tr>
<td rowspan="2">
<p> </p>
</td>
<td colspan="2">
<p><strong>En milieu scolaire</strong></p>
</td>
<td rowspan="2">
<p><strong>Enquêtes auprès des ménages</strong></p>
</td>
<td rowspan="2">
<p><strong>Niveau</strong></p>
</td>
</tr>
<tr>
<td>
<p><strong>Transnational</strong></p>
</td>
<td>
<p><strong>National </strong></p>
</td>
</tr>
<tr>
<td rowspan="4">
<p><strong>2e ou 3e année</strong></p>
</td>
<td>
<p>LLECE</p>
</td>
<td rowspan="4">
<p>Oui</p>
</td>
<td>
<p>MICS6</p>
</td>
<td rowspan="4">
<p>2e/3e plus un an lorsque le primaire dure plus de 4 ans selon le niveau CITE du pays, à l’exception de la 4e année de TIMSS/PIRLS 4, qui est associée à la fin du primaire lorsque le primaire dure six ans ou moins. </p>
</td>
</tr>
<tr>
<td>
<p>PASEC</p>
</td>
<td>
<p>EGRA</p>
</td>
</tr>
<tr>
<td>
<p>TIMSS </p>
</td>
<td>
<p>EGMA</p>
</td>
</tr>
<tr>
<td>
<p>PIRLS </p>
</td>
<td>
<p>Réseau PAL </p>
</td>
</tr>
<tr>
<td rowspan="7">
<p><strong>Fin de primaire</strong></p>
</td>
<td>
<p>LLECE</p>
</td>
<td rowspan="7">
<p>Oui</p>
</td>
<td rowspan="7">
<p>Réseau PAL</p>
</td>
<td rowspan="7">
<p>plus ou moins un an de la dernière année de primaire selon le niveau CITE du pays, à l’exception de la 4e année de TIMSS/PIRLS 4, qui est associée à la fin du primaire lorsque le primaire dure six ans ou moins. </p>
</td>
</tr>
<tr>
<td>
<p>PASEC</p>
</td>
</tr>
<tr>
<td>
<p>TIMSS </p>
</td>
</tr>
<tr>
<td>
<p>PIRLS </p>
</td>
</tr>
<tr>
<td>
<p>PILNA</p>
</td>
</tr>
<tr>
<td>
<p>SEAMEO</p>
</td>
</tr>
<tr>
<td>
<p>SACMEQ</p>
</td>
</tr>
<tr>
<td rowspan="3">
<p><strong>Fin du premier cycle du secondaire</strong></p>
</td>
<td>
<p>PISA</p>
</td>
<td rowspan="3">
<p>Oui</p>
</td>
<td rowspan="3">
<p><a href="https://www.younglives.org.uk/">(en anglais)<u>Young Lives</u></a></p>
</td>
<td rowspan="3">
<p>plus deux ou moins un de la dernière année du premier cycle du secondaire selon le niveau CITE du pays</p>
</td>
</tr>
<tr>
<td>
<p>PISA-D</p>
</td>
</tr>
<tr>
<td>
<p>TIMSS </p>
</td>
</tr>
<tr>
<td colspan="2">
<p><strong>Définition du niveau minimum jusqu’à la version 2018</strong></p>
</td>
<td colspan="3">
<p>Ceux définis par chaque évaluation par point de mesure et domaine</p>
</td>
</tr>
<tr>
<td colspan="2">
<p><strong>Définition du niveau minimum à partir de 2019 </strong></p>
</td>
<td colspan="3">
<p>Selon l’alignement adopté par l'Alliance mondiale pour surveiller l'apprentissage (GAML) (<a href="http://gaml.uis.unesco.org/"><u>GAML</u></a>) et par le Groupe de coopération technique (TCG) (<a href="http://tcg.uis.unesco.org/"><u>TCG</u></a>)</p>
</td>
</tr>
<tr>
<td colspan="2">
<p><strong>Année pour la fin du primaire et la fin du premier cycle du secondaire</strong></p>
</td>
<td colspan="3">
<p>Tel que défini par les niveaux CITE dans chaque pays</p>
</td>
</tr>
<tr>
<td colspan="2">
<p><strong>Validation </strong></p>
</td>
<td colspan="3">
<p>Envoyé par UNESCO-ISU pour l'approbation des pays</p>
</td>
</tr>
</tbody>
</table>
<p>Note : Consulter la section 3.e. Fournisseur de données pour la signification des acronymes</p>