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Class 6 girls and boys in Afghanistan 2013 : comparing outcomes of girls and boys from a learning assessment of mathematical, reading and writing literacy
Monitoring Trends in Educational Growth (MTEG)
  • Alla Routitsky, ACER
  • Rachel Stanyon, ACER
  • Maurice Walker, ACER
Publication Date
6-1-2015
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Full report

© Australian Council for Educational Research

ISBN: 978-1-74286-282-8 (paperback) 978-1-74286-283-5 (ebook)

The MTEG 2013 assessment of Class 6 students in Afghanistan was a collaboration between the Centre for Global Education Monitoring at the Australian Council for Educational Research (ACER-GEM) and the Ministry of Education, Afghanistan.

Abstract
This report presents the results of an assessment of reading, writing and mathematical literacy of Class 6 students in 13 provinces in Afghanistan in relation to the gender of students. The data were collected in late 2013. The purpose of Monitoring Trends in Educational Growth (MTEG) is to provide information to education policy makers on the quality of education outcomes in Afghanistan. In addition MTEG will inform educational practitioners by clearly demonstrating what students at Class 6 can and cannot do in an assessment situation. One of the policy areas that MTEG aims to inform is gender equality. It is known that fewer girls attend school than boys and that the rate of illiteracy amongst the female population is higher. In accordance with the United Nations Millennium Development Goals, redressing this imbalance is a priority for Afghanistan.
Citation Information
Alla Routitsky, Rachel Stanyon and Maurice Walker. "Class 6 girls and boys in Afghanistan 2013 : comparing outcomes of girls and boys from a learning assessment of mathematical, reading and writing literacy" (2015)
Available at: http://works.bepress.com/maurice_walker/14/