Publication

This paper shows that the Millennium Development Goal (MDG) for primary schooling completion has focused attention on a measurable output indicator to monitor increases in schooling in poor countries. The authors argue the next step is to monitor outcomes of learning achievement. They demonstrate that even in countries meeting the MDG of primary completion, the majority of youth are not reaching even minimal competency levels. They stress that policymakers, educators and citizens need to focus on the real target of schooling: adequately equipping their nation’s youth for full participation as adults in economic, political and social roles.