Publication Date

2015

Subjects

Monitoring (Assessment), Developing countries, Gender differences, Attendance, Academic achievent, Literacy education, Writing achievement, Reading achievement, Numeracy, Mathematics achievement, Males, Females

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Abstract

This publication provides a summary of initial findings of the Monitoring Trends in Educational Growth (MTEG) study in Afghanistan. Class 6 students in 13 provinces in Afghanistan were assessed in the domains of mathematical, reading and writing literacy. In total, 5,979 students, 42% girls and 58% boys, took the test and completed a student background questionnaire in either Dari or Pashto. The principal from each assessed school also completed a school background questionnaire. The initial results on gender differences show some promising outcomes as well as highlighting areas that require attention. The results of MTEG 2013 Class 6 indicate that girls and boys demonstrated similar levels of achievement in mathematical literacy, while girls outperformed boys in both reading and writing literacy; boys from non-urban areas and girls from non-urban areas have similar levels of achievement; girls schooled in an urban area outperformed girls schooled in non-urban areas; and boys reported receiving more support than girls to attend school, from family members, friends and the community.

Place of Publication

Melbourne Vic

Publisher

Australian Council for Educational Research (ACER)

Geographic Subject

Afghanistan

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