MICS Foundational Learning Skills

Languages

MICS FLS assessments are administered in languages selected by Ministries of Education in consultation with UNICEF and regional MICS teams. The objective is to assess children in the language most relevant to their early learning experience. In countries with a single dominant language of instruction, one assessment language is typically used. In multilingual settings, multiple languages may be used, although this remains relatively uncommon because of operational complexity.

SDG 4.1.1a and minimum proficiency

The module was designed to measure foundational skills relevant to SDG 4.1.1a. Children are commonly classified as having foundational reading or numeracy skills based on whether they successfully complete the relevant set of tasks.

Reading: A child is considered to have foundational reading skills if they achieve the following:

• Accurately read 90% of the words in a Primary Grade 2 level story (word count varies by language/country customization)
• Correctly answer 3 simple literal comprehension questions based on the story
• Correctly answer 2 simple inferential comprehension questions based on the story

Prior to reading story, children aged 7 to 9 and out of school children are given practice items consisting of a short paragraph and simple questions

Numeracy: A child is considered to have foundational numeracy skills if they respond correctly to each of the following:

• Reading numbers (6 questions)
• Number discrimination (5 questions)
• Addition (5 questions)
• Number pattern recognition (5 questions)

How is it administered?

MICS is household-based and administered one-on-one to one randomly selected child aged 7–14 in each household.

Developed by the United Nations Children's Fund (UNICEF), the Foundational Learning Skills (FLS) Module is included in the organization's standardized Multiple Indicator Cluster Survey (MICS) programme. The child-centred MICS programme is the world's largest source of statistically sound and internationally comparable data on the situation of children and women. The FLS Module was designed to measure foundational literacy and numeracy skills among children, providing internationally comparable data on learning outcomes alongside a wide range of household and child indicators.

Use the map to explore the languages of assessment and see African countries that have participated. 
 
In the household context, the Foundational Learning Skills Module directly assesses whether children have acquired essential reading and mathematics skills at the early primary level. It focuses on children aged 7 to 14 and captures learning outcomes at grades 2 and 3 for both schooled and unschooled children.

Get the data

MICS datasets and documentation are available.
UNICEF MICS survey portal 
Harmonised multi-country files are also available through
IPUMS-MICS

AFLEARN resources

Access the detailed AFLEARN resources which include:

• Step-by-step analysis guide in Stata.
• Step-by-step analysis guide in R.
• Example code for calculating foundational reading and numeracy indicators.
• Guidance on using weights and survey design.

What is assessed?

Foundational numeracy skills
Numeracy skills are assessed through tasks that reflect essential mathematical concepts introduced in the early grades. The following foundation mathematics skills have been assessed in the MICS Foundational Learning Skills module:

• Number identification
• Number comparison
• Addition
• Number patterns

Foundational reading skills
Reading skills are assessed through a sequence of tasks that capture both accuracy and understanding. The following foundation reading skills have been assessed in the MICS Foundational Learning Skills module:

• Reading accuracy
• Reading comprehension
• Word reading
• Syllable awareness
• Listening comprehension