This project analyzes foundational learning outcomes in mathematics and reading among 10-year-old children across selected African countries (Kenya, Mali, Mozambique, Senegal, Tanzania, and Uganda). Using survey-based data and weighted estimates, it compares the proportion of children meeting minimum proficiency levels in numeracy and literacy. The analysis highlights cross-country disparities and overall regional performance, providing evidence on learning gaps to inform education policy and improve foundational skills outcomes in Africa.

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