Collecting data on foundational learning skills and parental involvement in education

There is a growing demand for data reflecting quality as well as access to education, particularly in the early years where learning outcomes are an important foundation for later progress. This paper examines the development of two new MICS modules: Parental Involvement (PR) and Foundational Learning skills (FL). These are areas where data are currently lacking, particularly in low-income countries, leading to a call for the development of new tools and, in particular strong support, for household survey based approaches.