Table 1.1: SDG 4 targets .......................................................................................................................................................10

Table 2.1: OLS estimates of the determinants of student achievement PISA 2012 in the OIC, OECD

and non-OECD countries .....................................................................................................................................................48

Table 2.2: OLS estimates of the determinants of student achievement in the OIC....................................51

Table 3.1.1: Selected Indicators of Access, Input Quality, Literacy and Expenditure...............................73

Table 3.1.2: Determinants of Student Achievement in Math, Reading and Science, PISA 2012 ..........84

Table 3.1.3: Determinants of Student Achievement in Math, Reading and Science by family wealth,

PISA 2012...................................................................................................................................................................................86

Table 3.2.1: Student Performance in Primary School Achievement Test (UPSR), 2013-2015 ......... 101

Table 3.2.2: Student Performance in Secdondary School Certificate Test (SPM), 2013-2015.......... 101

Table 3.2.3: Malaysia Certificate of Education (STPM), 2013-2015 ............................................................. 102

Table 3.2.4: Determinants of Student Achievement in Math, Reading and Science, PISA 2012 ....... 110

Table 3.2.5: Determinants of Student Achievement in Math, Reading and Science by family wealth,

PISA 2012................................................................................................................................................................................ 111

Table 3.3.1: Key determinants of ‘higher order’ numeracy skills (children aged 5-16), full sample

and by quartile (poorest and richest) – ASER (rural) 2013 (Marginal effects from probit model) 141

Table 3.3.2: Key determinants of ‘higher order’ numeracy skills (children aged 5-16), full sample

and by quartile (poorest and richest) – ASER (rural) 2016 (Marginal effects from probit model) 143

Table 3.3.3: Key determinants of ‘higher order’ reading skills (children aged 5-16), full sample and

by quartile (poorest and richest) – ASER (rural) 2013 (Marginal effects from probit model)......... 145

Table 3.3.4: Key determinants of ‘higher order’ reading skills (children aged 5-16), full sample and

by quartile (poorest and richest) – ASER (rural) 2016 (Marginal effects from probit model)......... 147

Table 3.4.1: Enrolment by level of school for the years 2012 to 2016 and % change in the

enrolment ............................................................................................................................................................................... 165

Table 3.4.2: OLS Regression estimates of competencies in EGRA (Hausa) 2014.................................... 180

Table 3.4.3: Probit Regression estimates of zero scores in EGRA (Hausa sub-tasks) 2014 ............... 182