[{"bbox": [71, 94, 1696, 531], "category": "Table", "text": "<table><thead><tr><td>Results</td><td>Results chain</td><td>Indicators (max. 15)</td><td>Baselines</td><td>Targets by the end of the budget support contract 2026/2027</td><td>Sources of data (1 per indicator)</td></tr></thead><tbody><tr><td>Indicative Impact of the policy</td><td>To foster development of inclusive and equitable quality education as well as improvement of digital, media and green skills</td><td>1. HDI,<br/>2. GII*<br/>3. Status of SDG 4.1</td><td>1. 0.697 (2019)<br/>2. 0.369 (2019)<br/>3. SDG 4.1: 40.2% of primary school students achieved a minimum proficiency level or higher in reading; and 48.5% of lower secondary school students achieved a minimum proficiency level or higher in reading and 35.1% in mathematics (2017).</td><td>1. 0.7<br/>2. 0.38<br/>3. SDG 4.1: 55% of primary school students achieved a minimum proficiency level or higher in reading; and 65% of lower secondary school students achieved a minimum proficiency level or higher in reading and 50% in mathematics</td><td>1. Human Development Report (UN)<br/>2. Human Development Report (UN)<br/>3. National Statistics Reporting on SDGs:<br/>https://sustainabledevelopment-kyrgyzstan.github.io/ and/or other relevant SDG progress reports of UN Agencies and MoES</td></tr></tbody></table>"}, {"bbox": [1052, 1107, 1169, 1131], "category": "Page-footer", "text": "Page 20 of 30"}]