Principal characteristics
Programmes at ISCED level 1, or primary education, are typically designed to provide students with fundamental skills in reading, writing and mathematics (i.e. literacy and numeracy) and establish a solid foundation for learning and understanding core areas of knowledge, personal and social development, in preparation for lower secondary education. It focuses on learning at a basic level of complexity with little, if any, specialisation.
Educational activities at ISCED level 1 (particularly in the early grades) are often organized around units, projects or broad learning areas, often with an integrated approach rather than providing instruction in specific subjects. Typically, there is one primary school teacher, or main teacher, responsible for a group of pupils who organizes the learning process, although a class may have more than one primary school teacher, especially for certain subjects or units.
Age is typically the only entry requirement at this level. The customary or legal age of entry is usually not below 5 years old nor above 7 years old. This level typically lasts six years, although its duration can range between four and seven years. Primary education typically lasts until age 10 to 12. Upon completion of primary education programmes, children may continue their education at ISCED level 2 (lower secondary education).
Programmes classified at ISCED level 1 may be referred to in many ways, for example: primary education, elementary education or basic education (stage 1 or lower grades if an education system has one programme that spans ISCED levels 1 and 2). For international comparability purposes the term ‘primary education’ is used to label ISCED level 1.
Classification criteria
For the definition of primary education, the following criteria are relevant:
Main criteria
a) Systematic instruction in fundamental knowledge, skills and competencies;
b) Typical entrance age and duration; and
c) Instruction organized typically by one main class teacher.
Subsidiary criteria
a) Part of compulsory education.
The boundary between ISCED level 0 and level 1 coincides with the transition point in an education system where systematic teaching and learning in reading, writing and mathematics begins. Although some ISCED level 0 programmes may already provide some introduction in reading, writing and mathematics, these programmes do not yet give children sound basic skills in these areas, and thus do not sufficiently fulfil the criteria for classification as ISCED level 1. The transition from pre-primary to primary education is typically marked by entry into nationally designated primary, elementary or basic educational institutions or programmes.
Typically, one primary school teacher is responsible for a group of children and facilitates the learning process, often organized around units, projects or broad learning areas with an integrated approach (particularly in the early years of primary education). However, a class may have other teachers, especially for certain specialised subjects. Teachers at ISCED level 1 are typically trained in pedagogical approaches for core subjects. In contrast, in ISCED level 2 programmes there may be more than one teacher instructing different subject areas, often with more in-depth training in particular subjects.
The beginning of primary education often coincides with the beginning of compulsory education, except for education systems where some or all of pre-primary education is already compulsory. Therefore, where compulsory education is legislated, it starts with ISCED level 1 or before.
Other programmes included in ISCED level 1
ISCED level 1 includes programmes suited to individuals with special needs if the programme provides systematic teaching and learning in the fundamental skills of reading, writing and mathematics, irrespective of the age of the participant.
This level also includes primary-level second chance or re-integration programmes. Such education programmes usually target individuals who:
– left school before completing primary education, allowing them to re-enter the education system and complete primary education; or
– completed primary education but wish to enter an education programme or occupation for which they are not yet qualified. Participants are typically older than the target age group for ISCED level 1 (but not necessarily adults).
Formal and non-formal literacy programmes that are similar in complexity of content to programmes already classified as primary education, aimed at adults and youth older than typical ISCED level 1 students, are also included at this level.
