The Learning Metrics Task Force (LMTF) is a group of more than 45 organizations around the world working to define and build global consensus around mechanisms that measure successful learning in a holistic way. Led by the Brookings Institution’s Center for Universal Education (CUE) and the UNESCO Institute for Statistics (UIS), the LMTF’s first phase was launched in July 2012 and featured a broad global research and consultation process that resulted in consensus on a global framework of learning domains—seven of them, including literacy and numeracy but going beyond those to capture equally critical but other often ignored elements of learning. Within these domains, the LMTF identified measurement areas that could be tracked globally to gauge progress toward the Sustainable Development Goals (SDGs). The LMTF released a set of recommendations for using existing assessments of learning as well as developing innovative, new measures to improve learning opportunities and outcomes for all children and youth. Now it in its second phase, LMTF 2.0 is focused on further developing learning indicators and providing support to countries in improving their assessment systems and adapting recommendations to the national context. Beginning in January 2014, the Task Force convened LMTF 2.0 to convert these domains and areas of measurement into practical strategies and instruments that education systems (from the ministry to the classroom) and their national and international partners can use to reinforce the attainment and monitoring of learning outcomes. This network of partners is working in their individual expertise areas to achieve five key results by the end of 2015: 1. Technical: Partners will develop measurable indicators in each of the areas recommended for global tracking. 2. Institutional: Governments and other national stakeholders will implement LMTF recommendations in country-specific ways to support learning assessment and the national use of assessment data to improve learning. 3. Political: LMTF recommendations will inform the post-2015 global development and education agendas. 4. Assessment as a Public Good: Assessment tools, technical expertise, and data are more accessible to low- and middle-income countries. 5. Knowledge Sharing: Actors and experts in learning assessment will share knowledge and coordinate efforts.