This paper analyses the measurement issues in education achievement, and integration of education goals and targets, in the context of human development in India. Measurement issues are distinguished by (a) choice of indicators and variables and (b) data used in estimation/projection/computation of indicators and variables in the global human development reports (HDRs) and in India's national and sub-national HDRs. This analysis establishes the non-comparability of measurement of the education achievement by indicators and variables, and shows a case for integration of education goals and targets between global, national and sub-national levels. Policy implications and imperatives from these analyses of the Indian experiences offer lessons for measurement of education achievement in developing countries. (Contains 5 tables and 24 footnotes.)