Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
Target 4.1 By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and Goal-4 effective learning outcomes
- Indicator 4.1.1: Proportion of children and young people: (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex
Target 4.2 By 2030, ensure that all girls and boys have access to quality early childhood development, care and preprimary education so that they are ready for primary education
- Indicator 4.2.1: Proportion of children under 5 years of age who are developmentally on track in health, learning and psychosocial well-being, by sex
- Indicator 4.2.2: Participation rate in organized learning (one year before the official primary entry age), by sex
Target 4.3 By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
- Indicator 4.3.1: Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex
Target 4.4 By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
- Indicator 4.4.1: Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
Target 4.5 By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations
- Indicator 4.5.1: Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated
Target 4.6 By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
- Indicator 4.6.1: Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex
Target 4.7 By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development
- Indicator 4.7.1: Extent to which (i) global citizenship education and (ii) education for sustainable development, including gender equality and human rights, are mainstreamed at all levels in: (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment
Target 4.A Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, nonviolent, inclusive and effective learning environments for all
- Indicator 4.A.1: Proportion of schools with access to: (a) electricity; (b) the Internet for pedagogical purposes; (c) computers for pedagogical purposes; (d) adapted infrastructure and materials for students with disabilities; (e) basic drinking water; (f) single-sex basic sanitation facilities; and (g) basic handwashing facilities (as per the WASH indicator definitions)
Target 4.B By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries
- Indicator 4.B.1: Volume of official development assistance flows for scholarships by sector and type of study
Target 4.C By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing states
- Indicator 4.C.1: Proportion of teachers in: (a) pre-primary; (b) primary; (c) lower secondary; and (d) upper secondary education who have received at least the minimum organized teacher training (e.g. pedagogical training) pre-service or in-service required for teaching at the relevant level in a given country
Where to find data?
The Technical Cooperation Group on the Indicators for SDG 4 – Education 2030 (TCG) was established in 2016 to provide a platform to discuss and develop indicators to monitor the Education 2030 Agenda. The TCG is composed of 35 regionally representative members of Member States, multilateral agencies and civil society groups, in addition to the Co-Chair of the SDG-Education 2030 Steering Committee. The UNESCO Institute for Statistics (UIS) hosts the TCG Secretariat. There is a rotation of the TCG members every two years and members are elected based on UNESCO’s official electoral regional groupings. The TCG works in tandem with the Global Alliance to Monitor Learning (GAML) to make recommendations on indicator development, and to use the different data sources through cooperation across partnerships.
The information found on the web of the TCG adds 32 thematic indicators to the global indicators presented here. They were developed by the Technical Advisory Group on Post-2015 Education Indicators (TAG) established by UNESCO in March 2014 to elaborate a proposal for a set of indicators to monitor the education goal of the 2030 Agenda for Sustainable Development.
The data explorer allows us to obtain data for all these indicators, below an example for Indicator 4.1.1.