SDG 4 Indicators

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 effective learning outcomes. See latest GEM Report chapter

IndicatorDescriptionLink to UIS data

4.1.0

Proportion of children/young people prepared for the future, by sex

Link to UIS data

4.1.1

Proportion of children and young people (a) in Grade 2 or 3; (b) at the end of primary education; and (c) at the end of lower secondary education achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex

Learning

Link to UIS data

4.1.2

Completion rate (primary education, lower secondary education, upper secondary education)

Link to UIS data

4.1.3

Gross intake ratio to the last grade (primary education, lower secondary education)

Link to UIS data

4.1.4

Out-of-school rate (1 year before primary, primary education, lower secondary education, upper secondary education)

Access

Link to UIS data

4.1.5

Percentage of children over-age for grade (primary education, lower secondary education)

Access

Link to UIS data

4.1.6

Administration of a nationally-representative learning assessment (a) in Grade 2 or 3; (b) at the end of primary education; and (c) at the end of lower secondary education

Access

Link to UIS data

4.1.7

Number of years of (a) free and (b) compulsory primary and secondary education guaranteed in legal frameworks

Link to UIS data

Target 4.2

By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education. See latest GEM Report chapter

IndicatorDescriptionLink to UIS data

4.2.1

Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex

Link to UIS data

4.2.2

Participation rate in organized learning (one year before the official primary entry age), by sex

Access

Link to UIS data

4.2.3

Percentage of children under 5 years experiencing positive and stimulating home learning environments

Link to UIS data

4.2.4

Net early childhood education enrolment ratio in (a) pre-primary education and (b) early childhood educational development

Link to UIS data

4.2.5

Number of years of (a) free and (b) compulsory pre-primary education guaranteed in legal frameworks

Link to UIS data

Target 4.3

By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university. See latest GEM Report chapter

IndicatorDescriptionLink to UIS data

4.3.1

Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex

Link to UIS data

4.3.2

Gross enrolment ratio for tertiary education by sex

Link to UIS data

4.3.3

Participation rate in technical-vocational programmes (15- to 24-year-olds) by sex

Link to UIS data

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. See latest GEM Report chapter

IndicatorDescriptionLink to UIS data

4.4.1

Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill

Link to UIS data

4.4.2

Percentage of youth/adults who have achieved at least a minimum level of proficiency in digital literacy skills

Link to UIS data

4.4.3

Youth/adult educational attainment rates by age group and level of education

Link to UIS data

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. See latest GEM Report chapter

IndicatorDescriptionLink to UIS data

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

Equity

Link to UIS data

4.5.2

Percentage of students in a) early grades, b) primary education, and c) at the end of lower secondary education who have their first or home language as the language of instruction

Link to UIS data

4.5.3

Existence of funding mechanisms to reallocate education resources to disadvantaged populations

Link to UIS data

4.5.4

Education expenditure per student by level of education and source of funding

Link to UIS data

4.5.5

Percentage of total aid to education allocated to least developed countries

Finance – Governments and households

Link to UIS data

4.5.6

Percentage of total aid to education allocated to least developed countries

Finance – Governments and households

Link to UIS data

Target 4.6

By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy. See latest GEM Report chapter

IndicatorDescriptionLink to UIS data

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

Learning

Link to UIS data

4.6.2

Youth/adult literacy rate

Learning

Link to UIS data

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 nonviolence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development. See latest GEM Report chapter

IndicatorDescriptionLink to UIS data

4.7.1

Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education and (d) student assessment

Link to UIS data

4.7.2

Percentage of schools that provide life skills-based HIV and sexuality education

Link to UIS data

4.7.3

Extent to which green policy intentions are mainstreamed in curriculum documents

Link to UIS data

4.7.4

Percentage of students in lower secondary showing adequate understanding of issues relating to global citizenship and sustainability

Link to UIS data

4.7.5

Percentage of students in lower secondary showing proficiency in knowledge of environmental science and geoscience

Link to UIS data

Target 4.a

Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all. See latest GEM Report chapter

IndicatorDescriptionLink to UIS data

4.a.1

Proportion of schools offering basic services, by type of service

Quality

Link to UIS data

4.a.2

Percentage of students experiencing bullying in the last 12 months in a) primary, and b) lower secondary education

Quality

Link to UIS data

4.a.3

Number of attacks on students, personnel and institutions

Link to UIS data

4.a.4

Proportion of school attending children receiving school meals

Link to UIS data

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. See latest GEM Report chapter

IndicatorDescriptionLink to UIS data

4.b.1

Volume of official development assistance flows for scholarships by sector and type of study

Link to UIS data

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. See latest GEM Report chapter

IndicatorDescriptionLink to UIS data

4.c.1

Proportion of teachers with the minimum required qualifications, by education level

Quality

Link to UIS data

4.c.2

Pupil-trained teacher ratio by education level

Quality

Link to UIS data

4.c.3

Percentage of teachers qualified according to national standards, by education level and type of institution

Link to UIS data