Quality Education
  • 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
  • 4.1.2 Completion rate (primary education, lower secondary education, upper secondary education)
  • 4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
  • 4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
  • 4.3.1 Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex
  • 4.4.1 Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
  • 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
  • 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
  • 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
  • 4.a.1 Proportion of schools offering basic services, by type of service
  • 4.b.1 Volume of official development assistance flows for scholarships by sector and type of study
  • 4.c.1 Proportion of teachers with the minimum required qualifications, by education level

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

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    This page is under construction; research for this indicator is ongoing.