SUSTAINABLE DEVELOPMENT GOAL 4
Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
Target 4.1
Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to effective learning.
Target 4.2
Ensure that all boys and girls have access to quality early childhood development, care and pre-primary education.
Target 4.3
Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.
Target 4.6
Ensure that all youth and substantial portion of adults achieve literacy and numeracy.
Target 4.7
Ensure learning promotes sustainable development, human rights, gender equality, peace and non-violence and a cultural of diversity
and sustainability.
Target 4.A
Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent and inclusive learning
environments for all.
Target 4.B
Expand the number of scholarships in higher education for technical, engineering, IT and scientific programs.
Target 4.C
Increase the supply of qualified teachers.
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
Completion rate (primary education, lower secondary education, upper secondary education)
Indicator 4.2.1
Proportion of children aged 24–59 months 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
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
Indicator 4.4.1
Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
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
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
Indicator 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
Indicator 4.a.1
Proportion of schools offering basic services, by type of service
Indicator 4.b.1
Volume of official development assistance flows for scholarships by sector and type of study
Indicator 4.c.1
Proportion of teachers with the minimum required qualifications, by education level
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