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Targets & Indicators

Target 4.1 : Free, Quality Universal Primary and Secondary Education

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

4.1.2

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

4.1.3

Gross intake ratio to the last grade of primary education

4.1.4

Completion rate (primary, lower secondary, upper secondary)

4.1.5

Out-of-school rate (primary, lower secondary, upper secondary)

4.1.6

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

4.1.7

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

Target 4.2 : Early Childhood Developement

4.2.1

Percentage of children under 5 years of age who are developmentally on track in health, learning and psychosocial well-being, by type of index (ECDI, EDI, IDELA, MELQO, ICARO, etc.)

4.2.2

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

4.2.3

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

4.2.4

Gross pre-primary enrolment ratio

4.2.5

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

Target 4.3 : Equal Access to TVET, TERTIARY And Adult Education

4.3.1

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

4.3.2

Gross enrolment ratio for tertiary education

4.3.3

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

Target 4.4 : Skills And Decent Work

4.4.1

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

4.4.2

4.4.3

Youth/adult educational attainment rates by age group, economic activity status, levels of education and programme orientation

Target 4.5 : Equality In Education

4.5.4

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

4.5.5

Percentage of total aid to education allocated to low income countries

Target 4.6 : Literacy And Numeracy Skills

4.6.1

Percentage 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

4.6.2

Youth/adult literacy rate

4.6.3

Participation rate of youth/adults in literacy programmes

Target 4.7 : Education For Sustainable Development And Global Citizenship

4.7.4

4.7.5

Percentage of 15 year old students showing proficiency in knowledge of environmental science and geoscience

Target 4.a : Scholarships

a.1

Proportion of schools with access to: (a) electricity; (b) Internet for pedagogical purposes; and (c) computers for pedagogical purposes

a.2

Percentage of students experiencing bullying, corporal punishment, harassment, violence, sexual discrimination and abuse

Target 4.b : School Infrastructure

b.1

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

Target 4.c : Teachers

c.1

Proportion of teachers in: (a) pre-primary; (b) primary; (c) lower secondary; and (d) upper secondary 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, by sex

c.2

Pupil-trained teacher ratio by education level

c.3

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

c.4

Pupil/qualified teacher ratio by education level

Grade 2 or 3 primary education (a)

Note: Language includes language, literacy, reading and writing.

The Cross-national assessments are Pacific Islands Literacy and Numeracy Assessment (PILNA), Progress in International Reading Literacy Study (PIRLS), Programme for International Student Assessment (PISA), Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ), Tercer Estudio Regional Comparativo y Explicativo (TERCE) and Trends in International Mathematics and Science Study (TIMSS). The UIS Catalogue of Learning Assessments is the source of information for national assessments.

Source: Conference of Education Ministers of Francophone Countries across the World (CONFEMEN), Educational Quality and Assessment Programme International of the Pacific Community, International Association for the Evaluation of Educational Achievement (IEA), Latin American Laboratory for Assessment of the Quality of Education (LLECE), Organisation for Economic Co-operation and Development (OECD), Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) and UNESCO Institute for Statistics - Catalogue Learning Assessments, january 2016.

Download data: SDG4 Indicator 4_1_2.xlsx