Monitoring SDG 4: Quality

Good quality education cannot be equated with, or reduced to, learning outcomes. Too many children are denied sufficiently trained teachers, good school infrastructure or a safe, non-violent learning environment.

Teachers are the cornerstone of quality in education. However, after 2000, in the push to achieve universal primary education, many more students entered the classroom and the recruitment of teachers did not keep pace, impacting on education quality.  Globally, the majority of teachers are qualified, trained, or both. In sub-Saharan Africa, however, the percentage of trained teachers fell from 84% in 2000 to 69% in 2019.

An appropriate learning environment must have adequate water and sanitation facilities, especially for girls. Yet, basic water was available in only 42% of primary schools in sub-Saharan Africa, 78% in Eastern and South-Eastern Asia, and 83% in Central and Southern Asia. 

Electricity is a basic need for a quality learning environment and yet many countries are without it. In low income countries, 72% of primary and 53% of upper secondary schools do not have electricity. A lack of electricity also means that using technology and the internet is impossible.

School-related violent acts or threats can be psychological, physical or sexual and occur on school premises but also on the way to school, at home or in cyberspace. They often come about because of unequal power dynamics and are often the result of negative gender norms and stereotypes.