Global Indicators

A small set of globally-comparable indicators to measure SDG 4.

4.1.1
Reports in 2017
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
4.2.1
Reports in 2017
Proportion of children under 5 years of age who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2
Reports in 2017
Participation rate in organized learning (one year before the official primary entry age), by sex
4.3.1
Reports in 2017
Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex
4.4.1
Reports in 2017
Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
4.5.1
Reports in 2017
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
Reports in 2017
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
4.7.1
Reports in 2017
Extent to which (i) global citizenship education and (ii) education for sustainable development, including gender equality and human rights, are mainstreamed at all levels in: (a) national education policies, (b) curricula, (c) teacher education and (d) student assessment
4.a.1
Reports in 2017
Proportion of schools with access to: (a) electricity; (b) Internet for pedagogical purposes; (c) computers for pedagogical purposes; (d) adapted infrastructure and materials for students with disabilities; (e) basic drinking water; (f) single-sex basic sanitation facilities; and (g) basic handwashing facilities (as per the WASH indicator definitions)
4.b.1
Reports in 2017
Volume of official development assistance flows for scholarships by sector and type of study
4.c.1
Reports in 2017
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