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 |