Education Baseline in Africa – Technical Cooperation Group on the Indicators for SDG 4

Education Baseline in Africa: CESA and SDG 4 Monitoring

The UIS is launching a suite of products to ease the regular monitoring of the African countries’ achievements on both Agenda 2030 and Agenda 2063 through its ten years implementation strategy (CESA 16-25). The current products set the baseline for education in the African continent and provide an overview of the implementation of the regional CESA 16-25 and global SDG 4 education frameworks since their adoption in 2015. This comes in compliance with the commitment taken in the Nairobi Declaration to produce biennial reports on education in Africa (Nairobi Declaration and Call for Action on Education, §11,d).

Correspondance table between CESA 16-25 Indicators and SDG Indicators for reporting as agreed by the African Union and UIS

Regional Benchmarked Indicators (CESA)

CESA 16-25 Framework Indicators		Sustainable Development Goals (SDG) Indicators
Number	Name	Number	Name
1.1	Percentage of teachers qualified to teach according to national standards	4.c.1	Proportion of teachers with the minimum required qualifications, by education level
1.4	Percentage of teachers who have undergone in-service training	4.c.7	Percentage of teachers who received in-service training in the last 12 months by type of training
2.2	Proportion of schools with (i) adapted infrastructure; (ii) materials for students with disabilities	4.a.1	Proportion of schools offering basic services, by type of service: (i) adapted infrastructure and materials for students with disabilities
4.1	Gross intake ratio to last grade of primary, lower secondary and upper secondary	4.1.2	Completion rate (primary education, lower secondary education, upper secondary education)
4.4	Percentage distribution of tertiary graduates by field of study		Distribution of tertiary graduates by field of study
4.5	Proportion of children and young people (a) in grade 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 (ii) mathematics and (iii) science, by sex	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
4.6	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	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
5.1	Gender parity index for gross enrolment ratio	4.5.1-4.1.2	Completion rate - Adjusted gender parity index
5.2	Percentage of female teachers	-	Percentage of female teachers by teaching level of education
5.4	Girls’ dropout rate per reason of drop out	4.1.4	Out-of-school rate, by sex
5.5	Percentage of girls enrolled to STEM	-	Percentage of graduates from Science, Technology, Engineering and Mathematics programmes in tertiary education
6.1	Youth literacy rate	4.6.2	Youth/adult literacy rate - Youth
6.2	Adult literacy rate	4.6.2	Youth/adult literacy rate - Adult
6.3	Participants in literacy programmes as a percentage of non-literate population	4.6.3	Participation rate of illiterate youth/adults in literacy programmes
8.1	Percentage of total enrolment in secondary and tertiary technical and vocational education and training	-	Distribution of enrolment by programme orientation
8.2	Percentage of TVET Graduates	-	Share of all students in vocational programmes, by level of education (%)
8.6	Percentage of TVET Graduates who have participated in Apprenticeships	4.3.3	Participation rate in technical-vocational programmes (15- to 24-year-olds) by sex
9.1	Number of earned doctoral degrees by field		Percentage of graduates by field of education (tertiary education)
9.3	Enrolment of students in higher and tertiary education per 100,000	4.3.2	Gross enrolment ratio for tertiary education by sex
9.4	Inbound mobility ratio	-	Inbound mobility rate
9.5	Outbound mobility ratio	-	Outbound mobility ratio
10.3	Extent to which (i) global citizenship education and (ii) education for sustainable development, including gender equality and human rights, (iii) Peace, Life Skills, Media and Information Literacy education, are mainstreamed in: (a) national education policies, (b) curricula, (c) teacher education and (d) student assessment	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
F.1	Public expenditure on education as a percentage of total government expenditure	1.a.2	Proportion of total government spending on essential services (education)
F.2	Public current expenditure on education as a percentage of total education expenditure by level	4.5.4	Education expenditure per student by level of education and source of funding
F.3	Public expenditure on education as a percentage of GDP	FFA 2030	Government expenditure on education as a percentage of GDP

CESA 16-25 Framework Indicators		Sustainable Development Goals (SDG) Indicators
Number	Name	Number	Name
2.1	Proportion of schools with access to (i) basic drinking water, (ii) single sex basic sanitation facilities; and (iii) basic hand-washing facilities	4.a.1	Proportion of schools offering basic services, by type of service: (i) basic drinking water, (ii) single sex basic sanitation facilities, and (iii) basic hand-washing facilities
3.1	Proportion of educational institutions with access to (i) electricity, (ii) the internet for pedagogical purposes, and (iii) computers for pedagogical purposes	4.a.1	Proportion of schools offering basic services, by type of service: (i) electricity, (ii) the internet for pedagogical purposes, and (iii) computers for pedagogical purposes
5.5	Percentage of girls enrolled in STEM	-	Percentage of graduates from Science, Technology, Engineering and Mathematics programmes in tertiary education
8.3	TVET Graduates Labour Force Participation Rate	4.3.1	Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months
9.2	Expenditure on Research and Developement as a percentage of GDP	9.5.1	Research and Development Expenditure as a proportion of GDP
c)	Youth not in Education, Employment or Training (NEET)	8.6.1	Youth not in Education, Employment or Training (NEET)
c)	Public expenditure on TVET	-	Share of all students in vocational programmes, by level of education (%)