√ = Yes
Colour =
| Global | Indicator | EU | Central American | OEI | CARICOM | Africa Union | SAARC | Pacific Community | Pacific Island Forum | PacREF | SEAMEO | SEAMEO (baseline) | Cepal | Commonwealth | |
| Target 4.1 By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes |
√ |
√ |
√ |
√ |
√ |
√ |
√ |
√ |
√ |
√ |
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√ |
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 |
√ |
√ |
√ |
√ |
√ |
√ |
√ |
Partly | |||||
√ |
4.1.2 | Completion rate (primary education, lower secondary education, upper secondary education) |
√ |
√ |
√ |
Yes | |||||||||
| 4.1.3 | Gross intake ratio to the last grade (primary education, lower secondary education) |
√ |
√ |
√ |
Yes | ||||||||||
| 4.1.4 | 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 |
√ |
√ |
Partly | |||||||||||
| 4.1.5 | Out-of-school rate (primary education, lower secondary education, upper secondary education) |
√ |
√ |
√ |
√ |
Yes | |||||||||
| 4.1.6 | Percentage of children over-age for grade (primary education, lower secondary education) |
√ |
√ |
√ |
Yes | ||||||||||
| 4.1.7 | Number of years of (a) free and (b) compulsory primary and secondary education guaranteed in legal frameworks |
√ |
√ |
Yes | |||||||||||
| EU | Central American | OEI | CARICOM | Africa Union | SAARC | Pacific Community | Pacific Island Forum | PacREF | SEAMEO | SEAMEO (baseline) | Cepal | Commonwealth | |||
| Target 4.2 By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education |
√ |
√ |
√ |
√ |
√ |
√ |
√ |
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√ |
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4.2.1 | Proportion of children under 5 years of age who are developmentally on track in health, learning and psychosocial well-being, by sex It is proposed that the portion of the indicator that measures progress for children between 0 and 23 months of age, which is currently in tier III, be deleted. |
√ |
√ |
√ |
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Partly | ||||||||
√ |
4.2.2 | Participation rate in organized learning (one year before the official primary entry age), by sex |
√ |
√ |
√ |
√ |
√ |
Yes | |||||||
| 4.2.3 | Percentage of children under 5 years experiencing positive and stimulating home learning environments |
√ |
√ |
√ |
Partly | ||||||||||
| 4.2.4 | Gross early childhood education enrolment ratio in (a) pre-primary education and (b) early childhood educational development |
√ |
√ |
√ |
√ |
Yes | |||||||||
| 4.2.5 | Number of years of (a) free and (b) compulsory pre-primary education guaranteed in legal frameworks |
√ |
Yes | ||||||||||||
| EU | Central American | OEI | CARICOM | Africa Union | SAARC | Pacific Community | Pacific Island Forum | PacREF | SEAMEO | SEAMEO (baseline) | Cepal | Commonwealth | |||
| Target 4.3 By 2030, ensure equal access for all women and men to affordable quality technical, vocational and tertiary education, including university |
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√ |
√ |
√ |
√ |
√ |
√ |
√ |
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√ |
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4.3.1 | Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex |
√ |
√ |
√ |
√ |
√ |
No | |||||||
| 4.3.2 | Gross enrolment ratio for tertiary education by sex |
√ |
√ |
√ |
Yes | ||||||||||
| 4.3.3 | Participation rate in technical-vocational programmes (15- to 24-year-olds) by sex |
√ |
√ |
√ |
√ |
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Partly | ||||||||
| EU | Central American | OEI | CARICOM | Africa Union | SAARC | Pacific Community | Pacific Island Forum | PacREF | SEAMEO | SEAMEO (baseline) | Cepal | Commonwealth | |||
| Target 4.4 By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship |
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√ |
√ |
√ |
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4.4.1 | Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill |
√ |
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Partly | ||||||||||
| 4.4.2 | Percentage of youth/adults who have achieved at least a minimum level of proficiency in digital literacy skills | No | |||||||||||||
| 4.4.3 | Youth/adult educational attainment rates by age group, levels of education and programme orientation |
√ |
√ |
√ |
√ |
√ |
√ |
YEs | |||||||
| EU | Central American | OEI | CARICOM | Africa Union | SAARC | Pacific Community | Pacific Island Forum | PacREF | SEAMEO | SEAMEO (baseline) | Cepal | Commonwealth | |||
| Target 4.5 By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations |
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√ |
√ |
√ |
√ |
√ |
√ |
√ |
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4.5.1 | 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 |
√ |
√ |
√ |
√ |
√ |
Partly | |||||||
| 4.5.2 | Percentage of students in primary education whose first or home language is the language of instruction |
√ |
No | ||||||||||||
| 4.5.3 | Extent to which explicit formula-based policies reallocate education resources to disadvantaged populations | No | |||||||||||||
| 4.5.4 | Education expenditure per student by level of education and source of funding | Partly | |||||||||||||
| 4.5.5 | Percentage of total aid to education allocated to least developed countries | Yes | |||||||||||||
| EU | Central American | OEI | CARICOM | Africa Union | SAARC | Pacific Community | Pacific Island Forum | PacREF | SEAMEO | SEAMEO (baseline) | Cepal | Commonwealth | |||
| Target 4.6 By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy |
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√ |
√ |
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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 |
√ |
√ |
√ |
√ |
√ |
√ |
√ |
Yes | |||||
| 4.6.2 | Youth or adult literacy rate |
√ |
√ |
√ |
√ |
No | |||||||||
| 4.6.3 | Participation rate of illiterate youth/adults in literacy programmes |
√ |
√ |
√ |
√ |
√ |
No | ||||||||
| EU | Central American | OEI | CARICOM | Africa Union | SAARC | Pacific Community | Pacific Island Forum | PacREF | SEAMEO | SEAMEO (baseline) | Cepal | Commonwealth | |||
| Target 4.7 By 2030, ensure all learners acquire knowledge and skills needed to promote sustainable development, including among others through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity and of culture’s contribution to sustainable development |
√ |
√ |
√ |
√ |
√ |
√ |
√ |
√ |
√ |
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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 |
√ |
√ |
√ |
√ |
√ |
Partly | |||||||
| 4.7.2 | Percentage of schools that provide life skills-based HIV and sexuality education | No | |||||||||||||
| 4.7.3 | Extent to which the framework on the World Programme on Human Rights Education is implemented nationally (as per the UNGA Resolution 59/113) | No | |||||||||||||
| 4.7.4 | Percentage of students by age group (or education level) showing adequate understanding of issues relating to global citizenship and sustainability |
√ |
√ |
√ |
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Partly | |||||||||
| 4.7.5 | Percentage of students in the final grade of lower secondary education showing proficiency knowledge of environmental science and geoscience |
√ |
No | ||||||||||||
| EU | Central American | OEI | CARICOM | Africa Union | SAARC | Pacific Community | Pacific Island Forum | PacREF | SEAMEO | SEAMEO (baseline) | Cepal | Commonwealth | |||
| Target 4.a Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all |
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4.a.1 | Proportion of schools offering basic services with access to: (a) electricity; (b) Internet for pedagogical purposes; and (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) |
√ |
√ |
Partly | ||||||||||
√ |
No | ||||||||||||||
√ |
Partly | ||||||||||||||
| 4.a.2 | Percentage of students experiencing bullying in the last 12 months |
√ |
Partly | ||||||||||||
| 4.a.3 | Number of attacks on students, personnel and institutions | Partly | |||||||||||||
| EU | Central American | OEI | CARICOM | Africa Union | SAARC | Pacific Community | Pacific Island Forum | PacREF | SEAMEO | SEAMEO (baseline) | Cepal | Commonwealth | |||
| Target 4.b By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training, information and communications technology, technical, engineering and scientific programmes in developed countries and other developing countries |
√ |
√ |
√ |
√ |
|||||||||||
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4.b.1 | Volume of official development assistance flows for scholarships by sector and type of study | Yes | ||||||||||||
| *4.b.2 |
√ |
No | |||||||||||||
| EU | Central American | OEI | CARICOM | Africa Union | SAARC | Pacific Community | Pacific Island Forum | PacREF | SEAMEO | SEAMEO (baseline) | Cepal | Commonwealth | |||
| Target 4.c By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States |
√ |
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4.c.1 | Proportion of teachers qualified in basic education by education level |
√ |
√ |
√ |
√ |
√ |
√ |
Yes | ||||||
| 4.c.2 | Pupil-trained teacher ratio by education level |
√ |
Yes | ||||||||||||
| 4.c.3 | Percentage of teachers qualified according to national standards by education level and type of institution |
√ |
√ |
√ |
√ |
√ |
√ |
||||||||
| 4.c.4 | Pupil-qualified teacher ratio by education level |
√ |
√ |
||||||||||||
| 4.c.5 | Average teacher salary relative to other professions requiring a comparable level of qualification | No | |||||||||||||
| 4.c.6 | Teacher attrition rate by education level |
√ |
Partly | ||||||||||||
| 4.c.7 | Percentage of teachers who received in-service training in the last 12 months by type of training |
√ |
√ |
√ |
No | ||||||||||
Source: SDG-Education 2030 Steering Committee - Review, Monitoring and Reporting Working Group
| Target | Description | EU | Central American | OEI | CARICOM | Africa Union | SAARC | Pacific Community | Pacific Island Forum | PacREF | SEAMEO | SEAMEO (baseline) | Cepal | Commonwealth |
| SDG indicators articulated with objectives or regional educational plans |
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