posts_gdocs: 1CdPnhphY-EQeSEpa46GuZ_UGhUn4e7Wv6dDwtoP75Ck
Data license: CC-BY
This data as json
| id | slug | type | content | published | createdAt | publishedAt | updatedAt | publicationContext | revisionId | breadcrumbs | markdown | title |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1CdPnhphY-EQeSEpa46GuZ_UGhUn4e7Wv6dDwtoP75Ck | sdgs/quality-education | article | {
"toc": [
{
"slug": "target-4-1-free-primary-and-secondary-education",
"text": "Free primary and secondary education",
"title": "Free primary and secondary education",
"supertitle": "Target 4.1",
"isSubheading": false
},
{
"slug": "sdg-indicator-4-1-1-achieving-proficiency-in-reading-and-mathematics",
"text": "Achieving proficiency in reading and mathematics",
"title": "Achieving proficiency in reading and mathematics",
"supertitle": "SDG Indicator 4.1.1",
"isSubheading": true
},
{
"slug": "sdg-indicator-4-1-2-ensuring-children-complete-their-education",
"text": "Ensuring children complete their education",
"title": "Ensuring children complete their education",
"supertitle": "SDG Indicator 4.1.2",
"isSubheading": true
},
{
"slug": "target-4-2-equal-access-to-quality-pre-primary-education",
"text": "Equal access to quality pre-primary education",
"title": "Equal access to quality pre-primary education",
"supertitle": "Target 4.2",
"isSubheading": false
},
{
"slug": "sdg-indicator-4-2-1-ensuring-children-are-developmentally-on-track",
"text": "Ensuring children are developmentally on track",
"title": "Ensuring children are developmentally on track",
"supertitle": "SDG Indicator 4.2.1",
"isSubheading": true
},
{
"slug": "sdg-indicator-4-2-2-participation-in-pre-primary-education",
"text": "Participation in pre-primary education",
"title": "Participation in pre-primary education",
"supertitle": "SDG Indicator 4.2.2",
"isSubheading": true
},
{
"slug": "target-4-3-equal-access-to-affordable-technical-vocational-and-higher-education",
"text": "Equal access to affordable technical, vocational and higher education",
"title": "Equal access to affordable technical, vocational and higher education",
"supertitle": "Target 4.3",
"isSubheading": false
},
{
"slug": "sdg-indicator-4-3-1-equal-access-to-further-education",
"text": "Equal access to further education",
"title": "Equal access to further education",
"supertitle": "SDG Indicator 4.3.1",
"isSubheading": true
},
{
"slug": "target-4-4-increase-the-number-of-people-with-relevant-skills-for-financial-success",
"text": "Increase the number of people with relevant skills for financial success",
"title": "Increase the number of people with relevant skills for financial success",
"supertitle": "Target 4.4",
"isSubheading": false
},
{
"slug": "sdg-indicator-4-4-1-information-and-communications-technology-ict-skills",
"text": "Information and communications technology (ICT) skills",
"title": "Information and communications technology (ICT) skills",
"supertitle": "SDG Indicator 4.4.1",
"isSubheading": true
},
{
"slug": "target-4-5-eliminate-all-discrimination-in-education",
"text": "Eliminate all discrimination in education",
"title": "Eliminate all discrimination in education",
"supertitle": "Target 4.5",
"isSubheading": false
},
{
"slug": "sdg-indicator-4-5-1-disparities-in-educational-access",
"text": "Disparities in educational access",
"title": "Disparities in educational access",
"supertitle": "SDG Indicator 4.5.1",
"isSubheading": true
},
{
"slug": "target-4-6-universal-literacy-and-numeracy",
"text": "Universal literacy and numeracy",
"title": "Universal literacy and numeracy",
"supertitle": "Target 4.6",
"isSubheading": false
},
{
"slug": "sdg-indicator-4-6-1-universal-literacy-and-numeracy",
"text": "Universal literacy and numeracy",
"title": "Universal literacy and numeracy",
"supertitle": "SDG Indicator 4.6.1",
"isSubheading": true
},
{
"slug": "target-4-7-education-for-sustainable-development-and-global-citizenship",
"text": "Education for sustainable development and global citizenship",
"title": "Education for sustainable development and global citizenship",
"supertitle": "Target 4.7",
"isSubheading": false
},
{
"slug": "sdg-indicator-4-7-1-education-on-sustainable-development-and-global-citizenship",
"text": "Education on sustainable development and global citizenship",
"title": "Education on sustainable development and global citizenship",
"supertitle": "SDG Indicator 4.7.1",
"isSubheading": true
},
{
"slug": "target-4-a-build-and-upgrade-inclusive-and-safe-schools",
"text": "Build and upgrade inclusive and safe schools",
"title": "Build and upgrade inclusive and safe schools",
"supertitle": "Target 4.a",
"isSubheading": false
},
{
"slug": "sdg-indicator-4-a-1-inclusive-and-safe-schools",
"text": "Inclusive and safe schools",
"title": "Inclusive and safe schools",
"supertitle": "SDG Indicator 4.a.1",
"isSubheading": true
},
{
"slug": "target-4-b-expand-higher-education-scholarships-for-developing-countries",
"text": "Expand higher education scholarships for developing countries",
"title": "Expand higher education scholarships for developing countries",
"supertitle": "Target 4.b",
"isSubheading": false
},
{
"slug": "sdg-indicator-4-b-1-scholarships-for-developing-countries",
"text": "Scholarships for developing countries",
"title": "Scholarships for developing countries",
"supertitle": "SDG Indicator 4.b.1",
"isSubheading": true
},
{
"slug": "target-4-c-increase-the-supply-of-qualified-teachers-in-developing-countries",
"text": "Increase the supply of qualified teachers in developing countries",
"title": "Increase the supply of qualified teachers in developing countries",
"supertitle": "Target 4.c",
"isSubheading": false
},
{
"slug": "sdg-indicator-4-c-1-supply-of-qualified-teachers",
"text": "Supply of qualified teachers",
"title": "Supply of qualified teachers",
"supertitle": "SDG Indicator 4.c.1",
"isSubheading": true
}
],
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"children": [
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"text": "Sustainable Development Goal 4 is to \u201cprovide quality education for all\u201d, ",
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"url": "https://www.un.org/sustainabledevelopment/education/",
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"text": "according to the United Nations",
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"text": "The visualizations and data below present the global perspective on where the world stands today and how it has changed over time.",
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"text": "Further information on education and learning can be found across several ",
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"text": "Our World in Data",
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"text": " topic pages on ",
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"text": "Education",
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"text": ", ",
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"url": "https://ourworldindata.org/teachers-and-professors",
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"text": "Teachers and Schools",
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"text": ", ",
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"url": "https://ourworldindata.org/financing-education",
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"text": "Education Spending",
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"text": ", and ",
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"url": "https://ourworldindata.org/literacy",
"children": [
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"text": "Literacy",
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"text": ".",
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"text": "The ",
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"url": "https://unstats.un.org/sdgs/indicators/Global%20Indicator%20Framework%20after%202023%20refinement_Eng.pdf",
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"text": "UN has defined",
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"text": " 10 ",
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"text": "Targets",
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"text": " and 11 ",
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"text": "Indicators",
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"text": " for SDG 4. Targets specify the goals and indicators represent the metrics by which the world aims to track whether these targets are achieved. Below we quote the original text of all targets and show the data on the agreed indicators.",
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"text": "Definition of the SDG indicator:",
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"text": " Indicator 4.1.1 is the \u201cproportion 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\u201d in the ",
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"text": "In the interactive visualizations, this is shown as the share of students in each country at each stage of education who reach at least the minimum reading and mathematics proficiency level.",
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"text": " By 2030 \u201censure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.\u201d",
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"text": "More research:",
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"text": " Further data and research on primary and secondary education can be found at the ",
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"text": " Indicator 4.2.1 is the \u201ccompletion rate (primary education, lower secondary education, upper secondary education)\u201d in the ",
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"url": "https://unstats.un.org/sdgs/indicators/Global%20Indicator%20Framework%20after%202023%20refinement_Eng.pdf",
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"text": "This indicator is defined as the share of a cohort of children or young adults aged 3-5 years older than the intended age of the last grade of each educational level who have completed that grade.",
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"text": "Shown here in the interactive visualizations is data for this indicator on the national average completion rate for primary education (first chart), lower secondary education (second chart), and upper secondary education (third chart).",
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"text": " By 2030, \u201censure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.\u201d",
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"text": " Indicator 4.2.1 is the \u201cproportion of children aged 24\u201359 months (2-5 years) who are developmentally on track in health, learning and psychosocial well-being, by sex\u201d in the ",
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"text": "Since internationally comparable data for this indicator is not currently available, this is ",
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"text": "measured by the United Nations",
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"text": " through a proxy indicator defined as the proportion of children aged 36-59 months in each country who are developmentally on-track in at least three of the following four domains: literacy-numeracy, physical, socio-emotional and learning.",
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"text": " By 2030, \u201censure 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.\u201d",
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"supertitle": "Sustainable Development Goal 4",
"cover-color": "sdg-color-4",
"featured-image": "Thumbnail-SDG-4.png"
} |
1 | 2022-10-08 00:23:51 | 2023-07-18 14:12:21 | 2023-12-28 16:31:05 | unlisted | ALBJ4LtjSdtdiKysRsTFGFHyekceZjERU_yRemkrZdThlkRhv0rXSFADJ008gAnpJugovGvJYq0Arwg5ots5-g | [
{
"href": "/sdgs",
"label": "SDG Tracker"
},
{
"label": "Goal 4: Quality education"
}
] |
_Sustainable Development Goal 4 is to “provide quality education for all”, __[according to the United Nations](https://www.un.org/sustainabledevelopment/education/)__._ The visualizations and data below present the global perspective on where the world stands today and how it has changed over time. Further information on education and learning can be found across several _Our World in Data_ topic pages on [Education](https://ourworldindata.org/global-rise-of-education), [Teachers and Schools](https://ourworldindata.org/teachers-and-professors), [Education Spending](https://ourworldindata.org/financing-education), and [Literacy](https://ourworldindata.org/literacy). The [UN has defined](https://unstats.un.org/sdgs/indicators/Global%20Indicator%20Framework%20after%202023%20refinement_Eng.pdf) 10 _Targets_ and 11 _Indicators_ for SDG 4. Targets specify the goals and indicators represent the metrics by which the world aims to track whether these targets are achieved. Below we quote the original text of all targets and show the data on the agreed indicators. ## Target 4.1 Free primary and secondary education ### SDG Indicator 4.1.1 Achieving proficiency in reading and mathematics **Definition of the SDG indicator:** Indicator 4.1.1 is the “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” in the [UN SDG framework](https://unstats.un.org/sdgs/indicators/Global%20Indicator%20Framework%20after%202023%20refinement_Eng.pdf). In the interactive visualizations, this is shown as the share of students in each country at each stage of education who reach at least the minimum reading and mathematics proficiency level. **Target:** By 2030 “ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.” **More research:** Further data and research on primary and secondary education can be found at the _Our World in Data_ topic pages on [Education](https://ourworldindata.org/global-rise-of-education) and [Literacy](https://ourworldindata.org/literacy). undefined ### SDG Indicator 4.1.2 Ensuring children complete their education **Definition of the SDG indicator:** Indicator 4.2.1 is the “completion rate (primary education, lower secondary education, upper secondary education)” in the [UN SDG framework](https://unstats.un.org/sdgs/indicators/Global%20Indicator%20Framework%20after%202023%20refinement_Eng.pdf). This indicator is defined as the share of a cohort of children or young adults aged 3-5 years older than the intended age of the last grade of each educational level who have completed that grade. Shown here in the interactive visualizations is data for this indicator on the national average completion rate for primary education (first chart), lower secondary education (second chart), and upper secondary education (third chart). **Target:** By 2030, “ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.” **More research:** Further data and research can be found at _Our World in Data_ topic pages on [Education](https://ourworldindata.org/global-rise-of-education). undefined ## Target 4.2 Equal access to quality pre-primary education ### SDG Indicator 4.2.1 Ensuring children are developmentally on track **Definition of the SDG indicator:** Indicator 4.2.1 is the “proportion of children aged 24–59 months (2-5 years) who are developmentally on track in health, learning and psychosocial well-being, by sex” in the [UN SDG framework](https://unstats.un.org/sdgs/indicators/Global%20Indicator%20Framework%20after%202023%20refinement_Eng.pdf). Since internationally comparable data for this indicator is not currently available, this is [measured by the United Nations](https://unstats.un.org/sdgs/metadata/files/Metadata-04-02-01.pdf) through a proxy indicator defined as the proportion of children aged 36-59 months in each country who are developmentally on-track in at least three of the following four domains: literacy-numeracy, physical, socio-emotional and learning. Data for this indicator is shown in the interactive visualization. **Target:** 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.” **More research:** Further data and research can be found at _Our World in Data_ topic page on [Education](https://ourworldindata.org/global-rise-of-education). <Chart url="https://ourworldindata.org/grapher/proportion-of-children-developmentally-on-track"/> ### SDG Indicator 4.2.2 Participation in pre-primary education **Definition of the SDG indicator:** Indicator 4.2.2 is the “participation rate in organized learning (one year before the official primary entry age), by sex” in the [UN SDG framework](https://unstats.un.org/sdgs/indicators/Global%20Indicator%20Framework%20after%202023%20refinement_Eng.pdf). The participation rate in organized learning is the share of children participating in one or more organized learning programs (including programs that incorporate both education and care) in the year prior to a country’s official entry age. Data for this indicator is shown in the interactive visualization. **Target:** 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.” **More research:** Further data and research can be found at the _Our World in Data_ topic page on [Education](https://ourworldindata.org/global-rise-of-education). undefined ## Target 4.3 Equal access to affordable technical, vocational and higher education ### SDG Indicator 4.3.1 Equal access to further education **Definition of the SDG indicator:** Indicator 4.3.1 is the “participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex” in the [UN SDG framework](https://unstats.un.org/sdgs/indicators/Global%20Indicator%20Framework%20after%202023%20refinement_Eng.pdf). Data for this indicator is shown in the interactive visualization. We also show the enrollment in tertiary education. **Target:** By 2030 “ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.” **More research:** Further data and research can be found at _Our World in Data_ topic page on [Education](https://ourworldindata.org/global-rise-of-education). undefined ## Target 4.4 Increase the number of people with relevant skills for financial success ### SDG Indicator 4.4.1 Information and communications technology (ICT) skills **Definition of the SDG indicator:** Indicator 4.4.1 is the “proportion of youth and adults with information and communications technology (ICT) skills, by type of skill” in the [UN SDG framework](https://unstats.un.org/sdgs/indicators/Global%20Indicator%20Framework%20after%202023%20refinement_Eng.pdf). Having a skill in this context refers to having undertaken a certain ICT-related activity in the past three months. This indicator includes multiple ICT skills, including using basic arithmetic formulas in a spreadsheet and verifying the reliability of information found online. Data for one component of the indicator is shown in the interactive visualizations. The first chart shows the share of youth and adults (aged 15-24 years old) in each country with skills in creating electronic presentations with presentation software. The second chart shows this measure by sex. **Target:** 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.” undefined ## Target 4.5 Eliminate all discrimination in education ### SDG Indicator 4.5.1 Disparities in educational access **Definition of the SDG indicator:** Indicator 4.5.1 is “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” in the [UN SDG framework](https://unstats.un.org/sdgs/indicators/Global%20Indicator%20Framework%20after%202023%20refinement_Eng.pdf). Parity indices measure the ratio of the value of a measure for one group to the value for another, with the likely more disadvantaged group placed in the numerator. In the interactive visualizations, data for this indicator is shown for gender parity in primary school completion (first chart), lower secondary school completion (second chart), and upper secondary school completion (third chart). **Target:** By 2030 “eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for all.”1 **More research:** Further data and research can be found at the _Our World in Data_ topic page on [Education](https://ourworldindata.org/global-rise-of-education). <AdditionalCharts> * [Primary-school-age children who are out of school by world region](https://ourworldindata.org/grapher/out-of-school-children-of-primary-school-age-by-world-region) </AdditionalCharts> undefined ## Target 4.6 Universal literacy and numeracy ### SDG Indicator 4.6.1 Universal literacy and numeracy **Definition of the SDG indicator:** Indicator 4.6.1 is the “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” in the [UN SDG framework](https://unstats.un.org/sdgs/indicators/Global%20Indicator%20Framework%20after%202023%20refinement_Eng.pdf). Data for this indicator is shown in the interactive visualizations for young people (first chart), the literacy of adult men and women (second and third chart), and their numeracy (fourth and fifth chart). **Target:** By 2030 “ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy.” **More research:** Further data and research can be found at the _Our World in Data_ topic page on [Literacy](https://ourworldindata.org/literacy). <AdditionalCharts> * [Literate and illiterate world population](https://ourworldindata.org/grapher/literate-and-illiterate-world-population) * [Literacy rates of younger vs. older population](https://ourworldindata.org/grapher/literacy-rates-of-younger-vs-older-population) </AdditionalCharts> undefined ## Target 4.7 Education for sustainable development and global citizenship ### SDG Indicator 4.7.1 Education on sustainable development and global citizenship **Definition of the SDG indicator:** Indicator 4.7.1 is the “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” in the [UN SDG framework](https://unstats.un.org/sdgs/indicators/Global%20Indicator%20Framework%20after%202023%20refinement_Eng.pdf). These measures reflect characteristics of country education systems, as reported by government officials, and measure what governments intend rather than what is implemented in practice. For each component, a score is calculated by combining a number of criteria to give a single score of one to zero. Data for this indicator is shown in the interactive visualizations for the components related to teacher education (first chart), curricula (second chart), student assessment (third chart), and national education policies (fourth chart). **Target:** By 2030 “ensure that all learners acquire the knowledge and skills needed to promote sustainable development.”2 undefined ## Target 4.a Build and upgrade inclusive and safe schools ### SDG Indicator 4.a.1 Inclusive and safe schools **Definition of the SDG indicator:** Indicator 4.a.1 is the “proportion of schools offering basic services, by type of service” in the [UN SDG framework](https://unstats.un.org/sdgs/indicators/Global%20Indicator%20Framework%20after%202023%20refinement_Eng.pdf). Data for this indicator is shown for a variety of basic services, including access to electricity, handwashing facilities, and access to drinking water. **Target:** “Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all.” **More research:** Further data and research can be found at the _Our World in Data_ topic page on [Teachers and Schools](https://ourworldindata.org/teachers-and-professors). undefined ## Target 4.b Expand higher education scholarships for developing countries ### SDG Indicator 4.b.1 Scholarships for developing countries **Definition of the SDG indicator:** Indicator 4.b.1 is the “volume of official development assistance flows for scholarships by sector and type of study” in the [UN SDG framework](https://unstats.un.org/sdgs/indicators/Global%20Indicator%20Framework%20after%202023%20refinement_Eng.pdf). This indicator is disbursements of official development assistance (ODA) for scholarships, defined as financial aid awards for individual students and contributions to trainees, where students and trainees are nationals of recipient countries. Official development assistance refers to flows to countries and territories on the Organization for Economic Co-operation and Development’s Development Assistance Committee (DAC) and to multilateral institutions which meet a [set of criteria](http://www.oecd.org/dac/stats/officialdevelopmentassistancedefinitionandcoverage.htm) related to the source of the funding, the purpose of the transaction, and the concessional nature of the funding. Data for this indicator is shown in the interactive visualization. **Target:** By 2020 “substantially expand globally the number of scholarships available to developing countries.”3 Unlike most SDG targets which are set to be achieved by 2030, this indicator has a target year of 2020. **More research:** Further data and research can be found at _Our World in Data_ topic page on [Financing Education](https://ourworldindata.org/financing-education). <Chart url="https://ourworldindata.org/grapher/oda-for-scholarships"/> ## Target 4.c Increase the supply of qualified teachers in developing countries ### SDG Indicator 4.c.1 Supply of qualified teachers **Definition of the SDG indicator:** Indicator 4.c.1 is the “proportion of teachers with the minimum required qualifications, by education level” in the [UN SDG framework](https://unstats.un.org/sdgs/indicators/Global%20Indicator%20Framework%20after%202023%20refinement_Eng.pdf). This indicator is measured as the share of pre-primary, primary, lower secondary and upper secondary teachers who have received the minimum organized pedagogical teacher training required for teaching at the relevant level in a given country. Data for this indicator is shown in the interactive visualizations for pre-primary education (first chart), primary education (second chart), lower secondary education (third chart), and upper secondary education (fourth chart). **Target:** By 2030 “substantially increase the supply of qualified teachers.”4 **More research:** Further data and research can be found at _Our World in Data_ topic page on [Teachers and Schools](https://ourworldindata.org/teachers-and-professors). <AdditionalCharts> * [Pupil-teacher ratio in primary education](https://ourworldindata.org/grapher/pupil-teacher-ratio-for-primary-education-by-country?year=2015) </AdditionalCharts> undefined Full text: “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 and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries.” Full text: “By 2030, ensure that all learners acquire the 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.” Full text: “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.” Full text: ”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.” | Ensure inclusive and quality education for all and promote lifelong learning |