By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
Indicator 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
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
Indicator 4.2.1
: Proportion of children aged 24-59 months who are developmentally on track in health, learning and psycho social well-being, by sex
By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurs
Indicator 4.4.1
: Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
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
Indicator 4.5.1
: Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous people and conflict - affected as data become available) for all indicators on this list that can be disaggregated
By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
Indicator 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
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
Indicator 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
Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all
Indicator 4.a.1
: Proportion of schools offering basic services, by types of services
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 enrollment in higher education, including vocational training and information and communications technology, technical , engineering and scientific programmes, in developed countries and other developing countries
Indicator 4.b.1
: Volume of official development assistance flows for scholarships by sector and type of study
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
Indicator 4.c.1
: Proportion of teachers with the minimum required qualifications, by education level
