Quality education
Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
Since 2000, there has been enormous progress in achieving the target of universal primary education. The total enrolment rate in developing regions reached 91 percent in 2015, and the worldwide number of children out of school has dropped by almost half.
There has also been a dramatic increase in literacy rates, and many more girls are in school than ever before. These are all remarkable successes.
Progress has also faced tough challenges in developing regions due to high levels of poverty, armed conflicts, and other emergencies. In Western Asia and North Africa, the ongoing armed conflict has seen an increase in the proportion of children out of school. This is a worrying trend.
While sub-Saharan Africa made the greatest progress in primary school enrolment among all developing regions – from 52 percent in 1990, up to 78 percent in 2012 – large disparities still remain. Children from the poorest households are four times more likely to be out of school than those of the richest households. Disparities between rural and urban areas also remain high.
Achieving inclusive and quality education for all reaffirms the belief that education is one of the most powerful and proven vehicles for sustainable development. This goal ensures that all girls and boys complete free primary and secondary schooling by 2030. It also aims to provide equal access to affordable vocational training and to eliminate gender and wealth disparities with the aim of achieving universal access to a quality higher education.
SDG 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
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
Data Providers : (1) LAS, BBS, SID (2) APSC, DPE, MoPME (3) LASI, DSHE (4) MICS, BBS, SID
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 under 5 years of age who are developmentally on track in health, learning and psycho social well-being, by sex
Data Providers : (1) MICS, BBS, SID
Indicator : 4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
Data Providers : (1) LAS, BBS, SID (2) APSC, DPE, MoPME (3) MICS, BBS, SID
By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
Indicator : 4.3.1 Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex
Data Providers : (1) LAS, BBS, SID (2) SHED, BES, BANBEIS, MoE
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
Data Providers : (1) LAS, BBS, SID (2) ICT Survey, BBS, SID
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
Data Providers : (1) EHS, BBS, SID (2) SHED, BES, BANBEIS, MoE (3) MIS, DSS, MoSW (4) DIS, DSS, MoSW (5) APSC, DPE, MoPME (6) MICS, BBS, SID
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
Data Providers : (1) LAS, BBS, SID (2) EHS, BBS, SID
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, including gender equality and human rights, are mainstreamed at all levels in: (a) national education policies; (b) curricula; (c) teacher education; and (d)
Data Providers : (1) MoE (2) MoPME
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 with access to: (a) electricity; (b) the 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 hand washing facilities (as per the WASH indicator definitions)
Data Providers : (1) BANBEIS (BES), SHED, MoE (2) APSQLS, DPE, MoPME (3) APSC, DPE, MoPME
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
Data Providers : (1) ERD (2) TMED, SHED, MoE (3) MoPME
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 in: (a) pre-primary; (b) primary; (c) lower secondary; and (d) upper secondary education 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
Data Providers : (1) BANBEIS (BES), SHED, MoE (2) APSC, DPE, MoPME
Facts and Figures
91%
Enrollment in primary education in developing countries has reached 91 percent.
57 million
Still, 57 million primary-aged children remain out of school, more than half of them in sub-Saharan Africa.
1 in 4
In developing countries, one in four girls is not in school.
50%
About half of all out-of-school children of primary school age live in conflict-affected areas.
103 million
103 million youth worldwide lack basic literacy skills, and more than 60 percent of them are women.
6 of 10
6 out of 10 children and adolescents are not achieving a minimum level of proficiency in reading and math.
