SDG 4 Indicators- 2017 Updates
The updated list of SDG #4 Indicators since July 2016, with changes highlighted.
In summer 2016, we created a series of Medium stories listing the targets and indicators for the Sustainable Development Goals. Since then, meetings have been held that have altered and edited the global indicators framework. Here, we highlight the changes and additions that have been made since July 2016 up to April 2017, to update our indicator stories before the High Level Political Forum takes place in July 2017.
*Changes and additions to indicators are italicized. SDG 4 only has slight wording changes, at 4.3 and 4.6.
SDG 4: Quality Education — Indicators by Target
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
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
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
Indicator 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
Indicator 4.2.2: Participation rate in organized learning (one year before the official primary entry age), by sex
Target 4.3. 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
Previous Indicator: Participation rate of youth and adults in formal and non-formal education and training in the last 12 months, by sex
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
Indicator 4.4.1: Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
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
Indicator 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
Target 4.6. 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
Previous Indicator: Percentage 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
Target 4.7. 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) student assessment
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
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; (g) basic handwashing facilities (as per the WASH indicator definitions)
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 enrollment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programs, 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
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
Indicator 4.c.1: Percentage 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 (i.e. pedagogical training) pre-service or in-service required for teaching at the relevant level in a given country
