Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
Goal 4: Quality Education
General Information
Targets
By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
- Not-at-risk group reading PISA 2012, 2015, 2018, 2022 Moderately negative trend
- Not-at-risk group mathematics PISA 2012, 2015, 2018, 2022 Moderately negative trend
- Young people with at least upper secondary education 2010 - 2022 Moderately negative trend
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
- Child care rate of 3- to 5-year-olds 2010 - 2022 Moderately positive progress
- Child care rate of 5-year-olds including children prematurely enrolled in school 2010 - 2022 Largely achieved
By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
- Lifelong learning (vocational and general education and training) 2010 - 2022 Significantly positive progress
- Tertiary education attainment of 25- to 34-year-olds (ISCED 5-8) 2010 - 2022 Significantly positive progress
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
- Individuals with digital competencies (digital skills indicator) 2015 - 2021 Time series too short
- Employability Index (Rate of employed after recently passed final examination) 2010 - 2022 Moderately positive progress
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
- Reading competency of students according to PISA (ratios) 2012, 2015, 2018, 2022 Not normatively interpretable
- Mathematical competency of students according to PISA (ratios) 2012, 2015, 2018, 2022 Not normatively interpretable
- Parity indices by gender 2010 - 2022 Not normatively interpretable
By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
- Level 1 proficiency in reading 2012 Time series too short
- Level 1 proficiency in mathematics 2012 Time series too short
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
- Global Citizenship and sustainable development in national education policies Data gap