In addition to general proficiency targets in reading and math, the SDG indicators laid out by the United Nations for Goal #4 tackle issues of space (quality classrooms, rural barriers), issues of expertise (adequate teachers), and issues of gender (equality of opportunity). Quality early education provides children with basic cognitive and language skills and fosters emotional development. Official list of SDG 4 Indicators 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 4.1.1 Proportion of children and young people (a) in Grade 2 or 3; (b) at the end of primary [n 2], Indicators in the global indicator framework that repeat are the following:[2], Goal 1. End hunger, achieve food security and improved nutrition and promote sustainable agriculture, Goal 3. Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels. The targets for SDG 4 mention expanding opportunities across all phases of education – pre-primary, primary, secondary, vocational, higher and adult education. 4. In September 2015, at the United Nations Sustainable Development Summit, Member States formally adopted the 2030 Agenda for Sustainable Development in New York. End poverty in all its forms everywhere. Sustainable Development Goal 4 (SDG 4) is the education goal It aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” SDG 4 is made up of 10 targets: 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. purpose indicators for SDG 4, SDG 10, SDG 12, SDG 13, SDG 15 and SDG 16. Target 2.4. Targets and Indicators Target. Reduce inequality within and among countries, Goal 11. Global Virtual Meeting – April 2020; SDG 4.1.1 Measurement Tools – June 2020; SDG Indicator 4.7.3 – June 2020; Webinar Series: SDG Target 4.7; Launch of EMIS Guide September 2020; News; COVID-19 To fulfil the promise of universal primary and secondary education, new primary school teachers are needed, with current estimates showing a need for nearly 26 million of them by 2030. The closure of schools to slow the spread of COVID-19 is having an adverse impact on learning outcomes and the social and behavioural development of children and young people. Below we quote the original text of all Targets and show the data on the agreed Indicators. This indicator will measure progress towards SDG Target 2.4. SDG 4 – “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” – is made up of a global monitoring framework of 10 targets and, starting in 2020, 12 indicators. Ensure healthy lives and promote well-being for all at all ages, Goal 4. Targets & Indicators; The global indicator framework was developed by the Inter-Agency and Expert Group on SDG Indicators (IAEG-SDGs) and agreed to, as a practical starting point at the 47th session of the UN Statistical Commission held in March 2016. At the global level, the participation rate in early childhood and primary education was 70 per cent in 2016, up from 63 per cent in 2010. This demonstrates the scope and complexity of the problem. This Downloads. © Ami Vitale / The World Bank 8UNESCO Institute for Statistics | Quick Guide to Education Indicators for SDG 4 The official indicator list below includes all the refinements made up to March 2020. Targets specify the goals and Indicators represent the metrics by which the world aims to track whether these Targets are achieved. [1][2] The global indicator framework for Sustainable Development Goals was developed by the Inter-Agency and Expert Group on SDG Indicators (IAEG-SDGs) and agreed upon at the 48th session of the United Nations Statistical Commission held in March 2017. Globally, in 2013, 1 in 10 girls were out of school, compared to 1 in 12 boys. Explore more SDSN publications on data, monitoring & accountability. Sub -Saharan Africa has a relatively low percentage of trained teachers in pre -primary, primary and secondary education (44 per cent, 74 per cent and 55 per cent, respectively). [5] Those are not yet reflected in the table below. In 2015, an estimated 617 million children and adolescents of primary and lower secondary school age worldwide – more than 50 per cent – were not achieving minimum proficiency levels in reading and mathematics. Refinement of the indicator name approved by the Inter-agency and Expert Group on SDG Indicators (IAEG-SDGs) on 13 March and 2 April 2020. Targets & Indicators; The global indicator framework was developed by the Inter-Agency and Expert Group on SDG Indicators (IAEG-SDGs) and agreed to, as a practical starting point at the 47th session of the UN Statistical Commission held in March 2016. 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 Explore the proposed SDG Global Monitoring Indicators arranged by target. Indicators in the final list that repeat are the following: 1) 7.a.1/13.a.1 2) 8.4.1/12.2.1 Established in 2016, it serves as a platform to discuss and develop the indicators used to monitor SDG 4 targets in an open, inclusive and transparent manner. The SDG targets 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 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 Official development assistance (ODA) for scholarships amounted to $1 billion in 2015, a decrease from $1.2 billion in 2014. The presentation introduces the Sustainable Development Goal on water and sanitation (SDG 6) and its eight targets, outlining how the different targets contribute to the overall ambition to “ensure availability and sustainable management of water and sanitation for all”, highlighting interlinkages with other goals and targets across the 2030 Agenda for Sustainable Development. The UN has defined 5 Targets and 8 Indicators for SDG 13. This table is the global indicator framework for the Sustainable Development Goals and targets of the 2030 Agenda for Sustainable Development[n 1][2] The footnotes are updates from the indicator framework in 2020. Despite considerable gains in education enrolment over the past 15 years, worldwide, the adjusted net enrolment rates were 91 per cent for primary education, 84 per cent for lower secondary education and 63 per cent for upper secondary education in 2014. As we unpack the data that are needed for the achievement of SDG 4 on education, we are going to dig a little deeper into the key skills that young people need in the 21 st century workplace. In 2018, some 773 million adults, two thirds of them women, remained illiterate in terms of reading and writing skills. Good Health and Well-being. In 2018, 258 million children, adolescents and young people 6 to 17 years of age were still out of school, representing 17 per cent of the global population of that age group. [ SDG 14.4 ] By 2020, effectively regulate harvesting and end overfishing, illegal, unreported and unregulated fishing and destructive fishing practices and implement science-based management plans, in order to restore fish stocks in the shortest time feasible, at least to levels that can produce maximum sustainable yield as determined by their biological characteristics. 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 The current indicator 17.6.1 was previously listed as 17.6.2. Source: Report of the Secretary-General, "Progress towards the Sustainable Development Goals", E/2017/66, Source: Report of the Secretary-General, "Progress towards the Sustainable Development Goals", E/2016/75, Department of Economic and Social Affairs, High-level Political Forum on Sustainable Development, UN Conferences and High-Level Events related to sustainable development, Multi-stakeholder Forum on Science, Technology and Innovation for the SDGs, Second Committee of the UN General Assembly ⭧, Goal 4 infographic, source: https://unstats.un.org/sdgs/report/2020/, Special edition: progress towards the Sustainable Development Goals, The Sustainable Development Goals Report 2018. 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. By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes Official development assistance for educational scholarships amounted to around $1.1 billion annually from 2011 to 2013. Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels, Goal 17. Refocused efforts are needed to improve the quality of education. In 2013, only 71 per cent of teachers in sub-Saharan Africa and 84 per cent in Northern Africa were trained in accordance with national standards. At the lower secondary level, the gap between developed and developing regions has narrowed substantially, but still stood at nearly 20 percentage points in 2013 (91 per cent for developed regions and 72 per cent for developing regions). The final piece of the puzzle is in place for the Sustainable Development Goals (SDGs). Target Indicator Tier. At the end of primary school, children should be able to read and write and to understand and use basic concepts in mathematics. Thought will need to be given to how to construct targets and indicators which effectively incentivize change in … Eight of them are supposed to be achieved by 2030, while one is to be achieved by 2020 and the rest have no target years. How is the world doing on this goal? Goal 3. Sustainable Development Goal 4 is about quality education and is among the 17 Sustainable Development Goals established by the United Nations in September 2015. Source: Report of the Secretary-General, The Sustainable Development Goals Report 2018. Securing environmental water requirements is essential to maintaining ecosystem health and resilience. On the basis of data from 65 developing countries, the average percentage of schools with access to computers and the Internet for teaching purposes is above 60 per cent in both primary and secondary education. An estimated 617 million children and adolescents of primary and lower secondary school age worldwide—58 per cent of that age group—are not achieving minimum proficiency in reading and mathematics. It totalled $1.2 billion in 2014, with Australia, France and Japan being the largest contributors. [4] The official indicator list below includes all updates until the 51st session Statistical Commission in March 2020. Sub-Saharan Africa and Southern Asia account for over 70 per cent of the global out-ofschool population in primary and secondary education. More than half of children and adolescents worldwide are not meeting minimum proficiency standards in reading and mathematics. Many developing countries still lack basic infrastructure and facilities to provide effective learning environments. official development assistance, foreign direct investment and other flows), 10.c By 2030, reduce to less than 3 per cent the transaction costs of migrant remittances and eliminate remittance corridors with costs higher than 5 per cent, 10.c.1 Remittance costs as a proportion of the amount remitted, 11.1 By 2030, ensure access for all to adequate, safe and affordable housing and basic services and upgrade slums, 11.1.1 Proportion of urban population living in slums, informal settlements or inadequate housing, 11.2 By 2030, provide access to safe, affordable, accessible and sustainable transport systems for all, improving road safety, notably by expanding public transport, with special attention to the needs of those in vulnerable situations, women, children, persons with disabilities and older persons, 11.2.1 Proportion of population that has convenient access to public transport, by sex, age and persons with disabilities, 11.3 By 2030, enhance inclusive and sustainable urbanization and capacity for participatory, integrated and sustainable human settlement planning and management in all countries, 11.3.1 Ratio of land consumption rate to population growth rate, 11.3.2 Proportion of cities with a direct participation structure of civil society in urban planning and management that operate regularly and democratically, 11.4 Strengthen efforts to protect and safeguard the world's cultural and natural heritage, 11.4.1 Total per capita expenditure on the preservation, protection and conservation of all cultural and natural heritage, by source of funding (public, private), type of heritage (cultural, natural) and level of government (national, regional, and local/municipal), 11.5 By 2030, significantly reduce the number of deaths and the number of people affected and substantially decrease the direct economic losses relative to global gross domestic product caused by disasters, including water-related disasters, with a focus on protecting the poor and people in vulnerable situations, 11.5.1 Number of deaths, missing persons and directly affected persons attributed to disasters per 100,000 population, 11.5.2 Direct economic loss in relation to global GDP, damage to critical infrastructure and number of disruptions to basic services, attributed to disasters, 11.6 By 2030, reduce the adverse per capita environmental impact of cities, including by paying special attention to air quality and municipal and other waste management, 11.6.1 Proportion of municipal solid waste collected and managed in controlled facilities out of total municipal waste generated, by cities, 11.6.2 Annual mean levels of fine particulate matter (e.g. Goals, targets and indicators . The end of lower secondary education often coincides with the end of compulsory education. Equal access to quality pre-primary education. In all countries with data, children from the richest 20 per cent of households achieved greater proficiency in reading at the end of their primary and lower secondary education than children from the poorest 20 per cent of households. And while, more than 90% of children in developing countries have access to quality education, nearly 60 million kids are still without schooling. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all, Goal 5. The Sustainable Development Goals clearly recognize that this gap must be closed, even as the international community more explicitly addresses the challenges of quality and equity. The percentage is lowest in sub-Saharan Africa (64 per cent) and Southern Asia (72 per cent). Target 4.1: Free primary and secondary education. This goal promotes inclusive access to education […] The Statistical Commission created the Inter-Agency and Expert Group on SDG Indicators (IAEG-SDGs) which developed a set of 232 indicators, including 23 for SDG 16 . Most agreed that the absence of targets and indicators hindered actionable and measurable collaborative effort. The worldwide number of victims of intentional homicide was estimated to be between 4.6 and 6.8 per 100,000 people in 2014, a slight decrease with respect to previous years. In most countries with data, urban children scored higher in reading than rural children. Raise awareness at national and global levels about SDG 6 monitoring 3. Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all, Goal 9. and tools to monitor SDG 6 global indicators 2. Integrated Monitoring of SDG 6 SDG 6 targets and global indicators. Below we quote the original text of all Targets and show the data on the agreed Indicators. How is the world doing on this goal? Goals, targets and indicators . SDG 4 Indicator 4.4.1 measures how many youth and adults have the right information technology skills, giving them a path to better jobs. Goal 17 is wholly about how the SDGs will be achieved.[3]. Ensure healthy lives and promote well-being for all at all ages. This indicator will measure progress towards SDG Target 2.4. By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes. Migration-relevant SDG targets and indicators: Target 4.1. Targets and Indicators Target. Implementation '' targets on 25 September 2015 affected more than half of countries... Expected to reach 89 per cent ) and Southern Asia account for over 70 per cent ) Indicators arranged Target. 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