Goal 4 - Quality Education

Status Indicator description Proxy
Reported online 4.1.1.a Results of PIRLS tests - percentage of students achieving at least a minimum proficiency level in reading
Reported online 4.1.1.b Results of PISA tests - percentage of students achieving at least a minimum proficiency level in reading
Reported online 4.1.1.c Results of PISA tests - percentage of students achieving at least a minimum proficiency level in mathematics
Reported online 4.2.1 Percentage of children under 5 years of age with health subjectively evaluated as very good or good
Reported online 4.2.2 Participation rate in organized learning (one year before the official primary entry age)
Reported online 4.3.1 Participation rate of adults in education and training
Reported online 4.4.1.a Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
Reported online 4.4.1.b Percentage of persons with basic or above basic digital skills
Reported online 4.5.1 Gender parity indexes in education
Reported online 4.6.1.a Proportion of population achieving at least a fixed level of proficiency in functional literacy
Reported online 4.6.1.b Proportion of population achieving at least a fixed level of proficiency in functional numeracy
Reported online 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
Reported online 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 handwashing facilities
Reported online 4.b.1 Volume of official development assistance flows for scholarships
Reported online 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