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SDG 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

Targets and 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 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
1. Net enrolment rate in primary education (%)
2. Primary completion rate (%)
3. Proportion of pupils enrolled in grade one who reach grade eight (%)
4. Ratio of girls (to boys) enrolled in grade one who reach grade eight
5. Ratio of girls (to boys) enrolled in grade one who reach grade twelve
6. Learning Achievement / Score (Math, Nepali and English) for Class 5 (%)
a) Math
b) Nepali
c) English
7. Gross Enrollment in secondary education (grade 9 to 12) (%)
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
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
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
1. Coverage of child grant for pre-primary education (number in ‘000)
2. Attendance to early childhood education (Gross Enrollment) (%)
Target 4.3 By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
4.3.1 Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex
1. Ratio of girls enrollment in technical and vocational education
2. Ratio of girls enrollment in tertiary education (graduate level)
3. Scholarship coverage (% of total students)
Target 4.4 By 2030, increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
4.4.1 Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
1. Youth & adults with technical & vocational training (number in ‘000,annual)
2. Working age population with technical and vocational training (%)
3. Internet users (percent of adult population)
Target 4.5 By 2030, eliminate gender disparities in education and ensure equal access
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
1. Gender parity index (GPI) (primary school)
2. Gender Parity Index (GPI) (secondary school)
3. Gender Parity Index (GPI) based on literacy (above 15 years)
Target 4.6 By 2030, ensure that all youth and at least 95 per cent of adults, both men and women, achieve literacy and numeracy
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
1. Literacy rate of 15-24 years old (%)
2. Literacy rate of 15-24 years old (women) (%)
3. Numeracy all (reading and writing in numeric terms) of 15 years & older (%)
4. Numeracy of female (reading and writting numeric terms) of 15 years and older (%)
5. Public spending per student (Basic education in ‘000)
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
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 (In scale of 0 to 5: Where “0” is none)
1. Human assets index
2. Gender development index
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
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 (as per the WASH indicator definitions)
4.a.1 Schools with access to electricity (%)
4.a.2 Schools with access to internet (%)
4.a.3 Basic schools with access to "WASH" facilities (%)
4.a.4 Disability friendly schools (%)
Target 4.b By 2020, 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
4.b.1 Volume of official development assistance flows for scholarships by sector and type of study
Target 4.c By 2030, 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
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
4.c1 Proportion of teachers in basic education who have received at least the minimum organized teacher training, (%)
4.c2 Proportion of teachers in secondary education who have received at least the minimum organized teacher training, (%)