Agenda 2063 - Overview

Goal 2:

Well Educated Citizens and Skills revolution underpinned by Science, Technology and Innovation

Aspiration 1. A Prosperou   Education and STI driven  
  • Target 2.1: Enrolment rate for early childhood education is at least 300% of the 2013 rate

    • Indicator 2.1.1: % of children in pre-school age attending pre school

  • Target 2.2: Enrolment rate for basic education is 100%

    • Indicator 2.2.2: Gross and net enrolment rate by gender and age in basic education level

    • Indicator 2.2.3: Completion rate by gender in basic education level

  • Target 2.3: Increase number of qualified teachers by at least 30% with focus on STEM

    • Indicator 2.3.4: Percentage of teachers qualified in Science or Technology or Engineering or Mathematics. Qualified to teach by national standard and by level (primary and secondary) by gender should be added.

  • Target 2.4: Universal secondary school (including technical high schools) with enrolment rate of 100%

    • Indicator 2.4.5: Secondary school gross and net enrolment rate by gender

    • Indicator 2.4.6: Secondary school completion rate by gender

  • Target 2.5: At least 30% of secondary school leavers go into tertiary education with at least 40% being female.

    • Indicator 2.5.7: % of students who are enrolled in tertiary education out of those who have passed secondary by gender

  • Target 2.6: At least 70% of secondary school students not entering the tertiary sector are provided with a range of options for further skills development .

    • Indicator 2.6.8: % of students who are enrolled in skill development programmes out of those who have passed secondary and did not enter the tertiary sector by gender

  • Target 2.7: At least 70% of the public perceive quality improvements in education at all levels

    • Indicator 2.7.9: % of population who perceive quality improvements in education at all levels

Alignment with Sustainable Development Goals

  • Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

Alignment with Sustainable Development Goals - 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
    T2.2 Strong   T2.4 Strong   Environmental  
  • 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
    T2.1 Strong   Environmental  
  • Target 4.3 : By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
    T2.5 Strong   T2.6 Strong   Environmental  
  • 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
    T2.4 Weak   Economic  
  • Target 4.6 : By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
    T2.2 Strong   Environmental  
  • 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
    T2.1 Weak   T2.4 Weak   Environmental  
  • 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 enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries
    T2.5 Weak   Environmental  
  • 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
    T2.3 Strong   Environmental  

Alignment with Sustainable Development Goals - Indicators

  • 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
    I2.2.2 Weak   I2.2.3 Weak   I2.4.5 Weak   I2.4.6 Weak   Environmental  
  • 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
    I2.1.1 Weak   Environmental  
  • Indicator 4.2.2 : Participation rate in organized learning (one year before the official primary entry age), by sex
    I2.1.1 Weak   Environmental  
  • 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
    I2.5.7 Weak   I2.6.8 Weak   Environmental  
  • Indicator 4.4.1 : Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
    I2.4.5 Strong   I2.4.6 Strong   Environmental  
  • 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
    I2.2.3 Strong   Environmental  
  • 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; and (g) basic handwashing facilities (as per the WASH indicator definitions)
    I2.1.1 Strong   I2.4.5 Strong   I2.4.6 Strong   Environmental  
  • Indicator 4.b.1 : Volume of official development assistance flows for scholarships by sector and type of study
    I2.5.7 Strong   I2.6.8 Strong   Economic   Environmental  
  • Indicator 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
    I2.3.4 Weak   Environmental