Agenda 2063 - Overview

Goal 2:

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

Aspiration 1. A Prosperous Afr   Education and STI driven skill  

  • 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

Goals

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

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.
    Strong   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.
    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.
    Strong   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.
    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.
    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.
    Weak   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.
    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.
    Strong   Environmental  

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.
    Weak   Weak   Weak   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.
    Weak   Environmental  
  • Indicator 4.2.2: Participation rate in organized learning (one year before the official primary entry age), by sex.
    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.
    Weak   Weak   Environmental  
  • Indicator 4.4.1: Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill.
    Strong   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.
    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).
    Strong   Strong   Strong   Environmental  
  • Indicator 4.b.1: Volume of official development assistance flows for scholarships by sector and type of study.
    Strong   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.
    Weak   Environmental  

Goals

  • Goal 1: Investing in people in least developed countries: eradicating poverty and building capacity to leave no one behind.
    Strong   Universal soci   Achieving univ   Achieving gend   Population and   Investing in y   Water, sanitat   Urbanization a   Migration and   Good and effec   Building and s  

Targets

  • Target 1.02.01: Ensure that all girls and boys complete free, equitable, inclusive and quality primary and secondary education, leading to relevant and effective learning outcomes and inclusive, sustainable economic growth..
    Strong   Strong  
  • Target 1.02.02: By 2030, ensure equal access for all women and men to affordable, inclusive and quality technical, vocational and tertiary education, including university..
    Strong  
  • Target 1.02.03: Achieve universal access to inclusive and quality education at all levels, eliminate the gender gap in enrolment and completion, and increase the quality of education for all in least developed countries..
    Strong   Weak   Weak   Strong  
  • Target 1.02.07: Expand professional training and quality apprenticeships and promote other active labour market policies to facilitate a smooth school-to-work transition for young people, especially young women..
    Strong  

Indicators

  • No alignments!