Sustainable Development Goals - Overview

Goal 4: Quality Education

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

Quality Education
  • 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 Environmental  

    • 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 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 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 Environmental  

    • Indicator 4.2.2: Participation rate in organized learning (one year before the official primary entry age), by sex 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 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 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 Economic  

    • Indicator 4.4.1: Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill Environmental  

  • Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations Environmental  

    • Indicator 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 Environmental  

  • Target 4.6: By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy 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 Environmental  

  • 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 Environmental  

    • Indicator 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 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 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) 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 Environmental  

    • Indicator 4.b.1: Volume of official development assistance flows for scholarships by sector and type of study Economic   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 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 Environmental  

Alignment with Agenda 2063 - Goals

  • Goal 2: Well Educated Citizens and Skills revolution underpinned by Science, Technology and Innovation.
    Strong   Aspiration 1.  
  • Goal 16: African Cultural Renaissance is pre-eminent .
    Weak   Aspiration 5.  
  • Goal 17: Full Gender Equality in All Spheres of Life.
    Weak   Aspiration 6.  
  • Goal 18: Engaged and Empowered Youth and Children.
    Weak   Aspiration 6.  

Alignment with Agenda 2063 - Targets

  • Target 1.11 : Reduce stunting in children to 10% and underweight to 5%.
    T4.2 Weak  
  • Target 2.1 : Enrolment rate for early childhood education is at least 300% of the 2013 rate
    T4.2 Strong   T4.a Weak  
  • Target 2.2 : Enrolment rate for basic education is 100%
    T4.1 Strong   T4.6 Strong  
  • Target 2.3 : Increase number of qualified teachers by at least 30% with focus on STEM
    T4.c Strong  
  • Target 2.4 : Universal secondary school (including technical high schools) with enrolment rate of 100%
    T4.1 Strong   T4.4 Weak   T4.a Weak  
  • Target 2.5 : At least 30% of secondary school leavers go into tertiary education with at least 40% being female.
    T4.3 Strong   T4.b Weak  
  • 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 .
    T4.3 Strong  
  • Target 16.1 : At least 60% of content in educational curriculum is on indigenous African culture, values and language targeting primary and secondary schools
    T4.7 Strong  
  • Target 16.4 : At least 20% of the citizenry participate in culture and appreciate the creative arts
    T4.7 Strong  
  • Target 16.5 : National languages used as part of the administrative processes of the country.
    T4.7 Weak  
  • Target 16.8 : At least 20% of technical and vocational institutions have programmes on the creation /generation of cultural artifacts, skills development for the generation / preservation of cultural assets and the creation and management of micro-cultural enterprises.
    T4.7 Strong  
  • Target 17.9 : Eliminate all barriers to quality education, health and social services for Women and Girls by 2020
    T4.1 Strong   T4.5 Strong  
  • Target 18.1 : Reduce 2013 rate of youth unemployment by at least 25%; in particular female youth
    T4.3 Weak   T4.4 Strong  
  • Target 18.2 : Youth business startups including female youth in all business startups is at least 15%
    T4.4 Strong  
  • Target 18.3 : At least 50% of youth who cannot go on to have tertiary education are provided with TVET
    T4.3 Strong   T4.4 Strong  
  • Target 18.4 : At least 50% of Youth and Children are engaged in talent based development programmes, leisure and recreation
    T4.7 Weak  

Alignment with Agenda 2063 - Indicators

  • Indicator 1.11.12 : Prevalence of stunting among children under 5
    I4.2.1 Weak   I4.2.2 Strong  
  • Indicator 1.11.13 : Prevalence of underweight among children under 5
    I4.2.1 Weak   I4.2.2 Strong  
  • Indicator 2.1.1 : % of children in pre-school age attending pre school
    I4.2.1 Weak   I4.2.2 Weak   I4.a.1 Strong  
  • Indicator 2.2.2 : Gross and net enrolment rate by gender and age in basic education level
    I4.1.1 Weak  
  • Indicator 2.2.3 : Completion rate by gender in basic education level
    I4.1.1 Weak   I4.6.1 Strong  
  • 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.
    I4.c.1 Weak  
  • Indicator 2.4.5 : Secondary school gross and net enrolment rate by gender
    I4.1.1 Weak   I4.4.1 Strong   I4.a.1 Strong  
  • Indicator 2.4.6 : Secondary school completion rate by gender
    I4.1.1 Weak   I4.4.1 Strong   I4.a.1 Strong  
  • Indicator 2.5.7 : % of students who are enrolled in tertiary education out of those who have passed secondary by gender
    I4.3.1 Weak   I4.b.1 Strong  
  • 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
    I4.3.1 Weak   I4.b.1 Strong  
  • Indicator 16.1.1 : Proportion of curricula with content in educational curriculum is on indigenous African culture, values and language targeting primary and secondary schools
    I4.7.1 Weak  
  • Indicator 16.4.4 : Proportion of citizens who participate in culture
    I4.7.1 Strong  
  • Indicator 16.5.6 : Number of institutions or organisations in the country that use national languages in administrative processes
    I4.7.1 Strong  
  • Indicator 16.8.9 : Proportion of technical and vocational institutions that have programmes on the creation and generation of cultural artifacts, skills development for the generation / preservation of cultural assets and the creation and management of micro-cultural enterprises
    I4.7.1 Strong  
  • Indicator 17.9.22 : Completion rate
    I4.1.1 Weak   I4.5.1 Strong  
  • Indicator 17.9.23 : Gross enrollment rate at primary, secondary, tertiary and technical and vocational institutions
    I4.1.1 Weak   I4.5.1 Strong  
  • Indicator 18.1.1 : Youth unemployment rate by sex
    I4.3.1 Strong   I4.4.1 Strong  
  • Indicator 18.2.2 : Proportion of business startups by youth by sex and by formal/informal and by industry
    I4.4.1 Strong  
  • Indicator 18.3.3 : Proportion of youth who have not been to university and are provided with TVET
    I4.3.1 Weak   I4.4.1 Weak  
  • Indicator 18.4.4 : Proportion of Youth and Children engaged in talent based development programmes, leisure and recreation
    I4.7.1 Strong