How is Goal 4 different from the education Millennium Development Goal?

The Millennium Development Goal targeted universal primary enrolment and completion. Goal 4 keeps participation but makes learning the central measure, and extends the scope to early childhood, technical and vocational training, adult literacy and lifelong learning.

What counts as minimum proficiency?

A defined threshold of competence in reading and mathematics at set points in a pupil’s schooling, measured through national, regional or cross-national assessments and mapped onto a common reporting scale.

Does Goal 4 cover climate and sustainability education?

Yes. One target covers education for sustainable development and global citizenship, and its indicator is shared with the climate goal — the same measurement counts towards both Goal 4 and Goal 13.

SDG 4: Quality Education — Every 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

Measured by

4.1.1Tier 2Proportion 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
4.1.2Tier 1Completion rate (primary education, lower secondary education, upper secondary education)

4.3

By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university

Measured by

4.3.1Tier 1Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex

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

Measured by

4.4.1Tier 2Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill

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

Measured by

4.5.1Tier 2Parity 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

4.6

By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy

Measured by

4.6.1Tier 2Youth/adult literacy rate

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

Measured by

4.7.1Tier 2Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment

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

Measured by

4.a.1Tier 1Proportion of schools offering basic services, by type of service

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

Measured by

4.b.1Tier 1Volume of official development assistance flows for scholarships

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

Measured by

4.c.1Tier 1Proportion of teachers with the minimum required qualifications, by education level

Quality Education

What Goal 4 covers

Missions advancing this goal

The 10 targets, in full

Outcome targets

Measured by

Where Goal 4 overlaps

What the data can and cannot tell you

Learning outcomes rest on assessments that are not universal

Enrolment is easier to count than quality

Education for sustainable development is measured by policy, not effect

Stories tagged Goal 4

Read the primary sources

Frequently asked questions

All seventeen goals

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Means-of-implementation targets

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Adult and lifelong learning are barely instrumented