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SDG 4 Data Digest

How to Produce and Use the Global SDG 4 Data Digest
and Thematic Education Indicators How to Produce and Use the Global
and Thematic Education Indicators
SDG 4 Data Digest

This edition of the SDG 4 Data Digest from the UNESCO Institute for
Statistics (UIS) aims to help countries develop and report the indica-
tors needed to deliver on the promise of Sustainable Development
Goal 4 – a quality education for all by 2030.
It stresses the urgency: every child in the generation that should
finish secondary education by the deadline should be in a primary
•
classroom right now. Yet if current trends continue, and without a
rapid shift from “business as usual”, one in six children aged 6 to
How to Produce and Use the Global and Thematic Education Indicators
17 will still be out of school in 2030 while just six in ten youth will
be completing secondary education. Moreover, there is an urgent
need to improve the quality of education on offer. According to UIS
estimates, 55% of children and adolescents of primary and lower
secondary school age are not achieving minimum proficiency levels
in reading and 60% are not acquiring critical skills in mathematics
The investment case for education is clear and has been repeated
time and time again: education reduces poverty, improves health
and nutrition, advances equity and drives national prosperity. But
education systems cannot function effectively without a clear
picture of progress – or the lack of it – and without knowing who is
missing out on education and why.
To help fill such gaps, the Digest focuses on new methodologies to
help countries build a full and accurate understanding of their own
education successes and challenges while generating the interna-
tionally comparable data needed for global monitoring. Through
these methodological tools, countries can track and accelerate
progress on their own education priorities and contribute to the
global achievement of SDG 4.
SDG 4 Data Digest
How to Produce and Use the Global
UNESCO
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standard-setting actions for the preparation and adoption of internal instruments and statutory recommendations; 4) expertise through
technical cooperation to Member States for their development policies and projects; and 5) the exchange of specialized information.
UNESCO Institute for Statistics

The UNESCO Institute for Statistics (UIS) is the statistical office of UNESCO and is the UN depository for global statistics in the fields of
education, science, technology and innovation, culture and communication.
The UIS is the official source of internationally comparable data used to monitor progress towards the Sustainable Development Goal on
education and key targets related to science, culture, communication and gender equality.
Published in 2019 by:
UNESCO Institute for Statistics

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Ref: UIS/2019/ED/SD/2
©UNESCO-UIS 2019
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commit the Organization.
Table of contents
FOREWORD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
ACRONYMS AND ABBREVIATIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
IMPLEMENTATION OF SDG TARGETS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
1. GLOBAL INDICATORS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
4.1.1 Proportion of children and young people (a) in Grade 2 or 3; (b) at the end of primary
education; and (c) at the end of lower secondary education achieving at least a minimum
proficiency level in (i) reading and (ii) mathematics, by sex . . . . . . . . . . . . . . . . . . . . . . . . .14
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 . . . . . . . . . . . . . . . . . . . . . . . . . . 20
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex . . . . . . .22
4.3.1 Participation rate of youth and adults in formal and non-formal education and training
in the previous 12 months, by sex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
4.4.1 Proportion of youth/adults with information and communications technology (ICT) skills,
by type of skill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
4.5.1 Parity indices (female/male, rural/urban, bottom/top wealth quintiles and others
such as disability status, indigenous peoples and the conflict-affected, as data become available)
for all education indicators on this list that can be disaggregated . . . . . . . . . . . . . . . . . . . . . 30
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 . . . . . . . . . . . . . . . . . . . . .31
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 assessments . . . . . . . . . . . . 35
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) . . . . . . . . . . . . . . . .36
4.b.1 Volume of official development assistance flows for scholarships by sector and type of study . . . . . . .38
4.c.1 Proportion of teachers in: (a) pre-primary education; (b) primary education; (c) lower secondary
education; 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, by sex . . . . . . . . . . . . . . . . . . . . . . . .39
Table of contents 3
2. THEMATIC INDICATORS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41
Target 4.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43

4.1.2 Administration of a nationally-representative learning assessment (a) in Grade 2 or 3;
(b) at the end of primary education; and (c) at the end of lower secondary education . . . . . . . . . . .43
4.1.3 Gross intake ratio to the last grade (primary education, lower secondary education) . . . . . . . . . . . 44
4.1.4 Completion rate (primary education, lower secondary education, upper secondary education) . . . . . .45
4.1.5 Out-of-school rate (primary education, lower secondary education, upper secondary education) . . . . .46
4.1.6 Percentage of children over-age for grade (primary education, lower secondary education) . . . . . . . .47
4.1.7 Number of years of (a) free and (b) compulsory primary and secondary
education guaranteed in legal frameworks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Target 4.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50
4.2.3 Percentage of children under 5 years experiencing positive and stimulating
home learning environments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50
4.2.4 Gross early childhood education enrolment ratio in (a) pre-primary education
and (b) early childhood educational development . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51
4.2.5 Number of years of (a) free and (b) compulsory pre-primary education
guaranteed in legal frameworks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52
Target 4.3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54
4.3.2 Gross enrolment ratio for tertiary education, by sex . . . . . . . . . . . . . . . . . . . . . . . . . . . .54
4.3.3 Participation rate in technical and vocational programmes (15- to 24-year-olds), by sex . . . . . . . . . 55
Target 4.4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57
4.4.2 Percentage of youth/adults who have achieved at least a minimum level of proficiency
in digital literacy skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
4.4.3 Youth/adult educational attainment rates by age group, economic activity status, levels
of education and programme orientation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Target 4.5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60
4.5.2 Percentage of students in primary education whose first or home language
is the language of instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
4.5.3 Extent to which explicit formula-based policies reallocate education resources
to disadvantaged populations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61
4.5.4 Education expenditure per student by level of education and source of funding . . . . . . . . . . . . . .62
4.5.5 Percentage of total aid to education allocated to least developed countries . . . . . . . . . . . . . . . .64
Target 4.6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .66
4.6.2 Youth/adult literacy rate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
4.6.3 Participation rate of illiterate youth/adults in literacy programmes . . . . . . . . . . . . . . . . . . . . .67
Target 4.7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68
4.7.2 Percentage of schools that provide life skills-based HIV and sexuality education . . . . . . . . . . . . . 68
4.7.3 Extent to which the framework on the World Programme on Human Rights Education
is implemented nationally (as per the UNGA Resolution 59/113) . . . . . . . . . . . . . . . . . . . . . .69
4 SDG 4 Data Digest 2019

4.7.4 Percentage of students by age group (or education level) showing adequate
understanding of issues relating to global citizenship and sustainability . . . . . . . . . . . . . . . . . . 70
4.7.5 Percentage of 15-year-old students showing proficiency in knowledge of
environmental science and geoscience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
4.a.2 Percentage of students experiencing bullying . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
4.a.3 Number of attacks on students, personnel and institutions . . . . . . . . . . . . . . . . . . . . . . . . 73
4.b.2 Number of higher education scholarships awarded by beneficiary country . . . . . . . . . . . . . . . . 75
4.c.2 Pupil-trained teacher ratio by education level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75
4.c.3 Percentage of teachers qualified according to national standards by education
level and type of institution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76
4.c.4 Pupil-qualified teacher ratio by education level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77
4.c.5 Average teacher salary relative to other professions requiring a comparable level of qualification . . . . . 78
4.c.6 Teacher attrition rate by education level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
4.c.7 Percentage of teachers who received in-service training in the last 12 months by type of training . . . . .80
3. REGIONAL MONITORING FRAMEWORKS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .83
Central and Southern Asia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85

Eastern and South-Eastern Asia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85
Europe and North America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Latin America and the Caribbean . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Oceania . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86
Sub-Saharan Africa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86
SUMMARY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
APPENDIX A. GLOBAL INDICATORS’ SURVEY QUESTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . .93
Table of contents 5
LIST OF FIGURES
Figure 1. Data availability template map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Figure 2. Data availability map of global indicator 4.1.1 (reading or mathematics) . . . . . . . . . . . . . . . .15
Figure 3. An overview of assessment options . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Figure 4. Assessment types and sources of data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
Figure 5. Minimum proficiency levels for mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
Figure 6. Solutions for producing comparable data from different assessments . . . . . . . . . . . . . . . . .18
Figure 7. Decision Tree for sourcing of data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
Figure 8. Data availability map of global indicator 4.2.1 (2010-2019) . . . . . . . . . . . . . . . . . . . . . . .20
Figure 9. Distribution of indicator 4.2.1 among countries (2010-2019) . . . . . . . . . . . . . . . . . . . . . .21
Figure 10. Data availability map of global indicator 4.2.2 (2010-2019) . . . . . . . . . . . . . . . . . . . . . . 22
Figure 14. Data availability map of global indicator 4.4.1 “copying or moving a file or folder” (2010-2019) . . . .28
Figure 15. Distribution of indicator 4.4.1 (“copying or moving a file or folder”)
among countries (2010-2019) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
Figure 16. Data availability map of parity indices for indicator 4.1.1b – mathematics at the end of primary
(2010-2019) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Figure 16. (cont.). Data availability map of parity indices for indicator 4.1.1b – mathematics
at the end of primary (2010-2019) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Figure 18. Distribution of indicator 4.6.1 (literacy) among countries (2010-2019) . . . . . . . . . . . . . . . . . 34
Figure 19. Strategies to assess literacy and numeracy for indicator 4.6.1 . . . . . . . . . . . . . . . . . . . . .35
Figure 20. Data availability map of global indicator 4.a.1 – electricity in primary schools (2010-2019) . . . . . .37
Figure 21. Data availability map of global indicator 4.b.1: Total official flows for scholarships,
by recipient country (constant 2017 US$, millions) . . . . . . . . . . . . . . . . . . . . . . . . . . .38
Figure 22. Data availability map of global indicator 4.c.1 – primary (2010-2019) . . . . . . . . . . . . . . . . . 39
Figure 23. Thematic indicators and the four levels of SDG 4 monitoring . . . . . . . . . . . . . . . . . . . . . .41
Figure 24. Potential data sources for global and thematic indicators for each SDG 4 target . . . . . . . . . . . 42
Figure 25. Regional indicators and the four levels of SDG 4 monitoring . . . . . . . . . . . . . . . . . . . . . 83
LIST OF BOXES
Box 1. New ISCED-T classification to improve the comparability of teacher training . . . . . . . . . . . . .40
LIST OF TABLES
Table 1. SDG 4 targets and the goals established in each regional plan, regional report or
indicator framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

Foreword
The need for accurate, current and comparable data to monitor global progress towards SDG 4, plus
on education has never been more urgent, with the a set of 32 thematic indicators to better support
prospects of reaching Sustainable Development policymaking. Together, these indicators should
Goal 4 – a quality education for all by 2030 – far deliver a full picture of progress and potential
from certain. According to the UNESCO Institute setbacks. However, the Digest acknowledges
for Statistics (UIS), about 258 million children, that many countries struggle to produce – let
adolescents and youth are out of school. The data alone make good use of – the data that are
confirm recent projections showing that, without required.
a shift from “business as usual”, one in every six
children aged 6 to 17 will still be out of school in Countries need practical methodologies that can
2030 and only six out of ten young people will draw on existing information to produce accurate
complete secondary education. The data also statistics. The Digest highlights these methodologies
highlight the urgent need to improve the quality of and the steady progress on their development and
education on offer. According to UIS estimates, 55% use, thanks to the concerted efforts of governments
of children and adolescents of primary and lower and other partners worldwide. These efforts
secondary school age are not achieving minimum are supported by the UIS, which works to build
proficiency levels in reading and 60% are not consensus on data across countries through the
reaching these levels in mathematics. Technical Cooperation Group (TGC) on the Indicators
for SDG 4.1
The 2019 edition of the SDG 4 Data Digest
reinforces the need for the robust data that are The first section of the Digest focuses on the
crucial to reach the global targets for education. 11 global monitoring indicators, drawing on the
These targets are still achievable if the necessary UIS Quick Guide to Indicators for SDG 4, which
political will is mobilised, backed by concrete provides methodologies for each indicator.2 It
resources. Education systems only function explains how countries can produce the national
effectively if their strategies, approaches and funding data needed and the process required for
are built on the solid foundations of data. The reporting the data to the UIS in order to produce
Digest aims to support countries as they strengthen internationally comparable indicators for monitoring.
these foundations to produce the data needed Section 2 also builds on the Quick Guide to outline
for international reporting, as well as for their own the methodologies used to produce the thematic
education priorities. indicators.
The Digest recognises that countries are under

1 http://tcg.uis.unesco.org/
intense pressure to produce education data for a
2 http://uis.unesco.org/sites/default/files/documents/quick-guide-
wide range of indicators: the 11 indicators used education-indicators-sdg4-2018-en.pdf
Foreword 7
Section 3 presents a series of regional initiatives been made repeatedly: its impact on poverty, on
to monitor progress towards SDG 4. The section equity, on health and nutrition is well known. We
provides insight on how countries in different regions must now move faster to ensure that no child is left
are striving to make the greatest possible use of behind.
existing data while developing new indicators and
frameworks to support policymaking in areas they As the custodian agency for SDG 4 data, the UIS is
consider to be critical. proud to work with countries and partners worldwide
to generate the internationally comparable data
The collection, analysis and use of data are too often needed to deliver a quality education for all – at last.
seen as “nice to have” if resources allow. In reality,
they help countries ensure that the money they
spend on education has the best possible impact
on individual and national well-being. A reluctance
to prioritise data because of perceived resource
constraints is a false economy that wastes both
education investments and opportunities.
Silvia Montoya
This is why the UIS has launched the campaign to Director
#FundData. The investment case for education has UNESCO Institute for Statistics

Acronyms and abbreviations
AES Adult Education Survey

CAN Cross-national assessments
CARICOM Caribbean Community
CDC Centers for Disease Control and Prevention (US)
CESA 16-25 Continental Education Strategy for Africa
CONFEMEN Conférence des ministères de l’Éducation des États et gouvernements de la Francophonie
(Conference of Ministers of Education of States and Governments of Francophonie)
DAC Development Assistance Committee (OECD)
DHS Demographic and Health and Education Survey
ECDI Early Childhood Development Index (MICS)
ECLAC/CEPAL United Nations Economic Commission for Latin America and the Caribbean
EQAP Educational Quality & Assessment Programme
ESD Education for sustainable development
EU European Union
EUROSTAT European Statistical Office
GAML Global Alliance to Monitor Learning
GCED Global citizenship education
GCF Global Content Framework
GCPEA Global Coalition to Protect Education from Attack
GDP Gross domestic product
GPI Gender parity index
GSHS Global School-based Student Health Survey (WHO)
HBSC Health Behaviour in School-aged Children
IATI International Aid Transparency Initiative
IBE International Bureau of Education (UNESCO)
ICCS International Civic and Citizenship Education Study (IEA)
ICILS (IEA) International Computer and Information Literacy Study
ICT Information and communication technology
IEA International Association for the Evaluation of Educational Achievement
ISCED International Standard Classification of Education
ITU International Telecommunications Union
LLECE Latin American Laboratory for Assessment of the Quality of Education
MICS Multiple Indicator Cluster Survey
NGO Non-governmental organization
NLA National-level assessments
ODA Official development assistance
Acronyms and abbreviations 9

OECD Organisation for Economic Co-operation and Development
OEI Organización de los Estados Iberoamericanos
OHCHR Office of the High Commissioner for Human Rights
PacREF Pacific Regional Education Framework
PAL People’s Action for Learning (Network)
PASEC Programme d’analyse des systèmes éducatifs de la CONFEMEN
(Programme of Analysis of Education Systems of CONFEMEN)
PEC Política Educativa Centroamericana
(Central American Education Policy)
PIACC (OECD) Programme for the International Assessment of Adult Competencies
PISA Programme for International Student Assessment (OECD)
PPP$ Purchasing power parity (US$)
SAARC South Asian Association for Regional Cooperation
SABER Systems Approach for Better Education Results (World Bank)
SACMEQ Southern and Eastern Africa Consortium for Monitoring Educational Quality
SAMOA SIDS Accelerated and Modalities of Action (Pathway)
SEAMEO Southeast Asia Ministers of Education Organization
SDG Sustainable Development Goal
SIDS Small Island Developing States
SPC Pacific Community
SWTS School-to-Work Transition Survey (ILO)
TCG Technical Cooperation Group
TERCE Tercer Estudio Regional Comparative y Explicativo (Third Regional Comparative
and Explanatory Study)
TIMSS Trends in International Mathematics and Science Study (IEA)
TVET Technical and vocational education and training
UIS UNESCO Institute for Statistics
UNICEF United Nations International Children’s Fund
UN-OHRLLS UN Office of the High Representative for Least Developed Countries, Landlocked States and
Small Island Developing States
WASH Water, sanitation and hygiene

Implementation of SDG targets
In 2015, United Nations Member States committed this regard. Established in 2016, it serves as a
to pursuing and meeting ambitious and necessary platform to discuss and develop the indicators
targets for education in the world by 2030. A third of used for monitoring SDG 4 targets in an open,
the period for fulfilling this agenda has now elapsed inclusive and transparent manner. The TCG is
and some countries are still striving to implement currently composed of 27 Member States and
mechanisms to monitor their progress in relation to eight organizations including representatives of all
all SDG 4 targets. regions as well as civil society organizations and
international organizations, such as the OECD,
The comprehensive and multifaceted nature of the UNICEF, the World Bank and UNESCO itself.
SDG 4 targets also poses complex challenges for
governments, organizations and civil society to Since 2016, the TCG has worked on the
produce timely, reliable and comparable data to implementation of 43 global and thematic
monitor countries’ progress. indicators proposed in the Education 2030
Framework for Action. It has also shared national
A major barrier for full implementation of SDG 4 and regional experiences in the development and
monitoring is the lack of financial support for building implementation of the SDG 4 monitoring process,
the appropriate statistical capacity in low-income and advanced the establishment of benchmarks,
countries (UIS, 2017; UIS & GEMR Team, 2019). thresholds and minimum proficiency levels.
However, there are still substantial knowledge gaps Finally, the TCG has also concentrated its efforts
regarding the SDG 4 indicators and how they can be on discussing the capacity-building needs of
calculated using data already available. countries and the strategies those needs require.
This publication provides an overview of all SDG Countries are the starting point for all national
4 targets and their respective indicators. It aims to and international monitoring. The players involved
help countries to implement or adapt data sources, in data collection and dissemination include the
envisaging higher participation at all levels and in all national statistical office, line ministries and other
dimensions of SDG 4 monitoring. relevant national institutions. Countries determine
the level of detail contained in the data and
As the main custodial agency for the SDG 4 metadata they share with custodian agencies
indicators, the UNESCO Institute for Statistics (UIS) and how much of it is published. The more the
has been working closely with stakeholders at the data are disaggregated, the more useful they
global, regional and national levels to overcome become for a wider range of audiences. The
these data availability challenges. SDG global indicators, therefore, represent only
a subset of the full suite of indicators monitored
The Technical Cooperation Group on the Indicators in a country that includes thematic, regional and
for SDG 4 (TCG) is a crucial UIS initiative in national indicators.
Implementation of SDG targets 11

This report aims to address this challenge for SDG are covered in relation to their corresponding SDG
4 global monitoring adopting the same broad multi- 4 target. Finally, the last chapter describes several
level structure, beginning with the global framework, initiatives at the regional level that are currently in place
followed by the thematic indicators, and concluding to monitor SDG 4 – Education 2030.
with the regional framework. The first chapter
describes the current status of development of each With this publication, the UIS expects to reinforce
global indicator and discusses different strategies that support for countries, civil society and other national
can be adopted to produce data for each indicator. organizations in measuring the progress achieved on
Chapter 2 gives an overview of all 33 thematic all targets of SDG 4, and expanding the coverage of
indicators, discussing the different concepts that Education 2030 monitoring.

1. Global indicators
In 2018 the UNESCO Institute for Statistics The map in Figure 1 provides a visualisation of
published the Quick Guide to Education Indicators the current status of data availability for the
for SDG 4 (UIS, 2018a), providing basic explanations indicator within each UNESCO Member State. This
of all targets comprising SDG 4 and their respective graphical representation of the world map applies
global indicators. As many countries have already the same size for all countries, which are plotted
started monitoring these targets, this section in a relative approximate geographical location.1
presents the status of implementation for each The main objective of these maps is to provide a
SDG 4 global indicator and how countries are clear visualization of data availability considering
calculating these indicators to monitor their progress, that the global monitoring framework aims to cover
and the mechanisms to report the indicator from all countries, regardless of their size or location.
countries to the international level. The description of the indicator then focuses on
the method of calculation – in other words, how
The description of each indicator follows this order: countries are combining data from different sources
1 This visualisation is based on a modified version of the “World Tile

Definition of the indicator and the main concepts
Grid Map” elaborated by Jonathan Schwabish and on contributions
of the SDG correspondent target that it covers. from Maarten Lambrechts.
Figure 1. Data availability template map
NO SE FI
EE
IS DK LV
IE GB NL DE PL LT BY RU
FR BE CH CZ SK UA MD KZ MN
PT ES AD LU SI AT HU RO AM GE UZ KG CN KP JP
SDG Region CA IT HR BA RS BG TR SY IQ AZ TM TJ BT KR
Central and Southern Asia US MT ME AL MK JO KW IR PK AF BD MM
MX CU BS GR LB SA BH IN NP LA VN
Eastern and South−Eastern Asia
GT BZ JM HT DO AG CY IL QA AE TH KH
Europe and North America
SV HN KN LC MA DZ TN LY EG PS YE OM LK MY PH
Latin America and the Caribbean NI VC BB MRGM SN ML NE SD BN
Northern Africa and Western Asia CR DM GW SL BF TD SS ER DJ MV SG ID
Oceania PA GD GN LR GH TG BJ CF ET SO TL
CO VE TT CV CI NG CM CD UG KE MH
Sub−Saharan Africa
EC GY ST GQ CG BI RW TZ PW FM
PE BO SR BR AO GAMWMZ SC PG NR KI
PY UY ZM BWZW KM SB TV WS
CL NA SZ LS MG AU VU FJ TO
AR ZA MU CK
NZ
Source: UNESCO Institute for Statistics (UIS)
1. Global indicators 13
to calculate the indicator, as well as the current and meantime, the UIS reports progress based on
possible data sources for the indicator, in order national or cross-national initiatives, although they
to support countries that are not yet monitoring the are not yet globally comparable.
corresponding target. Finally, each section explains
how the data for each of the indicators are reported Which countries already have data for this
to the UIS to build the database to monitor SDG 4 at indicator?
the international level. The data availability is based mostly on data that are
published by agencies and organizations specialised
4.1.1 Proportion of children and young in cross-national learning assessments. Data are
people (a) in Grade 2 or 3; (b) at the end comparable for countries which participated in
of primary education; and (c) at the end the same assessment. Methods for comparing
of lower secondary education achieving the results from different cross-national learning
at least a minimum proficiency level in (i) assessments are also being developed. The database
reading and (ii) mathematics, by sex also contains data from national assessments that
followed a specific reporting protocol devised by the
Definition: 2
UIS to guarantee minimum quality and comparability
This indicator measures the proportion of children standards. More details on this reporting protocol are
and young people in Grade 2 or 3 of primary provided later in this report.
education, at the end of primary education and at
the end of lower secondary education achieving Figure 2 shows countries with at least a single data
at least a minimum proficiency level in (i) reading point from 2010 to 2019 for each level of education,
and (ii) mathematics. The minimum proficiency either for reading or mathematics. Considering
level is defined here as the benchmark of basic that these data are produced mostly by specific
knowledge in a domain (mathematics, reading, etc.) cross-national projects, current availability is highly
measured through learning assessments. Currently, dependent on participation in these projects. This
there are no common standards for a global explains the differences between availability for
benchmark. While data from many national learning primary and secondary levels of education.
assessments are readily available, every country
sets its own objectives and standards, so the How are countries calculating this indicator?
performance levels defined in these assessments There are currently various ways of assessing
may not always be consistent. reading and mathematics proficiency. Each national
or cross-national assessment project follows
This proficiency level will be measured relative to different methods and strategies. Large-scale
new common reading and mathematics scales assessments can be divided into two categories:
currently being developed (UIS, 2018b). In the school-based and household surveys.
2 The definitions included here are shorter and simplified versions School-based assessments include two types:
of the official definitions. For more information on how the UIS is
(i) national assessments (or, in principle, sub-
defining and calculating each global and thematic indicator, see the
UIS Metadata for the global and thematic indicators for the follow- national assessments as may occur in decentralised
up and review of SDG 4 and Education 2030 (http://uis.unesco.org/
or federal countries) designed to measure specific
sites/default/files/documents/metadata-global-thematic-indicators-
sdg4-education2030-2017-en_1.pdf) learning outcomes at a particular age or grade that

Figure 2. Data availability map of global indicator 4.1.1 (reading or mathematics)
NO SE FI
EE
(a) in Grade 2 or 3 IS NO SEDKFI LV
IE GB NL DEEEPL LT BY RU
IS DKFR BE CHLVCZ SK UA MD KZ MN
PT
NLES PLLULTSIBYAT HU RO RU AM GE UZ KG CN KP
DEAD JP
SDG Region IE GB
CA IT HR BA RS BG TR SY IQ AZ TM TJ BT KR
Central and Southern Asia FR BE CH CZ SK UA MD KZ MN
US MT ME AL MK JO KW IR PK AF BD MM
SDG Region Eastern and South−Eastern Asia MX CU BS GR LB SA BH IN NP LA VN
Europe and
Central and Southern North America
Asia GT BZ JM HT DO AG CY IL QA AE TH KH
Latin America and the Caribbean SV HN KN LC MA DZ TN LY EG PS YE OM LK MY PH
Eastern and South−Eastern Asia MX CU BS GR LB SA BH IN NP LA VN
NI VC BB MRGM SN ML NE SD BN
Northern
Europe and North Africa and Western Asia
America GT BZ JM HT DO AG CY IL QA AE TH KH
CR DM GW SL BF TD SS ER DJ MV SG ID
Latin AmericaOceania
and the Caribbean SV HN KN LC
PA GD
MA DZ TN LY EG PS YE OM
GN LR GH TG BJ CF ET SO
LK MY PH
TL
Sub−Saharan Africa NI BB VE TT MRGMCV
VC CO SN MLCI
NENG
SDCM CD UG KE BN MH
Northern Africa and Western Asia
Data not available CR DM EC GY GW SL BFST
TD SSGQ
ER DJBI RW TZ MV
CG SG ID PW FM
Oceania
PA GN LR GH TG BJAO
GD PE BO SR BR CF ET
GA SO
MW MZ SC TL PG NR KI
Sub−Saharan Africa CO VE TT CV CI NG CM CD UG KE MH
Data not available EC GY CL ST GQ CG BI RW TZ
NA SZ LS MG PW FM
AU VU FJ TO
PE BO SR BR AR AO GAMWMZ SC
ZA MU PG NR KI CK
NZ
AR ZA MU CK
(b) at the end of primary NO SE FINO SE FI NZ
EE EE
IS IS DK LV
DK LV
IE GB IE GB
NL DE PLNL BYPL LT BY
LTDE RU RU
FR BE CHFR SKCH
CZBE UACZ
MDSK UA MD KZ MNKZ MN
LU ES
PT ES AD PT ATLU
SI AD ROAT HU ROAM GE UZ
HUSI AM KG CNKG
GE UZ KPCN KP
JP JP
SDG Region CA IT HR BA RS BG TR SY IQ AZ TM TJ BT KR
Central and Southern Asia US MT ME AL MK JO KW IR PK AF BD MM
Europe and North America GT BZ JMSV DO AG
HTHN KN LC CYLYILEGQA AE
MA DZ TN PS YE OM TH KHMY
LK PH
Latin America and the Caribbean SV HN KN LC
NI VC BB MA DZ MR LYSN
TNGM EGML NE
PSSDYE OM LK MY PHBN
NI VC BB
CR DMMR GM SNGW
MLSL
NEBF
SDTD SS ER DJ MV BNSG ID
CR DM
PA GDGW SL BF GN
TDLR
SSGH DJBJ CF ET SOMV
ERTG SG ID TL
Oceania
PA GD CO VE TTGN LR GH BJNG
CV TG CI ETCD
CFCM SOUG KE TL MH
Sub−Saharan Africa CO VE TT EC GYCV CI NG ST
CM CDGQ KEBI RW TZ
UGCG PW FM
MH
Data not available EC GY PE BO SRST
BR GQ CG BIAO
RWGA
TZMWMZ SC PW FMPG NR KI
PY UY ZM BW ZW KM SB TV WS
AR ZA MU CK
NZ
AR ZA MU CK
(c) at the end of lower secondary NO SE FI
NZ
EE
NO SE FI
IS DK LV
EE
IS DK LV
SDG Region FR BE CH CZ SK UA MD KZ MN
CA ESBA
ITPTHR LU BG
ADRS SI TR IQ AZ TM
SYRO
AT HU AM GEBT
TJ UZKR
KG CN KP JP
Central and Southern Asia
US CA MT IT MK
ME AL HR BA KWBG
JO RS AFIQBD
PKSY
IR TR AZMM
TM TJ BT KR
Eastern and South−Eastern Asia MX CU BS
US MTGR LB AL
ME BHJO KW
SAMK INIRNP
PK AFLA
BDVN
MM
Europe and North America GT BZ MXDO AG CU BS
JM HT CY IL GR
QA AELB SA BH INKH
TH NP LA VN
SV HN GTKN
BZ LC JM HT DO AG MA DZ TN LY EG OMIL QA
PS YECY LKAE MY TH KH
PH
Latin America and the Caribbean
NI SV HN VC BB KN LC MASD
MRGM SN ML NE DZ TN LY EG PS YE OM LKBN MY PH
Northern Africa and Western Asia NI VC BB MR GM SN ML NE SD BN
Oceania CR DM GW SL BF TD SS ER DJ MV SG ID
PA GD GN LR GH TG BJ CF ET SO TL
Sub−Saharan Africa PA GD GN LR GH TG BJ CF ET SO TL
Data not available EC GY ST GQ CG BI RW TZ PW FM
PE BO SR BR PE BO SR BR AO GAMWMZ SC MZ
AO GAMW SC PG NR PG
KI NR KI
PY UY PY UY ZM BWZW ZM BW
KMZW KM SB TV WS
SB TV WS
CL CL NA SZ LS NA MG
SZ LS MG AU AU FJ TO
VU VU FJ TO
AR AR ZA MU
ZA MU CK CK
Source: UNESCO Institute for Statistics (UIS) NZ NZ
are considered relevant for national policymakers; One of the UIS initiatives to induce international
and (ii) cross-national initiatives (either regional or collaboration in the development of large-scale
international) administered in a number of countries, assessments is the Global Alliance to Monitor Learning
based on a commonly agreed framework, following (GAML). This initiative is designed to improve learning
similar procedures yielding comparable data on outcomes by supporting national strategies for
learning outcomes. learning assessments and developing internationally
comparable indicators and methodological tools to
Household-based learning assessments can measure the progress towards key targets of SDG 4.
be used to target populations that may or may Through a highly collaborative approach, GAML brings
not be enrolled in or attending school. These together a broad range of stakeholders, including
include any household surveys that contain an experts and decisionmakers involved in national and
assessment component in their data collection. cross-national learning assessment initiatives, as well
A particular case within this last category is citizen- as donors and civil society.
led assessments originating in non-governmental
organizations or think tanks where the objective is How can my country calculate this indicator?
to exert pressure on governments for accountability Several regions have implemented projects
and to engage citizens. Considering that they are and mechanisms to collect data or harmonise
household-based, such assessments can “capture” standards for national assessments (see Chapter
the skills of children regardless of whether they are 3). An important cross-national initiative in the area
enrolled in school or not. of household-based assessment is the People’s
Figure 3. An overview of assessment options
NO FI
SE FI
NOSE
EE
EE
IS
IS DK
DK LV
LV
IE GB
IE GB NLDE
NL DEPL
PL LT BY
LT BY RU
RU
FR BECH
FRBE CHCZ
CZSK MD
UAMD
SKUA KZMN
KZ MN
PT ESAD
PT ES LU SI
ADLU ATHU
SI AT RO
HURO AMGE
AM UZKG
GEUZ CNKP
KGCN KP JP
JP
SDG Region
CA
CA IT HRBA
IT HR BARS BGTR
RSBG TRSY
SY IQ AZTM
IQ AZ TMTJ BTKR
TJBT KR
US
US MT
MT MEAL
ME MKJO
ALMK KWIR
JOKW PKAF
IR PK BDMM
AFBD MM
Eastern and South−Eastern Asia MX
MX CU
CU BS
BS GR
GR LB SABH
LBSA BH IN NP
IN NP LA
LAVN
VN
Europe and North America
Northern America GT
GT BZ
BZ JM
JM HT DOAG
HTDO AG CY
CY ILIL QA
QAAE
AE THKH
TH KH
Latin America and the Caribbean SV
SV HN
HN KN
KN LC
LC MADZ
MA DZTN LY EG
TN LY EG PS
PSYE
YEOM
OM LK
LK MY
MY PH
PH
NI
NI VC BB
VC BB MR
MRGM SNML
GMSN MLNE
NESD
SD BN
BN
CR
CR DM
DM SL BF
GWSL
GW BFTD SSER
TDSS ERDJ
DJ MV
MV SG
SGID
ID
Oceania
PA
PA GD
GD GNLR
GN LRGH TG BJ
GHTG BJ CF
CFET
ETSO
SO TL
TL
Sub−Saharan Africa CO
COVE
VE TT
TT CV
CV CI NGCM
CI NG CMCD UGKE
CDUG KE MH
MH
Data not available
Available EC
ECGY
GY ST
ST GQ CG BI
GQCG BIRW
RWTZ
TZ PWFM
PW FM
PE BO
PE SRBR
BOSR BR AO GAMW
AOGA MWMZ
MZ SC
SC PGNR
PG NRKI
KI
PY
PY UY
UY ZMBW
ZM ZW KM
BWZW KM SB
SBTV
TVWS
WS
CL
CL NA LS MG
SZ LS
NASZ MG AU
AU VUFJ
VU FJTO
TO
AR
AR ZA
ZA MU
MU CK
CK
NZ
NZ

Figure 4. Assessment types and sources of data
Action for Learning Network (PAL Network).3 reading and numeracy competencies. The SDG 4
Present in 13 countries across three continents of Data Digest 2018: Data to Nurture Learning,
the global south, the PAL Network supports the published by the UIS, provides a very detailed
administration of citizen-led assessments of basic discussion of the current strategies in place to
measure learning outcomes in the context of the
3 https://palnetwork.org SDG 4.
Figure 5. Minimum proficiency levels for mathematics
How can my country report this indicator? ■■ Test-based linking: students take two assessments
Countries may report data produced by international, (international and regional) and their results from
regional or national assessments. Figure 4 outlines both tests are aligned in such a way that a link can
the different types of assessments and possible be established between regional assessments
sources and methods used to report on this conducted at the primary level and the Trends
indicator. in International Mathematics and Science Study
(TIMSS) and Progress in International Reading
Minimum proficiency levels Literacy Study (PIRLS) International Benchmarks
Considering the multiplicity of existing sources for numeracy and literacy.
used to generate data for this indicator, it is crucial
to guarantee minimal standards of quality and ■■ Item-based linking: a statistical method that
comparability in order to monitor adequately the relies on common assessment items given
proportion of students achieving the minimum to different students, which are then used to
proficiency level (see Definition, above). Figure 5 calibrate the level of difficulty of items that are
shows how the definition for these minimum levels not in common. By ordering them according
can vary among some regional and international to level of difficulty, the data compared from
assessments. different tests allow for the construction of a
single scale for each domain.
In this context, GAML and the TCG have been
working on a common protocol for countries to ■■ Pedagogical calibration: operationally, for each
report data on this global indicator allowing for the assessment (national or international) a group
methodological flexibility of these assessments but of eight to ten subject matter experts convene
ensuring alignment and comparability. This can be and provide individual and independent
achieved by linking the minimum proficiency levels of judgements about each item on the
different assessments. Figure 6 presents three main assessment test to define alignment and set
strategies associated with this protocol. initial cut scores based on their understanding
Figure 6. Solutions for producing comparable data from different assessments

of proficiency level indicators and experience Figure 7. Decision Tree for sourcing of data
within the student populations.
Decision Tree for sourcing of data

Until the process of equating international, regional
and national assessments is produced, it is
important to use only one source of information
so that progress can be tracked on a comparable
basis. The restriction is one level and domain that
should be maintained across years. A country could
have different reporting sources for a given year
for different levels. For instance, the same country
could report TERCE results for primary and PISA
results for secondary.
Figure 7 outlines the interim strategy for reporting

based on countries’ data availability. Source: UNESCO Institute for Statistics (UIS)
To report on SDG Indicator 4.1.1 using national

assessments, countries must ensure compliance For more information about international reporting
with the following main components: for this global indicator, consult the following UIS
publications:
■■ Use of item response theory;
■■ Manual of Good Practices in Learning
■■ Presentation of results as a percentage of Assessment4
students by proficiency levels;
■■ Quick Guide: Making the Case for a Learning
■■ Alignment of the proficiency level descriptor Assessment5
with the global minimum proficiency level;
■■ Quick Guide: Implementing a National Learning
■■ Content of the NLA must sufficiently cover the Assessment6
Global Content Framework for the relevant
domain – reading and/or mathematics (the ■■ Procedural Alignment Tool7
content alignment tool allows for this mapping);
4 http://uis.unesco.org/sites/default/files/documents/principles-
■■ The NLA complies with the minimum level of good good-practice-learning-assessments-2017-en.pdf
5 http://uis.unesco.org/sites/default/files/documents/quick-guide2-
practices (e.g. procedural alignment tool); and
making-case-learning-assessments-2018-en_2.pdf
6 http://uis.unesco.org/sites/default/files/documents/quick-guide-3-
■■ Footnotes are added to the data points (e.g. implementing-national-learning-assessment.pdf
7 http://gaml.uis.unesco.org/wp-content/uploads/sites/2/2018/10/
name of the national assessment, minimum
GAML5_4.1.1_02-Procedure-Alignment-Tool_Working-Paper-for-
proficiency level and grade). Endorsement-FINAL.pdf
4.2.1 Proportion of children under 5 years Cluster Survey (MICS). These domains are
of age who are developmentally on track operationally defined as follows:
in health, learning and psychosocial well-
being, by sex ■■ Literacy-numeracy: Children are identified as
being developmentally on track if they can do
Definition: at least two of the following: identify/name at
This indicator aims to measure several complex least ten letters of the alphabet; read at least
concepts related to the quality of care and four simple, popular words; and/or know
education, access to programmes and child the name and recognise the symbols of all
development and learning at the start of school. numbers from 1 to 10.
It is expected that by the end of 2019, the Inter-
Agency and Expert Group on SDG Indicators will ■■ Physical: If the child can pick up a small object
approve a common methodology for this indicator. with two fingers, like a stick or rock from the
For the time being, the indicator is defined as the ground, and/or the mother/primary caregiver
percentage of children aged 36 to 59 months who does not indicate that the child is sometimes
are developmentally on-track in at least three of the too sick to play, then the child is regarded as
following four domains: literacy-numeracy, physical, being developmentally on track in the physical
socio-emotional and learning. domain.
The domains included in this indicator and currently ■■ Social-emotional: The child is considered
being used as a proxy for reporting on SDG developmentally on track if two of the following
Indicator 4.2.1 come from the Early Childhood are true: The child gets along well with other
Development Index (ECDI) of the Multiple Indicator children; the child does not kick, bite or hit other
Figure 8. Data availability map of global indicator 4.2.1 (2010-2019)

NO SE FI
EE
IS DK LV
SDG Region
Europe and North America GT BZ JM HT DO AG CY IL QA AE TH KH
Oceania
AR ZA MU CK
NZ

children; and the child does not get distracted the ECDI) in low- and middle-income countries since
easily. around 2010. Many of the individual items included in
the ECDI are collected through other mechanisms in
■■ Learning: If the child follows simple directions high-income (OECD) countries as well.
on how to do something correctly and/or when
given something to do, and is able to do it Figure 9 shows the distribution of countries’ values
independently, then the child is considered to be for this indicator using the latest year available since
developmentally on track in the learning domain. 2010. The indicator varies from 32% to 97% among
countries with available data, and half of them have
Which countries already have data for this more than 75% of children who are developmentally
indicator? on track following the current operational definition
Countries gather data on children’s developmental of the indicator.
status through household surveys such as
UNICEF-supported MICS or demographic and How can my country calculate this indicator?
health surveys. In high-income countries some of UNICEF assists countries in collecting and
the individual items included in the ECDI may be analysing data in order to fill data gaps for
collected through other mechanisms (such as other monitoring the situation of children and women
surveys or administrative records). through its international household survey initiative,
the MICS. For the fourth round of MICS (MICS 4),
How are countries calculating this indicator? data collection was expanded to incorporate all
Household surveys such as UNICEF-supported MICS four domains that comprise the current operational
have been collecting data on this indicator (through definition for this indicator.
Figure 9. Distribution of indicator 4.2.1 among countries (2010-2019)
10
Number of countries
Median
0 25 50 75 100
Indicator value
As of 2018, UNICEF launched a new country monitoring framework. Therefore, countries
consultation process with national authorities participating in assessments administered by
on selected child-related global SDG indicators these organizations do not need to complete any
as custodian or co-custodian to meet emerging additional survey to report data to the UIS.
standards and guidelines on data flows for global
reporting of SDG indicators. This consultation 4.2.2 Participation rate in organized learning
placed a strong emphasis on technical rigour, (one year before the official primary entry
country ownership and use of official data and age), by sex
statistics. The consultation process solicited
feedback directly from national statistical offices, Definition:
as well as other government agencies responsible The participation rate in organized learning (one
for official statistics, on the compilation of the year before the official primary entry age) is defined
indicators, including the data sources used, and as the percentage of children of a given age who
the application of internationally agreed definitions, participate in one or more organized learning
classifications and methodologies to obtain the programmes, including programmes that offer a
data. combination of education and care. Participation
in early childhood and in primary education
How can my country report this indicator? are both included. The age will vary by country
The UIS has established direct collaborations depending on the official age for entry into primary
with international organizations that are running education.
assessments related to this indicator. These
organizations send countries’ data to the UIS An organized learning programme is one that
following the standards and procedures of the consists of a coherent set or sequence of
NO SE FI
EE
IS DK LV
SDG Region
Oceania
AR ZA MU CK
NZ

educational activities designed with the intention How are countries calculating this indicator?
of achieving predetermined learning outcomes or The UIS produces time series based on enrolment
the accomplishment of a specific set of educational data reported by ministries of education or
tasks. Early childhood and primary education national statistical offices and population estimates
programmes are examples of organized learning produced by the UN Population Division. Enrolment
programmes. data are collected through the annual UIS Survey
of Formal Education.
Early childhood and primary education are defined
in the 2011 revision of the International Standard Countries usually report administrative data from
Classification of Education (ISCED 2011). Early schools and other centres of organized learning or
childhood education is typically designed with a data from household surveys on enrolment by single
holistic approach to support children’s early cognitive, year of age. In addition, countries report figures from
physical, social and emotional development and to population censuses and surveys for population
introduce young children to organized instruction estimates by single year of age. Finally, administrative
outside the family context. Primary education offers data from ministries of education on the official
learning and educational activities designed to provide entrance age to primary education are reported
students with fundamental skills in reading, writing according to the levels of education defined in ISCED
and mathematics and establish a solid foundation to ensure international comparability of the resulting
for learning and understanding within core areas of indicators. The indicator can also be calculated from
knowledge and personal development. It focuses on household surveys and population censuses that
learning at a basic level of complexity with little, if any, collect data on attendance in early childhood and
specialisation. primary education by single year of age.
The official primary entry age is the age at which Figure 11 shows the distribution of the countries’
children should start educational level 1 of the values for this indicator using the latest year
International Standard Classification of Education available since 2010. The indicator varies from
(ISCED Level 1). Where more than one age is 10% to 99% among countries with available data,
specified, for example, in different parts of a and in half of them more than 87% of children one
country, the most common official entry age (i.e. year before the official primary entry age participate
the age at which most children in the country are in organized learning.
expected to start primary) is used for the calculation
of this indicator at the global level. How can my country calculate this indicator?
As participation data are widely regarded as a
Which countries already have data for this primary tool for education planning, almost all
indicator? countries conduct regular data collections on
Indicator 4.2.2 is among the global indicators enrolment and regular censuses. However, there
with the best coverage. This is due to the existing are still some gaps in relation to international
country-level capacity to collect administrative data reporting. This may be due to the lack of
on enrolment in formal education. In addition, the articulation between the national agencies
cooperation between national governments and responsible for collecting administrative data
the UIS for data on enrolment is well established. on enrolment and agencies providing data on
population estimates. In addition, international ■■ UIS Survey of Formal Education: designed
reporting requires some work from countries to to collect internationally comparable data on
ensure that the national data meet a minimal formal education at the early childhood, primary,
quality standard for international comparison. The secondary and post-secondary non-tertiary
UIS has developed a series of tools and strategies levels. The survey is administered every year and
to help national statistical offices and ministries its data form a central part of the database of
deal with and overcome challenges related to data education statistics maintained by the UIS.8
quality. The 2017 UIS Data Digest (The Quality
Factor: Strengthening National Data to Monitor ■■ UOE Data Collection on Formal Education:
Sustainable Development Goal 4) describes administered jointly by the UIS, the
these strategies, focusing on data quality as the Organisation for Economic Co-operation and
foundation for an effective SDG 4 monitoring Development (OECD), and the European
framework. Statistical Office (EUROSTAT). Countries
participating in the UOE data collection
How can my country report this indicator? cooperate to gather the information, to develop
The UIS works regularly with national statistical and apply common definitions and criteria for
offices and statistical units within ministries of quality control and the verification of data.9
education to gather information on participation in
8 http://uis.unesco.org/en/uis-questionnaires
education. The data for indicator 4.2.2 are collected
9 http://uis.unesco.org/sites/default/files/documents/uoe-data-
by the UIS via two mechanisms: collection-manual-2019-en.pdf
30
Median
Number of countries
20
10
0
0 25 50 75 100
Indicator value

4.3.1 Participation rate of youth and adults employment and part-time participation in the regular
in formal and non-formal education and school and university system.
training in the previous 12 months, by sex
Non-formal education and training is defined as
Definition: any organized and sustained learning activities
Percentage of youth and adults in a given age that do not correspond exactly to the above
range (e.g. 15 to 24 years, 25 to 64 years, etc.) definition of formal education. Non-formal
participating in formal or non-formal education education may therefore take place both within
or training in a given time period (e.g. last 12 and outside educational institutions and cater
months). to people of all ages. Depending on national
contexts, it may cover educational programmes
Formal education and training is defined as to impart adult literacy, life skills, work skills and
education provided by the system of schools, general culture.
colleges, universities and other formal educational
institutions that normally constitutes a continuous Which countries already have data for this
ladder of full-time education for children and indicator?
young people, generally beginning at the age of The following chart presents countries that are
5 to 7 and continuing to up to 20 or 25 years old. providing data for indicator 4.3.1 by region. Those
In some countries, the upper parts of this ladder countries in grey do not have data in the international
are organized programmes of joint part-time database from 2010 to 2019.
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How are countries calculating this indicator? or non-formal education and training within the
Most countries providing data for indicator 4.3.1 are previous 12 months.
European countries, as one of the main international
data sources is the European Adult Education How can my country calculate this indicator?
Survey (AES). Other relevant sources for this
indicator are the OECD’s Survey of Adult Skills in its Household surveys
Programme for the International Assessment of Adult For countries that do not participate in these
Competencies (PIAAC) and the ILO School-to-Work comparative surveys, a potential data source is the
Transition Survey (SWTS). official national household survey. Most UN Member
States administer regular household surveys that
In these projects, a nationally representative sample are representative of the national adult population.
of youth and adults is asked whether they have However, there are two main challenges related
participated in formal and non-formal education and to the use of these data: first, the establishment
training in the previous 12 months. The question has of a common period of reference as national data
the following wording in the AES: collections differ substantially in this aspect, varying
from “last week” to an undefined period of time.
During the last 12 months, that is since <<month, Secondly, the types of non-formal education and
year>> have you been a student or apprentice in training programmes that are included also varies
formal education or training? [1] Yes [2] No considerably among countries, posing a challenge
to comparability.
During the last 12 months, have you participated in
any of the following activities – completed or ongoing The TCG has developed a set of questions that
– with the intention to improve knowledge or skills can provide appropriate data for the indicator
in any area (including hobbies) either in leisure time (see Appendix A). This set of questions, as
or in working time? a) Courses, b) Workshops and proposed by the TCG, can also generate data for
Seminars, c) Guided on-the-job training, d) Private thematic indicators 4.3.3 (technical and vocational
lessons? [1] Yes [2] No education) and 4.6.3 (literacy programmes). Based
on language already tested in comparative surveys,
To calculate indicator 4.3.1, the participating these items could be added to the questionnaire
countries use data from these two questions either as part of the regular data collection or as
combined with information regarding age and additional questions administered on a less regular
gender. The final indicator is the percentage of basis. Costa Rica, for instance, collects information
affirmative answers for participation in education and on participation in formal and non-formal education
training for each gender/age group. and training in its regular labour force survey.
Figure 13 shows the distribution of countries’ Administrative data

values for this indicator using the latest year The information required for the monitoring of
available since 2010. The indicator varies from 0% target 4.3 can also be collected via administrative
to 74% among countries with available data, and data sources. Almost all countries collect data on
in half of them less than 10% of the population enrolment in formal education and training courses.
aged 15 years and above participated in formal Some countries also produce data on enrolment

Number of countries
15
10
Median
5
0
0 25 50 75 100
Indicator value
from non-formal education and training. The total Therefore, without a very organized data
number of youth and adults participating in these structure based on a unique identification of
courses divided by the total number of youth and individuals, it is probable that statistics regarding
adults in the population provide the participation rate participation in non-formal education and training
in formal and non-formal education and training. based on administrative data will certainly result
in data duplication, i.e. estimating a higher level
In this sense, administrative data may offer an of participation than participants. Consequently,
alternative source to the calculation of indicator a national household survey is the preferable
4.3.1. However, it is important to emphasise that source for the international comparison of
this strategy is generally more affected by quality indicator 4.3.1.
issues such as duplication and poor coverage.
The scope of non-formal education and training is How can my country report this indicator?
so wide (short distance learning courses, seminars The UIS works directly with international organizations
and workshops, on-the-job training, etc.) that that are administering data collections related to this
it is not feasible to expect full coverage using indicator. These organizations send countries’ data
administrative data. The heterogeneity, multiplicity to the UIS following the standards and procedures
and ever-changing nature of non-formal education of the monitoring framework. Therefore, countries
and training is a challenge for established participating in relevant projects administered by these
standardised information systems based on organizations do not need to complete any additional
administrative data. surveys to report data to the UIS.
4.4.1. Proportion of youth/adults with ■■ Using basic arithmetic formulas in a spreadsheet;
information and communications
technology (ICT) skills, by type of skill ■■ Connecting and installing new devices (e.g.
modem, camera, printer);
Definition:
Percentage of youth (aged 15-24 years) and adults ■■ Finding, downloading, installing and configuring
(aged 15 years and above) that have undertaken software;
certain computer-related activities in a given time
period (e.g. last three months). ■■ Creating electronic presentations with
presentation software (including text, images,
Computer-related activities to measure ICT skills sound, video or charts);
include:
■■ Transferring files between a computer and
■■ Copying or moving a file or folder; other devices; and
■■ Using copy and paste tools to duplicate or ■■ Writing a computer program using a specialised
move information within a document; programming language.
■■ Sending e-mails with attached files (e.g. A computer refers to a desktop computer, a laptop
document, picture, video); (portable) computer or a tablet (or similar handheld
Figure 14. Data availability map of global indicator 4.4.1 “copying or moving a file or folder” (2010-2019)
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device). It does not include equipment with some Figure 15 shows the distribution of the countries’
embedded computing abilities, such as smart TV values for this indicator using the latest year available
sets or mobile phones. since 2010. The indicator varies from 4% to 92%
among countries with available data, and in half
Which countries already have data for this of them more than 54% of the youth and adult
indicator? population declared that they have copied or moved
Figure 14 presents countries that are providing a file or folder using a computer.
data for indicator 4.4.1 by region. Countries in
grey do not have data in the international database How can my country calculate this indicator?
for the 2010 to 2019 period.
Household surveys
How are countries calculating this indicator? Most countries currently providing data for this
Currently, countries with data available for this indicator included the relevant questions in a
indicator administer national surveys with questions nationally representative household survey. The
based on the methodology adopted by the interview follows the same method of conventional
International Telecommunications Union (ITU) to social surveys based on self declaration, i.e. it does
assess ICT skills. Eurostat organizes the data not require a direct assessment of skills.
collection for 32 European countries, and the ITU is
responsible for standardising the data collection in School surveys
other countries. For countries that do not yet administer a
representative household survey with similar
In these surveys, respondents who have used a questions, indicator 4.4.1 could also initially use
computer (desktop, laptop, tablet or similar) in school surveys as a proxy source. The relevant
the last 3 to 12 months, are asked the following questions regarding use of computer and computer-
questions: 10
related activities can be included in regular school
surveys or questionnaires associated with learning
Have you used a computer (desktop, laptop, tablet assessments and provide information for the youth
or similar device) from any location in the last three population attending schools. This solution may be
months? more feasible for countries in the short term due
to the comparatively low cost of having additional
Which of the following computer-related activities questions in a national learning assessment in
have you carried out in the last three months? relation to a household survey. However, school
surveys cannot be used as an official source for
These questions are followed by each of the international comparison as the indicator seeks to
activities described in the definition of the indicator. provide an assessment for the entire youth and adult
The respondents declare whether they have or have population, those who attend schools and those
not carried out each one of them. These answers are who are out of school.
then combined with information about age.
How can my country report this indicator?
The UIS works directly with the International
10 International Telecommunication Union (2014). Manual for
Measuring ICT Access and Use by Households and Individuals. Telecommunications Union (ITU) as co-custodian
Figure 15. Distribution of indicator 4.4.1 (“copying or moving a file or folder”) among countries (2010-2019)
10
Number of countries
Median
5
0
0 25 50 75 100
Indicator value
agencies. The ITU collects data on access to group. Typically, the group more likely to be
and use of ICTs by households and individuals. disadvantaged is in the numerator. A parity index
These data are collected annually through two of exactly 1 means that the indicator values of
questionnaires sent to national statistical offices.11 the two groups are identical, while by convention,
values between 0.97 and 1.03 are interpreted to
4.5.1 Parity indices (female/male, rural/ reflect parity between the two groups.
urban, bottom/top wealth quintiles
and others such as disability status, Which countries already have data for this
indigenous peoples and the conflict- indicator?
affected, as data become available) for all Using indicator 4.1.1b as a reference, Figure 16
education indicators on this list that can be shows the data availability for different parity indices.
disaggregated Considering that existing internationally comparable
data on learning outcomes are produced by specific
Definition: cross-national projects, the availability is dependent
Parity indices require data for specific groups of on the presence of specific questions about students’
interest. They represent the ratio of the indicator characteristics. For instance, the immigration parity
value for one group to the value for another index is available for countries participating in the Latin
American Laboratory for Assessment of the Quality of
11 https://www.itu.int/en/ITU-D/Statistics/Pages/datacollection/
default.aspx Education (LLECE) for which assessments do include

questions on immigration. The figure also indicates 4.6.1 Proportion of population in a given
that there is a large proportion of countries for which age group achieving at least a fixed level
the data cannot be disaggregated by urban or rural of proficiency in functional (a) literacy and
(location parity index) or socioeconomic status (SES (b) numeracy skills, by sex
parity index).
Definition:
How are countries calculating this indicator? The percentage of youth (aged 15 to 24 years)
The gender parity index (GPI), for instance, and of adults (aged 15 years and above) who have
represents the ratio of the indicator value for girls achieved or exceeded a given level of proficiency in
to the value for boys. Therefore, the GPI for 4.1.1b (a) literacy and (b) numeracy. The fixed or minimum
results from the division of the indicator’s value level of proficiency will be measured relative to literacy
among girls by the value among boys. A value and numeracy scales defined according to national,
between 0.97 and 1.03 would reflect gender parity, regional and international learning assessments.
while values below 0.97 show an advantage for boys
and values above 1.03 reflect an advantage for girls. The fixed level of proficiency is the minimum
benchmark of basic knowledge in a domain
The sources for parity indices are the very indicators (literacy or numeracy) measured through learning
calculated for each of the other targets. However, assessments. Currently, no common standards
not all data used by the global and thematic to determine the fixed level of proficiency have
indicators allow the types of disaggregation required been validated by the international community or
for the calculation of the parity indices. countries. The indicator shows data published by
Figure 16. Data availability map of parity indices for indicator 4.1.1b – mathematics at the end of primary (2010-
2019)
Gender parity index

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Figure 16 (cont.). Data availability map of parity indices for indicator 4.1.1b – mathematics at the end of primary
(2010-2019)
Immigration parity index
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Location parity index
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EE
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NZ
SES parity index
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NZ

each of the agencies and organizations specialised Competencies (PIAAC) and the World Bank’s Skills
in cross-national household-based assessment Towards Employment and Productivity (STEP).
surveys of youth and adult populations.
The administration of these surveys involves a
The concepts of functional literacy and functional direct assessment of the respondents’ literacy and
numeracy are based on the UNESCO definitions, numeracy skills. Participants in PIAAC, for instance,
which cover a continuum of proficiency levels can take either a computer or a paper-based test
rather than a dichotomy. A person is functionally comprising a series of tasks designed to resemble
literate if they can engage in all those activities activities that an individual would normally carry out
in which literacy is required for the effective in everyday life. The results of this test provide an
functioning of their group and community, and assessment of the literacy and numeracy proficiency
enables them to continue to use reading, writing level of the respondents. Both PIAAC and STEP
and calculation for their own and the community’s surveys can be put on a common scale as they are
development. linked psychometrically by design.
How are countries calculating this indicator? Figure 18 shows the distribution of the countries’
Data for this indicator are collected through literacy values for this indicator using the latest year available
and numeracy assessment surveys among youth since 2010. The indicator varies from 46% to 99%
and adult populations. Several countries report among countries with available data, and in half
data based on cross-national projects such as the of them more than 84% of the youth and adult
OECD’s Survey of Adult Skills in its Programme population have achieved or exceeded a minimum
for the International Assessment of Adult level of proficiency in literacy.
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How can my country calculate this indicator? El Salvador, Jordan, Lao PDR, Mongolia, Morocco,
Niger, Palestine, Paraguay and Viet Nam. While
Household surveys the testing demonstrated the value of the LAMP
For operational reasons, literacy levels have often methodological approach, it also highlighted the
been monitored in very limited terms, such as the challenges of implementing assessments across
ability to read and write a simple statement. This a range of diverse locations and linguistic settings.
is usually done using the following dichotomous Based on this experience, the UIS has created Mini-
question in household surveys: “Do you know LAMP, which can be adapted to meet specific needs
how to read and write?” However, this approach of countries.
does not adequately encompass the complexity of
literacy and numeracy. How can my country report this indicator?
The UIS works directly with international
As an alternative method for collecting comparable organizations that are administering data
data in literacy and numeracy skills, the UIS has collections related to this indicator. These
developed a shorter version of its Literacy Assessment organizations send countries’ data to the UIS
and Monitoring Programme (LAMP). The original following the standards and procedures of the
LAMP was developed by the UIS to respond to the monitoring framework. Therefore, countries
pressing need to measure literacy and numeracy. participating in relevant projects administered
It provides a sound methodology and tools to by these organizations do not need to complete
help countries, especially low- and middle-income any additional survey to report data to the UIS.
countries, to monitor and improve literacy skills. LAMP Countries that are not involved in such projects
was field-tested in ten countries: Afghanistan, can also take part in the UIS Mini-LAMP, which
Figure 18. Distribution of indicator 4.6.1 (literacy) among countries (2010-2019)

Median
10
Number of countries
0
0 25 50 75 100
Indicator value

Figure 19. Strategies to assess literacy and numeracy for indicator 4.6.1
is designed to enable countries to reduce the (GCED) and education for sustainable development
operational and technical costs associated with (ESD), including climate change education, human
learning assessments and at the same time rights and gender equality, in their education
produce reliable and comparable data. 12
systems, specifically in policies, curricula, teacher
education and student assessments. It seeks to
As previously noted, there is no common assess the quantity and quality of country inputs
definition of a “fixed level of proficiency” for as well as whether the quality of GCED and ESD
functional literacy and numeracy; this poses provision is adequate to fulfil their transformational
a challenge for global measurement and potential.
monitoring. Therefore, until a common definition
is reached, the definition adopted for the The indicator is intended to go beyond the level
countries with available data depends on the of “existence” or “mentioning” of GCED and ESD
characteristics of each literacy assessment and in policy, curricula, teacher education and student
may differ among them. assessment.
4.7.1 Extent to which (i) global citizenship ESD empowers learners to take informed decisions
education and (ii) education for sustainable and responsible actions for environmental integrity,
development, including gender equality economic viability and a just society, for present and
and human rights, are mainstreamed at all future generations, while respecting cultural diversity.
levels in: (a) national education policies It is about lifelong learning and is an integral part of
(b) curricula (c) teacher education and quality education.
(d) student assessments
GCED nurtures respect for all, building a sense
Definition: of belonging to a common humanity and helping
This indicator measures the extent to which learners become responsible and active global
countries mainstream global citizenship education citizens. GCED aims to empower learners to assume
active roles to face and resolve global challenges
12 More information about the UIS Mini-LAMP can be obtained on
and to become proactive contributors to a more
the UIS website or in the following link http://uis.unesco.org/sites/
default/files/documents/uis_minilamp_brochure_v5web.pdf peaceful, tolerant, inclusive and secure world.
The methodology of this indicator is still being machine, digital TV, etc.). Access can be via a
developed and no data are currently available. fixed narrowband, fixed broadband or mobile
However, some thematic indicators already provide network.
information about the progress on target 4.7 (see
Chapter 2). ■■ Computers for pedagogical use: Use of
computers to support course delivery or
4.a.1 Proportion of schools with access independent teaching and learning needs.
to: (a) electricity; (b) the Internet for This may include activities using computers
pedagogical purposes; (c) computers or the Internet to meet information
for pedagogical purposes; (d) adapted needs for research purposes; developing
infrastructure and materials for students presentations; performing hands-on
with disabilities; (e) basic drinking water; exercises and experiments; sharing
(f) single-sex basic sanitation facilities; and information, and participating in online
(g) basic handwashing facilities (as per the discussion forums for educational purposes.
WASH indicator definitions) A computer is a programmable electronic
device that can store, retrieve and process
Definition: data, as well as share information in a
Percentage of schools by level of education highly structured manner. It performs high-
(primary, lower secondary and upper secondary speed mathematical or logical operations
education) with access to the given facility or according to a set of instructions or
service. algorithms. Computers include the following
types:
■■ Electricity: Regularly and readily available
sources of power (e.g. grid/mains connection, • A desktop computer usually remains fixed
wind, water, solar and fuel-powered generator, in one place; normally the user is placed in
etc.) that enable the adequate and sustainable front of it, behind the keyboard.
use of ICT infrastructure for educational
purposes. • A laptop computer is small enough to carry
and usually enables the same tasks as a
■■ Internet for pedagogical purposes: Internet desktop computer; it includes notebooks
that is available for enhancing teaching and and netbooks but does not include tablets
learning and is accessible by pupils. Internet and similar handheld devices.
is defined as a worldwide interconnected
computer network, which provides pupils • A tablet (or similar handheld computer) is a
access to a number of communication computer that is integrated into a flat touch
services including the World Wide Web and screen, operated by touching the screen
carries e-mail, news, entertainment and data rather than using a physical keyboard.
files, irrespective of the device used (i.e. not
assumed to be only via a computer and thus ■■ Adapted infrastructure is defined as any built
can also be accessed by mobile telephone, environment related to education facilities
tablet, personal digital assistant, games that are accessible to all users, including

those with different types of disability, to be ■■ Basic drinking water is defined as a functional
able to gain access to and exit from them. improved drinking water source on or near
Accessibility includes ease of independent the premises and water points accessible to
approach, entry, evacuation and/or use of a all users during school hours. An improved
building and its services and facilities (such as drinking water source is a water delivery point
water and sanitation), by all of the building’s that by nature of its design protects the water
potential users, with an assurance of individual from external contamination, particularly of
health, safety and welfare during the course of faecal origin. Examples of improved drinking
those activities. water facilities include piped water, protected
wells, tube wells and boreholes, protected
■■ Adapted materials include learning materials springs and rainwater, purchased bottled water
and assistive products that enable students and tanker trucks. Unimproved water sources
and teachers with disabilities/functional include unprotected wells, springs and surface
limitations to access learning and to participate water (e.g. rivers, lakes).
fully in the school environment. Accessible
learning materials include textbooks, ■■ Basic sanitation facilities are defined as
instructional materials, assessments and other functional improved sanitation facilities
materials that are available and provided in separated for males and females on or near
appropriate formats such as audio, braille, sign the premises. Improved sanitation facilities
language and simplified formats that can be include pit latrines with slab, ventilated
used by students and teachers with disabilities/ improved pit latrines, flush toilets, pour flush
functional limitations. toilets or composting toilets. Unimproved
Figure 20. Data availability map of global indicator 4.a.1 – electricity in primary schools (2010-2019)
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facilities include pit latrines without a slab, 4.b.1 Volume of official development
hanging toilets and bucket toilets. assistance flows for scholarships by sector
and type of study
■■ Basic handwashing facilities are defined as
functional handwashing facilities, with soap and Definition:
water available to all girls and boys. Gross disbursements of total official development
assistance (ODA) for scholarships in donor countries
Which countries already have data for this expressed in US dollars at the average annual
indicator? exchange rate.
This indicator has a comparatively high coverage as
it is part of the consolidated UIS Survey of Formal Scholarships are financial aid awards for individual
Education. 13
students and contributions to trainees. The
beneficiary students and trainees are nationals of
How are countries calculating this indicator? developing countries. Financial aid awards include
Countries usually collect information for this bilateral grants to students in institutions of higher
indicator as part of their regular administration education following full-time studies or training
of schools and other providers of education or courses in the donor country.
training. In countries with a highly decentralised
educational system or with a high participation of Which countries already have data for this
the private sector, there may also be challenges indicator?
coordinating different administrative data. In these
cases, it is crucial for the central education authority Figure 21. Data availability map of global indicator
to encourage cooperation among education 4.b.1: Total official flows for scholarships, by
providers in order to have reliable data at the recipient country (constant 2017 US$, millions)
national level.
NO SE FI
How can my country report this indicator? EE
IS DK LV
The UIS works regularly with national statistical IE GB NL DE PL LT BY RU
offices and statistical units within ministries
SDG Region PT ES AD LU SI AT HU RO AM GE UZ KG CN KP JP
of education to gather information on school Central and Southern Asia
infrastructure. The data for indicator 4.a.1 are Europe and North America GT BZ JM HT DO AG CY IL QA AE TH KH
collected through the UIS education survey,

Northern Africa which
and Western Asia
Oceania
is designed to collect internationally comparable
PA
CO VE TT
GD
CV
CI NG CM CD UG KE
TL
MH
data on formal education at the early childhood, No recipient country EC GY

PE BO SR BR
ST GQ CG BI RW TZ
AO GAMWMZ SC
PW FM
PG NR KI
primary, secondary and post-secondary non- PY UY

CL
ZM BWZW
NA SZ LS
KM
MG AU
SB TV WS
VU FJ TO
AR ZA MU CK
tertiary levels. The survey is administered every NZ
year and its data form a central part of the

database of education statistics maintained by the
UIS.
13 http://uis.unesco.org/en/uis-questionnaires

How are countries calculating this indicator? Which countries already have data for this
This indicator is based on administrative data indicator?
provided by donor countries and other aid agencies
regarding gross disbursements of total official Figure 22. Data availability map of global indicator
development assistance to education. Data are 4.c.1 – primary (2010-2019)
compiled by the Development Assistance Committee
NO SE FI
(DAC) of the OECD from returns submitted by its EE
IS DK LV
member countries and other aid providers. IE GB NL DE PL LT BY RU
SDG Region
How can my country report this indicator? Central and Southern Asia
Eastern and South−Eastern Asia
The UIS receives data directly from the OECD, which

is the organization managing data on development

NI
CR
VC BB
DM
MRGM SN ML NE SD
GW SL BF TD SS ER DJ MV SG ID
BN
Oceania
assistance among its member countries.
PA
CO VE TT
GD
CV
CI NG CM CD UG KE
TL
MH
4.c.1 Proportion of teachers in: (a) pre- CL NA SZ LS MG AU VU FJ TO
AR ZA MU CK
primary education; (b) primary education; (c) NZ
lower secondary education; and (d) upper Source: UNESCO Institute for Statistics (UIS)
secondary education who have received

at least the minimum organized teacher
training (e.g. pedagogical training) pre- How are countries calculating this indicator?
service or in-service required for teaching Data for this indicator are collected via administrative
at the relevant level in a given country, by records of teachers in schools and other providers of
sex education and training.
Definition: How can my country report this indicator?

This indicator measures the percentage of teachers by The UIS works regularly with national statistical
level of education taught (pre-primary, primary, lower offices and statistical units within ministries of
secondary and upper secondary education) who have education to gather information on classroom
received at least the minimum organized pedagogical teachers. The data for the indicator 4.c.1 are
teacher training, pre-service and in-service, required collected by the UIS through the UIS Survey of
for teaching at the relevant level in a given country. Formal Education, which is designed to collect
Ideally, the indicator should be calculated separately internationally comparable data on formal education
for public and private institutions. at the early childhood, primary, secondary and
post-secondary non-tertiary levels.14 The survey
The measurement of teacher training and is administered every year and its data form a
qualifications poses several challenges for central part of the database of education statistics
international comparability. For this reason, the UIS maintained by the UIS.
is implementing a new project, ISCED-T (see Box 1),
to better characterize teacher training programmes
across countries and allow for the production of
more meaningful indicators on teaching personnel. 14 http://uis.unesco.org/en/uis-questionnaires
Box 1. New ISCED-T classification to improve the comparability of teacher training
ISCED-T
An international classification of teacher training programmes and pathways
to the teaching profession
The definition of minimum level of organized teacher training poses a

difficult challenge for comparability. As every country has its own definitions
and standards for minimum teacher training, comparing the proportion of
teachers who are trained has limitations. For instance, some countries
may consider a six-month programme for secondary-level graduates as
the minimum training, whereas other countries may require a one-year
programme for tertiary-level graduates. Therefore, the indicator only
describes the extent to which the teaching force in a country is meeting
national standards.
In order to improve the comparability of this indicator, the UIS is developing

an International Standard Classification for Teacher Training Programmes
(ISCED-T). This classification extends the current ISCED to teacher-specific
education programmes.
The ISCED-T proposal enables the classification of teacher education and

training programmes according to entry requirements, duration and target
education level for the programme that it is designed to teach, which are the
three dimensions that are already available and measurable.
The UIS, as the custodian agency for Target 4.c.1, is coordinating efforts
among Member States and other international organizations to further
develop this proposal. ISCED-T is an initial step towards the establishment
of sound global data collection on teachers. It aims to foster initiatives to
produce and respond to teacher-related surveys in countries and among the
global education community.

2. Thematic indicators
In addition to the 11 global indicators described in Education 2030 Framework for Action, which was
Chapter 1, the UIS, together with partner organi- adopted by 184 UNESCO Member States in 2015.
zations and experts from Member States and civil
society, has developed a supplementary set of 32 This section describes the following characteristics
indicators. These indicators will provide countries of each thematic indicator: concept measured,
with monitoring guidance around a set of educa- definition, calculation method, interpretation, data
tion-related concepts linked to the global targets. sources and methodological challenges. Many of
the thematic indicators are based on data that are
These additional 32 indicators form the thematic already being regularly collected by countries.
monitoring framework and cover aspects of
SDG 4 that could not be addressed with the One of the main concerns in the implementation of
limited number of global indicators. The thematic the thematic monitoring framework is to ensure the
monitoring follows the guidelines established by the best use of the statistical capacity countries already
Figure 23. Thematic indicators and the four levels of SDG 4 monitoring
Thematic
Regional
National
Global
2. Thematic indicators 41
have, prioritising the use of existing official data protocols for each thematic indicator. Since
sources. As Figure 24 shows, most of the thematic 2016, the TCG has worked on and approved the
indicators can be calculated using administrative methodologies for several thematic indicators,
data or household survey data, which are usually but there is still a small set of indicators whose
part of the national statistical system. methodologies are being developed. The progress
on the methodological development of these
At present, not all thematic indicators have remaining indicators is reported regularly on the
established fully developed methodologies. The TCG website.1
UIS relies on the work of the TCG to develop
and approve the methodologies and reporting 1 http://tcg.uis.unesco.org/
Figure 24. Potential data sources for global and thematic indicators for each SDG 4 target
30
4.1
Administrative
data 4.2
4.3
20
4.4
Number of indicators
4.5
Household survey
4.6
or adm. data
10 4.7
Household 4.a
survey 4.b
Learning assessment 4.c
School survey
0
Data source SDG 4 target
42 SDG 4 Dats Digest 2019

TARGET 4.1
4.1.2 Administration of a nationally-representative learning assessment (a) in

Grade 2 or 3; (b) at the end of primary education; and (c) at the end of
lower secondary education
Concept
The reference to ensuring that boys and girls complete an “equitable and quality primary and
secondary education” in target 4.1 is also related to the tools available to countries to assess the
quality of education for all. This indicator measures whether countries have large-scale national
assessments to monitor the quality and equity of learning.
Definition
Whether a national or cross-national assessment of learning outcomes was conducted in the
last five years in (a) reading, writing or language and (b) mathematics at the relevant stages of
education.
An assessment of learning outcomes is a test or examination that measures the achievement of

students at a particular age or grade in selected subjects.
Calculation method
The indicator is expressed as a simple “yes” or “no” answers for each subject area and stage of
education within a 5-year period.
Interpretation
 “Yes” values indicate…
that the country is monitoring learning outcomes regularly at a given stage of education
and in given subject areas. This enables the country to review and adapt its national
policies on education and learning as necessary to ensure that all children and young
people have the opportunity to acquire basic skills at each education level and in each
subject area.
Data sources
Large-scale learning assessments of a nationally representative sample that provides information
on each subject area and stage of education. The main existing source of data for this indicator
is available at national curriculum and assessment offices, ministries of education or, in some
instances, at international organizations running learning assessments (e.g. CONFEMEN, EQAP,
IEA, OECD, SACMEQ, and LLECE).
4.1.3 Gross intake ratio to the last grade (primary education, lower secondary
education)
Concept
As the global indicator focuses on completing a primary and secondary education that “leads to
relevant and effective leaning outcomes”, the objective of thematic indicator 4.1.3 is to measure the
impact of policies on access and the progression of students to the final grade of that educational
level. The number produced is an indication of the capacity of the education system to enable
students to progress to their final grade and complete the given level of education.
Definition
The total number of new entrants into the last grade of primary education or lower secondary
general education, regardless of age, expressed as a percentage of the population at the intended
entrance age to the last grade of primary education or lower secondary general education.
The intended entrance age to the last grade is the age at which pupils would enter the grade if they
had started school at the official primary entrance age, had studied full-time and had progressed
without repeating or skipping a grade.
Calculation method
Number of new entrants into the last grade of a given level of education
Gross intake ratio =
Population of the entrance age to the last grade of that level of education
The indicator is calculated as the number of new entrants into the last grade of a given level of
education expressed as a percentage of the population of the intended entrance age to the last
grade of that level of education.
Interpretation
 A higher ratio indicates…
a higher degree of completion of primary or lower secondary education.
Data sources
Information on new entrants to the last grade of each level of education (or enrolment minus
repeaters in the last grade), population of the intended entrance age to the last grade of each
level of education and data on the structure (entrance age and duration) of each level of education
are needed for this indicator. The main existing source of data for this indicator is available from
administrative data from schools on enrolment and repeaters or new entrants by grade, population
censuses on population estimates by single year of age and administrative data from ministries of
education on the structure of the education system.

4.1.4 Completion rate (primary education, lower secondary education, upper
secondary education)
Concept
This indicator indicates how many persons in a given age group have completed the relevant level
of education. Furthermore, in choosing an age group that is slightly higher than the standard age
group for completing each level of education, thematic indicator 4.1.4 measures how many children
and adolescents enter school more or less on time and progress in their educational attainment
without excessive delays.
Definition
Percentage of a cohort of children or young people who are 3 to 5 years older than the intended
age for the last grade of each level of education who have completed that grade.
The intended age for the last grade of each level of education is the age at which pupils would
enter the grade if they had started school at the official primary entrance age, had studied full-time
and had progressed without repeating or skipping a grade.
Calculation method
Number of persons in age group X who have completed the level Y

Completion rate =
Population of the same age group
This indicator is calculated as the number of persons in the relevant age group who have
completed the last grade of the given level of education. This is expressed as a percentage of the
total population of the same age group.
Interpretation
 A higher rate indicates that…
more or all (if 100%) children and adolescents have completed a level of education by the
time they are 3 to 5 years older than the official age of entry into the last grade of the given
level of education. A low completion rate indicates low or delayed entry into a given level of
education, high level of drop-out, high level of repetition, late completion, or a combination
of these factors.
When disaggregated by sex, location and other characteristics, this indicator can identify excluded
population groups.
Data sources
The information required for this indicator can be collected from population censuses and
household surveys that collect data on the highest level of education or grade completed by
children and young people in a household, through self or household declarations. The survey
completed by one person or head of the household (i.e. reference person) indicates the highest
grade and/or level of education completed by that person or each member of the household.
Administrative data from ministries of education and/or relevant state agencies on the structure of
the education system are also needed.
Labour force surveys can serve as a source of data for lower and upper secondary completion
if they collect information for the age groups concerned. International sample surveys, such as
Demograpic and Health and Education Surveys (e.g. DHS)2 or Multiple Indicator Cluster Surveys
(MICS)3 are also potential data sources. These surveys are designed to meet commonly agreed
international data needs while providing data for national policy information purposes. Furthermore,
the surveys are implemented on a regular basis in selected countries, on average every 3 to 5
years, and allow for cross-national comparability.
4.1.5 Out-of-school rate (primary education, lower secondary education, upper

Concept
The completion of “free, equitable and quality primary and secondary education” referred to in
target 4.1 is directly related to reducing the out-of-school rate of students. This indicator identifies
the size of the population, within the official age range for the given level of education, not enrolled
in school.
Definition
Children and young people in the official age range for the given level of education who are not
enrolled in primary, secondary or higher levels of education.
Calculation method
Number of children not in pre-primary, primary, secondary or

higher education
Out-of-school rate =
2 http://dhsprogram.com/
3 http://mics.unicef.org/

This indicator is calculated as the number of students of the official age for the given level of
education enrolled in primary, secondary or higher levels of education. This number is then
subtracted from the total population of the same age.
Interpretatioon
 The higher the number…
the greater the need to focus on improving access to education. Some children have never
been in school or may not eventually enrol as late entrants. Other children may have initially
enrolled but dropped out before reaching the intended age of completion of the given level.
Data sources
Information is needed on enrolment by single year of age in each level of education, population
estimate by single year of age and data on the structure (entrance age and duration) or each level
of education. The main sources of information for this indicator can be obtained from administrative
data contained in school or household survey data on enrolment by single year of age. The
population censuses and surveys from the population estimates by single year are useful sources if
using administrative data on enrolment.
Another source for administrative data on the structure (entrance age and duration) of the education
system can be obtained from ministries of education and relevant state agencies.
4.1.6 Percentage of children over-age for grade (primary education, lower

Concept
This indicator measures the progress towards ensuring that all girls and boys complete a full
cycle of quality primary and secondary education. Furthermore, this indicator aims to ensure that
students achieve at least minimum levels of proficiency in reading and mathematics at each level.
Children may be over-age for a grade because they started school late and/or they have repeated
one or more previous grades.
Definition
Percentage of pupils in each level of education (primary and lower secondary general education)
who are at least 2 years above the intended age for their grade.
The intended age for a given grade is the age at which pupils would enter the grade if they had
started school at the official primary entrance age, had studied full time and had progressed without
repeating or skipping a grade.
Calculation method
Sum of enrolments which are 2 or more years older than the intended age
Over-age =
This indicator calculates the sum of enrolments across all grades in the given level of education
which are 2 or more years older than the intended age for the given grade. The total sum is
expressed as a percentage of the total enrolment at the given level of education.
Interpretation
 Low values indicate…
that the majority of students start school on time and progress with minimum levels of grade
repetition. Over-age progression and significant repetition should be discouraged as both are
associated with lower levels of student learning achievement.
Data sources
Information is needed on enrolment by single year of age at each level of education, population
estimate by single year of age and data on the structure (entrance age and duration) of each level
of education. The main sources of information for this indicator can be obtained from administrative
data contained in schools or household survey data on enrolment by single year of age. The
population censuses and surveys from the population estimates by single year are useful sources if
using administrative data on enrolment.
Another source for administrative data on the structure (entrance age and duration) of the education
system can be obtained from ministries of education and relevant state agencies.
4.1.7 Number of years of (a) free and (b) compulsory primary and secondary
education guaranteed in legal frameworks
Concept
The target is explicit about including all boys and girls in education. To support this, indicator 4.1.7
measures the government’s commitment to guaranteeing the right to education for all.
Definition
The number of years of primary and secondary education to which children and young people are
legally entitled that are either free from tuition fees or compulsory or both. The number of years
of primary and secondary education to which children are legally entitled should ideally be the

number of grades of primary and secondary education which young people are expected to have
completed before leaving school.
Years of pre-primary education covered by the legal entitlement are not included in this indicator
(the pre-primary level is assessed by thematic indicator 4.2.5).
Calculation method
Record the number of grades of primary and secondary education that are guaranteed. If using
ages rather than grades, subtract from the upper age, either the lower age if it is an age at which
a child should be in primary school or, if not, subtract the official entrance age for primary school.
If the upper age is the age at the start of the last year of free or compulsory education, it will be
necessary to add 1 to the result.
Interpretation
 The greater the number…
the more likely that children and young people will remain in school longer and have the
opportunity to acquire the necessary skills and competencies at each level of education.
Data sources
Most countries have legislation and norms on access to schooling specifying the ages and the level
of education (typically pre-primary or primary education) at which children should start school. Such
legislation usually also specifies either the number of years of education that are guaranteed or the
age at which young people may leave education or, in some cases, both.
The indicator relies on administrative data on the structure of the education system from ministries
of education.
TARGET 4.2
4.2.3 Percentage of children under 5 years experiencing positive and stimulating

home learning environments
Concept
Within the home, caregivers are tasked with establishing a safe, stimulating and nurturing
environment and providing direction and guidance in daily life. Interactions with responsible
caregivers who are sensitive and responsive to children’s emerging abilities are central to social,
emotional and cognitive development. This type of positive caregiving can help children feel valued
and accepted, promote healthy reactions, provide a model for acceptable social relationships, and
contribute to later academic and employment success.
This indicator provides a broad measure of the ways in which adults in the household interact with
children in meaningful and stimulating ways to promote learning and school readiness.
Further methodological developmental work will be needed to ensure that the proposed measure is
relevant to children in all parts of the world.
Definition
The percentage of children aged 36 to 59 months who live in households where their mother, father
or other adult household members engage with them in the following types of activities: reading or
looking at picture books; telling stories; singing songs; taking children outside the home; playing;
and naming, counting and/or drawing.
Calculation method
Number of children aged 36-59 months participating in relevant activities

Indicator =
The indicator is calculated as the percentage of children aged 36 to 59 months participating in

activities in the areas being measured.
Interpretation
 A high value indicates…
a large number of young children live in households that are supportive and provide
stimulating learning environments.

Data sources
Developed by UNICEF since 2002, Multiple Indicator Cluster Surveys (MICS) define four domains of
family care: 1. Responsiveness and acceptance; 2. Support for learning; 3. Disciplinary methods; and
4. Responsiveness during feeding. In addition, it defines three domains of resources for care: 1. Availability
and use of alternate caregivers; 2. Father’s involvement with child; 3. Maternal depression symptoms.
4.2.4 Gross early childhood education enrolment ratio in (a) pre-primary

education and (b) early childhood educational development
Concept
Thematic indicator 4.2.4 measures the capacity of the education system to enrol children of early
childhood education age. The indicator addresses the general level of participation in two categories
of early childhood education: pre-primary education and early childhood educational development.
Definition
Total enrolment in (a) pre-primary education [ISCED 02] and (b) early childhood educational
development [ISCED 01] regardless of age, expressed as a percentage of the population of the
official age for the respective ISCED category.
Calculation method
Number of students enrolled in early childhood education development

Indicator =
Population of the official age (2-5 years) for early childhood education development
Number of students enrolled in pre-primary education

Indicator =
Population of the official age for pre-primary education
The number of students enrolled in each of the two categories of early childhood education is
expressed as a percentage of the population of the official age for each corresponding group.
Interpretation
 A high value generally indicates…
a greater degree of participation, whether the pupils belong to the official age group or not.
If countries achieve full participation (100%), this indicates that the education system is
able to accommodate all of its early childhood education-age population, but it does not
indicate the proportion already enrolled.
Data sources
To measure this indicator, information is needed on enrolment in pre-primary education and
early childhood educational development, population estimates by single year of age (if using
administrative data) and data on the structure (entrance age and duration) of early childhood
education. The main sources of information for this indicator can be obtained from administrative
data compiled by schools or household survey data on enrolment. The population censuses and
surveys from the population estimates by single year are useful sources if using administrative data
on enrolment. Other sources for administrative data on the structure (entrance age and duration) of
early childhood education are ministries of education and relevant state agencies.
4.2.5 Number of years of (a) free and (b) compulsory pre-primary education
guaranteed in legal frameworks
Concept
Target 4.2 indicates that “all girls and boys” should have access to pre-primary education so that
they are ready for primary education. The universal access to this level of education is directly
related to the cost to families of enrolling their children as well as the legal provision regarding the
right to education at this level. Therefore, this indicator aims to address the legal frameworks in
place to guarantee the achievement of SDG Target 4.2.
Definition
The number of years of pre-primary education to which children are legally entitled that are either
free from tuition fees or compulsory or both.
Most countries have legislation specifying the ages and the level of education (typically pre-primary
or primary education) at which children should start school. Such legislation usually also specifies
either the number of years of education that are guaranteed or the age at which young people may
leave education or, in some cases, both.
The number of years of pre-primary education to which children are legally entitled should ideally
be the number of grades of pre-primary education that children are expected to have completed
before entering primary education.
Calculation method
The number of grades of pre-primary education that are guaranteed is recorded. If using ages
rather than grades, subtract the lower age from the official entrance age to primary school. If the
result is 0 or negative, no years of pre-primary education are guaranteed.

Interpretation
The greater the guaranteed number of years of pre-primary education, the more likely children are
to have access to this level of education and the better prepared they will be for entry into primary
education at the appropriate time.
Data sources
National legislation and formal education standards and norms on access to schooling and,
in particular, the legal entitlement or obligation to attend school, and administrative data from
ministries of education on the structure of the education system.
TARGET 4.3
4.3.2 Gross enrolment ratio for tertiary education, by sex
Concept
Target 4.3 indicates that “all women and men” should have access to “affordable and quality
technical, vocational and tertiary education”. The emphasis on affordable access to education is
directly related to the capacity of the education system to enable participation and enrol students
(of a particular age group) into tertiary education. Note that the “gross enrolment ratio“ is a broad
measure of participation in tertiary education and does not reflect differences in the duration of
educational programmes (between countries or different levels of education and/or field of study).
While this indicator measures a 5-year age group for all countries, participation levels may be
underestimated due to some countries having poorly developed tertiary education systems or
where provision is limited to first tertiary programmes (i.e. shorter than 5 years in duration).
Definition
This indicator is defined as the total enrolment of students in tertiary education regardless of age
and is expressed as a percentage of the population in the 5-year age group immediately following
upper secondary education.
Calculation method
Number of students enrolled in tertiary education

Indicator =
Population of the 5-year age group immediately following upper secondary education
The number of students enrolled in tertiary education is expressed as a percentage of the 5-year
age group immediately following upper secondary education.
If the official entrance age to upper secondary education is 15 years and the duration is 3 years,
then the 5-year age group immediately following upper secondary education is 18 to 22 years.
Interpretation
 A high value shows…
a high degree of participation in tertiary education by students of all ages.
Data sources
Information is needed on enrolment in tertiary education, population estimates by single year
of age and data on the structure (entrance age and duration) of upper secondary education.

The main sources of information for this indicator can be obtained from administrative
data (disaggregated by sex, age and income). These data are compiled by schools and/or
universities and household survey data on enrolment. Population censuses and surveys from
population estimates by single year are useful sources if using administrative data on enrolment.
Administrative data on the structure of upper secondary education can be obtained from
ministries of education and relevant state agencies.
4.3.3 Participation rate in technical and vocational programmes

(15- to 24-year-olds), by sex
Concept
Thematic indicator 4.3.3 measures the level of youth participation in technical and vocational
education and training, which can be offered in a variety of settings such as schools, universities,
workplace environments and others. Note that focusing solely on “participation rates” will not
reflect the intensity or quality of provision nor the outcomes of the education and training on offer.
Furthermore, administrative data sources may only capture the “provision” of formal education and
training settings (e.g. schools and universities).
Definition
This indicator can be defined as the percentage of young people aged 15 to 24 years participating
in technical or vocational education either in formal education, work-based or other settings, on a
given date or during a specified period.
Calculation method
Number of young people (15-24 years) participating in technical

and vocational education
Indicator =
The number of young people aged 15 to 24 years participating in technical and vocational
education at secondary, post-secondary or tertiary levels of education is expressed as a percentage
of the population of the same age group.
Interpretation
that a large share of the 15- to 24-year-old population is participating in education and
training designed specifically to lead to a job.
Data sources
Information on the numbers of participants aged 15 to 24 years in technical and vocational
education and training and population estimates for this age group are needed for this indicator.
Data can be obtained from administrative data (disaggregated by age, sex, location and income) on
enrolment contained in household surveys and schools and other places of education and training.
The population censuses and surveys from the population estimates for the 15- to 24-year-old age
group are useful sources if using administrative data on enrolment.

TARGET 4.4
4.4.2 Percentage of youth/adults who have achieved at least a minimum level of

proficiency in digital literacy skills
Concept
Accessing, analysing and communicating information takes place through the use of digital devices
and applications (computers, smart phones and the Internet). The capacity to use these devices
intelligently to manage information is important in many aspects of life. Literacy and numeracy are
important for using ICT applications effectively to manage information. This indicator is a direct
measure of the digital literacy skills of youth/adults.
Definition
Percentage of youth/adults achieving at least a minimum proficiency level in digital literacy skills.
The minimum proficiency level will be measured within a common framework according to a
common metric.
Only one threshold divides students or youth into below minimum or above minimum proficiency
levels:
(a) Below minimum is the proportion or percentage of students who do not achieve a
minimum standard as established by countries according to the globally defined minimum
competencies.
(b) At or above minimum is the proportion or percentage of students or youth who have achieved
at least the minimum standard.
Calculation method
Individuals who have achieved or exceeded the minimum proficiency level

Indicator =
The indicator is calculated as the percentage of students or youth at the relevant stage of education
who have achieved or exceeded the minimum proficiency level in the given subject area.
Note on data availability: this indicator is still in development, therefore data are not available in the UIS database.
Interpretation
that a large proportion of youth/adults have achieved at least a minimum level of proficiency
in digital literacy skills.
Data sources
This indicator requires performance-level data and information about how these performance levels
are set from the national and cross-national assessments (e.g. IEA’s ICILS, OECD’s PIAAC).
Potential sources include data from national learning assessment offices, ministries of education
or international organizations engaged in learning assessments. IEA’s ICILS (at Grade 8, thus not
covering the target population) and OECD’s PIAAC (at ages 15 to 65) have collected data on 9th-
and 10th-graders, youth and adults.
4.4.3 Youth/adult educational attainment rates by age group, economic activity

status, levels of education and programme orientation
Concept
The acquisition of “relevant skills” referred to in target 4.4 is directly associated with the educational
attainment of the population. Based on this premise, the indicator aims to address the level of
educational attainment by observing the relevance of different programme orientations and the
coverage among different age groups as well as individuals engaging in different economic activities.
Definition
Cumulative distribution of the population of a given age group according to the minimum level of
education completed. This indicator is usually presented for age groups of at least 25 years and
older in order to ensure that most of the population has completed their education. Younger age
groups are often still enrolled in the education system.
Calculation method
For the cumulative distribution of the population by level of education, the number of persons in the
relevant age group who completed at least a given level of education is expressed as a percentage
of the total population of the same age, excluding persons with unknown educational attainment.
Interpretation
The greater the level of educational attainment, the more likely it is that the individual will have
the relevant skills, including technical and vocational skills, for employment, decent work and
entrepreneurship. Persons with higher educational attainment are also assumed to be better
equipped to make well-informed decisions, for example, about their personal health or the
environment.

Data sources
Population censuses and household surveys that collect data on the highest levels of education
completed by members of a household, through self or household declaration. Labour force
surveys are the most common source of data on educational attainment. International sample
surveys, such as Demographic and Health Surveys (DHS)4 or Multiple Indicator Cluster Surveys
(MICS),5 are another source. These surveys are designed to meet commonly agreed upon
international data needs while providing data for national policy purposes.
For this indicator, additional information regarding the programme orientation (general or vocational)
is also relevant.
TARGET 4.5
4.5.2 Percentage of students in primary education whose first or home language

is the language of instruction
Concept
The indicator seeks to measure the extent to which children in primary education are learning in a
language with which they are familiar and in which they are likely to be proficient.
Definition
Percentage of primary students whose first or home language is the language of instruction. First
or home language is defined as the student’s main language of communication outside the school
environment. It is usually either the first language students learn or the language of their family or
local community.
Calculation method
Number of pupils whose first language is the language of instruction

Indicator =
Number of pupils in primary education
The number of pupils in primary education whose first or home language is the language of
instruction is expressed as a percentage of all primary pupils.
Interpretation
a large number of primary pupils are being taught in a language in which they are proficient,
thus making it easier for them to adapt to the school learning environment.
Data sources
Number of primary pupils by first or home language and information on the language of instruction.
This information can be obtained via administrative data from schools on the language of instruction
and the first or home languages of pupils.

4.5.3 Extent to which explicit formula-based policies reallocate education
resources to disadvantaged populations
Concept
The general aim of the indicator is to capture the effort countries make to equalise education
opportunities through their financing system. The specific formulation reduces the scope of the
indicator in two ways. First, it refers to “education” resources, while other resources (e.g. cash
transfers under the social protection budget) can also help equalise education opportunities.
Second, it refers to “formula-based” resource reallocation, while other approaches can also be
used for this purpose.
Definition
The indicator includes both (a) a medium-term perspective approach; and (b) a longer-term one:
(a) Degree of commitment of national financing policy to equalise education opportunity for
primary and secondary education could be rated by four levels: (i) very low; (ii) low (e.g.
policies to provide more resources to disadvantaged schools/students); (iii) medium (e.g.
policies that reallocate at least x% of the education budget); (iv) high (e.g. policies are well-
targeted and effectively monitored).
(b) Percentage of public expenditure on education that is explicitly allocated to disadvantaged
populations such as disadvantaged populations, members of ethnic, linguistic and religious
minorities, indigenous peoples or other groups, depending on the national context.
Calculation method
(a) A qualitative indicator derived from policy documents and/or qualitative exercises such as
the World Bank’s SABER (Systems Approach for Better Education Results) school finance
module.
(b) The indicator uses detailed budget lines to identify public spending directed towards
vulnerable populations. This will require a detailed reference classification of education
expenditures and an agreed list of vulnerable groups.
Interpretation
(a) Self-explanatory categories.
(b) The higher the proportion of public spending directed towards the vulnerable, the more effort
governments make to provide equitable education.
Data sources
National policy documents or existing qualitative data collections and detailed budget documents.
Two examples could inform the definition of such an indicator:
The World Bank’s SABER comes closest to a potential source. Under the domain “School Finance”
and Policy Goal 5 ,“Providing more resources to students who need them”, it asks questions such
as: “Are public resources available to students from disadvantaged backgrounds?” and “Are there
policies to provide more resources to schools or households with other disadvantaged students
(ethnicity, gender, native language, urban/rural)?”
Data are collected in-country by local experts who ensure cross-country comparability. Policies are
evaluated and scored at four levels, and results are verified with governments before publication.
The United Nations Economic Commission for Latin America and the Caribbean (ECLAC/CEPAL)
has carried out country reviews of social protection systems that collect similar data that are used
for regional comparisons.
4.5.4 Education expenditure per student by level of education and source of

funding
Concept
This indicator highlights the resources invested on average on a single student, going beyond
government sources so that an actual unit cost can be calculated. Using a per student basis is
useful for comparison, whether between levels of education, over time, or between countries.
Expressing the indicator either as a percentage of GDP per capita, or in PPP$, allows comparisons
between countries, and using constant values when looking at time-series data is necessary to
evaluate how real resources (eliminating the effects of inflation) are evolving over time.
Definition
Total initial funding from government (central, regional, local), private (households and other private)
and international sources for a given level of education (pre-primary, primary, lower secondary,
upper secondary, post-secondary non-tertiary and tertiary education) per student enrolled at that
level in a given year. The results should be expressed:
(i) As a percentage of GDP per capita; and

(ii) In PPP$ (constant).
Unless an additional disaggregation is proposed, this indicator considers funding for public and
private institutions together.

Calculation method
Initial funding from government, private or international sources

Indicator =
Number of students enrolled
The indicator is calculated by dividing total initial funding (i.e. including transfers paid but excluding
transfers received) from government (central, regional, local), private (households and other private)
or international sources for a given level of education (pre-primary, primary, lower secondary, upper
secondary, post-secondary non-tertiary and tertiary education) by the number of students enrolled
at that level in a given year, and again dividing (i) by GDP per capita; and (ii) by the PPP$ conversion
factor.
Interpretation
Government funding: When considered as a percentage of GDP per capita, a higher value would
indicate a greater priority given by public authorities to the specific level of education. When
considered in PPP$, the indicator can show the “real” amount of resources invested in one student.
Private/household funding: a higher value would signify a greater burden on households, and
potential implications for equity and access to education.
For international sources: a higher value would signify a greater commitment from donors to a
level of education in a given country, but also potentially a greater degree of aid dependency for
governments in terms of education funding.
For all sources combined: the indicator would show the real, total value of resources invested in
one student, and therefore the real unit cost. Since the indicator is constructed on a comparable
scale (i.e. for one student, and relative to GDP per capita or using a common currency), all its sub-
components can be compared to other levels of education, over time, or between countries.
Data sources
Central, regional and local government expenditure data on education by level of education and
type of institution; household and (ideally) other private expenditure on education by level of
education and type of institution; international expenditure on education by level of education and
type of institution; number of students enrolled by level of education and type of institution.
At the national level, ministries of finance and/or ministries of education financial management
systems are the sources of government expenditure on education, although disaggregation by level
often implies estimations using data on students and/or teachers by level. Data on expenditure by
lower levels of government can be centralised or collected directly from local authorities.
Household expenditure on education is collected through consumption/expenditure surveys,
although few surveys disaggregate spending by level of education, type of school and/or nature of
expenditure. School censuses in some countries also collect data on financial/in-kind contributions
by households/students.
Data on other private sources of funding for education (e.g. corporations, local NGOs) are rarely
collected systematically and would often require additional surveys preceded by significant
analytical, preparatory and advocacy work.
International sources may be available through governmental financial systems when they are
recorded on-budget, and off-budget international funding may sometimes be available through
governmental aid management systems, although rarely with the disaggregation needed (e.g. by
level of education). Data sources for international funding, such as the OECD-DAC database or
the International Aid Transparency Initiative (IATI), may be used as a complement, but these often
present problems of compatibility with other sources, such as government records.
4.5.5 Percentage of total aid to education allocated to least developed countries
Concept
ODA is the accepted measure of international development cooperation. The data thus cover
official international assistance to education, including the provision of education places for
developing country nationals in donor country educational institutions.
Definition
Total gross ODA for education in least developed countries (including early childhood, primary,
secondary and tertiary education), as well as scholarships and student costs in donor countries,
expressed as a percentage of total gross official development assistance to education. Least
developed countries are those defined by the UN Office of the High Representative for Least
Developed Countries, Landlocked States and Small Island Developing States (UN-OHRLLS).6 Only
donor countries will be required to report this indicator.
ODA is defined as grants or loans to countries and territories and to multilateral institutions provided
by state and local governments, or their executive agencies, with the objective of promoting the
economic development and welfare of developing countries and territories. Such grants or loans
are provided on concessional financial terms and, in the case of loans, contain a grant element of at
least 25%.
6 http://www.un.org/en/development/desa/policy/cdp/ldc/ldc_list.pdf

Calculation method
Total gross ODA for education allocated to least developed countries

Indicator =
Total gross ODA for education
Total gross disbursements for the education sector allocated to least developed countries are
expressed as a percentage of total bilateral aid for education.
Interpretation
that least developed countries are being prioritised to receive aid for education.
Data sources
Total aid to education and aid to education allocated to least developed countries.
Other sources include administrative data from donor countries and other aid providers on gross
ODA to education. Data are compiled by the DAC of the OECD from returns submitted by its
member countries and other aid providers.
TARGET 4.6
4.6.2 Youth/adult literacy rate
Concept
The literacy rate indicates the proportion of a given population that has a minimum basic level of reading
and writing skills, crucial to achieving higher levels of literacy and numeracy as aspired to by target 4.6.
Definition
Percentage of youth (aged 15 to 24 years) and adults (aged 15 years and older) who have the
ability to both read and write, with understanding, a short, simple statement about everyday life.
The literacy rate as defined here is a binary indicator: persons are either literate (meaning they have
at least a minimum of reading and writing skills) or illiterate. In fact, there is a continuum of literacy
skills that is not captured by literacy rates, based on a division of the population into literate and
illiterate persons. The binary literacy rate also conveys no information on functional literacy skills, i.e.
the application of reading and writing in daily life.
Calculation method
Number of literate persons

Indicator =
The literacy rate is calculated by dividing the number of literate persons by the total number of
persons in the same age group, excluding persons with unknown literacy status.
Interpretation
The literacy rate measures the ability to read and write a “simple statement about everyday life” and is
therefore an indicator of the presence or lack of minimum literacy skills in a population. Literacy rates at
or near 100% indicate that (nearly) every adult or youth is able to read and write, at least at a basic level.
Data sources
National data on literacy are typically collected through self or household declaration in household surveys
or population censuses that rely on the “able to read and write a simple statement” definition of literacy,
although the questions asked in surveys vary between countries. Household surveys such as the DHS7

and MICS8 have moved from self or household declaration to simple assessments in the form of a
reading test, in which respondents are asked to read a simple sentence written in their language.
4.6.3 Participation rate of illiterate youth/adults in literacy programmes
Concept
As the global indicator focuses on youth and adult proficiency in literacy and numeracy, the
emphasis of thematic indicator 4.6.3 is on participation in literacy programmes instead of literacy
proficiency. The indicator provides a more dynamic measure of the country’s efforts to improve the
global indicator.
Definition
Number of youth (aged 15 to 24 years) and adults (aged 15 years and older) participating in literacy
programmes expressed as a percentage of the illiterate population of the same age.
Calculation method
Number of persons participating in literacy programmes

Indicator =
Number of illiterate persons of the same age group
The indicator is calculated as the number of illiterate persons in the relevant age group participating
in literacy programmes expressed as a percentage of the illiterate population of the same age.
Interpretation
 A high value indicates…
a high degree of coverage of the illiterate population by the programmes designed to reach that
specific group. The theoretical maximum value is 100%. Increasing trends can be considered
as reflecting improved coverage by the literacy programmes of their target population.
Data sources
Administrative or household data on participation in literacy programmes for the defined age
groups, combined with illiterate population estimates for the same age groups. The UIS has already
developed and implemented a methodology to collect and compare national data for this indicator
with the UIS survey on literacy programmes in Latin America and the Caribbean (UIS/LAC).
TARGET 4.7
4.7.2 Percentage of schools that provide life skills-based HIV and sexuality
education
Concept
This indicator tracks the proportion of schools that provide life skills-based HIV and sexuality
education within the formal curriculum or as part of extra-curricular activities. It reflects curriculum
delivery in support of national HIV prevention programmes.
The indicator potentially provides a good measure of coverage, considering which schools have
provided life skills-based HIV and sexuality education, at the minimum required levels, due to the
range of topics and the set minimum package of topics. However, this indicator is quite complex to
calculate using the method of measurement suitable for school-based surveys.
Definition
Percentage of schools providing life skills-based HIV and sexuality education within the formal
curriculum or as part of extra-curricular activities.
Calculation method
Number of schools providing life skills-based HIV and sexuality education

Indicator =
Total number of schools
The number of schools at each level of education providing life skills-based HIV and sexuality
education is expressed as a percentage of all schools at the given level of education.
Interpretation
that a large number of schools at the given level of education provide life skills-based HIV
and sexuality education to students.
Data sources
The indicator requires data on the number of schools at each level of education providing life
skills-based HIV and sexuality education and the total number of schools at the same level. These
numbers can be obtained from administrative data from schools and other providers of education
and training.

4.7.3 Extent to which the framework on the World Programme on Human Rights
Education is implemented nationally (as per the UNGA Resolution 59/113)
Concept
The indicator is a measure of government commitment to ensuring that learners at all levels of
education have the opportunity to gain the required knowledge and skills in the area of human
rights in order to promote sustainable development.
Definition
The extent to which countries have implemented the World Programme on Human Rights
Education and, specifically, the 5-year action plans for each phase of its implementation. The action
plan for the 2015 to 2019 period focuses on:
(i) Consolidating actions in the previous two stages: human rights education in primary and
secondary schools (2005-2009); and human rights education for higher education and human
rights training programmes for teachers and educators, civil servants, law enforcement officials
and military personnel (2010-2014); and
(ii) Promoting human rights training for media professionals and journalists.
It seeks to measure the quantity and quality of country actions and commitment to mainstreaming
human rights education.
Calculation method
The method of reporting this indicator has still to be defined. It will be based on an evaluation of
reports submitted by countries describing how they are implementing the World Programme on
Human Rights Education.
Interpretation
To be determined.
Data sources
National evaluation reports and other evaluations of the implementation of the action plan for each
stage of the World Programme on Human Rights Education submitted periodically to the Office of
the High Commissioner for Human Rights (OHCHR).
4.7.4 Percentage of students by age group (or education level) showing
adequate understanding of issues relating to global citizenship and
sustainability
Concept
The indicator is a direct measure of the learning outcomes achieved in global citizenship education
(GCED) and education for sustainable development (ESD), critical for the promotion of sustainable
development. Furthermore, GCED and ESD encompasses all the other subjects, including climate
change education, human rights and gender equality, that are covered by the target. It can be
argued that the indicator will measure these items as well.
Definition
Percentage of students of a specific age group or level of education (to be determined) showing an
adequate understanding of issues relating to global citizenship and sustainability.
Calculation method
The indicator is calculated as the number of students of a given age/education level achieving
or exceeding the minimum level of understanding of issues relating to global citizenship and
sustainability, expressed as a percentage of all students of that age/education level.
Interpretation
a large number of students in the relevant age group have at least a given level of
understanding of issues relating to global citizenship and sustainability.
Data sources
This indicator can be collected through skills assessment surveys. The main existing source of data
for this indicator is the IEA’s International Civic and Citizenship Education Study (ICCS). In 2015, the
IEA General Assembly endorsed and encouraged efforts to work towards the inclusion of the global
dimension of citizenship and sustainable development in future cycles. The ICCS questionnaire is
currently being revised to meet this objective in the 2022 round.
Other sources of data could be explored such as the World Values Survey, with the long-term goal
of collecting comparable information about students’ knowledge, skills, values and attitudes in
multiple assessment formats.9
9 http://www.worldvaluessurvey.org/

Methodological challenges
The subjects assessed are considered key for the promotion of sustainable development. Further
developmental work will also be needed to ensure that the knowledge being measured and the
proficiency levels are relevant in all parts of the world. Currently, the indicator is only calculated for
those in formal education and school settings.
4.7.5 Percentage of 15-year-old students showing proficiency in knowledge of

environmental science and geoscience
Concept
The indicator is a direct measure of the learning outcomes achieved in the two key subjects relevant
to the promotion of sustainable development. A first step towards meaningful measurement is
agreement on a Global Content Framework to serve as an umbrella to guide teaching and learning,
while respecting differences in context and user cases. This will ensure that the knowledge being
assessed and the proficiency levels are relevant in all parts of the world. It will also form the basis
for reporting national assessments. The age group is another possibility for adjustment, taking into
account secondary education.
Definition
Percentage of 15-year-old students achieving at least a minimum proficiency level in environmental
science and geoscience.
Calculation method
Number of 15-year-old students achieving or exceeding the minimum

proficiency level in environmental science and geoscience
Indicator =
Total number of 15-year-old students
The indicator is calculated as the number of 15-year-old students achieving or exceeding the
minimum proficiency level in environmental science and geoscience expressed as a percentage of
all 15-year-old students.
Interpretation
a large number of students aged 15 years have at least a given level of proficiency and
knowledge of environmental science and geoscience.
Data sources
This indicator is collected through skills assessment surveys. One possible source is OECD’s PISA.
TIMSS 2015 and 2019 provide a framework for measuring the indicator although the focus is on
other age groups. Once the policy descriptors have been defined, national assessments could be
used for reporting.
Other sources should also be explored, with the long-term goal of collecting comparable
information about students’ knowledge in multiple assessment formats.
4.a.2 Percentage of students experiencing bullying
Concept
This indicator provides information on the extent of self-reported violence and bullying in schools.
The indicator is based on self-reporting by students of their experiences of bullying in or near
school. There may be instances when some students feel sufficiently intimidated not to report
incidents that have taken place. This results in an over-estimate of the safety of the school
environment.
Definition
Percentage of students who experienced bullying during a school year.
Calculation method
Number of students reporting that they have experienced bullying

Indicator =
Total number of students
The number of students at a given level of education reporting that they have experienced bullying
is expressed as a percentage of all students at the same level of education.
Interpretation
a large number of students at the given level of education are experiencing bullying in or
near school and thus the school is not a safe environment in which to promote learning.

Data sources
The main source for this indicator are the Global School-based Student Health Survey (GSHS)10
developed by the World Health Organization (WHO) and the US Centers for Disease Control and
Prevention (CDC) in collaboration with UNICEF, UNESCO and UNAIDS, and the Health Behaviour in
School-aged Children study (HBSC)11 also administered by the World Health Organization. GSHS
and HBSC are both school-based surveys conducted primarily among students aged 13 to 17
years (GSHS) and students aged 11, 13 and 15 years (HBSC). GSHS covers mainly developing
countries while the HBSC covers Europe and North America.
4.a.3 Number of attacks on students, personnel and institutions
Concept
The indicator is a broad measure of the safety of learning environments, particularly in relation to
armed conflict and political violence.
Definition
The number of violent attacks, threats or deliberate use of force in a given time period (e.g. the
last 12 months, a school year or a calendar year) directed against students, teachers and other
personnel or against education buildings, materials and facilities, including transport. The indicator
focuses on attacks carried out for political, military, ideological, sectarian, ethnic or religious reasons
by armed forces or non-state armed groups.
Attacks on education include the following sub-categories:
■■ Attacks on schools: targeted violent attacks on preschool, kindergarten, primary, and secondary
school buildings or infrastructure by state military forces or non-state armed groups in the form
of arson; suicide, car, or other bombs aimed at a school; artillery fire directed at a school. In
addition, this category includes indiscriminate attacks that result in the damage or destruction of
school infrastructure as well as explosions that occur in close proximity to a school.
■■ Attacks on students, teachers, and other education personnel: killings, injuries, torture,
abductions, forced disappearances, or threats of violence, including coercion or extortion
involving violent threats directed towards students and education staff who work at the
primary and secondary levels. Since it is sometimes difficult to identify why a teacher or school
staff member is killed if the assassination occurs outside of school, this category also includes
such attacks in cases where there is an established pattern of that kind of violence. The
10 https://www.who.int/ncds/surveillance/gshs/en/
11 http://www.hbsc.org/
category of attacks on students, teachers, and other education personnel also includes cases
where police or state security forces violently repress student protests that either occur at
school, or, if they occur off-campus, focus on education-related policies and laws.
■■ Military use of schools and universities: cases in which armed forces or non-state armed
groups take over schools or universities as bases, barracks and temporary shelters to house
soldiers or fighters, fighting positions, weapons storage facilities, detention and interrogation
centres, or for other military purposes.
■■ Recruitment of children at schools or along school routes: cases in which armed forces or
non-state armed groups use schools or school routes as locales for recruiting children under
the age of 18 into their fighting forces in violation of international standards.
■■ Sexual violence by parties to the conflict: incidents of sexual abuse and harassment
perpetrated at schools or universities or along school routes.
■■ Attacks on higher education: these include targeted violent attacks on universities in the form
of bombings, airstrikes, arson, or other means, as well as targeted killings, abductions, or
threats directed at university students, faculty or staff. The category includes cases of violent
repression of student protests that either occur at institutions of higher education, or, if they
occur off-campus, focus on education-related policies and laws.
Calculation method
The indicator is calculated based on the reported number of incidents in which students, education
personnel or educational facilities are attacked, as defined above.
Interpretation
a large number of attacks on education are reported more frequently. In some cases, only
multi-year information is available. In these cases, the total for the multi-year period is replicated
across years, with a footnote indicating that it is not comparable to other annual totals.
Data sources
This indicator is based on data compiled by the Global Coalition to Protect Education from Attack
(GCPEA) for its report Education Under Attack.12 Information is gathered from three types of data
sources: reports released by UN agencies, development and humanitarian NGOs, human rights
organizations, government bodies, and think tanks; media reports; and information shared with
GCPEA by staff members of international and national organizations working in the countries
profiled in the report.
12 http://www.protectingeducation.org/

4.b.2 Number of higher education scholarships awarded by beneficiary country
Concept
The indicator is a direct measure of scholarships for study abroad as defined in the target.
Beneficiary countries typically will not have access to all the data on scholarships to study abroad
awarded to their inhabitants. Similarly, in most countries in which such students study there is no
central source of data on scholarships awarded to students from abroad as they may be offered
by many different sources including universities, foundations, private donors and others. There may
also be problems with identifying the countries of origin of students.
Definition
Number of higher education scholarships for study abroad awarded to students from the reporting
(i.e. beneficiary) country in a given period (e.g. the last 12 months).
Calculation method
The sum of all scholarships awarded in a given academic year by donor or host countries to
students from the given beneficiary country for study abroad.
Interpretation
that a large number of students from the given beneficiary country are being supported
financially to study abroad. This does not indicate the amount of financial support or
whether this is sufficient to cover all the students’ costs.
Data sources
Administrative data from providers of higher education scholarships and recipient higher education
institutions.
4.c.2 Pupil-trained teacher ratio by education level
Concept
To measure trained teacher workloads and human resource allocations in educational institutions
and to give a general indication of the average amount of time and individual attention a pupil is
likely to receive from trained teachers.
Since well-trained teachers play a key role in ensuring the quality of education provided, the pupil/
trained teacher ratio is considered an important determinant of learning outcomes and an indicator
of the overall quality of an education system.
Definition
Average number of pupils per trained teacher at each level of education (pre-primary, primary, lower
and upper secondary education).
A trained teacher is one who has received at least the minimum organized pedagogical teacher
training pre-service and in-service required for teaching at the relevant level in a given country.
Calculation method
Number of pupils and students

Indicator =
Number of trained teachers
The total number of pupils and students in the relevant level is divided by the number of trained
teachers in the same level.
Interpretation
the lower the relative access of pupils to trained teachers. Results can be compared with
established national norms on the number of pupils per trained teacher for each level of
education.
Data sources
Administrative data from schools and other organized learning centres.
4.c.3 Percentage of teachers qualified according to national standards by

education level and type of institution
Concept
Teachers play a key role in ensuring the quality of education provided. Ideally, all teachers should
receive adequate, appropriate and relevant pedagogical training to teach at the chosen level of
education and be academically qualified in the subject(s) they are expected to teach. This indicator
measures the share of the teaching work force that is academically well-qualified.

Definition
Percentage of teachers by level of education taught (pre-primary, primary, lower secondary and
upper secondary education) who have at least the minimum academic qualifications required
for teaching their subjects at the relevant level in a given country. Ideally, the indicator should be
calculated separately for public and private institutions.
Calculation method
The number of teachers in a given level of education who are qualified is expressed as a percentage
of all teachers in that level of education.
Interpretation
that students are being taught by teachers who are academically well qualified in the
subjects they teach.
Data sources
4.c.4 Pupil-qualified teacher ratio by education level
Concept
This indicator seeks to measure qualified teacher workloads and human resource allocations
in educational institutions, and to give a general indication of the average amount of time and
individual attention a pupil is likely to receive from qualified teachers.
Since qualified teachers play a key role in ensuring the quality of education, the pupil/qualified
teacher ratio is considered an important determinant of learning outcomes and an indicator of the
overall quality of an education system.
Definition
Average number of pupils per qualified teacher at each level of education (pre-primary, primary,
lower and upper secondary education).
A qualified teacher is one who has at least the minimum academic qualifications required for
teaching their subjects at the relevant level in a given country.
Calculation method
Number of pupils and students

Indicator =
Number of qualified teachers
The total number of pupils and students in the relevant level is divided by the number of qualified
teachers in the same level.
Interpretation
the lower the relative access of pupils to qualified teachers. Results can be compared with
established national norms on the number of pupils per qualified teacher for each level of
education.
Data sources
4.c.5 Average teacher salary relative to other professions requiring a

comparable level of qualification
Concept
This indicator aims to provide an assessment of the relative attractiveness of the teaching
profession compared to other professions requiring a similar level of qualification. The rationale
is that if salaries in the teaching profession are attractive, it is more likely to attract high quality
candidates.
Definition
The annual gross statutory starting salary for a qualified primary or secondary teacher in public
institutions relative to the average annual gross statutory starting salary for a basket of professions
requiring a similar level of qualifications. This indicator could be presented as a ratio.
Calculation method
Annual gross statutory starting salary for a qualified teacher

Indicator =
Annual gross statutory starting salary for a basket of professions

Annual gross statutory starting salary for a qualified primary or secondary teacher in public
institutions, divided by the annual gross statutory starting salary for a basket of professions which
require a comparable level of education.
Interpretation
If this indicator is presented as a ratio, a value above 1 would indicate that, from a starting salary
perspective, the teaching profession is relatively attractive. A value below 1 would suggest that,
relative to other professions requiring a similar level of qualifications, the teaching profession
is less attractive. Assuming that relative salary is an important motivating factor to recruit high
quality teachers (and that is a fair assumption), an indicator with a higher value (above 1) could be
considered a positive sign for the recruitment of candidates.
Data sources
At the national level, salary scales are usually available in ministries of education, and if the basket of
comparable professions is for other government employees, salary scales would also be available in
their respective ministries (e.g. ministry of health for nurses’ salary scale, ministry of interior for police
salary scale).
Labour force and/or socio-economic surveys carried out by statistical offices may collect some
information about occupation and wages, but it may not be collected in a way appropriate for the
calculation of this indicator.
4.c.6 Teacher attrition rate by education level
Concept
Teacher shortage is a significant contributing factor that widens equity gaps in education access
and learning. Assessing and monitoring teacher attrition is essential to ensuring a sufficient
supply of qualified and well-trained teachers as well as to their effective deployment, support and
management.
Definition
The percentage of teachers at a given level of education leaving the profession in a given school
year.
Calculation method
The number of leavers is estimated by subtracting the number of teachers in year t from those in
year t-1 and adding the number of new entrants to the teaching workforce in year t. The attrition
rate is the number of leavers expressed as a percentage of the total number of teachers in year t-1.
Interpretation
high levels of teacher turnover, which can be disruptive for learners. Where teachers
teach for 30 to 40 years, the attrition rate will be well below 5%. Attrition rates above 10%
indicate that the average teaching career lasts only ten years.
Data sources
Administrative data from schools and human resources records on educational personnel.
4.c.7 Percentage of teachers who received in-service training in the last 12

months by type of training
Concept
In-service teacher training programmes usually aim to improve the quality of classroom instruction.
Besides pre-service qualification and training requirements, from time to time teachers should
receive relevant in-service training for the level of education they teach in order to enhance their
teaching proficiency. This indicator measures the share of the teaching work force which received
in-service training during the last academic year.
Definition
Percentage of teachers by level of education taught (pre-primary, primary, lower secondary and
upper secondary education) who, during the last academic year, have received the in-service
training required for teaching at the relevant level in a given country, by type of training received.
Calculation method
Number of teachers who received in-service training

Indicator =
Total number of teachers
The number of teachers in a given level of education who received in-service training in the last year
of a given type is expressed as a percentage of all teachers at that level of education.

Interpretation
that teachers are receiving additional training during their working careers in the given area
of training thus enhancing their ability to teach.
Data sources
Surveys of head teachers or administrative data from schools, other organized learning centres and
national teacher training centres.
3. Regional monitoring frameworks
SDG 4 monitoring is based on universal principles expanding the thematic coverage of the global
and emphasises a participatory framework in indicators. This section provides an overview of the
which all stakeholders (including civil society, efforts of regional organizations to harmonise their
business, academia and government) recognise monitoring frameworks.
their shared responsibility in achieving the SDGs.
Figure 25 illustrates the multi-tiered, multi-purpose At the regional level of monitoring, different sets
framework, which is composed of four monitoring of indicators were developed (or are in process of
levels – global, thematic, regional and national. development) to consider the priorities and issues
of common interest that are shared by countries in
Chapter 1 described the indicators comprising a particular region, as outlined in regional planning
the global monitoring framework, which relies on documents or frameworks. Different regions and
a limited and carefully selected group of leading sub-regions reached agreements on certain goals
indicators to provide an overview of progress and targets even before the approval of the SDGs.
towards each target. Chapter 2 presented A crucial step to promote efficiency and to avoid
the thematic indicators designed to provide a the duplication of efforts is to map the global and
comprehensive perspective on each target, regional strategies.
Figure 25. Regional indicators and the four levels of SDG 4 monitoring
Thematic
Regional
National
Global
3. Regional monitoring frameworks 83

Table 1. SDG 4 targets and the goals established in each regional plan, regional report or indicator framework
Target 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.a 4.b 4.c
Africa Union Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
CARICOM Yes Yes Yes Yes Yes Yes Yes
Central American Yes Yes Yes Yes Yes Yes Yes Yes
CEPAL Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
Commonwealth Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
EU Yes Yes Yes Yes Yes
OEI Yes Yes Yes Yes Yes Yes Yes Yes
Pacific Community Yes Yes Yes Yes Yes Yes Yes Yes
PacREF Yes Yes Yes Yes Yes Yes Yes
SAARC Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
SEAMEO Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
Worldwide, there are several regional or sub- have reached agreements on common educational
regional organizations that generate information targets in the medium and long term. Their
and promote consensus among countries in transnational commitments require national and
the field of education based on common goals. regional coordination and monitoring mechanisms
These institutions differ in their organizational to identify progress and obstacles. At the same
structure and level of engagement with educational time, they have articulated or begun to articulate
monitoring. In some agencies, member countries their regional objectives with the SDG 4 targets
are represented by ministries of education. Others and the Education 2030 Agenda. Table 1 shows
include representatives of civil society or officials the alignment between the SDG 4 targets and the
appointed by member countries or governments. goals established in each regional plan, regional
These entities can also be part of a supra-regional report or indicator framework developed by these
organization. In general, the member countries of selected organizations.
these organizations are linked by common features,
such as geographic territory (EU, SEAMEO), The following sections briefly describe the
language (CONFEMEN), or a cultural or historical SDG 4-related work of these organizations by SDG
characteristic (OEI, CARICOM). These organizations region. Some share countries located across multiple

SDG regions. In these cases, the organizations are explore the maximum potential of the people of
described in the region with the highest number of the region through the promotion of quality and
member countries. equity in education, preventive health, culture and
the preservation of tradition, training, research,
Central and Southern Asia information and ICT. Its seven priorities for the
South Asian Association for Regional 2015-2030 Action Agenda presented at the 48th
Cooperation (SAARC) SEAMEO Council Conference are: (i) achieving
The eight countries of South Asia, which are universal early childhood care and education; (ii)
members of the South Asian Association of addressing barriers to inclusion; (iii) promoting
Regional Cooperation (SAARC), have jointly resiliency in the face of emergencies, (iv)
formulated the SAARC Framework for Action for promoting technical and vocational education and
Education 2030 (SFFA) affirming their commitment training (TVET); (v) revitalizing teacher education;
to work together in advancing SDG 4 in the region. (vi) harmonisation in higher education and
research; (vii) adopting a 21st century curriculum.
The Framework provides a roadmap for
strengthening regional collaboration in education Europe and North America
in order to achieve SDG 4-Education 2030 European Union
targets. The SAARC Framework for Action In 2017, the European Council, Member States
constitutes a comprehensive education agenda. and the European Parliament adopted the
It identifies key priorities in each sub-sector of Consensus on Development, Our world, our
education and training covering all 10 targets dignity, our future, in which Member States
of SDG 4, including a number of cross-cutting aligned the development policy of the Union with
themes. It is accompanied by a more detailed the 2030 Agenda for Sustainable Development.
Action Plan that consists of 13 key thematic By contributing to the achievement of the 2030
areas prioritized for regional collaboration. The Agenda, the EU and Member States are seeking
SAARC Framework underscores the importance to promote a stronger and more sustainable and
of a regional monitoring mechanism for joint inclusive approach. The Consensus also offers
review, monitoring and the evaluation of progress. guidance for the implementation of the Education
The draft monitoring framework was developed 2030 Agenda in partnership with all developing
in consultation with several stakeholders and countries. The objective is to provide a framework
includes relevant indicators for the region to for a common approach to development policy
ensure effective monitoring of progress on SDG 4 that will be applied by EU institutions and Member
in the region. States.
Eastern and South-Eastern Asia Latin America and the Caribbean

Southeast Asia Ministers of Education Economic Commission for Latin America and
Organization (SEAMEO) the Caribbean (ECLAC)
SEAMEO promotes regional cooperation in ECLAC presents a proposal that contributes to
education, science and culture. The SEAMEO stimulating and sustaining intergovernmental
Council is composed of 11 Ministers of Education dialogue, with the contribution of specialized
who oversee the organization’s mandate to bodies, to reach a consensus among Member

Countries on the regional framework of indicators its 26 country and territory members. The Pacific
for monitoring the SDGs in Latin America and the Community Strategic Plan 2016-2020 proposes
Caribbean. goals and priorities. The SPC recognizes that national
programmes and services must adapt to the new
Organización de los Estados Iberoamericanos (OEI) development landscape at the national, regional and
The 2021 educational goals of the OEI were adopted global levels. These programmes should reflect the
by Ibero-American countries in 2008. This framework strategic direction established in the Framework for
is linked to several SDG 4 targets, but the OEI is in the Pacific Regionalism, the regional priorities identified in
process of aligning its goals with the Education 2030 the Small Island Developing States (SIDS) Accelerated
Agenda. Modalities of Action (SAMOA) Pathway and the
commitments of the SDGs.
Caribbean Community (CARICOM)
The CARICOM 2030 Human Resources Development Pacific Regional Education Framework (PacREF)
(HRD) Strategy is a regional framework developed to The PacREF promotes a human rights approach to
ensure the successful participation of the Caribbean education and seeks to empower the people of the
community in the economy and society of the 21st Pacific Islands. The PacREF is based on six targets:
century. The CARICOM 2030 HRD Strategy is regionalism and mutually beneficial partnerships;
articulated in the CARICOM Strategic Plan (2015- the application of tests to policies and practices;
2019). Following the global assessment of the efficiency in the use of resources; equity in access
Millennium Development Goals and the Post-2015 and opportunity and relevant and high-quality
Development Agenda, the strategy focuses on the contributions, and high-quality and sustainable results.
SDGs. The PacREF has a programme of strategies and
activities in four policy areas: (i) quality and relevance;
Sistema de la Integración Centroamericana (ii) learning pathways; (iii) student welfare and
The Política Educativa Centroamericana (PEC) is a set outcomes, and (iv) the teaching profession.
of guidelines to provide the eight Member Countries
of the Sistema de la Integración Centroamericana with Sub-Saharan Africa
a general framework of action in education based on African Union
regional priorities. In 2016, the African Union adopted the Continental
Education Strategy for Africa (CESA 16-25) as the
This framework was adapted and aligned to the framework for transforming education systems
SDG 4-Education 2030 Agenda considering the in Africa. CESA 16-25 is designed to involve the
regional priorities. Currently PEC 2030 establishes the broadest coalition possible for education and training
way forward on education development for Central in Africa. This approach implies the acceptance and
America and a specific indicator framework was also adaptation of the global Education 2030 Agenda
developed to monitor that implementation. linked to SDG 4 to focus on Africa’s specific priorities.
The CESA 16-25 comprises 12 strategic objectives
Oceania that are easily mapped to the SDG 4 targets, and
Pacific Community (SPC) therefore both frameworks require similar data points
The Pacific Community is an international to track countries’ progress on their achievements. At
development organization owned and governed by the sub-regional level, countries are grouped within

development communities that meet regularly, but Commonwealth Secretariat provides guidance
their education-related objectives are in alignment on policymaking, technical assistance and
with the CESA 16-25. advisory services to Commonwealth Member
Countries. In 2018, the Secretariat produced a
Commonwealth Secretariat status report on the indicators relating to SDG 4
The Commonwealth is a voluntary association of among Member States of the Commonwealth of
53 independent and equal sovereign states. The Nations.

Summary
Sustainable Development Goal 4 and its associated agencies. The multiplicity of existing methods and/
targets represent an ambitious vision of inclusive and or sources involved in the data collection process
equitable education for the world. The challenge of reinforce the importance of ensuring that minimum
monitoring countries’ progress to achieve this goal is standards are adopted in each country to ensure
both important and urgent. quality and comparability as well as monitoring
countries’ progress towards the targets of SDG 4.
The monitoring framework described in this report In the case of target 4.1, for instance, a common
is the result of unprecedented efforts made by the protocol has been created to address the two main
global education community to provide information on challenges encountered in the reporting process:
key elements surrounding educational change within consistency and quality. In terms of reporting
countries. In its efforts, the UIS and its partners have consistency, the UIS has adopted an approach that
emphasised the importance of facilitating the greater allows flexibility in reporting, but with an emphasis on
participation of countries in the monitoring process at growing alignment over time. Procedural alignment
the global, regional and national levels. is also imperative in the context of ensuring the
comparability of data as a means of maximising
As some countries are at the starting point data quality and minimising variations in the results
for national monitoring, ensuring that “no one reported. Defining minimum procedures ensures data
will be left behind” requires that all national integrity and allows for the comparison of results from
collaborators have full access and knowledge different countries and assessment contexts.
of the entire monitoring process. This involves
several aspects described in this report such as In addition to the 11 global indicators, this report
data availability; consistency in data collection presented the supplementary set of 32 thematic
and learning assessments; reporting consistency; indicators developed by the UIS, together with
implementation of quality assurance, and partner organizations and others, to provide countries
procedural alignment mechanisms aimed at with monitoring guidance around a specific set of
ensuring data integrity. education-related concepts. This thematic indicator
framework was created with the overall objective
In this report, the UIS provides a panoramic view of of monitoring the education goal contained in the
the current stage of implementation of SDG 4 global 2030 Agenda for Sustainable Development: “Ensure
monitoring as well as the various alternatives for inclusive and equitable quality education and promote
data collection and reporting associated with SDG 4 lifelong learning for all”. Thus, the supplementary
at the international level. In terms of data sources, thematic indicators cover detailed aspects of SDG 4
multiple stakeholders collect data relevant to SDG that could not be addressed within a limited number
4 monitoring. Some of these data sources include of global indicators and provides an overview of the
international organizations, national statistics offices, progress towards each target. Some key educational
schools and line ministries, and other relevant state indicators monitored across countries include the
Summary 89
administration of a nationally representative learning step towards advancing efficiency and avoiding a
assessment; the completion rate of students across duplication of efforts in the roll-out of global and
all levels of educational attainment; the out-of-school regional strategies directed at achieving the SDG 4
rate, and the gross early childhood enrolment ratio. targets. In a context where several regional or sub-
regional organizations are seeking to generate
The UIS has demonstrated in this report that information and promote consensus among countries
the monitoring of SDG 4 indicators is based on common education goals, it is now clear that these
on universal principles with an emphasis on entities need to come together and be part of a supra-
establishing a participatory framework where regional organization.
all stakeholders (i.e. civil society, business,
academia and government) recognise their The potential for such collaboration becomes all
shared responsibility in achieving the global the more probable when examining the common
indicators. In this regard, the monitoring of SDG 4 features shared by organizations in UNESCO
indicators at a regional level is an important Member States, such as a common geographical
domain in which countries can improve their data territory (i.e. EU). Already, countries have begun to
collection and assessment processes as well as articulate their regional objectives with respect to the
identifying their data capacity needs. SDG 4 – Education 2030 Agenda alongside existing
agreements reached on medium and long-term
Several sets of indicators were developed (or are education targets. However, these trans-national
in process of being developed) to consider the agreements require national and regional coordination
priorities and issues of common interest to countries as a means of identifying progress and difficulties in
in a particular region. This represents a crucial the SDG 4 monitoring and reporting processes.

References
UIS (2017). SDG 4 Data Digest 2017 - The Quality Factor: Strengthening National Data to Monitor Sustainable
Development Goal 4. UNESCO Institute for Statistics (UIS).
UIS (2018a). Quick Guide to Education Indicators for SDG 4. Retrieved from UNESCO Institute for Statistics web-
site: http://uis.unesco.org/sites/default/files/documents/quick-guide-education-indicators-sdg4-2018-en.pdf
UIS (2018b). SDG 4 Data Digest: Data to Nurture Learning. Montreal, Quebec: UNESCO Institute for Statistics.
UIS & GEMR Team (2019). Meeting commitments: Are countries on track to achieve SDG 4? (No. ED/GEMR/
MRT/2019/HLPF/2; p. 15). Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000369009?posInSet=1&-
queryId=9f8476b4-1048-4bed-a11a-ff1dc4afae6c
References 91
Appendix A.
Global indicators’ survey questions
Indicator Item Question Categories Sources
4.3.1 F1 Formal education: During the last 12 months, that is since [specify: [Yes/No] TCG/UIS
month, year]
Have you been a student or apprentice in formal education or training?
4.3.1 F2 If yes in F1 [ISCED 1-8] TCG/UIS

What was the level of the most recent formal education or training
activity?
4.3.3 F3 If yes in F1 [Yes/No] TCG/UIS

Was any formal education or training activity during the last 12 months a
technical or vocational programme?
4.6.3 F4 If yes in F1 [Yes/No] TCG/UIS

Was the focus of any formal education or training activity during the last
12 months to improve your literacy skills?
4.3.1 NF1 Non-formal education: During the last 12 months, that is since [specify: [Yes/No] TCG/UIS
month, year]
Have you participated in any of the following activities with the intention
to improve knowledge or skills in any area (including hobbies) either in
leisure time or in working time?
· a course?
· a workshop or seminar?
· guided on-the-job training?
· a private lesson?
4.3.3 NF2 If any yes in NF1 [Yes/No] TCG/UIS

Was any of these education or training activities a technical or vocational
programme?
4.6.3 NF3 If any yes in NF1 [Yes/No] TCG/UIS

Was the focus of any of these education or training activities to improve
your literacy skills?
4.4.1 Which of the following computer-related activities have you carried out in [Question] ITU
the last three months? Please tick all that apply:
(1) Copying or moving a file or folder; (2) using copy and paste tools to
duplicate or move information within a document; (3) sending e-mails
with attached files ̶ for example, a document, picture, video; (4)
using basic arithmetic formulas in a spreadsheet; (5) connecting and
installing new devices ̶ for example, a modem, camera, printer; (6)
finding, downloading, installing and configuring software; (7) creating
electronic presentations with presentation software ̶ including text,
images, sound, video or charts; (8) transferring files between a computer
and other devices; (9) writing a computer program using a specialized
programming language.
Appendix A. Global indicators’ survey questions 93

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SDG 4 Data Digest

How to Produce and Use the Global SDG 4 Data Digest
and Thematic Education Indicators How to Produce and Use the Global
SDG 4 Data Digest

This edition of the SDG 4 Data Digest from the UNESCO Institute for
Statistics (UIS) aims to help countries develop and report the indica-
tors needed to deliver on the promise of Sustainable Development
Goal 4 – a quality education for all by 2030.
It stresses the urgency: every child in the generation that should
finish secondary education by the deadline should be in a primary
•
classroom right now. Yet if current trends continue, and without a
rapid shift from “business as usual”, one in six children aged 6 to
How to Produce and Use the Global and Thematic Education Indicators
17 will still be out of school in 2030 while just six in ten youth will
be completing secondary education. Moreover, there is an urgent
need to improve the quality of education on offer. According to UIS
estimates, 55% of children and adolescents of primary and lower
secondary school age are not achieving minimum proficiency levels
in reading and 60% are not acquiring critical skills in mathematics
The investment case for education is clear and has been repeated
time and time again: education reduces poverty, improves health
and nutrition, advances equity and drives national prosperity. But
education systems cannot function effectively without a clear
picture of progress – or the lack of it – and without knowing who is
missing out on education and why.
To help fill such gaps, the Digest focuses on new methodologies to
help countries build a full and accurate understanding of their own
education successes and challenges while generating the interna-
tionally comparable data needed for global monitoring. Through
these methodological tools, countries can track and accelerate
progress on their own education priorities and contribute to the
global achievement of SDG 4.

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SDG 4 Data Digest

SDG 4 Data Digest

UNESCO Institute for Statistics

Published in 2019 by:

UNESCO Institute for Statistics

ACRONYMS AND ABBREVIATIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

IMPLEMENTATION OF SDG TARGETS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

1. GLOBAL INDICATORS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Target 4.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43

4 SDG 4 Data Digest 2019

3. REGIONAL MONITORING FRAMEWORKS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .83

Central and Southern Asia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85

APPENDIX A. GLOBAL INDICATORS’ SURVEY QUESTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . .93

6 SDG 4 Data Digest 2019

The Digest recognises that countries are under

8 SDG 4 Data Digest 2019

AES Adult Education Survey

Acronyms and abbreviations 9

10 SDG 4 Data Digest 2019

Implementation of SDG targets 11

12 SDG 4 Data Digest 2019

1 This visualisation is based on a modified version of the “World Tile

Figure 1. Data availability template map

Source: UNESCO Institute for Statistics (UIS)

14 SDG 4 Data Digest 2019

Figure 3. An overview of assessment options

Source: UNESCO Institute for Statistics (UIS)

16 SDG 4 Data Digest 2019

Source: UNESCO Institute for Statistics (UIS)

Figure 5. Minimum proficiency levels for mathematics

Source: UNESCO Institute for Statistics (UIS)

Figure 6. Solutions for producing comparable data from different assessments

Source: UNESCO Institute for Statistics (UIS)

18 SDG 4 Data Digest 2019

Decision Tree for sourcing of data

Figure 7 outlines the interim strategy for reporting

To report on SDG Indicator 4.1.1 using national

Figure 8. Data availability map of global indicator 4.2.1 (2010-2019)

Source: UNESCO Institute for Statistics (UIS)

20 SDG 4 Data Digest 2019

Figure 9. Distribution of indicator 4.2.1 among countries (2010-2019)

Source: UNESCO Institute for Statistics (UIS)

Figure 10. Data availability map of global indicator 4.2.2 (2010-2019)

22 SDG 4 Data Digest 2019

Figure 11. Distribution of indicator 4.2.2 among countries (2010-2019)

Source: UNESCO Institute for Statistics (UIS)

24 SDG 4 Data Digest 2019

Figure 12. Data availability map of global indicator 4.3.1 (2010-2019)

Source: UNESCO Institute for Statistics (UIS)

Figure 13 shows the distribution of countries’ Administrative data

26 SDG 4 Data Digest 2019

Source: UNESCO Institute for Statistics (UIS)

Source: UNESCO Institute for Statistics (UIS)

28 SDG 4 Data Digest 2019

Source: UNESCO Institute for Statistics (UIS)

30 SDG 4 Data Digest 2019

Gender parity index