Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex

Completion rate (primary education, lower secondary education, upper secondary education)

Mean years of schooling 25+ population, by region (%)

Expected years of schooling children age 6, by region (%)

Gross Enrollment Ratios for primary and secondary education by sex and place of residence

Net Enrollment Ratios (NER) by sex and place of residence

Adjusted net intake to the first grade of primary education, by sex (% of children of 6 years who are newly enrolment in primary grade)

Transition rate from primary to secondary education by sex and place of residence

Net Attendance Ratios (NAR) for primary and secondary by sex and place of residence

Proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex

Participation rate in organized learning (one year before the official primary entry age), by sex

Participation rate of youth and adults in formal and non-formal eduation and training in the previous 12 months

Breakdown of enrolment by TVET skill cluster

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

Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated

Adjusted gender parity index for the proportion of teachers with the minimum required qualifications, by education level (ratio)

Proportion of population achieving at least a fixed level of proficiency in functional skills, by sex, age and type of skill (%)

Literacy rates among adults (15+) by sex and place of residence

Percentage of literacy rate with disability status by age group

Percentage of literacy rate with disability status by sex

Percentage of literacy rate with disability status by place of residence

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

Proportion of schools offering basic services, by type of service

Volume of official development assistance flows for scholarships by sector and type of study

Donor spending on education (USD million)

Proportion of teachers with the minimum required qualifications, by education level and sex (%)

Equal Access to Quality Pre-Primary Education

Equal Access to Affordable Technical, Vocational and Higher Education

Increase the Number of People with Relevant Skills for Financial Success

Build and Upgrade Inclusive and Safe Schools

Expand Higher Education Scholarships for Developing Countries

Increase the supply of qualified teachers In Developing Countries

SDG

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

Targets

Target 4.1

Target 4.2

Target 4.3

Target 4.4

Target 4.5

Target 4.6

Target 4.7

Target 4.A

Target 4.B

Target 4.C

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