Access to a quality education sets a child up for lifelong opportunities. However, in many cases children and adolescents worldwide are not receiving an education that meets the standards of an inclusive and quality education for all. With increasing disparities in gender, wealth, and urban-rural location, these key players determine what kind of education is accessible. For quality education to be available to everyone regardless of these factors, investments in education infrastructure are imperative. Unfortunately, the impact of the pandemic has created a massive decline in the goals set to achieve inclusive and quality education for all. A shift to at home learning puts poor households and vulnerable groups at risk of dropping out or not completing their schooling at a proficient level, setting them up at a disadvantage.
Providing every child access to an inclusive, quality education can yield them a future of success and options. Subsequently, a quality education readily available to every child worldwide would allow for unlimited growth potential in society. Education is intertwined with advancement of every goal—tackling the world’s most complex issues requires an educated and informed approach.
When children are given a quality education, they can think critically and provide value to the world when they become adults. An educated society can provide the world with unlimited progression, innovation, and socioeconomic movement without boundaries.
Targets & Indicators
When the UN General Assembly introduced the Sustainable Development Goals in 2015, they listed the targets that needed to meet for each goal. These targets break down what needs to be achieved to consider the goal completed. The UN Statistical Commission created the IAEG (International Agency and Expert Group) in 2017, which was tasked with creating the “indicators” for each target. These indicators were created to put measures in place to track the process being made on each target.
Targets and indicators were developed by the UN as a working blueprint for nations, organizations, and people to use when implementing SDGs in their everyday actions. Looking to the targets for the respected goal is the best way to execute the use of them in your work.
4.1By 2030, ensure that all girls and boys complete free, equitable, and quality primary and secondary education leading to relevant and effective learning outcomes.
- 4.1.1 Proportion of Children and Young People in Grades Two/Three; at the End of Primary School; and at the End of Lower Secondary School Achieving at Least a Minimum Proficiency Level in Reading and Mathematics (by Sex)
- 4.1.2 Completion Rate (Primary Education, Lower Secondary Education, Upper Secondary Education)
4.2By 2030, ensure that all girls and boys have access to quality early childhood development, care, and pre-primary education so that they are ready for primary education.
- 4.2.1 Proportion of Children Aged 24–59 Months Who Are Developmentally on Track in Health, Learning, and Psychosocial Well-Being (by Sex)
- 4.2.2 Participation Rate in Organized Learning (One Year Before the Official Primary School Entry Age) by Sex
4.3By 2030, ensure equal access for all women and men to affordable and quality technical, vocational, and tertiary education, including university.
- 4.3.1 Participation Rate of Youth and Adults in Formal and Non-Formal Education and Training in the Previous 12 Months by Sex
4.4By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.
- 4.4.1 Proportion of Youth and Adults with Information and Communications Technology (ICT) Skills by Type of Skill
4.5By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations.
- 4.5.1 Parity Indices (Female/Male, Rural/Urban, Bottom/Top Wealth Quintile, Disability Status, Indigenous Peoples and Conflict-Affected, as Data Become Available) for All Education Indicators on This List That Can Be Disaggregated
4.6By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy.
- 4.6.1 Percentage of Population in a Given Age Group Achieving at Least a Fixed Level of Proficiency in Functional Literacy and Numeracy Skills by Sex
4.7By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity and of culture’s contribution to sustainable development.
- 4.7.1 Extent to Which Global Citizenship Education and Education for Sustainable Development, Including Gender Equality and Human Rights, Are Mainstreamed at All Levels in National Education Policies, Curricula, Teacher Education, and Student Assessment
4.aBuild and upgrade education facilities that are disability and gender-sensitive and provide safe, non-violent, inclusive, and effective learning environments for all.
- 4.a.1 Proportion of Schools Offering Basic Services by Type of Service
4.bBy 2030, substantially expand the number of global scholarships available to developing countries for enrolment in higher education, including vocational training and information and communications technology, technical, engineering, and scientific programs.
- 4.b.1 Volume of Official Development Assistance Flows for Scholarships by Sector and Type of Study
4.cBy 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing states.
- 4.c.1 Proportion of Teachers with the Minimum Required Qualifications by Education Level