Afghanistan
Albania
Algeria
Andorra
Anguilla
Antigua & Barbuda
Argentina
Armenia
Aruba
Australia
Austria
Azerbaijan
Bahamas
Bahrain
Bangladesh
Barbados
Belarus
Belgium
Belize
Benin
Bermuda
Bhutan
Bolivia
Bonaire
Bosnia & Herzegovina
Botswana
Brazil
British Indian Ocean Ter
Brunei
Bulgaria
Burkina Faso
Burundi
Cambodia
Cameroon
Canada
Canary Islands
Cape Verde
Cayman Islands
Central African Republic
Chad
Channel Islands
Chile
China
Christmas Island
Cocos Island
Colombia
Comoros
Congo
Cook Islands
Costa Rica
Cote D Ivoire
Croatia
Cuba
Curacao
Cyprus
Czech Republic
Denmark
Djibouti
Dominica
Dominican Republic
East Timor
Ecuador
Egypt
El Salvador
Equatorial Guinea
Eritrea
Estonia
Ethiopia
Falkland Islands
Faroe Islands
Fiji
Finland
France
French Guiana
French Polynesia
French Southern Ter
Gabon
Gambia
Georgia
Germany
Ghana
Gibraltar
Greece
Greenland
Grenada
Guadeloupe
Guam
Guatemala
Guinea
Guyana
Haiti
Hawaii
Honduras
Hong Kong
Hungary
Iceland
India
Indonesia
Iran
Iraq
Ireland
Isle of Man
Israel
Italy
Jamaica
Japan
Jordan
Kazakhstan
Kenya
Kiribati
Korea North
Korea South
Kuwait
Kyrgyzstan
Laos
Latvia
Lebanon
Lesotho
Liberia
Libya
Liechtenstein
Lithuania
Luxembourg
Macau
Macedonia
Madagascar
Malawi
Malaysia
Maldives
Mali
Malta
Marshall Islands
Martinique
Mauritania
Mauritius
Mexico
Midway Islands
Moldova
Monaco
Mongolia
Montserrat
Morocco
Mozambique
Myanmar
Nambia
Nauru
Nepal
Netherland Antilles
Netherlands (Holland, Europe)
Nevis
New Caledonia
New Zealand
Nicaragua
Niger
Nigeria
Niue
Norfolk Island
Norway
Oman
Pakistan
Palau Island
Palestine
Panama
Papua New Guinea
Paraguay
Peru
Philippines
Pitcairn Island
Poland
Portugal
Puerto Rico
Qatar
Republic of Montenegro
Reunion
Romania
Russia
Rwanda
Saipan
Samoa
Samoa American
San Marino
Sao Tome & Principe
Saudi Arabia
Senegal
Serbia
Seychelles
Sierra Leone
Singapore
Slovakia
Slovenia
Solomon Islands
Somalia
South Africa
Spain
Sri Lanka
St Barthelemy
St Eustatius
St Helena
St Kitts-Nevis
St Lucia
St Maarten
St Pierre & Miquelon
St Vincent & Grenadines
Sudan
Suriname
Swaziland
Sweden
Switzerland
Syria
Tahiti
Taiwan
Tajikistan
Tanzania
Thailand
Togo
Tokelau
Tonga
Trinidad & Tobago
Tunisia
Turkey
Turkmenistan
Turks & Caicos Is
Tuvalu
Uganda
Ukraine
United Arab Emirates
United Kingdom
United States of America
Uruguay
Uzbekistan
Vanuatu
Vatican City State
Venezuela
Vietnam
Virgin Islands (Brit)
Virgin Islands (USA)
Wake Island
Wallis & Futana Is
Yemen
Zaire
Zambia
Zimbabwe
4.1 By 2030, ensure that all girls and boys complete
free, equitable and quality primary and secondary
education leading to relevant and effective learning
outcomes
4.1.1 Proportion of children and young people:
(a) in grades 2/3; (b) at the end of primary; and
(c) at the end of lower secondary achieving at least a
minimum proficiency level in (i) reading and
(ii) mathematics, by sex
4.2 By 2030, ensure that all girls and boys have access
to quality early childhood development, care and
pre-primary education so that they are ready for primary
education
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
4.2.2 Participation rate in organized learning (one
year before the official primary entry age), by sex
4.3 By 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
4.4 By 2030, substantially increase the number of
youth and adults who have relevant skills, including
technical and vocational skills, for employment, decent
jobs and entrepreneurship
4.4.1 Proportion of youth and adults with
information and communications technology (ICT)
skills, by type of skill
4.5 By 2030, eliminate gender disparities in education
and ensure equal access to all levels of education and
vocational training for the vulnerable, including persons
with disabilities, indigenous peoples and children in
vulnerable situations
4.5.1 Parity indices (female/male, rural/urban,
bottom/top wealth quintile and others such as
disability status, indigenous peoples and conflictaffected,
as data become available) for all education
indicators on this list that can be disaggregated
4.6 By 2030, ensure that all youth and a substantial
proportion of adults, both men and women, achieve
literacy and numeracy
4.6.1 Percentage 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
4.7 By 2030, ensure that all learners acquire the
knowledge and skills needed to promote sustainable
development, including, among others, through
education for sustainable development and sustainable
lifestyles, human rights, gender equality, promotion of a
culture of peace and non-violence, global citizenship
and appreciation of cultural diversity and of culture’s
contribution to sustainable development
4.7.1 Extent to which (i) global citizenship education
and (ii) education for sustainable development,
including gender equality and human rights, are
mainstreamed at all levels in: (a) national education
policies, (b) curricula, (c) teacher education and
(d) student assessment
4.a Build and upgrade education facilities that are
child, disability and gender sensitive and provide safe,
non-violent, inclusive and effective learning
environments for all
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) singlesex
basic sanitation facilities; and (g) basic
handwashing facilities (as per the WASH indicator
definitions)
4.b By 2020, substantially expand globally the number
of scholarships available to developing countries, in
particular least developed countries, small island
developing States and African countries, for enrolment
in higher education, including vocational training and
information and communications technology, technical,
engineering and scientific programmes, in developed
countries and other developing countries
4.b.1 Volume of official development assistance
flows for scholarships by sector and type of study
4.c By 2030, substantially increase the supply of
qualified teachers, including through international
cooperation for teacher training in developing countries,
especially least developed countries and small island
developing States
4.c.1 Proportion of teachers in: (a) pre-primary;
(b) primary; (c) lower secondary; and (d) upper
secondary education who have received at least the
minimum organized teacher training (e.g. pedagogical
teaching at the relevant level in a given country
training) pre-service or in-service required for
4.1 By 2030, ensure that all girls and boys complete[260]
free, equitable and quality primary and secondary[261]
education leading to relevant and effective learning[262]
outcomes[263]
4.1.1 Proportion of children and young people:[264]
(a) in grades 2/3; (b) at the end of primary; and[265]
(c) at the end of lower secondary achieving at least a[266]
minimum proficiency level in (i) reading and[267]
(ii) mathematics, by sex[268]
4.2 By 2030, ensure that all girls and boys have access[269]
to quality early childhood development, care and[270]
pre-primary education so that they are ready for primary[271]
education[272]
4.2.1 Proportion of children under 5 years of age[273]
who are developmentally on track in health, learning[274]
and psychosocial well-being, by sex[275]
4.2.2 Participation rate in organized learning (one[276]
year before the official primary entry age), by sex[277]
4.3 By 2030, ensure equal access for all women and[278]
men to affordable and quality technical, vocational and[279]
tertiary education, including university[280]
4.3.1 Participation rate of youth and adults in formal[281]
and non-formal education and training in the previous[282]
12 months, by sex[283]
4.4 By 2030, substantially increase the number of[284]
youth and adults who have relevant skills, including[285]
technical and vocational skills, for employment, decent[286]
jobs and entrepreneurship[287]
4.4.1 Proportion of youth and adults with[288]
information and communications technology (ICT)[289]
skills, by type of skill[290]
4.5 By 2030, eliminate gender disparities in education[291]
and ensure equal access to all levels of education and[292]
vocational training for the vulnerable, including persons[293]
with disabilities, indigenous peoples and children in[294]
vulnerable situations[295]
4.5.1 Parity indices (female/male, rural/urban,[296]
bottom/top wealth quintile and others such as[297]
disability status, indigenous peoples and conflictaffected,[298]
as data become available) for all education[299]
indicators on this list that can be disaggregated[300]
4.6 By 2030, ensure that all youth and a substantial[301]
proportion of adults, both men and women, achieve[302]
literacy and numeracy[303]
4.6.1 Percentage of population in a given age group[304]
achieving at least a fixed level of proficiency in[305]
functional (a) literacy and (b) numeracy skills, by sex[306]
4.7 By 2030, ensure that all learners acquire the[307]
knowledge and skills needed to promote sustainable[308]
development, including, among others, through[309]
education for sustainable development and sustainable[310]
lifestyles, human rights, gender equality, promotion of a[311]
culture of peace and non-violence, global citizenship[312]
and appreciation of cultural diversity and of culture’s[313]
contribution to sustainable development[314]
4.7.1 Extent to which (i) global citizenship education[315]
and (ii) education for sustainable development,[316]
including gender equality and human rights, are[317]
mainstreamed at all levels in: (a) national education[318]
policies, (b) curricula, (c) teacher education and[319]
(d) student assessment[320]
4.a Build and upgrade education facilities that are[321]
child, disability and gender sensitive and provide safe,[322]
non-violent, inclusive and effective learning[323]
environments for all[324]
4.a.1 Proportion of schools with access to:[325]
(a) electricity; (b) the Internet for pedagogical[326]
purposes; (c) computers for pedagogical purposes;[327]
(d) adapted infrastructure and materials for students[328]
with disabilities; (e) basic drinking water; (f) singlesex[329]
basic sanitation facilities; and (g) basic[330]
handwashing facilities (as per the WASH indicator[331]
definitions)[332]
4.b By 2020, substantially expand globally the number[333]
of scholarships available to developing countries, in[334]
particular least developed countries, small island[335]
developing States and African countries, for enrolment[336]
in higher education, including vocational training and[337]
information and communications technology, technical,[338]
engineering and scientific programmes, in developed[339]
countries and other developing countries[340]
4.b.1 Volume of official development assistance[341]
flows for scholarships by sector and type of study[342]
4.c By 2030, substantially increase the supply of[343]
qualified teachers, including through international[344]
cooperation for teacher training in developing countries,[345]
especially least developed countries and small island[346]
developing States[347]
4.c.1 Proportion of teachers in: (a) pre-primary;[348]
(b) primary; (c) lower secondary; and (d) upper[349]
secondary education who have received at least the[350]
minimum organized teacher training (e.g. pedagogical[351]
training) pre-service or in-service required for[352]
teaching at the relevant level in a given country[353]