SDG Goal 4: Quality Education Progress


Despite the considerable progress on education access and participation over the past years, 262 million children and youth aged 6 to 17 were still out of school in 2017, and more than half of children and adolescents are not meeting minimum proficiency standards in reading and mathematics. Rapid technological changes present opportunities and challenges, but the learning environment, the capacities of teachers and the quality of education have not kept pace. Refocused efforts are needed to improve learning outcomes for the full life cycle, especially for women, girls and marginalized people in vulnerable settings.

  • In 72 countries with recent data, approximately 7 in 10 children aged 3 and 4 were developmentally on track in at least three of the following domains: literacy-numeracy, physical development, social-emotional development and learning.
  • In 2015, an estimated 617 million children and adolescents of primary and lower secondary school age worldwide – more than 50 per cent – were not achieving minimum proficiency levels in reading and mathematics. Of these, about two thirds were attending school but were not learning in the classroom, or dropped out school.
  • Some 750 million adults – two thirds of them women – remained illiterate in 2016. Half of the global illiterate population lives in South Asia, and a quarter live in sub-Saharan Africa.
  • Many developing countries still lack basic infrastructure and facilities to provide effective learning environments. Sub-Saharan Africa faces the biggest challenges: at the primary and lower secondary levels, less than half of schools have access to electricity, the Internet, computers and basic drinking water.
  • ODA for scholarships amounted to $1.3 billion in 2017. Australia, France, Japan, the United Kingdom of Great Britain and Northern Ireland and institutions of the European Union accounted for nearly two thirds of this total.
  • Globally, there has been little progress in the percentage of primary school teachers who are trained: it has been stagnating at about 85 per cent since 2015. The proportion is lowest in sub-Saharan Africa (64 per cent).


Source: Sustainable Development Knowledge Platform

https://sustainabledevelopment.un.org/sdg4