SDG 4

SDG4’s 10 targets
SDG 4 is composed of 7 outcome targets and 3 means of implementation. SDG4’s 10 targets

constitute the backbone of GCE’s policy and advocacy work since 2015.
Outcome targets
1. Universal primary and secondary education
 By 2030, ensure that all girls and boys complete free, equitable and quality
primary and secondary education leading to relevant and effective learning
outcomes.
What it means:
 The provision of 12 years of free, publicly-funded, inclusive, equitable, quality
primary and secondary education – of which at least nine years are compulsory,
leading to relevant learning outcomes – should be ensured for all, without
discrimination.
2. Early childhood development and universal pre-primary education
 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.
What it means:
 The provision of at least one year of free and compulsory quality pre-primary
education is encouraged, to be delivered by well-trained educators, as well as that
of early childhood development and care.
3. Equal success to technical/ vocational and higher education
 By 2030, ensure equal access for all women and men to affordable and quality
technical, vocational and tertiary education, including university
What it means:
 It is imperative to reduce barriers to skills development and technical and
vocational education and training (TVET), starting from the secondary level, as well
as to tertiary education, including university, and to provide lifelong learning
opportunities for youth and adults. The provision of tertiary education should be
made progressively free, in line with existing international agreements.
4. Relevant skills for decent work
 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.
What it means:
 Access: Equitable access to TVET needs to be expanded while quality is ensured.
Learning opportunities should be increased and diversified, using a wide range of
education and training modalities.
 Skills acquisition: Beyond work-specific skills, emphasis must be placed on
developing high-level cognitive and non-cognitive/transferable skills, such as
problem solving, critical thinking, creativity, teamwork, communication skills and
conflict resolution.
5. Gender equality and inclusion
 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.
What it means:
 Inclusion and equity: All people, irrespective of sex, age, race, colour, ethnicity,
language, religion, political or other opinion, national or social origin, property or
birth, as well as persons with disabilities, migrants, indigenous peoples, and
children and youth, especially those in vulnerable situations or other status,
should have access to inclusive, equitable quality education and lifelong learning
opportunities.
 Gender equality: All girls and boys, women and men, should have equal
opportunity to enjoy education of high quality, achieve at equal levels and enjoy
equal benefits from education. Adolescent girls and young women, who may be
subject to gender-based violence, child marriage, early pregnancy and a heavy
load of household chores, as well as those living in poor and remote rural areas,
require special attention. In contexts in which boys are disadvantaged, targeted
action should be taken for them. Policies aimed at overcoming gender inequality
are more effective when they are part of an overall package that also promotes
health, justice, good governance and freedom from child labour.
6. Universal Youth Literacy
 By 2030, ensure that all youth and a substantial proportion of adults, both men
and women, achieve literacy and numeracy.
What it means:
 Action for this target aims at ensuring that by 2030, all young people and adults
across the world should have achieved relevant and recognized proficiency levels
in functional literacy and numeracy skills that are equivalent to levels achieved at
successful completion of basic education.
7. Education for sustainable development and global citizenship
 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.
What it means:
 The knowledge, skills, values and attitudes required by citizens to lead
productive lives, make informed decisions and assume active roles locally and
globally in facing and resolving global challenges can be acquired through
education for sustainable development and global citizenship education, which
includes peace and human rights education, as well as intercultural education and
education for international understanding.
Means of implementation
1. Effective learning environments

 Build and upgrade education facilities that are child, disability and gender
sensitive and provide safe, non-violent, inclusive and effective learning
environments for all.
What it means:
 This target addresses the need for adequate physical infrastructure and safe,
inclusive environments that nurture learning for all, regardless of background or
disability status.
2. Scholarships
 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.
What it means:
 Where developed countries offer scholarships to students from developing
countries, these should be structured to build the capability of the developing
country. While the importance of scholarships is recognized, donor countries are
encouraged to increase other forms of support to education. In line with the
SDG4-Education 2030 focus on equity, inclusion and quality, scholarships should
be transparently targeted at young people from disadvantaged backgrounds.
3. Teachers and educators
 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.
What it means:
 Teachers are the key to achieving all of the SDG4 targets. It requires urgent
attention, because the equity gap in education is exacerbated by the shortage and
uneven distribution of professionally trained teachers, especially in disadvantaged
areas. As teachers are a fundamental condition for guaranteeing quality
education, teachers and educators should be empowered, adequately recruited
and remunerated, motivated, professionally qualified, and supported within well-
resourced, efficient and effectively governed systems.
 Source: UNESCO’s Unpacking Sustainable Development Goal 4
5 Ways Education Builds a Better World

Education and lifelong learning can support resilient and peaceful communities, and improve
understanding at the global level. We explore here the specific role education plays to help
achieve SDG 11 (sustainable cities and communities) and SDG 16 (Peace and good governance).
1. Ensuring equal opportunities The scale and speed of urban change requires good
governance,
5 Ways Education Contributes to Sustainable Economies
How can education and lifelong learning help to ensure production and consumption patterns
are sustainable, supply skills for the creation of green industry, orient higher education and
research towards green innovation and can play a part in transforming key economic sectors,
such as agriculture, upon which both rich and poor countries and households rely?

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SDG 4

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SDG4’s 10 targets

SDG 4 is composed of 7 outcome targets and 3 means of implementation. SDG4’s 10 targets

1. Effective learning environments

 Source: UNESCO’s Unpacking Sustainable Development Goal 4

5 Ways Education Builds a Better World

5 Ways Education Contributes to Sustainable Economies

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