End hunger, achieve food security and improved nutrition and promote sustainable agriculture

Ensure healthy lives and promote well-being for all at all ages

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

Achieve gender equality and empower all women and girls

Ensure availability and sustainable management of water and sanitation for all

Ensure access to affordable, reliable, sustainable and modern energy for all

Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all

Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation

Reduce inequality within and among countries

Make cities and human settlements inclusive, safe, resilient and sustainable

Ensure sustainable consumption and production patterns

Take urgent action to combat climate change and its impacts

Conserve and sustainably use the oceans, seas and marine resources for sustainable development

Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss

Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels

Strengthen the means of implementation and revitalize the Global Partnership for Sustainable Development

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), by province

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

Percentage of youth aged 15–24 (and 15–34) years who dropped out of school without completing Grade 12

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

Proportion of children under 5 years of age 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

Number of children accessing registered ECD Programmes

Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex

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

Number of graduates in public higher education institutions by field of study

Percentage of youth and adult university graduates by field of study

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

Percentage of 7-18 year olds with disabilities who are attending and not attending an educational institutions

Proportion 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

(i) global citizenship education and (ii) education for sustainable development has been mainstreamed by South Africa in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment (YES=1; NO=0)

Percentage of schools with access to basic services by type of service

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

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 training) pre-service or in-service required for teaching at the relevant level in a given country

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

Goal 4 Quality education

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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