Sustainable Development Goal 4
"Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all"
Linkage with other SDGs
Quality education is a cornerstone of sustainable development, empowering individuals, fostering equality, and driving innovation. It has profound interconnections with many other SDGs, amplifying progress across social, economic, and environmental dimensions.
The following direct and indirect interlinkages exist between SDG 4 and all other SDGs:
SDG 1 - No Poverty: No Poverty Education provides the skills and knowledge needed for decent jobs, which are essential for breaking cycles of poverty. Individuals with higher education levels generally earn more, contributing to economic growth and poverty reduction. Example: In Uganda, vocational training programs for youth have created pathways out of poverty by providing them with in-demand skills for local industries.
SDG 2 - Zero Hunger: Education enhances agricultural productivity by empowering farmers with knowledge on sustainable practices, crop diversification, and climate-smart agriculture. It also promotes nutrition awareness, especially for women, which leads to healthier families. Example: Agricultural extension programs in India have improved food security by teaching farmers innovative farming techniques and proper nutrition.
SDG 3 - Good Health and Well-being: Educated individuals are more likely to be aware of health risks and adopt healthier lifestyles. Additionally, education fosters a better understanding of public health measures, maternal care, and disease prevention. Example: In Nigeria, educating girls has been shown to reduce child mortality rates, as mothers with basic education are better equipped to care for their children.
SDG 5 - Gender Equality: Education is a powerful tool for achieving gender equality, empowering girls and women to make informed decisions about their lives. Educated women are less likely to marry young, have more control over family planning, and are better able to contribute to the workforce. Example: In Pakistan, initiatives like the Malala Fund have increased girls’ access to education, leading to improved gender equity outcomes.
SDG 6 - Clean Water and Sanitation: Educated communities are better equipped to understand and maintain water and sanitation systems, reducing waterborne diseases and improving public health.
SDG 8 - Decent Work and Economic Growth: Education is a key driver of economic growth. Skilled and educated workers increase productivity and innovation, fostering competitive economies. Example: South Korea’s focus on universal education has been central to its transformation into a global economic powerhouse.
SDG 10 - Reduced Inequalities: Equitable access to education reduces disparities based on gender, income, and geography, promoting social cohesion and mobility. It levels the playing field for marginalised groups. Example: Conditional cash transfer programs in Brazil, such as Bolsa Família, have improved access to education for disadvantaged communities.
SDG 12 - Responsible Consumption and Production: Education fosters awareness of sustainable practices and environmental responsibility, shaping consumer and production behaviours. It equips future generations with the knowledge needed to transition to circular economies.
SDG 13 - Climate Action: Climate education enables individuals and communities to adopt sustainable practices and adapt to climate impacts. It fosters awareness and participation in climate mitigation strategies. Example: Schools in the Philippines incorporate climate change education to prepare students for environmental challenges in a disaster-prone region.
SDG 16 - Peace, Justice, and Strong Institutions: Education promotes civic engagement and awareness of rights and responsibilities, strengthening institutions and fostering peaceful societies. Literate populations are more likely to hold governments accountable. Example: Civic education programs in Tunisia have empowered youth to actively participate in democratic processes.
SDG 17 - Partnerships for the Goals: Achieving universal quality education requires collaboration across governments, NGOs, and the private sector. Partnerships facilitate resource mobilisation, knowledge exchange, and innovative educational models. Example: UNESCO’s Global Education Coalition during the COVID-19 pandemic united partners to address disruptions in education worldwide.
Consquence of failing to reach targets
Failure to achieve quality education has a domino effect on other SDGs. For instance:
- Without education, poverty reduction efforts (SDG 1) falter as individuals lack the skills to secure stable livelihoods.
- Poor educational access entrenches gender inequalities (SDG 5), as millions of girls are denied opportunities to thrive.
- Climate resilience (SDG 13) weakens without climate-literate populations adopting sustainable practices.
Eradicating poverty is not just a moral imperative but a necessary foundation for achieving sustainable development. Progress in SDG 1 has a cascading effect on all other goals, enabling individuals and communities to thrive.
SDG 4: Targets, Indicators, Progress and Data
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.
4.1.2: Completion rate (primary education, lower secondary education, upper secondary education).
Completion rates in primary and lower secondary level education continue on an upward curve while the percentage of young people completing upper secondary school increased from 53% in 2015 to 59% in 2023. This increase, however is at a slower pace relative to progress in the preceding eight[1]year period and such improvements do not always result in positive learning outcomes. Between 2018 and 2022, based on learning outcomes at the end of lower secondary school across 81 OECD and partner countries, mean performance in mathematics fell by a record 15 points while in reading fell 10 points. However, reading and mathematics scores had been declining for these countries prior to 2015, suggesting that COVID-19 explains only part of the decline. A complex set of factors affect the education systems of upper-middle[1]income and high-income countries.
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 aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex.
4.2.2: Participation rate in organised learning (one year before the official primary entry age), by sex.
Data from 76 mainly low- and middle-income countries from 2015 to 2023 shows that approximately two-thirds of young children are developmentally on track, with no significant gender differences. However, there are wide variations among countries and regions. In 2022, globally, 7 out of 10 children participated in organized learning one year before reaching official primary school age. Despite a 1.5 percentage point decline during the COVID-19 pandemic, participation levels have started to recover and return to pre-pandemic levels.
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.
In countries with recent data, around one-sixth of individuals aged 15-64 have participated in education and training. Participation is significantly higher among youth aged 15-24 compared to those aged 24-55, with an average participation rate of nearly 50% across most regions. However, less than 3% of older adults aged 25-55 engage in education and training in most regions.
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.
No progress reported on the UN SDGS website.
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 conflict-affected, as data become available) for all education indicators on this list that can be disaggregated.
Socioeconomic disparities are prevalent in education, affecting various indicators. Global and regional parity ratios may hide gender inequalities within countries, disadvantaging either girls or boys. Disparities based on location or household wealth are more pronounced, with rural or less affluent families facing greater challenges. These gaps widen at higher education levels, leading to increased dropout rates and fewer opportunities for those from disadvantaged backgrounds.
By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy.
4.6.1: 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.
No progress reported on the UN SDGS website.
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 are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education and (d) student assessment.
No progress reported on the UN SDGS website.
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 offering basic services, by type of service.
Only half of all primary schools have the basic infrastructures and materials to provide an adequate schooling experience to pupils with disabilities and one in five primary schools globally does not have single-sex sanitation facilities. On average, 44% of primary schools, 56% of lower secondary schools and 69% of upper secondary schools had access to Internet in 2022, almost double the rates in 2021. At the upper secondary level, 91% of schools have access to electricity, 81% have computers for pedagogical use and 69% of schools are connected to the internet.
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.
No progress reported on the UN SDGS website.
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 with the minimum required qualifications, by education level.
No progress reported on the UN SDGS website.