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Reported Online |
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 |
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Improving Measures |
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 |
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Reported Online |
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex |
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Reported Online |
4.3.1 Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex |
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Reported Online |
4.4.1 Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill |
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Compiling Statistics |
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 |
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Reported Online |
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 |
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Improving Measures |
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 |
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Compiling Statistics |
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) single-sex basic sanitation facilities (g) basic handwashing facilities (as per the WASH indicator definitions) |
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Reported Online |
4.b.1 Volume of official development assistance flows for scholarships by sector and type of study |
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Reported Online |
4.c.1 Percentage 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 (i.e. pedagogical training) pre-service or in-service required for teaching at the relevant level in a given country |