SDG 4: Quality Education
SDG 4: Quality Education
India SDG 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
SL. No. National Indicator Highest Performing Value Lowest Performing Value View Chart Data Source of SDG India (2023-24) Data Period as per SDG India (2023-24) Periodicity as per SDG India (2023-24)
Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
1 4.1.1: Percentage of students in grade 3, 5 and 8 achieving at least a minimum proficiency level in terms of nationally defined learning outcomes to be attained by pupils at the end of each of above grades Language Source: Department of School Education and Literacy, Ministry of Education 2021 3 Years
59 21
63 22
59 21
Mathematics
62 20
45 9
51 7
2 4.1.2: Completion rate for grade 5, grade 8 and grade 10 100 59.83 Department of School Education and Literacy, Ministry of Education 2021-22 Annual
100 69.25
85.39 23.60
3 4.1.3: Gross Enrolment Ratio in higher secondary education 94.9 35.8 Department of School Education and Literacy, Ministry of Education 2021-22 Annual
4 4.1.4: Net Enrolment Ratio in primary and upper primary education 100 59.8 Department of School Education and Literacy, Ministry of Education 2021-22 Annual
98.9 42.8
5 4.1.5: Adjusted Net Enrolment Ratio in primary, upper primary and secondary education 100 68.1 Department of School Education and Literacy, Ministry of Education 2021-22 Annual
100 57
90.9 41.6
6 4.1.6: Proportion of students enrolled in Grade 1 who reaches last grade or primary/upper primary/ secondary levels 100 55.2 NSS, Ministry of Statistics and Programme Implementation 2021-22 Annual
100 45
100 30
7 4.1.7: Number of years (i) free and (ii) compulsory education guaranteed in legal frameworks --- --- Department of School Education and Literacy, Ministry of Education 2015-16 to 2022-23 Annual
Target 4.2: 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
8 4.2.1: Gross early childhood education enrolment ratio --- --- Department of School Education and Literacy, Ministry of Education 2021-22 Annual
9 4.2.2: Participation rate in organized learning one year before official primary entry --- --- Department of School Education and Literacy, Ministry of Education 2021-22 Annual
Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
10 4.3.1: Participation rate of youth and adults in formal and non- formal education and training in the previous 12 months --- --- --- NSS, Ministry of Statistics and Programme Implementation --- 3 Years
11 4.3.2: Proportion of male-female enrolled in higher education, technical and vocational education --- --- Department of Higher Education, Ministry of Education 2020-21 Annual
12 4.3.3: Gross enrolment ratio for tertiary education 66.1 7.2 Department of Higher Education, Ministry of Education 2020-21 Annual
Target 4.4: 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
13 4.4.1: Proportion of youth and adults with information and communication technology (ICT) skills --- --- --- NSS, Ministry of Statistics and Programme Implementation --- 3 years
Target 4.5: 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
14 4.5.1: Gender Parity indices for Primary/ Secondary/Higher Secondary/Tertiary education 1.11 0.88 Ministry of Education 2021-22 / Tertiary education (2020-21) Annual
1.24 0.92
1.58 0.9
3.48 0.87
15 4.5.2: Enrolment ratio of children with disabilities 2.18 0.23 Department of School Education and Literacy, Ministry of Education 2021-22 Annual
2.89 0.22
2.29 0.23
3.12 0.08
1.67 0.07
Target 4.6: By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
16 4.6.1: Literacy rate of youth in the age group of 15-24 years 99.04 72.29 Office of the Registrar General, India, Ministry of Home Affairs 2011 10 Years
Target 4.7: 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
17 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 (Similar to Indicators 12.8.1 and 13.3.1) --- --- Department of School Education and Literacy, Ministry of Education 2020 Annual
Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all
18 4.a.1 Proportion of schools with access to: (a) electricity; (b) computers for pedagogical purposes; (c) adapted infrastructure and materials for students with disabilities/ disabled friendly ramp and toilets; (d) basic drinking water; (e)single-sex basic sanitation facilities; and (f) basic hand washing facilities (as per the WASH indicator definitions), (in percentage) 100 26.5 Department of School Education and Literacy, Ministry of Education 2021-22 Annual
100 18.3
100 2.6
100 24.5
100 53
100 83.3
100 81.8
100 37.9
Target 4.b: 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
19 National Indicator is under development
Target 4.c: 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
20 4.c.1: Proportion of trained teachers, by education level (primary, upper primary, elementary, secondary and higher secondary education) 98.99 64.78 Department of School Education and Literacy, Ministry of Education 2021-22 Annual
97.95 68.72
99.92 61.99
99.91 45.62
Global SDG 4: Quality Education
SDG Global Goal 4. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
SL. No. Indicator Description (UN) Custodian Organization(s):
4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
1 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 UNESCO Institute of Statistics (UIS)
2 4.1.2: Completion rate (primary education, lower secondary education, upper secondary education)
4.2: 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
3 4.2.1: Proportion of children aged 24-59 monthswho are developmentally on track in health, learning and psychosocial well-being, by sex UNESCO Institute for Statistics
4 4.2.2: Participation rate in organized learning (one year before the official primary entry age), by sex UNESCO Institute for Statistics (UNESCO-UIS).
4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
5 4.3.1: Participation rate of youth and adults in formal and non-formal education and training in the previous 12months, by sex UNESCO Institute for Statistics (UNESCO-UIS)
4.4: 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
6 4.4.1: Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill International Telecommunication Union (ITU)
4.5: 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
7 4.5.1: Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples andconflict-affected, as data become available) for all education indicators on this list that can be disaggregated UNESCO Institute for Statistics (UNESCO-UIS)
4.6: By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
8 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 UNESCO Institute for Statistics (UNESCO-UIS)
4.7: 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 ofculture’s contribution to sustainable development
9 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 UNESCO Education Sector, Division for Peace and Sustainable Development, Section of Education for Sustainable Development (UNESCO-ED/PSD/ESD)
4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all
10 4.a.1: Proportion of schools offering basic services, by type of service UNESCO Institute for Statistics (UNESCO-UIS)
4.b: 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, includingvocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries
11 4.b.1: Volume of official development assistance flows for scholarships by sector andtype of study Organisation for Economic Co-operation and Development (OECD)
4.c: 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
12 4.c.1: Proportion of teachers with the minimum required qualifications, by education level UNESCO Institute for Statistics (UNESCO-UIS)