Is SDG 4 relevant to TWE

[sunannie27]

Overview

We need to determine if this SDG is relevant to the TWE project, so that we can align research, planing and marketing to that goal.

Action Items

• Go to Resource 1, choose the SDG indicated in the title of this issue
  • Add link to that page into Resource 2
• Review both targets and indicators to determine which SGS are applicable to the project.
• Copy all Targets and Indicators to a comment below
  • Add notes to identify approporate Targets/Indicators and describe how you propose to use the indicator to measure the programs progress
  • Add notes to the Targets/Indicators that you think are not a good fit and why.
• Review with product team
• Update spreadsheet in resource 3 with details product team agrees on

Resources/Instructions

1. https://sdgs.un.org/goals
2. https://sdgs.un.org/goals/goal4
3. https://docs.google.com/spreadsheets/d/1mzlUg2l9-OfTlvI59wwpz9LzN1pAWUfXIYXDmSO_vq8/edit#gid=0

[sunannie27]

Relevant

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

4.1.2
Completion rate (primary education, lower secondary education, upper secondary education)

Target
4.3
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

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

4.4.1
Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill

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

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

N/A

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

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

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 organized learning (one year before the official primary entry age), by sex

Target
4.6
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

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

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

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

4.a.1
Proportion of schools offering basic services, by type of service

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

4.b.1
Volume of official development assistance flows for scholarships by sector and type of study

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

4.c.1
Proportion of teachers with the minimum required qualifications, by education level