Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
Targets
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
4.2 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
4.3 By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
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
4.5 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
4.6 By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
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.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.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.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
National set of indicators for monitoring progress towards the UN Sustainable Development Goal 4
Indicator ID | Indicator name | Source | Unit of measure | 2015 | 2016 | 2017 | 2018 | 2019 | 2020 | 2021 | 2022 | 2023 |
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4.1.U.46 | Completion rate (primary education, lower secondary education, upper secondary education), incl.: | UN Global database | % | |||||||||
4.1.U.46.1 | Completion rate of primary education | UN Global database | % | 100 | 98 | 99 | 99 | 98 | 99 | 99 | - | |
4.1.U.46.2 | Completion rate of lower secondary education | UN Global database | % | 97 | 96 | 97 | 96 | 95 | 95 | 98 | - | |
4.1.U.46.3 | Completion rate of upper secondary education | UN Global database | % | 88 | 87 | 86 | 88 | 84 | 85 | 87 | - | |
4.0.E.47 | Early leavers from education and training | Eurostat (based on NSI data) | % of the population aged 18 to 24 | 13.4 | 13.8 | 12.7 | 12.7 | 13.9 | 12.8 | 12.2# | 10.5 | |
4.2.E.48 | Pupils from age 5 to the starting age of compulsory education at primary level - % of the population of the corresponding age | Eurostat | % | 93.2 | 92.0 | 88.0 | 85.2 | 85.8 | 85.5 | 84.9 | ||
4.0.E.49 | Proportion of the population aged 25-34 with completed tertiary education | Eurostat (based on NSI data) | % | 31.8 | 32.8 | 33.4 | 34.0 | 32.7 | 33.0 | 33.6# | 33.8 | |
4.0.E.50 | Share of individuals having at least basic digital skills | Eurostat (based on NSI data) | % | 31.18 | 35.52 | |||||||
4.0.E.51 | Low achieving 15-year-olds in reading, mathematics or science: | Eurostat | % | |||||||||
4.0.E.51.1 | Low achieving 15-year-olds in reading | Eurostat | % | 41.5 | 47.1# | 52.9 | ||||||
4.0.E.51.2 | Low achieving 15-year-olds in mathematics | Eurostat | % | 42.1 | 44.4 | 53.6 | ||||||
4.0.E.51.3 | Low achieving 15-year-olds in science | Eurostat | % | 37.9 | 46.5 | 48.0 | ||||||
4.5.U.52 | Adjusted gender parity index for completion rate | UN Global database | Ratio | |||||||||
4.5.U.52.1 | Gender parity index for completion of primary education | UN Global database | Ratio | 1.004 | 1 | 1.00997 | 1.0196 | 1.01454 | 1.00383 | 0.9852 | - | |
4.5.U.52.2 | Gender parity index for completion of lower secondary education | UN Global database | Ratio | 1.01448 | 0.97887 | 0.99208 | 0.98332 | 0.99757 | 1.01376 | 1.0061 | - | |
4.5.U.52.3 | Gender parity index for completion of upper secondary education | UN Global database | Ratio | 1.02807 | 1.03412 | 0.96637 | 0.99465 | 1.04611 | 1.02448 | 1.00756 | - | |
4.0.E.53 | Adult participation in learning in the past four weeks by sex | Eurostat (based on NSI data) | % | 2.0 | 2.2 | 2.3 | 2.5 | 2.0 | 1.6 | 1.8# | 1.7 | |
"#" break in time series |
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"-" no case registered |
Country: Bulgaria
Source: United Nations Department of Economic and Social Affairs