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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
Reported online 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
Reported online 4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
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
Reported online 4.4.1 Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
Reported online 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
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
Reported online 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
Reported online 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)
Reported online 4.b.1 Volume of official development assistance flows for scholarships by sector and type of study
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