Armenia SDGs indicators

Goal 4. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

Global metadata documentation on all indicators in Goal 4

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
4.1.1.a Proportion of children and young people in grades 2/3
4.1.1.b Proportion of children at the end of primary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics
4.1.1.c Proportion of children at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics
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
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
      4.2.2.a Gross enrolment of children 3 -5 years of age in pre-primary education
4.3.1 Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex
      4.3.1.a Gross Enrollment Ration in general educatioin
4.4.1 Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
      4.4.1.a Number of pupils per computer in general education schools
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
      4.5.1.a Gender parity index
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
      4.6.1.a Literacy rate among population aged from 10-24 years old
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; an
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-s
4.b.1 Volume of official development assistance flows for scholarships by sector and type of study
4.c.1 Proportion 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 (e.g. pedagogical training) pre-service or in-service required for teac
      4.c.1.a Proportion of trained teachers