Sustainable Development Goals UNDP SDG Booklet, 7x5inches for DG_final | Page 20

GOAL 4: QUALITY EDUCATION
Goals and targets (from the 2030 Agenda)

4.7 By 2030, ensure that all learners ac-
quire 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
Indicators
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) stu-
dent assessment
4.a Build and upgrade education facili-
ties that are child, disability and gender
sensitive and provide safe, non-violent,
inclusive and effective learning environ-
ments for all 4.a.1 Proportion of schools with access to:
(a) electricity; (b) the Internet for pedagog-
ical purposes; (c) computers for pedagog-
ical purposes; (d) adapted infrastructure
and materials for students with disabilities;
(e) basic drinking water; (f ) single-sex
basic sanitation facilities; and (g) basic
handwashing facilities (as per the WASH
indicator definitions)
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 Af-
rican countries, for enrolment in higher
education, including vocational training
and information and communications
technology, technical, engineering
and scientific programmes, in devel-
oped countries and other developing
countries 4.b.1 Volume of official development assis-
tance flows for scholarships by sector and
type of study
4.c By 2030, substantially increase the
supply of qualified teachers, including
through international cooperation for
teacher training in developing coun-
tries, especially least developed coun-
tries and small island developing States 4.c.1 Proportion of teachers in: (a) pre-pri-
mary; (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 teaching at the relevant
level in a given country
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