Sustainable Development Goal
4

Quality Education

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

Goal 4 Targets

4.1 By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and Goal-4 effective learning outcomes

4.2 By 2030, ensure that all girls and boys have access to quality early childhood development, care and preprimary 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, nonviolent, 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

Source: UN Sustainable Development

Where we work: The UN’s programmatic interventions

The UN is implementing 0 programmatic interventions during the ongoing programme cycle. The map below displays the number of programmatic interventions per location (note that a programmatic intervention may be linked to more than one location). Click on the number on the map to get a summary description of the programmatic interventions. Programmatic interventions may be linked to the national level or specific locations/sub-national level. Note that some interventions linked to specific locations might also have components at the national level, even if they are not categorized as country-level interventions. Click on “Show location details” in the bottom right corner to view a summary table with locations, the number of programmatic interventions, and the UN entities working in those locations. For definitions of programmatic interventions, please refer to the Glossary section.

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