Sustainable Development Goal 4: Quality Education

 

Sustainable Development Goal 4:

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

Since 2000, there has been enormous progress in achieving the target of universal primary education. The total enrolment rate in developing regions reached 91 percent in 2015, and the worldwide number of children out of school has dropped by almost half. There has also been a dramatic increase in literacy rates, and many more girls are in school than ever before. These are all remarkable successes.

Progress has also been tough in some developing regions due to high levels of poverty, armed conflicts and other emergencies. In Western Asia and North Africa, ongoing armed conflict has seen an increase in the number of children out of school. This is a worrying trend. While Sub-Saharan Africa made the greatest progress in primary school enrolment among all developing regions – from 52 percent in 1990, up to 78 percent in 2012 – large disparities still remain. Children from the poorest households are up to four times more likely to be out of school than those of the richest households. Disparities between rural and urban areas also remain high.

Achieving inclusive and quality education for all reaffirms the belief that education is one of the most powerful and proven vehicles for sustainable development. This goal ensures that all girls and boys complete free primary and secondary schooling by 2030. It also aims to provide equal access to affordable vocational training, to eliminate gender and wealth disparities, and achieve universal access to a quality higher education


The following datasets are available through AURIN which support the evaluation of our progress in achieving Quality Education. You can also view all of the datasets which relate to this goal here

School Profile (point) 2008-2016

This dataset contains point level school profile data for all of Australia from 2008-2016.

ACARA collects, analyses and reports statistical and related information about schools and the outcomes of schooling, as required by the COAG Education Council under ACARA’s Charter.

ACARA’s work in this area is undertaken under the Council’s Principles and Protocols for Reporting on Schooling in Australia (2009), which are intended to guide and inform the use and publication of data generated in the process of measuring the performance of schooling in Australia.

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SA2 OECD Indicators: ACARA NAPLAN Data

This table contains results from the national NAPLAN education tests for Years 3, 5, 7 and 9 for Reading, Writing and Numeracy for the AURIN Social Indicators project.

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AEDC 2009-2015

The Australian Early Development Census (AEDC) is a population-based measure of children’s development as they enter their first year of full-time school, and takes place nationally every three years. It looks at five domains of early childhood development: physical health and wellbeing, social competence, emotional maturity, language and cognitive skills, and communication skills and general knowledge.

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