| Targets | Indicators | Availability | Most Recent Year | Most Recent Data (for national level) | Unit Of Measure | Name of Data Source | Available Years | Show Data | Available disaggregations levels | Relation to National Policy Agenda |
|---|
| Target4.1 By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes | | Target | 4.1 By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes |
|---|
| Indicator | 4.1.1.1 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 reading, by sex MetaData |
|---|
| Data Availabilty | Available |
|---|
| Most Recent Year | 2019 |
|---|
| Most Recent Data | 52.7
|
|---|
| Show Data | 
|
|---|
| Unit Of Measure | Percentage |
|---|
| Name of the Data Source | Palestinian Central Bureau of Statistics (PCBS) |
|---|
| Available Years | 2019 |
|---|
| Available disaggregations levels | Region, Sex, educational level, Governorate |
|---|
| Relation to National Policy Agenda | yes |
|---|
Indicator4.1.1.1 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 reading, by sex MetaData More Details | Data AvailabiltyAvailable | Most Recent Year2019 | Most Recent Data52.7
| Unit Of MeasurePercentage | Name of Data SourcePalestinian Central Bureau of Statistics (PCBS) | Available Years2019 | Show Data
| Available disaggregations levelsRegion, Sex, educational level, Governorate | Relation to National Policy Agendayes |
| Target | | Target | 4.1 By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes |
|---|
| Indicator | 4.1.1.2 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 mathematics, by sex MetaData |
|---|
| Data Availabilty | Available |
|---|
| Most Recent Year | 2019 |
|---|
| Most Recent Data | 45.8
|
|---|
| Show Data |
|
|---|
| Unit Of Measure | Percentage |
|---|
| Name of the Data Source | Palestinian Central Bureau of Statistics (PCBS) |
|---|
| Available Years | 2019 |
|---|
| Available disaggregations levels | Region, Sex, educational level, Governorate |
|---|
| Relation to National Policy Agenda | yes |
|---|
Indicator4.1.1.2 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 mathematics, by sex MetaData More Details | Data AvailabiltyAvailable | Most Recent Year2019 | Most Recent Data45.8
| Unit Of MeasurePercentage | Name of Data SourcePalestinian Central Bureau of Statistics (PCBS) | Available Years2019 | Show Data
| Available disaggregations levelsRegion, Sex, educational level, Governorate | Relation to National Policy Agendayes |
| Target | | Target | 4.1 By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes |
|---|
| Indicator | 4.1.2 Completion rate (primary education, lower secondary education, upper secondary education) MetaData |
|---|
| Data Availabilty | Available |
|---|
| Most Recent Year | 2022 |
|---|
| Most Recent Data | Primary=99.3 lower secondary= 93.2 upper secondary =65.6 |
|---|
| Show Data |
|
|---|
| Unit Of Measure | Rate
|
|---|
| Name of the Data Source | Palestinian Central Bureau of Statistics (PCBS) |
|---|
| Available Years | 2009-2022 |
|---|
| Available disaggregations levels | Educational level, Sex
|
|---|
| Relation to National Policy Agenda | yes |
|---|
Indicator4.1.2 Completion rate (primary education, lower secondary education, upper secondary education) MetaData More Details | Data AvailabiltyAvailable | Most Recent Year2022 | Most Recent DataPrimary=99.3 lower secondary= 93.2 upper secondary =65.6 | Unit Of MeasureRate
| Name of Data SourcePalestinian Central Bureau of Statistics (PCBS) | Available Years2009-2022 | Show Data
| Available disaggregations levelsEducational level, Sex
| Relation to National Policy Agendayes |
| Target4.2 By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education | | Target | 4.2 By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education |
|---|
| Indicator | 4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex MetaData |
|---|
| Data Availabilty | Available |
|---|
| Most Recent Year | 2019 |
|---|
| Most Recent Data | 83.9
|
|---|
| Show Data |
|
|---|
| Unit Of Measure | Percentage |
|---|
| Name of the Data Source | Palestinian Central Bureau of Statistics (PCBS) |
|---|
| Available Years | 2019 |
|---|
| Available disaggregations levels | Region, Sex |
|---|
| Relation to National Policy Agenda | yes |
|---|
Indicator4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex MetaData More Details | Data AvailabiltyAvailable | Most Recent Year2019 | Most Recent Data83.9
| Unit Of MeasurePercentage | Name of Data SourcePalestinian Central Bureau of Statistics (PCBS) | Available Years2019 | Show Data
| Available disaggregations levelsRegion, Sex | Relation to National Policy Agendayes |
| Target | | Target | 4.2 By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education |
|---|
| Indicator | 4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex MetaData |
|---|
| Data Availabilty | Available |
|---|
| Most Recent Year | 2022 |
|---|
| Most Recent Data | 76.1 |
|---|
| Show Data |
 |
|---|
| Unit Of Measure | Rate |
|---|
| Name of the Data Source | Ministry of Education |
|---|
| Available Years | 2017-2022 |
|---|
| Available disaggregations levels | Sex, Region |
|---|
| Relation to National Policy Agenda | yes |
|---|
Indicator4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex MetaData More Details | Data AvailabiltyAvailable | Most Recent Year2022 | Most Recent Data76.1 | Unit Of MeasureRate | Name of Data SourceMinistry of Education | Available Years2017-2022 | Show Data
| Available disaggregations levelsSex, Region | Relation to National Policy Agendayes |
| Target4.3 By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university | | Target | 4.3 By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university |
|---|
| Indicator | 4.3.1 Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex MetaData |
|---|
| Data Availabilty | Available |
|---|
| Most Recent Year | 2021 |
|---|
| Most Recent Data | 18.9 |
|---|
| Show Data |
|
|---|
| Unit Of Measure | Rate |
|---|
| Name of the Data Source | Palestinian Central Bureau of Statistics (PCBS) |
|---|
| Available Years | 2018-2021 |
|---|
| Available disaggregations levels | Age group, Sex |
|---|
| Relation to National Policy Agenda | yes |
|---|
Indicator4.3.1 Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex MetaData More Details | Data AvailabiltyAvailable | Most Recent Year2021 | Most Recent Data18.9 | Unit Of MeasureRate | Name of Data SourcePalestinian Central Bureau of Statistics (PCBS) | Available Years2018-2021 | Show Data
| Available disaggregations levelsAge group, Sex | Relation to National Policy Agendayes |
| Target4.4 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 | | Target | 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 |
|---|
| Indicator | 4.4.1 Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill MetaData |
|---|
| Data Availabilty | Available |
|---|
| Most Recent Year | 2019 |
|---|
| Most Recent Data | 70.9 |
|---|
| Show Data |
|
|---|
| Unit Of Measure | Percentage |
|---|
| Name of the Data Source | Palestinian Central Bureau of Statistics (PCBS) |
|---|
| Available Years | 2018-2019 |
|---|
| Available disaggregations levels | Sex, type of skill, Governorate, Region
|
|---|
| Relation to National Policy Agenda | yes |
|---|
Indicator4.4.1 Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill MetaData More Details | Data AvailabiltyAvailable | Most Recent Year2019 | Most Recent Data70.9 | Unit Of MeasurePercentage | Name of Data SourcePalestinian Central Bureau of Statistics (PCBS) | Available Years2018-2019 | Show Data
| Available disaggregations levelsSex, type of skill, Governorate, Region
| Relation to National Policy Agendayes |
| Target4.5 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 | | Target | 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 |
|---|
| Indicator | 4.5.1.1 Adjusted net attendance ratio in basic stage by sex, locality type and wealth index quintile MetaData |
|---|
| Data Availabilty | Available |
|---|
| Most Recent Year | 2019 |
|---|
| Most Recent Data | 96.9
|
|---|
| Show Data |
|
|---|
| Unit Of Measure | Ratio |
|---|
| Name of the Data Source | Palestinian Central Bureau of Statistics (PCBS) |
|---|
| Available Years | 2019 |
|---|
| Available disaggregations levels | locality type, wealth index quintile, Governorate |
|---|
| Relation to National Policy Agenda | yes |
|---|
Indicator4.5.1.1 Adjusted net attendance ratio in basic stage by sex, locality type and wealth index quintile MetaData More Details | Data AvailabiltyAvailable | Most Recent Year2019 | Most Recent Data96.9
| Unit Of MeasureRatio | Name of Data SourcePalestinian Central Bureau of Statistics (PCBS) | Available Years2019 | Show Data
| Available disaggregations levelslocality type, wealth index quintile, Governorate | Relation to National Policy Agendayes |
| Target | | Target | 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 |
|---|
| Indicator | 4.5.1.2 Adjusted net attendance ratio in secondary stage by sex, locality type and wealth index quintile MetaData |
|---|
| Data Availabilty | Available |
|---|
| Most Recent Year | 2019 |
|---|
| Most Recent Data | 74.5 |
|---|
| Show Data |
|
|---|
| Unit Of Measure | Ratio |
|---|
| Name of the Data Source | Palestinian Central Bureau of Statistics (PCBS) |
|---|
| Available Years | 2019 |
|---|
| Available disaggregations levels | locality type, wealth index quintile, Governorate |
|---|
| Relation to National Policy Agenda | yes |
|---|
Indicator4.5.1.2 Adjusted net attendance ratio in secondary stage by sex, locality type and wealth index quintile MetaData More Details | Data AvailabiltyAvailable | Most Recent Year2019 | Most Recent Data74.5 | Unit Of MeasureRatio | Name of Data SourcePalestinian Central Bureau of Statistics (PCBS) | Available Years2019 | Show Data
| Available disaggregations levelslocality type, wealth index quintile, Governorate | Relation to National Policy Agendayes |
| Target4.6 By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy | | Target | 4.6 By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy |
|---|
| Indicator | 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 MetaData |
|---|
| Data Availabilty | Not Available |
|---|
| Most Recent Year | |
|---|
| Most Recent Data | |
|---|
| Show Data |
|
|---|
| Unit Of Measure | |
|---|
| Name of the Data Source | |
|---|
| Available Years | |
|---|
| Available disaggregations levels | |
|---|
| Relation to National Policy Agenda | No |
|---|
Indicator4.6.1 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 MetaData More Details | Data AvailabiltyNot Available | Most Recent Year | Most Recent Data | Unit Of Measure | Name of Data Source | Available Years | Show Data
| Available disaggregations levels | Relation to National Policy AgendaNo |
| Target4.7 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 | | Target | 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 |
|---|
| Indicator | 4.7.1.1 Extent to which (i) global citizenship education and (ii) education for sustainable development (including climate change education) are mainstreamed in national education policies MetaData |
|---|
| Data Availabilty | Available |
|---|
| Most Recent Year | 2020 |
|---|
| Most Recent Data | 0.875 |
|---|
| Show Data |
|
|---|
| Unit Of Measure | Index |
|---|
| Name of the Data Source | UNSD Global DB |
|---|
| Available Years | 2020 |
|---|
| Available disaggregations levels | National level |
|---|
| Relation to National Policy Agenda | No |
|---|
Indicator4.7.1.1 Extent to which (i) global citizenship education and (ii) education for sustainable development (including climate change education) are mainstreamed in national education policies MetaData More Details | Data AvailabiltyAvailable | Most Recent Year2020 | Most Recent Data0.875 | Unit Of MeasureIndex | Name of Data SourceUNSD Global DB | Available Years2020 | Show Data
| Available disaggregations levelsNational level | Relation to National Policy AgendaNo |
| Target | | Target | 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 |
|---|
| Indicator | 4.7.1.2 Extent to which (i) global citizenship education and (ii) education for sustainable development (including climate change education) are mainstreamed in curricula MetaData |
|---|
| Data Availabilty | Available |
|---|
| Most Recent Year | 2020 |
|---|
| Most Recent Data | 0.708 |
|---|
| Show Data |
|
|---|
| Unit Of Measure | Index |
|---|
| Name of the Data Source | UNSD Global DB |
|---|
| Available Years | 2020 |
|---|
| Available disaggregations levels | National level |
|---|
| Relation to National Policy Agenda | No |
|---|
Indicator4.7.1.2 Extent to which (i) global citizenship education and (ii) education for sustainable development (including climate change education) are mainstreamed in curricula MetaData More Details | Data AvailabiltyAvailable | Most Recent Year2020 | Most Recent Data0.708 | Unit Of MeasureIndex | Name of Data SourceUNSD Global DB | Available Years2020 | Show Data
| Available disaggregations levelsNational level | Relation to National Policy AgendaNo |
| Target | | Target | 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 |
|---|
| Indicator | 4.7.1.3 Extent to which (i) global citizenship education and (ii) education for sustainable development (including climate change education) are mainstreamed in teacher education MetaData |
|---|
| Data Availabilty | Available |
|---|
| Most Recent Year | 2020 |
|---|
| Most Recent Data | 0.8 |
|---|
| Show Data |
|
|---|
| Unit Of Measure | Index |
|---|
| Name of the Data Source | UNSD Global DB |
|---|
| Available Years | 2020 |
|---|
| Available disaggregations levels | National level |
|---|
| Relation to National Policy Agenda | No |
|---|
Indicator4.7.1.3 Extent to which (i) global citizenship education and (ii) education for sustainable development (including climate change education) are mainstreamed in teacher education MetaData More Details | Data AvailabiltyAvailable | Most Recent Year2020 | Most Recent Data0.8 | Unit Of MeasureIndex | Name of Data SourceUNSD Global DB | Available Years2020 | Show Data
| Available disaggregations levelsNational level | Relation to National Policy AgendaNo |
| Target | | Target | 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 |
|---|
| Indicator | 4.7.1.4 Extent to which (i) global citizenship education and (ii) education for sustainable development (including climate change education) are mainstreamed in student assessment MetaData |
|---|
| Data Availabilty | Available |
|---|
| Most Recent Year | 2020 |
|---|
| Most Recent Data | 0.833 |
|---|
| Show Data |
|
|---|
| Unit Of Measure | Index |
|---|
| Name of the Data Source | UNSD Global DB |
|---|
| Available Years | 2020 |
|---|
| Available disaggregations levels | National level |
|---|
| Relation to National Policy Agenda | No |
|---|
Indicator4.7.1.4 Extent to which (i) global citizenship education and (ii) education for sustainable development (including climate change education) are mainstreamed in student assessment MetaData More Details | Data AvailabiltyAvailable | Most Recent Year2020 | Most Recent Data0.833 | Unit Of MeasureIndex | Name of Data SourceUNSD Global DB | Available Years2020 | Show Data
| Available disaggregations levelsNational level | Relation to National Policy AgendaNo |
| Target4.a Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all | | Target | 4.a Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all |
|---|
| Indicator | 4.a.1.1 Proportion of schools offering basic services_electricity
MetaData |
|---|
| Data Availabilty | Available |
|---|
| Most Recent Year | 2022 |
|---|
| Most Recent Data | 100 |
|---|
| Show Data |
|
|---|
| Unit Of Measure | Percentage |
|---|
| Name of the Data Source | Ministry of Education |
|---|
| Available Years | 2000-2022 |
|---|
| Available disaggregations levels | Level of education |
|---|
| Relation to National Policy Agenda | yes |
|---|
Indicator4.a.1.1 Proportion of schools offering basic services_electricity
MetaData More Details | Data AvailabiltyAvailable | Most Recent Year2022 | Most Recent Data100 | Unit Of MeasurePercentage | Name of Data SourceMinistry of Education | Available Years2000-2022 | Show Data
| Available disaggregations levelsLevel of education | Relation to National Policy Agendayes |
| Target | | Target | 4.a Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all |
|---|
| Indicator | 4.a.1.2 Proportion of schools offering basic services_the Internet for pedagogical purposes
MetaData |
|---|
| Data Availabilty | Available |
|---|
| Most Recent Year | 2022 |
|---|
| Most Recent Data | 98.9 |
|---|
| Show Data |
|
|---|
| Unit Of Measure | Percentage |
|---|
| Name of the Data Source | Ministry of Education |
|---|
| Available Years | 2009-2022 |
|---|
| Available disaggregations levels | Level of education |
|---|
| Relation to National Policy Agenda | yes |
|---|
Indicator4.a.1.2 Proportion of schools offering basic services_the Internet for pedagogical purposes
MetaData More Details | Data AvailabiltyAvailable | Most Recent Year2022 | Most Recent Data98.9 | Unit Of MeasurePercentage | Name of Data SourceMinistry of Education | Available Years2009-2022 | Show Data
| Available disaggregations levelsLevel of education | Relation to National Policy Agendayes |
| Target | | Target | 4.a Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all |
|---|
| Indicator | 4.a.1.3 Proportion of schools offering basic services_computers for pedagogical purposes
MetaData |
|---|
| Data Availabilty | Available |
|---|
| Most Recent Year | 2022 |
|---|
| Most Recent Data | 91.5 |
|---|
| Show Data |
|
|---|
| Unit Of Measure | Percentage |
|---|
| Name of the Data Source | Ministry of Education |
|---|
| Available Years | 2000-2022 |
|---|
| Available disaggregations levels | Level of education |
|---|
| Relation to National Policy Agenda | yes |
|---|
Indicator4.a.1.3 Proportion of schools offering basic services_computers for pedagogical purposes
MetaData More Details | Data AvailabiltyAvailable | Most Recent Year2022 | Most Recent Data91.5 | Unit Of MeasurePercentage | Name of Data SourceMinistry of Education | Available Years2000-2022 | Show Data
| Available disaggregations levelsLevel of education | Relation to National Policy Agendayes |
| Target | | Target | 4.a Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all |
|---|
| Indicator | 4.a.1.4 Proportion of schools offering basic services_adapted infrastructure and materials for students with disabilities
MetaData |
|---|
| Data Availabilty | Available |
|---|
| Most Recent Year | 2022 |
|---|
| Most Recent Data | 70.6 |
|---|
| Show Data |
|
|---|
| Unit Of Measure | Percentage |
|---|
| Name of the Data Source | Ministry of Education |
|---|
| Available Years | 2012-2022 |
|---|
| Available disaggregations levels | Level of education |
|---|
| Relation to National Policy Agenda | yes |
|---|
Indicator4.a.1.4 Proportion of schools offering basic services_adapted infrastructure and materials for students with disabilities
MetaData More Details | Data AvailabiltyAvailable | Most Recent Year2022 | Most Recent Data70.6 | Unit Of MeasurePercentage | Name of Data SourceMinistry of Education | Available Years2012-2022 | Show Data
| Available disaggregations levelsLevel of education | Relation to National Policy Agendayes |
| Target | | Target | 4.a Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all |
|---|
| Indicator | 4.a.1.5 Proportion of schools offering basic services_basic drinking water
MetaData |
|---|
| Data Availabilty | Available |
|---|
| Most Recent Year | 2022 |
|---|
| Most Recent Data | 99.7 |
|---|
| Show Data |
|
|---|
| Unit Of Measure | Percentage |
|---|
| Name of the Data Source | Ministry of Education |
|---|
| Available Years | 2012-2022 |
|---|
| Available disaggregations levels | Level of education |
|---|
| Relation to National Policy Agenda | yes |
|---|
Indicator4.a.1.5 Proportion of schools offering basic services_basic drinking water
MetaData More Details | Data AvailabiltyAvailable | Most Recent Year2022 | Most Recent Data99.7 | Unit Of MeasurePercentage | Name of Data SourceMinistry of Education | Available Years2012-2022 | Show Data
| Available disaggregations levelsLevel of education | Relation to National Policy Agendayes |
| Target | | Target | 4.a Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all |
|---|
| Indicator | 4.a.1.6 Proportion of schools offering basic services_single-sex basic sanitation facilities
MetaData |
|---|
| Data Availabilty | Available |
|---|
| Most Recent Year | 2022 |
|---|
| Most Recent Data | 99.6 |
|---|
| Show Data |
|
|---|
| Unit Of Measure | Percentage |
|---|
| Name of the Data Source | Ministry of Education |
|---|
| Available Years | 2012-2022 |
|---|
| Available disaggregations levels | Level of education |
|---|
| Relation to National Policy Agenda | yes |
|---|
Indicator4.a.1.6 Proportion of schools offering basic services_single-sex basic sanitation facilities
MetaData More Details | Data AvailabiltyAvailable | Most Recent Year2022 | Most Recent Data99.6 | Unit Of MeasurePercentage | Name of Data SourceMinistry of Education | Available Years2012-2022 | Show Data
| Available disaggregations levelsLevel of education | Relation to National Policy Agendayes |
| Target | | Target | 4.a Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all |
|---|
| Indicator | 4.a.1.7 Proportion of schools offering basic services_basic handwashing facilities (as per the WASH indicator definitions)
MetaData |
|---|
| Data Availabilty | Available |
|---|
| Most Recent Year | 2022 |
|---|
| Most Recent Data | 99.6 |
|---|
| Show Data |
|
|---|
| Unit Of Measure | Percentage |
|---|
| Name of the Data Source | Ministry of Education |
|---|
| Available Years | 2012-2022 |
|---|
| Available disaggregations levels | Level of education |
|---|
| Relation to National Policy Agenda | yes |
|---|
Indicator4.a.1.7 Proportion of schools offering basic services_basic handwashing facilities (as per the WASH indicator definitions)
MetaData More Details | Data AvailabiltyAvailable | Most Recent Year2022 | Most Recent Data99.6 | Unit Of MeasurePercentage | Name of Data SourceMinistry of Education | Available Years2012-2022 | Show Data
| Available disaggregations levelsLevel of education | Relation to National Policy Agendayes |
| Target4.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 | | Target | 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 |
|---|
| Indicator | 4.b.1 Volume of official development assistance flows for scholarships by sector and type of study MetaData |
|---|
| Data Availabilty | Available |
|---|
| Most Recent Year | 2021 |
|---|
| Most Recent Data | 15.1 |
|---|
| Show Data |
|
|---|
| Unit Of Measure | Million US$ |
|---|
| Name of the Data Source | OECD |
|---|
| Available Years | 2016, 2018, 2021 |
|---|
| Available disaggregations levels | National Level |
|---|
| Relation to National Policy Agenda | No |
|---|
Indicator4.b.1 Volume of official development assistance flows for scholarships by sector and type of study MetaData More Details | Data AvailabiltyAvailable | Most Recent Year2021 | Most Recent Data15.1 | Unit Of MeasureMillion US$ | Name of Data SourceOECD | Available Years2016, 2018, 2021 | Show Data
| Available disaggregations levelsNational Level | Relation to National Policy AgendaNo |
| Target4.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 | | Target | 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 |
|---|
| Indicator | 4.c.1 Proportion of teachers with the minimum required qualifications, by education level
MetaData |
|---|
| Data Availabilty | Available |
|---|
| Most Recent Year | 2021 |
|---|
| Most Recent Data | 100 |
|---|
| Show Data |
|
|---|
| Unit Of Measure | Percentage |
|---|
| Name of the Data Source | Ministry of Education |
|---|
| Available Years | 2000-2021 |
|---|
| Available disaggregations levels | Sex, Stage |
|---|
| Relation to National Policy Agenda | yes |
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Indicator4.c.1 Proportion of teachers with the minimum required qualifications, by education level
MetaData More Details | Data AvailabiltyAvailable | Most Recent Year2021 | Most Recent Data100 | Unit Of MeasurePercentage | Name of Data SourceMinistry of Education | Available Years2000-2021 | Show Data
| Available disaggregations levelsSex, Stage | Relation to National Policy Agendayes |
عربي
