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

Completion rate (primary education, lower secondary education, upper secondary education)

Proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex

Participation rate in organized learning (one year before the official primary entry age), by sex

Percent distribution of children age one year younger than the official primary school entry age at the beginning of the school year by attendance at an early childhood education programme or primary school

Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex

Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill

No. of persons assessed and certified under the recognition of prior learning

No. of persons assessed and certified in government trade testing

No. of workers trained in relevant industrial skills including Textile and Apparels within EPZ

Tertiary education graduates in STEM-related disciplines as a proportion of the total tertiary education graduates

Graduates in STEM-related disciplines in secondary schools as a proportion of total secondary education graduates

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

Attendance ratio Gender Parity Index (GPI), according to county

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

No. of public officers certified through KSG

No. of Public servants trained through GoK support and Training Revolving Fund (TRF)

Enrolment in Adult and Continuing Education (ACE)

Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment

Percentage of eligible population that views traditional African values of family and community as important in their daily lives

Percentage of population that practice African cultural values

Number of countries that have functional national level museums or cultural centres

Percentage change in the number of people visiting museums or cultural centres

Level of implementation of the Great Museum of Africa

Percentage of AU Member States that have introduced Swahili or Arabic in their Primary and Secondary Education Curriculum

Share of Africa’s contribution to global output in creative or fine arts

Percentage of AU Member States whose cultural artifacts have been restituted

Proportion of schools with access to basic services

Volume of official development assistance flows for scholarships by sector and type of study

Proportion of teachers with the minimum required qualifications, by education level

Qualified Teacher to Pupil ratio at primary school level

Qualified Teacher to Student ratio at secondary school level

Equal Access to Quality Pre-Primary Education

Equal Access to Affordable Technical, Vocational and Higher Education

Increase the Number of People with Relevant Skills for Financial Success

Build and Upgrade Inclusive and Safe Schools

Expand Higher Education Scholarships for Developing Countries

Increase the supply of qualified teachers In Developing Countries

IIF

4 EDUCATION

Targets

Target 4.1

Target 4.2

Target 4.3

Target 4.4

Target 4.5

Target 4.6

Target 4.7

Target 4.A

Target 4.B

Target 4.C

Explore all indicators