SDG Quality Education in real life situation

It gives you clear knowledge on sdg

1. Sustainable Development Goal (SDG):
Goal 4:Quality Education
Progress Card
Department of School Education & Literacy(DoSE&L)
Ministry of Education
Government of India
1

2. SDG2030with17Goalsand169targetswasintroducedwitheffectfrom1stJanuary2016.
GovernmentofIndiahasconstitutedaHighLevelSteeringCommittee(HLSC)undertheChairmanshipofChief
StatisticianofIndia(CSI)&Secretary,MoSPIwithmembersfromNITIAayogandotherparticipatingMinistries
includingEducation.
TheHLSCmeetsfromtimetotimetodiscussthedifferentindicatorswhichcanbeusedforachievingtheSDGtargets
SDGGoal4isrelatedtoEducation
TheGlobalIndicatorFramework(GIF)onSDGGoal4has10mainindicators
Someofthemcanbecomputedbothatnationalandsub-nationallevel
Fewdonothavenecessarydataforcomputationatsub-nationallevel
Oneindicator–genderparitybytop/bottomwealthquintiledonothavedataforcomputationatnationallevel
asofnow
OVERVIEW

3. Forbettermonitoringatsub-nationallevel,12additionalindicatorshavealsobeenconsidered–thesearecalled
indicatorsforNationalIndicatorFramework(NIF)
TheseadditionalindicatorsarebeingdiscussedforitsinclusioninmonitoringandpublishingSDGreportforIndia
atnationalandsub-nationallevel
TheSDGReportofIndiaisexpectedtoincludevaluesofindicatorsatnationalandsub-nationallevel
IndicatorsoftheGlobalIndicatorFrameworktotheextentitiscurrentlyavailable
AdditionalindicatorsofNationalIndicatorFrameworkmutuallyagreedbytheMinistryofStatisticsandPIand
therelatedlineMinistry
ThelineMinistryhasalsoidentifiedPolicyActionsbasedontheNationalEducationPolicy2020forachievingthe
SDG2030targets
OVERVIEW

4. I.D/oofSchoolEducation&Literacy:
Main Groups : Proficiency(8), Completion rate(3) , Participation rate(1) , Parity Index (3) ,
infrastructure(8), teachers education(4) ,awareness through citizenship education (4) (total 31)
A.Proficiency:Proportionofstudents(NAS2021)
4.1.1.ainGrade2or3achievingatleastaminimumproficiencylevelinmathematics.
4.1.1.ainGrade2or3achievingatleastaminimumproficiencylevelinreading.
4.1.1.battheendofprimaryachievingatleastaminimumproficiencylevelinmathematics.
4.1.1.battheendofprimaryachievingatleastaminimumproficiencylevelinreading.
4.1.1.cattheendoflowersecondaryachievingatleastaminimumproficiencylevelinmathematics.
4.1.1.cattheendoflowersecondaryachievingatleastaminimumproficiencylevelinreading.
4.6.1a.inagivenagegroupachievingatleastafixedlevelofproficiencyinfunctionalliteracy
4.6.1b.inagivenagegroupachievingatleastafixedlevelofproficiencyinfunctionalnumeracyskills
4
SDG 4 :Education Theme: Allocation among Departments

5. B.Completionrate
4.1.2.IPrimary
4.1.2.iiLowerSecondary
4.1.2.iiiUppersecondary
C.Participationrate
4.2.2inorganizedlearning(oneyearbeforetheofficialprimaryentryage).
D.ParityIndices(female/male)
4.5.1.aPrimary
4.5.1.bSecondary
4.5.1.cHigherSecondary
5
SDG 4 :Education Theme: Allocation among Departments

6. E.Proportionofschoolsofferingbasicservices/infrastructuressuchas
4.a.1.a.Electricity)
4.a.1.bcomputersforpedagogicalpurposes
4.a.1.cadopteddisabledfriendlyRamp
4.a.1.dadopteddisabledfriendlytoilet
4.a.1.ebasicdrinkingwater
4.a.1.fbasicsanitationfacilitiesforboys
4.a.1.gbasicsanitationfacilitiesforgirls
4.a.1.hbasichandwashfacilities
F.ProportionofTeacherswithminimumrequiredqualifications
4.c.1.aprimary
4.c.1.bupper-primary
4.c.1.csecondary
4.c.1.dHighersecondary
G.ExtenttowhichcitizenshipeducationandsustainableDevelopmentaremainstreamedat
4.7.1a.NationalEducationPolicies(1)
4.7.1 b. Curricula (0.92)
4.7.1c.TeacherEducation(0.95)
4.7.1d.StudentAssessment(1)
SDG 4 :Education Theme: Allocation among Departments

7. II.M/oWomen&ChildDevelopment:
I.Proportionofchildrenaged24-59monthswhoaredevelopmentallyontrackin
4.2.1a.Health
4.2.1.bLearning
4.2.1.cPsychologicalwellbeing
M/oSkillDevelopment&Entrepreneurship
I.Participationrateofyouth&adultsin
4.3.1.aformaleducationandtraininginprevious12months
4.3.1.bnon-formaleducationandtraininginprevious12months
IIProportionofyouth&adultswith
4.4.1informationandcommunicationtechnologyskills
D/oHigherEducation
FFA Government expenditure on education as a percentage of GDP
1.a.2 Proportion of total government spending on essential services (education)
SDG 4 :Education Theme: Allocation among Departments

8. 8
25.00
27.00
27.00
34.00
39.00
42.00
43.00
47.50
53.32
62.59
71.80
88.60
88.70
88.88
89.30
91.35
91.80
92.20
93.64
96.20
97.50
98.20
0 20 40 60 80 100 120
Maths proficiency primary
Maths proficiency L. secondary
Schools with CWSN friendly toilet
Reading proficiency L.secondary
Reading proficiency C-2
Reading Prficiency Primary
Maths proficiency C-2
schools using computer- -pedagogy
Participation Rate pre-primary
Completion Rate U.secondary
Schools with Ramp CWSN
% qualifyed teachers for U. Primary
% qualifyed teachers for Primary
Completion Rate in Primary
Schools with Electricity
Completion Rate L.Secondary
% qualifyed teachers for H. secondary
% qualifyed teachers for secondary
Schools with hand wash facilities
Schools with sanitation - boys
Schools with sanitation- girls
Schools having basic drinking water
2022
SDG 4 :Progress as on 2022 (%)

9. Rationalizationofexistingresourcesfromacademicyear2021-byStates/UTstoinitiate1yearof
preparatoryclassinthoseareaswhereresourcesarealreadyavailable;
1. Universalization of Pre-Primary Education by 2030:
IntroducePreparatoryclass/Balavatikainallpre/primary/elementaryschoolswheresupport
underSamagraShikshahasalreadybeengivenforpre-primaryclasses;
DevelopmentoflocallycontextualizedteachinglearningmaterialsforECCEbyStatesinlocal
languages.
2.Improvingenrolmentinprimaryclasses:
Extensionofthemid-daymealprogrammetothePreparatoryClassinprimaryschools;
MonitoringandTrackingofHealthstatusofChildrenthroughperiodichealthcheck–upwithin
oneyear;
States/UTswillprepareindividualizedHealthcardsforallenrolledstudents.
Actions initiated by India to achieve SDG targets :

10. 3.CurtailingDropoutRatesandEnsuringUniversalAccesstoEducationatallLevels:
AHouseholdsurveytoidentifyOutofSchoolChildrenbytheStates/UTs
Preparingschool/block/districtwiseFactSheetstoanalyzethefactorsleadingtodropout
andpoorlearninglevel,andtakepreventiveandremedialaction
EngagementofCounselorstoschools,agrouporclusterofschools/schoolcomplexesfrom
2022-23onwards
Adoptionofachild-wisetrackingsystemfrompre-schooltograde12toassess
achievementinlearningoutcomes
StatestoofferopenschoolcoursesdesignedanddevelopedbytheNIOSincollaboration
withtheNIOS
Creatingadatabaseofalumni,retiredscientists,retiredteachers,subjectexpertsand
volunteersmappedtoeachschoolforeaseofaccessbyteachers,students,parents,SMC,
etc.toengagetheminhelpingschoolsidentifyOoSC,mainstreamingthem,remedial
classes,contributinginFLN,etc.
Actions initiated by India to achieve SDG targets :

11. 4.Identifyinggapsandbridgingavailabilityofteachersatschoollevel:
Policyofrecognizingcreative,dedicatedandachievingteachers,bystatesforgivingrecognitiontobest
teachersondifferentoccasions,andfordifferentpurposes.
Anonlinetransparentteachertransferpolicytomeetthevacanciesandneedsofruralandremoteareas
byallStatesandUTs/KVS/JNV;
DevelopmentofITbasedsolutionstoreducetheeducationadministration/planning/governanceburden
ofteachers;
AcommonNationalProfessionalStandardsforTeachers(NPST)willbedevelopedforthecountryand
adoptionoftheNationalProfessionalStandardsforTeachers(NPST)byalltheStates/UTs;
NCTE/NHERCwillcomeoutwithregulationsrelatedto4-yearintegratedB.Ed.degreeprogrammes,2-
yearB.Ed.programmesandsuitablyadapted1-yearB.Ed.Programmes,,includingtrainingintime-
testedaswellasthemostrecenttechniquesinpedagogy,teachingchildrenwithdisabilities,teaching
childrenwithspecialinterests,childrenwithtalents/giftedchildren,useofeducationaltechnology,etc..
Allteachereducationprogrammestomovetomulti-disciplinaryinstitutions;
NCTEwillformulateanewandcomprehensiveNationalCurriculumFrameworkforTeacherEducation,
NCTFE.
Actions initiated by India to achieve SDG targets :

12. 5.Improvingadultliteracy:
NCERTwillsetupaconstituentbodydedicatedtoAdultEducationwithintheorganisation
6.Increaseinternetaccesstoschoolsandpromotedigitalschools:
Internetaccesstoschoolswillbeincreasedto100%by2025fromthecurrentlevelof18.7%
withthehelpofBharatnetandlocaleffort
TheschoolsintheSpecialEducationZonesandAspirationaldistrictswillbeintegratedwith
digitaldevicesonprioritybystates/UTsunderthestrengthenedICTscheme
Onlineteachertraininginlearner-centricpedagogyandonhowtobecomehigh-qualityonline
contentcreatorsthemselvesusingonlineteachingplatformsandtools
Digitalrepositoryofinnovativecontent,includingcreationofcoursework,LearningGames&
Simulations,AugmentedRealityandVirtualReality,apps,gamificationofIndianartandculture
-inmultiplelanguages
NCERTandSCERTswillleverageexistinge-learningplatformsDIKSHA,forcreatingvirtual
labs
Actions initiated by India to achieve SDG targets :

13. 7. Consultations with States/ UTs:
The SamagraShiksha Scheme has been aligned with the New Education Policy (NEP) 2020 for further
extension up to year 2025-26
The Reform Agenda in the NEP and SamagraShiksha has been discussed extensively with the States/Uts
15
th
FinanceCommissionhasrecommendedforincentivisingthetopperformingStatesinlearningoutcome
andequitydomainofPerformanceGradingIndex(PGI).ThiswillencouragetheStates/Utstotakeproactive
stepstoimprovethequalityeducation.
TohavemorefocussedassessmentofqualityeducationPGIhasbeenextendedtoDistrictLevelanditis
proposedtohaveaseparatePGIforTeacher’sEducationInstitutions.
Actions initiated by India to achieve SDG targets :

14. Specially designed programs for CWSN
SpecialeducatorsforCWSNappointedtoClusterResourceCenters.
Focusonearlyidentificationandsupportatleast50%schooltrained
ReviewofimplementationofpoliciesforinclusiveeducationforSEZs
Enhancedhostelfacilities,particularlyforgirls
Provisionsofbridgecourses,feewaiversandscholarships
Availabilityofresourcesfor100%CwSNforparticipatingfullyinschooleducationbyprovidingthem
assistivedevicesandappropriatetechnology-basedtools,aswellasadequateandlanguage-appropriate
teaching-learningmaterials.
1specializedresourcecentreforCwSNstudentscateringtolocomotiveandlearningdisabilitiesineach
ClusterResourceCenter.
Future roadmap for improving quality and inclusiveeducation for all:

15. Specially designed programs for Gifted/talented children
Creatingawarenessamongstdifferentstakeholders–parents,teachers,schooladministrators
regardingtheimportanceofidentifyingandnurturingtalentindifferentregionsofthecountry
Developingteachereducationcurriculumguidelinesforincludingspecializationinthe
educationofgiftedchildren
NurturanceprogrammesforGiftedChildren
Frameworksandpoliciesinplaceformainstreaminggiftedchildrenintohigherclasses
Future roadmap for improving quality and inclusiveeducation for all:

16. Specially designed programs for SEDGs and Girl Child
Specialhostelsindedicatedregions,bridgecourses,andfinancialassistancethroughfeewaiversandscholarships
willbeofferedtoSEDGsatthesecondarystageofeducationtofacilitatetheirentryintohighereducation.
Atleast50%KGBVsextendedtoclass12
AdditionalKVsandJNVssetupacrossthecountryparticularlyinaspirationaldistrictsandSEZs
AGenderInclusionFundwillbeactivated
OutofSchoolchildren(OoSC)backintotheeducationsystemtoimprovetheGrossEnrolmentRatio(GER)
ReviewofimplementationstatusofSEDGsinclusionfund
ReviewofimplementationstatusofGenderInclusionFund
Review of implementation of safety and security guidelines.
Future roadmap for improving quality and inclusiveeducation for all:

17. List of SDG 4 Indicators
Sr. No. Target Indicator
Latest value as
in September 2023)
Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leadingto relevant and effective learning outcomes
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
1 4.1.1
Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in mathematics 43
Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in reading 39
Proportion of students at the end of primary achieving at least a minimum proficiency level in mathematics 25
Proportion of students at the end of primary achieving at least a minimum proficiency level in reading 42
Proportion of students at the end of lower secondary achieving at least a minimum proficiency level in mathematics 27
Proportion of students at the end of lower secondary achieving at least a minimum proficiency level in reading 34
Completion rate (primary education, lower secondary education, upper secondary education)
2 4.1.2
Completion rate primary 88.88
Completion rate lower secondary 91.35
Completion rate upper secondary 62.59
Gross intake ratio to the last grade (primary education, lower secondary education)
3 4.1.3
Primary 114.69
Lower Secondary 86.09
Out-of-school rate (1 year before primary, primary education, lower secondary education, upper secondary education)
4 4.1.4
One year younger than official primary entry age 5.5
Primary 0.87
Lower Secondary 13.35
Upper Secondary 43.69
Percentage of children over-age for grade (primary education, lower secondary education)
5 4.1.5
Primary 1.7
Lower Secondary 3.4

18. List of SDG 4 Indicators
Sr. No.Target Indicator
Latest available
value
6 4.1.6
Administration of a nationally representative learning assessment (a) in Grade 2 or 3; (b) at the end
of primary education; and (c) at the end of lower secondary education
Yes (1)
7 4.1.7
Number of years of (a) free and (b) compulsory primary and secondary education guaranteed in
legal frameworks
8
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
8 4.2.2Participation rate in organized learning (one year before the official primary entry age), by sex94.5
9 4.2.4Gross early childhood education enrolment ratio in (a) pre-primary education
51.79
(provisional)
10 4.2.5
Number of years of (a) free and (b) compulsory pre-primary education guaranteed in legal
frameworks
3
Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary
education, including university
Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex
11 4.3.1
Participation rate of youth and adults in formal and non-formal education and training in the
previous 12 months, 15-24
46.3
Participation rate of youth and adults in formal and non-formal education and training in the
previous 12 months, 25-54
0.7
Participation rate of youth and adults in formal and non-formal education and training in the
previous 12 months, 15-64
13
12 4.3.2Gross enrolment ratio for tertiary education by sex 32.07
13 4.3.3Participation rate in technical-vocational programmes(15-to 24-year-olds) by sex 2.38

19. List of SDG 4 Indicators
Sr. No. Target Indicator
Latest
available value
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
Youth/adult educational attainment rates by age group and level of education
14 4.4.3
Educational attainment rate, completed primary education or higher, population 25+ years, both sexes (%)61.39
Educational attainment: at least some primary (ISCED 1), population 25+ years, both sexes (%) 68.04
Educational attainment rate, completed lower secondary education or higher, population 25+ years, both sexes (%)49.32
Educational attainment rate, completed upper secondary education or higher, population 25+ years, both sexes (%)31.71
Educational attainment rate, completed Bachelor's or equivalent education or higher, population 25+ years, both sexes (%)12.22
Educational attainment rate, completed Master's or equivalent education or higher, population 25+ years, both sexes (%)3.47
Educational attainment rate, completed post-secondary non-tertiary education or higher, population 25+ years, both sexes (%)13.38
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
15 4.5.1
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
Primary 1.03
Secondary 1
Higher Secondary 1.02
Target4.6: By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
16 4.6.2Youth/adult literacy rate 94.6

20. List of SDG 4 Indicators
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 nonviolence, global citizenship and appreciation of cultural diversity and of
culture’s contribution to sustainable development
17 4.7.1
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
Area Value
Policy 1
Curricula 0.92
Teacher Education 0.95
Student Assessment 1
Percentage of schools that provide life skills-based HIV and sexuality education
18 4.7.2 Lower Secondary 100
Upper Secondary 100
19 4.7.4
Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and
sustainability
100
20 4.7.5 Percentage of students in lower secondary showing proficiency in knowledge of environmental science and geoscience 100
21 4.7.6
Extent to which national education policies and education sector plans recognize a breadth of skills that needs to be enhanced in
national education systems
100
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
Proportion of schools offering basic services, by type of service
22
4.a.1
Electricity 89.3
computers for pedagogical purposes 47.5
disabled friendly Ramp 71.8
disabled friendly toilet 27
basic drinking water 98.2
basic sanitation facilities for boys 96.2
basic sanitation facilities for girls 97.5
basic hand wash facilities 93.64
23 4.a.3 Number of attacks on students, personnel and institutions 95

21. List of SDG 4 Indicators
Target4.b:By2020,substantiallyexpandgloballythenumberofscholarshipsavailabletodevelopingcountries,inparticularleastdevelopedcountries,smallislanddevelopingStatesand
Africancountries,forenrolmentinhighereducation,includingvocationaltrainingandinformationandcommunicationstechnology,technical,engineeringandscientificprogrammes,in
developedcountriesandotherdevelopingcountries
24 4.b.1 Volume of official development assistance flows for scholarships by sector and type of study2,03,33,124
Target4.c:By2030,substantiallyincreasethesupplyofqualifiedteachers,includingthroughinternationalcooperationforteachertrainingindevelopingcountries,especiallyleast
developedcountriesandsmallislanddevelopingStates
Proportion of teachers with the minimum required qualifications, by education level
25 4.c.1
Primary 88.7
Upper-Primary 88.6
Secondary 92.2
Highersecondary 91.8
Pupil-trained teacher ratio by education level
26 4.c.2
Pre-Primary 9.8
Primary 31.8
Lower Secondary 22
Upper Secondary 24.2
Percentage of teachers qualified according to national standards by education level and type of institution
27 4.c.3
Pre-Primary 99
Primary 94.3
Lower Secondary 87.9
Upper Secondary 94.3
Pupil-qualified teacher ratio by education level
28 4.c.4
Pre-Primary 9.4
Primary 29.9
Lower Secondary 22.2
Upper Secondary 23.6
Teacher attrition rate by education level
29 4.c.6
Pre-Primary 1.2
primary 1.8
Lower Secondary 3.7

22. Thank You
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