Update on Indicator 4.7.1 and new indicator and disaggregation dimensions
In 2020, the global indicator for target 4.7 was approved and defined as: 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.
To calculate the extent, each category a) to d) is assessed by evaluating select elements within the categories which are scored as whether or not they are present. The resulting score of the categories is not combined into one singular score for the entire 4.7.1. Among the resulting score for each category a) to d), the highest score among all countries is considered as “1”; the scores lower than the highest score are placed in relation to the highest score (they are ranked), and the absence of any score is “0”. The valuation of between 0 to 1 has the purpose of expressing the effort of which countries mainstream each category of 4.7.1. by comparing country mainstreaming efforts without expressing an absolute nor expected mainstreaming extent.
At present, there are nine countries from Asia-Pacific where scoring of the extent to which global citizenship education and education for sustainable development are mainstreamed. Among the present countries, the Republic of Korea mainstreams GCED and ESD the most in the categories of national education policies and in teacher education. In the category of student assessments, Thailand shows the highest mainstreaming efforts.
For countries worldwide, the current data release provides 2020 information for 55 countries for this indicator. Future annual updates will increase data availability for more countries.
For more information on the calculation process, please visit the website of the Technical Cooperation Group for the official metadata:
The UIS also published data on the following SDG 4 indicators for the first time:
- Indicator 4.1.0 Proportion of children/young people prepared for the future, by sex. Available for 100 countries for years ranging between 2001 and 2019.
- Indicator 4.4.2 Percentage of youth/adults who have achieved at least a minimum level of proficiency in digital literacy skills. Available for 81 countries for 2020.
- Indicator 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. Available for 3 countries for 2020.
This year’s data update also presents new disaggregated dimensions for the following indicators:
- Educational attainment - urban and rural data added to:
- Indicator 4.4.1 Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill.
- Indicator 4.4.3 Youth/adult educational attainment rates by age group and level of education.
- Disaggregation by disability added to:
- Indicator 4.1.2 Completion rate (primary education, lower secondary education, upper secondary education).
- Indicator 4.1.4 Out-of-school rate (primary education, lower secondary education, upper secondary education).
- Disaggregation by location (urban/rural) and socioeconomic status (SES) added to:
- Indicator 4.7.4 Percentage of students in lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability.
- Indicator 4.5.1 Parity indices (female/male, rural/urban, bottom/top wealth quintile, low/high socio-economic status, migrant/non-migrant, and others as data become available) for all education indicators on this document that can be disaggregated.
- Parity indices were added for Indicators 4.1.2, 4.1.4 and 4.4.3.
Further, at the Additional Policy Relevant Indicators level, regional averages are featured in this data release for Total Net Enrolment for primary education.