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.
Facts and Figures
Namibia has made great progress in providing access to education to just over 95% of the learner-age population.
Free education at lower primary and secondary levels.
R&D suffers from low levels of funding (gross expenditure on R&D represented 0.14 per cent of GDP in 2010)
Percentage of TVET graduates to total higher education graduates from 55% in 2014
Indicators and Results
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
- a) (E)
- a) (M)
- a) (P)
- b) (E)
- b) (M)
- b) (P)
4.1.1 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 (i) reading and (ii) mathematics, by sex
National Definition – Percentage of leaners scoring A-D in priority subjects English, Mathematics and Physical Science a) Junior Secondary Certificate (JSC)- full time b) Namibia Secondary School Certificate Ordinary Level (NSSC-O)
4.2 By 2030, ensure that all girls and boys have access to quality early childhood development, care and preprimary education so that they are ready for primary education.
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
National Definition – a) Number of 6 year old children enrolled in pre-primary education b) Percentage learners age 6 enrolled in preprimary phase/ total population projection age 6
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.
- a) (T)
- a) (U)
- a) (R)
- b) (T)
- c) (T)
4.4.1 Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
National Definition – a) Percent of population aged 15 years and above who used a computer in last three months by area. (Own, Household, work, school, internet café, borrowed) b) Proportion of learners scoring D or above in Computer Studies as a subject in JSC -full time or c) NSSC-O
4.6 By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy.
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
National Definition – Literate Population 15 years and above
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.
4.a.1 Proportion of schools with access to (a) electricity; (b) the Internet for pedagogical purposes; (c) computers for pedagogical purposes; (d) adapted infrastructure and materials for students with disabilities; (e) basic drinking water; (f) single-sex basic sanitation facilities; and (g) basic hand-washing facilities (as per the WASH indicator definitions)
National Definition – Proportion of schools (public and private) with access to a) electricity b) water and c) toilets for learners
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.
4.b.1 Volume of official development assistance flows for scholarships by sector and type of study
National Definition – UN SDG Definition
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.
- a) (T)
- a) (F)
- a) (M)
- b) (T)
- c) (T)
4.c.1 Proportion of teachers in: (a) pre-primary; (b) primary; (c) lower secondary; and (d) upper secondary education who have received at least the minimum organized teacher training (e.g. pedagogical training) preservice
or in-service required for teaching at the relevant level in a given country
National Definition – Proportion of teachers with formal teachers training (grade 12 or 1-2 y of tertiary & with > 2y tertiary) a) total b) primary c) secondary