SDG Watch

GOAL 4

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Goals/Targets/Indicators Baseline Data Source Agency
Data Year
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
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      
4.1.1.1

Proportion of children in grades 2/3 achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex

     
4.1.1.2

Proportion of children at the end of primary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex

     
 

     Both Sexes

     
 

Reading

40.4 2016 NAT, DepEd
 

Mathematics

34.8 2016 NAT, DepEd
4.1.1.3

Proportion of children at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex

     
 

     Both Sexes

     
 

Reading

46.0 2016 NAT, DepEd
 

Mathematics

37.3 2016 NAT, DepEd
4.1.s1

Completion Rate

     
4.1.s1.1

Elementary 1/

93.1 2016 EBEIS, DepEd
 

     Female

95.5 2016
 

     Male

90.8 2016
4.1.s1.2

Secondary (Junior High School) 1/

80.9 2016 EBEIS, DepEd
 

     Female

85.6 2016
 

     Male

80.9 2016
4.1.s2

Cohort Survival Rate

     

4.1.s2.1

Elementary 1/

93.8 2016 EBEIS, DepEd
 

     Female

96.0 2016
 

     Male

91.8 2016

4.1.s2.2

Secondary (Junior High School) 1/

83.1 2016 EBEIS, DepEd
 

     Female

87.4 2016
 

     Male

78.7

2016

4.1.s3

Dropout Rate or School Leavers Rate in elementary

     

4.1.s3.1

Elementary 1/

1.5 2016 EBEIS, DepEd
 

     Female

1.0 2016
 

     Male

2.0 2016

4.1.s3.2

Secondary (Junior High School) 1/

6.2 2016 EBEIS, DepEd
 

     Female

4.4 2016
 

     Male

7.9 2016
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
4.2.2

Participation rate in organized learning (one year before the official primary entry age) 1/

66.0 2016 EBEIS, DepEd
 

Girls

66.4 2016
 

Boys

65.5 2016
target 4.3

By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university

4.3.1

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

     
4.3.s1

Net Enrolment Rate in elementary education 1/

96.2 2016 EBEIS, DepEd
 

Female

96.1 2016
 

Male

96.2 2016
4.3.s2

Net Enrolment Rate in secondary education 1/

    EBEIS, DepEd
 

Junior High School

74.2 2016
 

     Female

79.9 2016
 

     Male

68.8 2016
 

Senior High School

37.4 2016
 

     Female

44.1 2016
 

     Male

31.0 2016
4.3.s3

Passing rate in licensure exam (HEd)

37.6 2016 PRC data, CHED
4.3.s4

Certification rate (TVET)

91.9 2016 Admin Data, TESDA
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
4.4.1.p1

Proportion of population with exposure to internet

    FLEMMS, PSA
4.4.1.p1.1

Proportion of population with exposure to social interaction in the internet

42.2 1/ 2013 FLEMMS, PSA
4.4.1.p1.2

Proportion of population with exposure to research work/study in the internet

43.9 1/ 2013 FLEMMS, PSA
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
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

     
 

Ratio of girls to boys in primary education

0.92 2016 DepEd
 

Ratio of girls to boys in secondary education

1.01 2016 DepEd
 

Ratio of girls to boys in tertiary education

1.2 2016 CHED
target 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

Percentage 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

     
4.6.1.1

Percentage of population in a given age group achieving at least a fixed level of proficiency in functional literacy 

90.3 2013 FLEMMS, PSA
 

Female population

92.0 2013 FLEMMS, PSA
 

Male population

88.7 2013 FLEMMS, PSA
4.6.1.2

Percentage of population in a given age group achieving at least a fixed level of proficiency in basic literacy skills

96.5 2013 FLEMMS, PSA
 

Female population

96.1 2013 FLEMMS, PSA
 

Male population

97.0 2013 FLEMMS, PSA
target 4.a By 2030, 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 handwashing facilities (as per the WASH indicator definitions)

     
4.a.1.1

Proportion of schools with access to electricity

     
 

Elementary schools

88.7 2016 EBEIS, DepEd
 

Secondary schools

93.1 2016 EBEIS, DepEd
4.a.1.2

Proportion of schools with access to the Internet for pedagogical purposes

     
 

Elementary schools

25.6 2016 EBEIS, DepEd
 

Secondary schools (Junior High School)

33.2 2016 EBEIS, DepEd
 

Secondary schools (Senior High School)

4.a.1.3

Proportion of schools with access to computers for pedagogical purposes

     
 

Elementary schools

78.5 2016 EBEIS, DepEd
 

Secondary schools

83.1 2016 EBEIS, DepEd
4.a.1.4

Proportion of schools with access to single-sex basic sanitation facilities

     
 

Elementary schools

91.8 2016 EBEIS, DepEd
 

Secondary schools

94.9 2016 EBEIS, DepEd
4.a.1.5

Proportion of schools with access to basic handwashing facilities (as per the WASH indicator definitions)

     
 

Elementary schools

91.0 2014 EBEIS, DepEd
 

Secondary schools

94.0 2014 EBEIS, DepEd
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
4.c.s1

Faculty qualification (HEd)

     
4.c.s1.1

Faculty qualification with MS/MA degree/s

40.37 2016 Admin data, CHED
4.c.s1.2

Faculty qualification with Ph.D. degree/s

13.32 2016 Admin data, CHED
4.c.s2

Number of TVET trainers trained

6,518 2016 Admin data, TESDA
The SDG Watch is compiled by the Philippine Statistics Authority
as the official repository of SDG indicators in the Philippines per PSA Board Resolution No. 09 Series of 2017.
More statistical information on the Philippine SDGs can be accessed at http://psa.gov.ph/sdg.

NOTES:

*    Special computation made by the PSA Technical Staff
**   1 if the country satisfies the requirement of the indicator, 0 otherwise

1/   Revisions were done on the following indicators: 4.1.s1.1 (from 92.7 to 93.1 in 2016), 4.1.s1.2 (from 82.4 to 80.9 in 2016), 4.1.s2.1 (from 94.2 to 93.8 in 2016), 4.1.s2.2 (from 84.6 to 83.1 in 2016), 4.1.s3.1 (from 1.4 to 1.5 in 2016), 4.1.s3.2 (from 5.6 to 6.2 in 2016), 4.3.s1 (from 95.9 to 96.2 in 2016), 4.4.1.p1.1 (from 45.3 to 43.9 in 2013), and 4.4.1.p1.2 (from 43.6 to 43.9 in 2013)

ACRONYMS:

CHED        Commission on Higher Education
DepEd        Department of Education
EBEIS        Enhanced Basic Education Information System
FLEMMS    Functional Literacy, Education and Mass Media Survey
HEd            Higher Education

NAT            National Achievement Test

PSA            Philippine Statistics Authority
TESDA       Technical Education and Skills Development Authority
TVET         Technical-Vocational Education and Training