SDG Watch

GOAL 4

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Goals/Targets/Indicators Baseline Latest Target 5/ Data Source Agency
Data Year Data Year 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              
4.1.1.1

Proportion of children in grades 2/3 achieving at least a minimum proficiency level in mathematics

             
 

Mathematics

37.1 2016 23.2 2017     NAT, DepEd
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

             
 

Reading

40.4

2016

40.4

2016     NAT, DepEd
 

Mathematics

34.8

2016

34.8

2016    
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

             
 

Reading

46.0

2016

46.0

2016     NAT, DepEd
 

Mathematics

37.3

2016

37.3

2016    
4.1.s1 Completion Rate 1/ EBEIS, DepEd
4.1.s1.1

Elementary

93.1

2016

96.6

2019 100.0 2030
 

Female

95.5

2016

98.1

2019 100.0 2030
 

Male

90.8

2016

95.1

2019 100.0 2030
4.1.s1.2

Secondary (Junior High School)

80.9

2016

85.8

2019 100.0 2030
 

Female

85.6

2016

89.7

2019 100.0 2030
 

Male

76.2r

2016

81.9

2019 100.0 2030
4.1.s1.2

Secondary (Senior High School) 2/

81.0 2016 76.7 2019 100.0 2030
 

Female

84.8 2016 80.5 2019 100.0 2030
 

Male

77.2 2016 73.0 2019 100.0 2030
4.1.s2 Cohort Survival Rate 1/ EBEIS, DepEd
4.1.s2.1

Elementary

93.8

2016

97.2

2019 100.0 2030
 

Female

96.0

2016

98.5

2019 100.0 2030
 

Male

91.8

2016

96.0

2019 100.0 2030
4.1.s2.2

Secondary (Junior High School)

83.1

2016

87.0

2019 100.0 2030
 

Female

87.4

2016

90.9

2019 100.0 2030
 

Male

78.7

2016

83.2

2019 100.0 2030
4.1.s2.3

Secondary (Senior High School) 2/

82.6 2016 78.7 2019 100.0 2030
 

Female

86.2 2016 82.3 2019 100.0 2030
 

Male

78.9 2016 75.2 2019 100.0 2030
4.1.s3 Dropout Rate or School Leavers Rate 1/ EBEIS, DepEd
4.1.s3.1

Elementary

1.5

2016

0.6

2019

0.0

2030
 

Female

1.0

2016

0.3

2019 0.0 2030
 

Male

2.0

2016

1.1 

2019 0.0 2030
4.1.s3.2

Secondary (Junior High School)

6.2

2016

4.7

2019 0.0 2030
 

Female

4.4

2016

3.2

2019 0.0 2030
 

Male

7.9

2016

6.2

2019 0.0 2030
4.1.s3.3

Secondary (Senior High School) 2/

3.9 2018 4.8 2019 0.0 2030
 

Female

2.9 2018 3.8 2019 0.0 2030
 

Male

4.9 2018 5.8 2019 0.0 2030
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

63.4

2019 100.0 2030 EBEIS, DepEd
 

Girls

65.5r

2016

64.3

2019 100.0 2030
 

Boys

66.4r

2016

62.6

2019 100.0 2030
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 1/

4.3.s1

Net Enrolment Rate in elementary education

96.2

2016

94.0

2019     EBEIS, DepEd
 

Female

96.1

2016

94.2

2019    
 

Male

96.2

2016

93.8

2019    
4.3.s2

Net Enrolment Rate in secondary education

 

 

 

     
4.3.s2.1 Junior High School

74.2

2016

82.9

2019    
 

Female

79.9

2016

87.2

2019    
 

Male

68.8

2016

78.8

2019    
4.3.s2.2 Senior High School

37.4

2016

47.8

2019    
 

Female

44.1

2016

55.3

2019    
 

Male

31.0

2016

40.7

2019    
4.3.s3

Passing rate in licensure exam (HEd)

37.6

2016

37.9

2018 Increasing 2030 PRC data, CHED
4.3.s4

Certification rate (TVET)

91.9

2016

93.7

2020 Increasing 2030 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 3/

48.1 2013 75.4 2019 100.0 2030 FLEMMS, PSA
4.4.1.p1.1

Proportion of population with exposure to social interaction in the internet

43.8

2013

73.9

2019 100.0 2030 FLEMMS, PSA
4.4.1.p1.2

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

42.2

2013

63.6

2019 100.0 2030 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, as data become available) for all education indicators on this list that can be disaggregated 4/

 

Ratio of girls to boys in primary education

0.9

2016

0.9

2019 1.0 2030 EBEIS, DepEd
 

Ratio of girls to boys in secondary education

1.0

2016

1.0

2019 1.0 2030 EBEIS, DepEd
 

Ratio of girls to boys in tertiary education

1.2

2016

1.2

2018 1.0 2030 CHECKS, 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

91.6

2019 100.0 2030 FLEMMS, PSA
 

Female population

92.0

2013

92.9

2019 100.0 2030 FLEMMS, PSA
 

Male population

88.7

2013

90.2

2019 100.0 2030 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

96.5

2019 100.0 2030 FLEMMS, PSA
 

Female population

97.0r

2013

97.1

2019 100.0 2030 FLEMMS, PSA
 

Male population

96.1r

2013

95.9

2019 100.0 2030 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

94.9

2018

100.0

2030 EBEIS, DepEd
 

Secondary schools (Junior High School)

93.1

2016

96.1

2018 100.0 2030 EBEIS, DepEd
 

Secondary schools (Senior High School)

88.9 2016 92.1 2018 100.0 2030 EBEIS, DepEd
4.a.1.2

Proportion of schools with access to the Internet for pedagogical purposes

             
 

Elementary schools

25.6

2016

28.6

2018 100.0 2030 EBEIS, DepEd
 

Secondary schools (Junior High School)

34.0 2017 40.8 2018 100.0 2030 EBEIS, DepEd
 

Secondary schools (Senior High School)

31.0 2017 70.5 2018 100.0 2030 EBEIS, DepEd
4.a.1.3

Proportion of schools with access to computers for pedagogical purposes

             
 

Elementary schools

78.5

2016

77.9

2018 100.0 2030 EBEIS, DepEd
 

Secondary schools (Junior High School)

83.1

2016

81.1

2018 100.0 2030 EBEIS, DepEd
 

Secondary schools (Senior High School)

23.6 2016 60.4 2018 100.0 2030 EBEIS, DepEd
4.a.1.4

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

             
 

Elementary schools

45.1

2016

45.1

2016 100.0 2030 EBEIS, DepEd
 

Secondary schools

77.1

2016

77.1

2016 100.0 2030 EBEIS, DepEd
4.a.1.5

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

             
 

Elementary schools

61.0

2016

77.1

2018 100.0 2030 EBEIS, DepEd
 

Secondary schools (Junior High School)

60.5

2016

74.0

2018 100.0 2030 EBEIS, DepEd
 

Secondary schools (Senior High School)

65.3r 2018 65.3 2018 100.0 2030 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

40.4

2016

39.0

2019 Increasing 2030 Admin data, CHED
4.c.s1.2

Faculty qualification with Ph.D. degree/s

13.3

2016

15.0

2019 Increasing 2030
4.c.s2

Number of TVET trainers trained

6,518

2016

3,583

2020 Increasing 2030 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:       
r     Revised data      
1/   Updates/revisions were based on the submission of Department of Education on March 2021      
2/   Computation in Senior High School only started in SY 2018-2019      
3/   The 2019 estimate of the proportion of population with exposure to internet was computed using an updated methodology      
4/   Updates/revisions were based on the submission of Department of Education on October 2020      
5/   Based on the preliminary 2030 nationally determined numerical targets for the SDGs through the conducted consultation and validation workshops with both government and non-government stakeholders of the  NEDA, in partnership with the PIDS.    
       
ACRONYMS:       
CHED        Commission on Higher Education      
CHECKS   CHED Electronic Collection & Knowledge System      
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      
NEDA         National Economic Development Authority      
PIDS          Philippine Institute for Development Studies      
PRC           Professional Regulation Commission      
PSA           Philippine Statistics Authority      
TESDA      Technical Education and Skills Development Authority      
TVET         Technical-Vocational Education and Training      
WASH        Water, Sanitation and Hygiene