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

     
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

     
4.1.s1.1

Completion Rate of elementary students

92.7 2016 EBEIS, DepEd
4.1.s1.2

Completion Rate of secondary students

82.4 2016
4.1.s2.1

Cohort Survival Rate of elementary students

94.2 2016
4.1.s2.2

Cohort Survival Rate of secondary students

84.6 2016
4.1.s3.1

Dropout Rate or School Leavers Rate in elementary

1.4 2016
4.1.s3.2

Dropout Rate or School Leavers Rate in secondary

5.6 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)

74.1 2015 EBEIS, DepEd
 

Girls

75.9 2015
 

Boys

72.4 2015
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

95.9 2016 EBEIS, DepEd
4.3.s2

Net Enrolment Rate in secondary education

74.2 2016
4.3.s3

Passing rate in licensure exam (HEd)

37.6 2016 PRC data, CHED
4.3.s4

Certification rate (TVET)

91.3 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

45.3 2013 FLEMMS, PSA
4.4.1.p1.2

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

43.6 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

1.0 2016 DepEd
 

Ratio of girls to boys in secondary education

1.2 2016 DepEd
 

Ratio of girls to boys in tertiary education

1.3 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

33.2 2016 EBEIS, DepEd
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

40.4 2017 Admin data, CHED
4.c.s1.2

Faculty qualification with Ph.D. degree/s

13.3 2017 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.

*    Special computation made by the PSA Technical Staff
**   1 if the country satisfies the requirement of the indicator, 0 otherwise
1/   Indicator is limited to the participation rate of youth and adults in formal and non-formal education only. Data on training in the previous 12 months is not yet available

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