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Ireland's UN SDGs 2019 - Report on Indicators for Goal 4 Quality Education

Table of Contents

Table of Contents

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Introduction

Introduction to Report

Irish Education System

Irish Education System

Childhood Education

SDG 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

SDG 4.2.1 Proportion of Children Under 5 Years of Age who are Developmentally on Track in Health, Learning and Psychosocial Well-Being

SDG 4.2.2 Participation Rate in Organized Learning (One Year Before the Official Primary Entry Age)

Adult Education

SDG 4.3.1 Participation Rate of Youth and Adults in Formal and Non-Formal Education and Training in the Previous 12 Months

SDG 4.4.1 Proportion of Youth and Adults with Information and Communications Technology (ICT) Skills

SDG 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

SDG 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

Education Infrastructure

SDG 4.7.1 Extent to which (i) Global Citizenship Education and (ii) Education for Sustainable Development, Including Gender Equality and Human Rights, are Mainstreamed at all Levels in: (a) National Education Policies, (b) Curricula, (c) Teacher Education and (d)Student Assessment

SDG 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)

SDG 4.b.1 Volume of Official Development Assistance Flows for Scholarships by Sector and Type of Study

SDG 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) Pre-Service or In-Service Required for Teaching at the Relevant Level

Background Notes

Data Sources

Annex

SDG Policy Map

Contents

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