Goal 4. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all)
Indicator Nota Unit Data Source Detailed results Download Methodology
Latest period Latest data Base period Base data
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.
Indicator 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
Proporción de adolescentes que, al final de la enseñanza secundaria inferior, han alcanzado al menos un nivel mínimo de competencia en lectura 1 Proporción 2018 76.8 2015 83.8 MEFP Operación no perteneciente al Plan Estadístico Nacional
Proporción de niños que, al final de la enseñanza secundaria inferior, han alcanzado al menos un nivel mínimo de competencia en lectura 1 Proporción 2018 72.1 2015 80.3 MEFP Operación no perteneciente al Plan Estadístico Nacional
Proporción de niñas que, al final de la enseñanza secundaria inferior, han alcanzado al menos un nivel mínimo de competencia en lectura 1 Proporción 2018 81.6 2015 87.2 MEFP Operación no perteneciente al Plan Estadístico Nacional
Proporción de adolescentes, que al final de la enseñanza primaria, han alcanzado al menos un nivel mínimo de competencia en lectura 1 Proporción 2016 96.6 2011 93.9 MEFP Operación no perteneciente al Plan Estadístico Nacional
Proporción de niños que, al final de la enseñanza primaria, han alcanzado al menos un nivel mínimo de competencia en lectura 1 Proporción 2016 95.7 2011 92.9 MEFP Operación no perteneciente al Plan Estadístico Nacional
Proporción de niñas que, al final de la enseñanza primaria, han alcanzado al menos un nivel mínimo de competencia en lectura 1 Proporción 2016 97.6 2011 94.8 MEFP Operación no perteneciente al Plan Estadístico Nacional
Proporción de adolescentes que, al final de la enseñanza secundaria inferior, han alcanzado al menos un nivel mínimo de competencia en matemáticas 1 Proporción 2018 75.3 2015 77.8 MEFP Operación no perteneciente al Plan Estadístico Nacional
Proporción de niños que al final de la enseñanza secundaria inferior, que han alcanzado al menos un nivel mínimo de competencia en matemáticas 1 Proporción 2018 75.4 2015 79.6 MEFP Operación no perteneciente al Plan Estadístico Nacional
Proporción de niñas que, al final de la enseñanza secundaria inferior, han alcanzado al menos un nivel mínimo de competencia en matemáticas 1 Proporción 2018 75.2 2015 76.0 MEFP Operación no perteneciente al Plan Estadístico Nacional
Proporción de adolescentes que, al final de la enseñanza primaria, han alcanzado al menos un nivel mínimo de competencia en matemáticas 1 Proporción 2015 93.5 2015 93.5 MEFP Operación no perteneciente al Plan Estadístico Nacional
Proporción de niños que, al final de la enseñanza primaria, han alcanzado al menos un nivel mínimo de competencia en matemáticas 1 Proporción 2015 93.7 2015 93.7 MEFP Operación no perteneciente al Plan Estadístico Nacional
Proporción de niñas que, al final de la enseñanza primaria, han alcanzado al menos un nivel mínimo de competencia en matemáticas 1 Proporción 2015 93.3 2015 93.3 MEFP Operación no perteneciente al Plan Estadístico Nacional
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.
Indicator 4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
Total net school enrolment rate at 5 years 2 Percentage 2019 98.1 2015 97.9 MEFP Estadística de Enseñanzas no Universitarias (Centros, Matrícula, Graduados y Personal) Metodología
Total net school enrolment rate at 5 years, boys 2 Percentage 2019 98.0 2015 97.7 MEFP Estadística de Enseñanzas no Universitarias (Centros, Matrícula, Graduados y Personal) Metodología
Total net school enrolment rate at 5 years, girls 2 Percentage 2019 98.3 2015 98.1 MEFP Estadística de Enseñanzas no Universitarias (Centros, Matrícula, Graduados y Personal) Metodología
Target 4.3. By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
Indicator 4.3.1. Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex
People aged 18 to 64 years who have carried out educational activities in the previous 12 months according to type of education Percentage 2016 47.70 2011 41.10 INE Survey on Adult Population Involvement in Learning Activities Metodología
Percentage of the adult population aged 25 to 64 years who study academic education or training in the previous four weeks Percentage 2019 10.65 2015 9.91 INE Economically Active Population Survey Metodología
Percentage of young people aged 15 to 24 years who study academic education or training in the previous four weeks Percentage 2019 73.37 2015 72.02 INE Economically Active Population Survey Metodología
Percentage of the population aged 15 to 64 years who study academic education or training in the previous four weeks Percentage 2019 20.12 2015 18.98 INE Economically Active Population Survey Metodología
Target 4.4 By 2030, substantiallyincrease the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decentjobs and entrepreneurship
Indicator 4.4.1 Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
Percentage of adults (aged 16 to 74) who have, in the previous 12 months, applied at least one of the computer competences collected. 3 Percentage 2019 70.80 2015 65.20 INE Survey on Equipment and Use of Information and Communication Technologies in Households Metodología
Percentage of young people (aged 16 to 24) who have, in the previous 12 months, applied at least one of the computer competences collected. 3 Percentage 2019 95.10 2015 95.10 INE Survey on Equipment and Use of Information and Communication Technologies in Households Metodología
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.
Indicator 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
Parity indices (female/male) of the population aged 18 to 64 years who have carried out educational activities in the previous 12 months Percentage 2016 98.3 2011 97.4 INE Survey on Adult Population Involvement in Learning Activities Metodología
Parity index (people with severe limitations due to health problems and not limited people) of the population, aged 18 to 64 years, who have carried out educational activities in the previous 12 months Percentage 2016 37.6 INE Survey on Adult Population Involvement in Learning Activities Metodología
Parity indices (rural/urban) of the population aged 15 to 64 years who study academic education or training in the previous four weeks 4 Percentage 2019 0.86 2015 0.88 INE Economically Active Population Survey Metodología
Parity indices (between upper and lower wealth quartile) of the population, aged 18 to 64 years, who have carried out educational activities in the previous 12 months 5 Percentage 2016 46.2 INE Survey on Adult Population Involvement in Learning Activities Metodología
Parity indices (female/male) of the population aged 15 to 64 years who study academic education or training in the previous four weeks Percentage 2019 1.12 2015 1.08 INE Economically Active Population Survey Metodología
Parity index (people limited by health problems but not serious and people not limited) of the population, aged 18 to 64 years, who have carried out educational activities in the previous 12 months Percentage 2016 83.4 INE Survey on Adult Population Involvement in Learning Activities Metodología
Target 4.6 By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy.
Indicator 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
Proportion of the population aged 16 to 65 which has achieved at least a fixed level of functional literacy skills 6 Percentage 2012 72.3 2012 72.3 MEFP PIAAC Programme for the International Assessment of Adult Competencies of the OECD Metodología
Proportion of men aged 16 to 65 who have achieved at least a fixed level of functional literacy skills 6 Percentage 2012 73.5 2012 73.5 MEFP PIAAC Programme for the International Assessment of Adult Competencies of the OECD Metodología
Proportion of women aged 16 to 65 who have achieved at least a fixed level of functional literacy skills 6 Percentage 2012 71.1 2012 71.1 MEFP PIAAC Programme for the International Assessment of Adult Competencies of the OECD Metodología
Proportion of the population aged 16 to 65 which has achieved at least a fixed level of functional competence in elementary arithmetic 6 Percentage 2012 69.1 2012 69.1 MEFP PIAAC Programme for the International Assessment of Adult Competencies of the OECD Metodología
Proportion of men aged 16 to 65 who have achieved at least a fixed level of functional competence in elementary arithmetic 6 Percentage 2012 72.7 2012 72.7 MEFP PIAAC Programme for the International Assessment of Adult Competencies of the OECD Metodología
Proportion of females aged 16 to 65 who have achieved at least a fixed level of functional competence in elementary arithmetic 6 Percentage 2012 65.5 2012 65.5 MEFP PIAAC Programme for the International Assessment of Adult Competencies of the OECD Metodología
Target 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
Indicator 4.a.1 Proportion of schools offering basic services, by type of service
Proportion of schools with access to electricity (Primary Education - ISCED Level 1) 7 Percentage 2019 100 2013 100 MEFP Estadística sobre la Sociedad de la Información y la Comunicación en los Centros Educativos no Universitarios Metodología
Proportion of schools with internet access for pedagogical purposes (Primary Education - ISCED Level 1) 7 Percentage 2019 100 2013 100 MEFP Estadística sobre la Sociedad de la Información y la Comunicación en los Centros Educativos no Universitarios Metodología
Proportion of schools with computer access for pedagogical purposes (Primary Education - ISCED Level 1) 7 Percentage 2019 100 2013 100 MEFP Estadística sobre la Sociedad de la Información y la Comunicación en los Centros Educativos no Universitarios Metodología
Proportion of schools with access to infrastructure and materials adapted for special needs students (Primary Education - ISCED Level 1) 7 Percentage 2019 100 2013 100 MEFP Estadística sobre la Sociedad de la Información y la Comunicación en los Centros Educativos no Universitarios Metodología
Proportion of schools with access to a basic supply of potable water (Primary Education - ISCED Level 1) 7 Percentage 2019 100 2013 100 MEFP Estadística sobre la Sociedad de la Información y la Comunicación en los Centros Educativos no Universitarios Metodología
Proportion of schools with access to basic sanitary facilities, separated by sex (Primary Education - ISCED Level 1) 7 Percentage 2019 100 2013 100 MEFP Estadística sobre la Sociedad de la Información y la Comunicación en los Centros Educativos no Universitarios Metodología
Proportion of schools with access to basic hand washing facilities (Primary Education - ISCED Level 1) 7 Percentage 2019 100 2013 100 MEFP Estadística sobre la Sociedad de la Información y la Comunicación en los Centros Educativos no Universitarios Metodología
Proportion of schools with access to electricity (Lower Secondary Education - ISCED Level 2) 7 Percentage 2019 100 2013 100 MEFP Estadística sobre la Sociedad de la Información y la Comunicación en los Centros Educativos no Universitarios Metodología
Proportion of schools with internet access for pedagogical purposes (Lower Secondary Education - ISCED Level 2) 7 Percentage 2019 100 2013 100 MEFP Estadística sobre la Sociedad de la Información y la Comunicación en los Centros Educativos no Universitarios Metodología
Proportion of schools with computer access for pedagogical purposes (Lower Secondary Education - ISCED Level 2) 7 Percentage 2019 100 2013 100 MEFP Estadística sobre la Sociedad de la Información y la Comunicación en los Centros Educativos no Universitarios Metodología
Proportion of schools with access to a basic supply of potable water (Lower Secondary Education - ISCED Level 2) 7 Percentage 2019 100 2013 100 MEFP Estadística sobre la Sociedad de la Información y la Comunicación en los Centros Educativos no Universitarios Metodología
Proportion of schools with access to basic sanitary facilities, separated by sex (Lower Secondary Education - ISCED Level 2) 7 Percentage 2019 100 2013 100 MEFP Estadística sobre la Sociedad de la Información y la Comunicación en los Centros Educativos no Universitarios Metodología
Proportion of schools with access to basic hand washing facilities (Lower Secondary Education - ISCED Level 2) 7 Percentage 2019 100 2013 100 MEFP Estadística sobre la Sociedad de la Información y la Comunicación en los Centros Educativos no Universitarios Metodología
Proportion of schools with access to electricity (Upper Secondary Education - ISCED Level 3) 7 Percentage 2019 100 2013 100 MEFP Estadística sobre la Sociedad de la Información y la Comunicación en los Centros Educativos no Universitarios Metodología
Proportion of schools with internet access for pedagogical purposes (Upper Secondary Education - ISCED Level 3) 7 Percentage 2019 100 2013 100 MEFP Estadística sobre la Sociedad de la Información y la Comunicación en los Centros Educativos no Universitarios Metodología
Proportion of schools with computers access for pedagogical purposes (Upper Secondary Education - ISCED Level 3) 7 Percentage 2019 100 2013 100 MEFP Estadística sobre la Sociedad de la Información y la Comunicación en los Centros Educativos no Universitarios Metodología
Proportion of schools with access to infrastructure and materials adapted for special needs students (Upper Secondary Education - ISCED Level 3) 7 Percentage 2019 100 2013 100 MEFP Estadística sobre la Sociedad de la Información y la Comunicación en los Centros Educativos no Universitarios Metodología
Proportion of schools with access to a basic supply of potable water (Upper Secondary Education - ISCED Level 3) 7 Percentage 2019 100 2013 100 MEFP Estadística sobre la Sociedad de la Información y la Comunicación en los Centros Educativos no Universitarios Metodología
Proportion of schools with access to basic sanitary facilities, separated by sex (Upper Secondary Education - ISCED Level 3) 7 Percentage 2019 100 2013 100 MEFP Estadística sobre la Sociedad de la Información y la Comunicación en los Centros Educativos no Universitarios Metodología
Proportion of schools with access to basic hand washing facilities (Upper Secondary Education - ISCED Level 3) 7 Percentage 2019 100 2013 100 MEFP Estadística sobre la Sociedad de la Información y la Comunicación en los Centros Educativos no Universitarios Metodología
Target 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 vocationaltraining and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries.
Indicator 4.b.1 Volume of official development assistance flows for scholarships by sector and type of study
Gross official development assistance in the form of scholarships 8 Euros 2017 4,643,692.90 MAUC Estadística de Ayuda Oficial al Desarrollo (AOD) de España Metodología
Net official development assistance in the form of scholarships 8 Euros 2017 4,626,214.36 MAUC Estadística de Ayuda Oficial al Desarrollo (AOD) de España Metodología
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
Indicator 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 teach
Proportion of a) preschool education teachers who have received at least the minimum organized pre-employment or on-the-job teacher training (e.g., pedagogical training) required to deliver instruction at each level 9 Percentage 2019 100 2015 100 MEFP Estadística de Enseñanzas no Universitarias (Centros, Matrícula, Graduados y Personal) Metodología
Proportion of b) primary education teachers who have received at least the minimum organized pre-employment or on-the-job teacher training (e.g., pedagogical training) required to deliver instruction at each level 9 Percentage 2019 100 2015 100 MEFP Estadística de Enseñanzas no Universitarias (Centros, Matrícula, Graduados y Personal) Metodología
Proportion of c) lower secondary education teachers who have received at least the minimum organized pre-employment or on-the-job teacher training (e.g., pedagogical training) required to deliver instruction at each level 9 Percentage 2019 100 2015 100 MEFP Estadística de Enseñanzas no Universitarias (Centros, Matrícula, Graduados y Personal) Metodología
Proportion of d) higher secondary education teachers who have received at least the minimum organized pre-employment or on-the-job teacher training (e.g., pedagogical training) required to deliver instruction at each level 9 Percentage 2019 100 2015 100 MEFP Estadística de Enseñanzas no Universitarias (Centros, Matrícula, Graduados y Personal) Metodología
  1. Administrative data not belonging to the National Statistical Plan
  2. The data for year x correspond to course x-1 / x.Elaboration using the statistics provided to international organizations. The INE Population Figures are used for calculation.
  3. Computer skills: downloading software and changing settings; transferring files between the computer and other devices; creating presentations that integrate text, images and tables; programming using a programming language; copying or moving files or folders and using the basic functions of a spreadsheet.
  4. Rural: municipalities with up to 10,000 inhabitants (inclusive) Urban: municipalities with more than 10,000 inhabitants
  5. Monthly net household-income: index between less than 900 euros and 2 500 and more euros
  6. The information given for this indicator corresponds to having reached at least level 2 of the scale defined in PIAAC. http://uis.unesco.org/sites/default/files/documents/sdg4-metadata-global-thematic-indicators-en.pdf
  7. This indicator has been deemed of no relevance for most OECD countries, since almost all schools within this countries have access to the services considered in this indicator. In any case, it is taken to be an important global indicator in the SDG 2030 framework and is therefore included here
  8. Net ODA only. CRS 43081- Multi-sector Education / Training
  9. Education legislation requires for all teachers specific training in order to impart classes in the aforementioned education levels.