SUMMARY G LO B A L E D U C AT I O N M O N I TO R I N G R E P O R T 2 0 1 6 The GEM Report has a mandate to show whether and how the world is making progress in education and lifelong learning A set of monitoring indicators has been formulated (Box 1), though the methodology for measuring many of them is still being developed. Many indicators only partly cover the concepts in each target. Alternative ways to measure and monitor targets at the national and regional levels should also be explored. In coming years, the GEM Report will take a comprehensive look at global progress in education using available indicators, questioning their usefulness, reflecting on the quality of sources, introducing new ways of looking at evidence and advocating for improvement. BOX 1 Targets and proposed global/thematic indicator framework for SDG 4 on education GOAL 4. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 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 1. Percentage 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. [Global indicator 4.1.1] 2. Administration of a nationally representative learning assessment (i) during primary (ii) at the end of primary and (iii) at the end of lower secondary education 3. Gross intake ratio to the last grade (primary, lower secondary) 4. Completion rate (primary, lower secondary, upper secondary) 5. Out-of-school rate (primary, lower secondary, upper secondary) 6. Percentage of children over-age for grade (primary, lower secondary) 7. Number of years of (i) free and (ii) compulsory primary and secondary education guaranteed in legal frameworks 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 8. Proportion of children under 5 years of age who are developmentally on track in health, learning and psychosocial well-being, by sex [Global indicator 4.2.1] 9. Percentage of children under 5 years of age experiencing positive and stimulating home learning environments 10. Participation rate in organized learning (one year before the official primary entry age), by sex [Global indicator 4.2.2] 11. Gross pre-primary enrolment ratio 12. Number of years of (i) free and (ii) compulsory pre-primary education guaranteed in legal frameworks Target 4.3. By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university 13. Gross enrolment ratio for tertiary education 14. Participation rate in technical-vocational education programmes (15- to 24-year-olds) 15. Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex [Global indicator 4.3.1] 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 16.1. Percentage of youth and adults who have achieved at least a minimum level of proficiency in digital literacy skills 16.2. Percentage of youth and adults with information and communications technology (ICT) skills by type of skill [Global indicator 4.4.1] 17. Youth/adult educational attainment rates by age group, economic activity status, levels of education and programme orientation 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 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 [Global indicator 4.5.1] 18. Percentage of students in primary education whose first or home language is the language of instruction 19. Extent to which explicit formula-based policies reallocate education resources to disadvantaged populations 36