IEA & UNESCO | TIMSS 2019 Joint Report (EN)


Measuring global education goals: How TIMSS helps

SDG 4 Targets

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. Global indicator 4.1.1 Proportion of children and young people in (a) Grade 2 or 3; (b) at the end of primary education; and (c) at the end of lower secondary achieving at least a minimum proficiency level in mathematics, by sex. Analysis: Percentage of fourth- and eighth-grade students above the TIMSS Low International Benchmark in mathematics. 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. Global indicator 4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex. Analysis: Participation in pre-school by years of attendance. 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. Global 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. Analysis: Minimum proficiency level in mathematics by gender and resources at home. Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development. Global indicator 4.7.1 Extent to which … (ii) education for sustainable development … [is] mainstreamed in … (b) curricula. Thematic indicator 4.7.5 Percentage of students in lower secondary education showing proficiency in knowledge of environmental science and geoscience. Analysis: Percentage of fourth- and eighth-grade students above the TIMSS Low International Benchmark in science and Earth Science. 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. Global indicator 4.a.1 Proportion of schools offering basic services, by type of service. Thematic indicator 4.a.2 Percentage of students experiencing bullying in the last 12 months. Analysis: Incidence of bullying, availability of computers and accessibility of schools to students with disabilities. 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. Global indicator 4.c.1 Proportion of teachers with the minimum required qualifications, by education level. Thematic indicator 4.c.7 Percentage of teachers who received in-service training in the last 12 months by type of training. Analysis: Availability of qualified teachers and prevalence of teacher in-service training.

Made with FlippingBook flipbook maker