Sustainable Development Goal 4

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

SDG 4 - Quality Education

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

The Government of the FSM has prioritised eight indicators to ensure quality education and promote lifelong learning opportunities for all (SDG Goal 4). The National Department of Education monitors and collects information on the various indicators under this goal. The NDOE website provides 20 indicators on education across the country, broken down by State.

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

Metadata for indicator 4.1.1 can be downloaded here

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 4.2.1 :Proportion of children under 5 years of age who are developmentally on track in health, learning and psychosocial well-being, by sex

Metadata for indicator 4.2.1 can be downloaded here

Indicator 4.2.2: Participation rate in organized learning (one year before the official primary entry age), by sex

Metadata for indicator 4.2.2 can be downloaded here

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

Metadata for indicator 4.3.1 can be downloaded here

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

Indicator 4.4.1: Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill

Metadata for indicator 4.4.1 can be downloaded here

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

Metadata for indicator 4.5.1 can be downloaded here

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

Metadata for indicator 4.6.1 can be downloaded here

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

Indicator 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

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 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)

Metadata for indicator 4.A.1 can be downloaded here

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 vocational training 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

Metadata for indicator 4.B.1 can be downloaded here

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 State

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 teaching at the relevant level in a given country

Metadata for indicator 4.C.1 can be downloaded here

Goal 4 Assessment

The Government of the FSM has prioritised eight indicators to ensure quality education and promote lifelong learning opportunities for all (SDG Goal 4). The National Department of Education monitors and collects information on the various indicators under this goal. The NDOE website provides 20 indicators on education across the country, broken down by State.

  • The list of 20 indicators was seen as very burdensome for the FSM and it was proposed that the list be trimmed back in light of the fact that a number of the indicators are of poor quality and are unlikely to improve in the foreseeable future. An independent verification of education performance indicators and data quality analysis was conducted in 2014 using methodology adapted from the World Bank’s Systems Analysis for Benchmarking Education Results (SABER). The ensuing Report indicated that the consistency and reliability of Education Data Management in the FSM was very low. Annual reports detailing progress against twenty-one agreed education indicators are subject to frequent data quality issues including late, unverified and inconsistent data reporting. In addition, annual reports fail to include linear system performance analysis using internationally recognized indicators. By June 2017 the new EMIS was launched internally and training began with states. By October 2017 the annual survey of schools was to be complete and data compilation could begin.
  • The education sector has good indicator coverage and has seen a major upgrade of its Education Management Information System (EMIS) over the last 18 months.
  • 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 Data is available in the EMIS, but testing using the National Minimum Competency TEST (NMCT) but this is only given two years 4, 6 8 & 10
  • 4.2.2: Participation rate in organized learning (one year before the official primary entry age), by sex Data is available in the EMIS. % years of age from ECE, compulsory education is 6-14 years
  • 4.3.1: Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex Information on non-formal education and training is limited
  • 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 Census data, but only contains question on literacy & not numeracy
  • 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 Some information for this indicator is available from the education Management information System (EMIS)
  • 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 hand washing facilities (as per the WASH indicator definitions) e), f) & g) are basics of the school accreditation policy and all schools have been visited over the last 3 years and upgraded. The accreditation reports will have info on the other indicators also. An assessment of this indicator against School Accreditation policy will indicate which level this indicator reflects. FSM uses WASH indicators
  • 4.b.1: Volume of official development assistance flows for scholarships by sector and type of study Donors or ODA for this information
  • 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 in a given country. There is no available data for this indicator. FSM has a policy on teacher qualifications and this was enforced over the last 3 years with many teachers upgrading their qualifications to meet the minimum standards. FSM recently reached an agreement on the definitions of trained & qualified to ensure consistency across the States. The 2015 Education Summit, held in Pohnpei in February 2015, reviewed education at the national and state level with reference to the education sector strategic development goals and recommended strategies to sustaining quality education now and beyond 2023. The communiqué from the Summit contains the recommended strategic framework for sustainable education development in the FSM. The vision of the strategic framework is to ensure all FSM citizens have equal access to and will benefit from educational and related services. The strategic framework builds on the principles outlined in the national and state constitutions, each of which affirms the right to education for all citizens.Some information for this indicator is available from the education Management information System (EMIS)
Progress on Goal 4
  • Participation of children in organised learning before the official primary entry age almost doubled over the years in the FSM. According to available data in 2015, participation increased to 76.4 percent up from 34 percent in 2005-2009. However data from the states is not available for 2015
  • In 2005, More than half of children and adolescents in the FSM were not meeting minimum proficiency standards in functional literacy and numeracy. Only 40 percent could achieve literacy grade 8 and 47 percent numeracy for grade 8. However there is not comparable data for subsequent years.
  • In 2005-2009, an estimated 62.5 percent of Teachers in the FSM had college degrees. Kosrae and Pohnpei had the highest proportion of teachers with college degrees followed by Chuuk and Yap.
GOAL 4BaselineTrend201620172018201920202021202220232024202520262027202820292030
TARGETSINDICATORS2005-20092010-2015
4.14.1.1 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 FSMn.a.n.a.-n.a.n.a.n.a.
YAPn.a.n.a.-n.a.n.a.n.a.
CHUUKn.a.n.a.-n.a.n.a.n.a.
POHNPEIn.a.n.a.-n.a.n.a.n.a.
KOSRAEn.a.n.a.-n.a.n.a.n.a.
4.24.2.2 Participation rate in organized learning (one year before the official primary entry age), by sexFSM3476.4 n.a.n.a.n.a.
YAP45n.a.-n.a.n.a.n.a.
CHUUK35n.a.-n.a.n.a.n.a.
POHNPEI35n.a.-n.a.n.a.n.a.
KOSRAE16n.a.-n.a.n.a.n.a.
4.64.6.1 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 FSMn.a.n.a.-n.a.n.a.n.a.
YAPn.a.n.a.-n.a.n.a.n.a.
CHUUKn.a.n.a.-n.a.n.a.n.a.
POHNPEIn.a.n.a.-n.a.n.a.n.a.
KOSRAEn.a.n.a.-n.a.n.a.n.a.
4.64.6.1.A Literacy Grade 8 FSM40n.a.-n.a.n.a.n.a.
YAPn.a.n.a.-n.a.n.a.n.a.
CHUUKn.a.n.a.-n.a.n.a.n.a.
POHNPEIn.a.n.a.-n.a.n.a.n.a.
KOSRAEn.a.n.a.-n.a.n.a.n.a.
4.64.6.1.B Numeracy Grade 8 FSM47n.a.-n.a.n.a.n.a.
YAPn.a.n.a.-n.a.n.a.n.a.
CHUUKn.a.n.a.-n.a.n.a.n.a.
POHNPEIn.a.n.a.-n.a.n.a.n.a.
KOSRAEn.a.n.a.-n.a.n.a.n.a.
4.74.7.1 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 assessmentFSMn.a.n.a.-n.a.n.a.n.a.
YAPn.a.n.a.-n.a.n.a.n.a.
CHUUKn.a.n.a.-n.a.n.a.n.a.
POHNPEIn.a.n.a.-n.a.n.a.n.a.
KOSRAEn.a.n.a.-n.a.n.a.n.a.
4.A4.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)FSMn.a.n.a.-n.a.n.a.n.a.
YAPn.a.n.a.-n.a.n.a.n.a.
CHUUKn.a.n.a.-n.a.n.a.n.a.
POHNPEIn.a.n.a.-n.a.n.a.n.a.
KOSRAEn.a.n.a.-n.a.n.a.n.a.
4.B4.B.1 Volume of official development assistance flows for scholarships by sector and type of study4.A.1.(a) Electricity;FSMn.a.n.a.-n.a.n.a.n.a.
YAPn.a.n.a.-n.a.n.a.n.a.
CHUUKn.a.n.a.-n.a.n.a.n.a.
POHNPEIn.a.n.a.-n.a.n.a.n.a.
KOSRAEn.a.n.a.-n.a.n.a.n.a.
4.C4.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 in a given countryFSMn.a.n.a.-n.a.n.a.n.a.
YAPn.a.n.a.-n.a.n.a.n.a.
CHUUKn.a.n.a.-n.a.n.a.n.a.
POHNPEIn.a.n.a.-n.a.n.a.n.a.
KOSRAEn.a.n.a.-n.a.n.a.n.a.
Teachers with College degreeFSM62.5n.a.-n.a.n.a.n.a.
YAP36.8n.a.-n.a.n.a.n.a.
CHUUK52.8n.a.-n.a.n.a.n.a.
POHNPEI79n.a.-n.a.n.a.n.a.
KOSRAE95.5n.a.-n.a.n.a.n.a.