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Monitoring and evaluation of national progress on SDGs

Goal 4 . Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex

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      Compared to 2010, in 2022 participants in organized learning in the country increased by 62,3 percentage points from 33,3 percent to 95,6 percent. During reviewed period the participation rate of boys in organized learning increased by 61,7 percentage points from 34,0 percent to 95,7 percent, and the participation rate of girls increased by 63,1 percentage points from 32,4 percent to 95,5 percent. 
      Regarding to the locational disaggregation, in 2010-2022 the participation rate in organized learning increased by 60,7 percentage points from 39,2 percent to 99,9 percent in urban areas and increased by 63,7 percentage points from 27,1 percent to 90,8 percent in rural areas.
4.4.1 Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill

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During 2013-2019 years proportion of youth with ICT skills increased from 84.7 percent to 87.6 percent and the proportion of adults rose from 58.7 percent to 63.7 percent. Both among youth and adults the skill of writing a computer program using a specialised
programming language is still low compared to other ICT skills.

4.5.1 Gender parity index in education[1]

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   Compared to 2010 the gender parity index in the country in 2019 increased from 0.846 up to 0.878 in pre-school education, from 0.859 up to 0.876 in general education, and from 0.838 up to 0.949 in higher education.
   In 2010-2019, the number of boys in preschool educational institutions increased by 12.2 percent from 61,140 boys to 68,610 boys, and the number of girls increased by 16.4 percent from 51,752 girls to 60,216 girls, the number of boys in general educational institutions increased by 20.7 percent from 713,970 boys to 862,099 boys, and the number of girls increased by 23.1 percent from 613,562 girls to 755,039 girls, the number of boys in higher educational institutions increased by 25.4 percent from 79,067 boys to 99,125 boys, and the number of girls increased by 42.0 percent from 66,248 girls to 94,042 girls.
   During the reviewed period this indicator for pre-school education rose from 0.827 up to 0.877 in urban areas, and fall from 0.902 to 0.879 in rural areas. The indicator for general education increased from 0.831 to 0.864 in urban areas, and fall from 0.895 to 0.894 in rural areas.

[1] In The UN Global Indicator Frameworak this indicator defined as "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". The indicator given in the publication is represented as proportion population in a given age group achiving at least a fixed level of proficiency in functional literacy skills by sex, calculated based on the official statistics data and presented in publication.



4.6.1 Proportion of population in a given age group achieving at least a fixed level of proficiency in functional literacy skills, by sex

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During 2010-2019 the proportion of youth in a 15-24 age group who have achieved at least a fixed level of proficiency in functional literacy skills was 99.9 percent, 100 percent for men and 99.9 percent for women.


During 2010-2019 the proportion of adults in a 15 years and above age group who have achieved at least a fixed level of proficiency in functional literacy skills was 99.8 percent, 99.9 percent for men and 99.7 percent for women. These indicators were the same for urban and rural areas of the country.

In 2019 the number of adults who have achieved at least a given level of proficiency in literacy was 1,047 thousand at the higher education level, 664 thousand at the secondary special education level, 4,905 thousand at the full secondary education level and 984 thousand at the general secondary education level.


[1] In The UN Global Indicator Frameworak this indicator defined as "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". The indicator given in the publication is represented as proportion population in a given age group achiving at least a fixed level of proficiency in functional literacy skills by sex, calculated based on the official statistics data and presented in publication.

4.a.1 Proportion of schools offering basic services, by type of service

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  In 2010-2019 the proportion of schools with access to electricity, basic drinking water, single-sex basic sanitation facilities and basic handwashing facilities in urban and rural areas in the country was 100 percent. Compared to 2010 in 2019 the proportion of schools with access to internet for pedagogical purposes increased by 23.5 percentage points from 39.1 percent to 62.6 percent, and the proportion of schools with access to computers for pedagogical purposes increased by 12.9 percentage points from 83.9 percent to 96.8 percent.

   Last year in urban areas 98.7 percent of schools were provided with access to computers for pedagogical purposes, and 89.6 percent of schools were provided with access to internet for pedagogical purposes. As for rural areas, the level of providing schools with access to computers and internet for pedagogical purposes was 96.2 percent and 52.4 percent, respectively.

4.c.1 Proportion of teachers with the minimum required qualifications, by education level

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   In 2010-2019 the proportion of teachers who have received at least the minimum organized teacher training in pre-primary education institutions increased by 6.8 percentage points from 83.5 percent to 90.3 percent, in primary education increased by 0.6 percentage points from 99.3 percent to 99.9 percent, in lower and upper secondary education institutions rose by 0.7 percentage points from 99.0 percent to 99.7 percent.
   In 2019 the indicator for state and private educational institutions was 90.3 percent and 91.4 percent in pre-school education, 99.9 percent and 98.1 percent in primary education, 99.7 percent and 96.9 percent in lower and upper secondary education, respectively.