Introduction
This data tracker analyses the Nordic countries’ progress towards achieving Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The goal is comprised of 10 targets.
The Nordic countries – Denmark, Finland, Iceland, Norway and Sweden – are classified into one of five categories for each target:
Met: The country has already met the 2030 target.
On track: The country has not yet met the target but is on track to do so by 2030.
Short distance: The country has not met the target and is not projected to do so but is close to achieving it. This category also applies when the country currently meets the target but is projected to move away from it.
Long distance but progressing: The country is far from the target but is making progress towards it.
Long distance and not progressing: The country is far from the target and is not making progress towards reaching it.
Details on the methodology used, together with the overall assessment for all 17 goals can be found on the overview page. Note that the analysis is currently work in progress.
Overall assessment of progress
As of mid-2023, this is our assessment of the Nordic countries progress on the 10 targets part of SDG 4:
The Nordic countries’ performance on the different targets can be explored further below. Each section follows the same structure, first the official target text is given as well as the indicators for that target. Note that some targets have more than one indicator. Then, using the latest available data from the UN and the OECD, we first highlight global and regional trends before zoom in on the Nordic countries. Where data permits, we then assess their current distance from the target based on recent data and their likelihood of achieving it by 2030.
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
| 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 |
| 4.1.2 | Completion rate (primary education, lower secondary education, upper secondary education) |
Global trends
4.1.1. Proficiency levels
Worldwide only around 44% pupils achieve a minimum proficiency level in maths at the end of primary school, while 58% do so in reading. The rates have changed minimally since 2015.
For those regions where data is available, the share achieving minimum proficiency in maths and reading have declined compared to 2015 in both Sub-Saharan Africa and Latin America and the Caribbean. Note that the latest data only goes to 2019, and thus not fully account for the effects of the pandemic.
At the end of lower secondary school, around 51% worldwide are estimated to have achieved a minimum proficiency level in maths, and 64% in reading. Many regions have seen progress in maths since 2015, including Northern Africa and Western Asia, as well as Latin America and the Carribbean.
No data is available at the global or regional level for grades 2/3.
4.1.2. Completion rates
From 2015 to 2021, there was a noticeable improvement in worldwide school completion rates. Primary school completion rose from 85% to 87%, lower secondary completion saw an increase from 74% to 77%, and upper secondary completion jumped from 53% to 58%.
Completion rates vary significantly between regions, with Europe and North America achieving almost full completion across all three educational levels. In contrast, completion rates in Sub-Saharan Africa are 64% in primary school, 45% in lower secondary, and 27% in upper secondary.
The Nordics
Data on proficiency levels in mathematics and reading (indicator 4.1.1) for the Nordics are measured by the OECD’s Programme for International Student Assessment (PISA). The latest data from 2018 show that none the Nordic countries are close to reaching the goal of all pupils reaching the minimum proficiency level, operationalised at 97% of students achieving PISA level 2. Still, proficiency levels in maths are above the OECD-average in all the Nordics (74% in 2018). In reading, only Iceland is below the OECD-average (77% in 2018).
Data on proficiency levels in primary school in the Nordics is insufficient for cross-country comparisons.
School completion rates (indicator 4.1.2) in the Nordics are all at or close to 100% for both primary school and lower secondary school, thus meeting the target of 97% or higher.
For upper secondary school, completion rates are highest in Finland at 90% and lowest in Iceland at 67%. None of the Nordics are thus close to achieving the target for upper secondary or on track to doing so by 2030.
The combined assessment of proficiency levels and completion rates, show that the Nordics are at a long distance from achieving target 4.1 for 2030. Without a significant shift in trends, they are unlikely to reach it by 2030.
Denmark
Long distance to target, not progressing
Finland
Long distance to target, not progressing
Iceland
Long distance to target, not progressing
Norway
Long distance to target, not progressing
Sweden
Long distance to target, not progressing
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
| 4.2.1 | Proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex |
| 4.2.2 | Participation rate in organized learning (one year before the official primary entry age), by sex |
Global trends
For the first indicator (4.2.1) that measures whether children are developmentally on track, data is only available for about 74 countries covering less than 50% of the world population. The indicator is therefore not discussed further.
Participation rates in organised learning (indicator 4.2.2) before the start of primary school stood at 75% in 2020, up from 65% in 2002, but unchanged since 2015.
There are substantial differences between countries and regions, with only around half of children participating in organised learning in Sub-Saharan Africa and Northern Africa and Western Asia. In both Latin America and the Caribbean and Europe and Northern America more than 9 out of 10 children participated in such learning.
The Nordics
All the Nordic countries have close to full participation in organised learning before the start of primary school. However, while at the moment only Norway is below the target, projections to 2030 taking into account historical trends shows that Finland and Norway are the only two country where more than 75% of the simulations stay above 97% in 2030. This is primarily due to that other countries have had a less consistent trend since 2000. Still, the remaining Nordic countries are expected to be within short distance to the target level.
Denmark
Short distance to target
Finland
Target is on track
Iceland
Short distance to target
Norway
Target is on track
Sweden
Short distance to target
Target 4.3
By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
| 4.3.1 | Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex |
Global trends
Data for this indicator is not available at the global or regional level.
The Nordics
The latest data from 2020 on the participation rate in lifelong learning shows that the Nordic countries were well above the OECD average at around 20%. Highest participation rates were observed in Sweden and Finland at 37% and 35% respectively participating in learning activities in the previous 12 months.
As the metadata has been updated in 2023 for this target, the OECD has not yet operationalised a target level on this indicator. However, in line with their methodology used on other targets, we apply a target at the level of the best OECD performers in 2015, equaling a 35% participation rate. Projections to 2030 based on historical trends shows that Finland is the only country with a high likelihood of achieving this target in 2030. While Sweden is currently above the threshold, historical data display more volatility than is the case for Finland, which has a more consistently increasing trend.
Denmark
Long distance to target, not progressing
Finland
Target is met
Iceland
Long distance to target, not progressing
Norway
Long distance to target but progressing
Sweden
Short distance to target
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
| 4.4.1 | Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill |
Global trends
Data for this indicator are not sufficiently available for analysis at a global or regional level.
The Nordics
ICT skills are measured as the share of individuals that have undertaken certain computer-related activities in the last three months. Several skills are measured:
- Changing privacy settings on your device, account or app to limit the sharing of personal data and information (e.g. name, contact information, photos)
- Creating electronic presentations with presentation software
- Finding, downloading, installing and configuring software
- Transferring files between a computer and other devices
- Using basic arithmetic formula in a spreadsheet
- Using copy and paste tools to duplicate or move information within a document
- Verifying the reliability of information found online
- Writing a computer program using a specialized programming language
The chart below shows the most recent data for the Nordics in 2021. Note that data is not available for all countries.
Given the lack of data across indicators and countries, no assessment of progress is performed.
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
| 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 |
Global trends
The target is tracked by a broad range of parity indices, expressed as the ratio of the value of the indicator for the likely more disadvantaged group to that for the likely more advantaged group. Such indices are available for many countries, but not at a level sufficient for analysis of world or regional trends.
The Nordics
The overall picture, based on the nine different data parity indices available from the UN global database, shows that none of the Nordic countries were able to prevent socio-economic differences from impacting educational outcomes. In the OECD area, no country has achieved full parity or is on track to reach it by 2030.
Denmark
Long distance to target, not progressing
Finland
Long distance to target, not progressing
Iceland
Long distance to target, not progressing
Norway
Long distance to target, not progressing
Sweden
Long distance to target, not progressing
Target 4.6
By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
| 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 |
Global trends
No data is available at the global or regional level.
The Nordics
The level of proficiency in literacy and numeracy is determined by the share of the population scoring a level 2 or higher in the OECD Programme for the International Assessment of Adult Competencies (PIAAC). The survey was last carried out in 2011/12 with over 40 countries/economies participating. A new cycle is set to start in 2022/23. Literacy and numeracy skills are classified on a scale from level 1 to 5, with 5 being the highest.
Data from the last PIAAC round in 2011/2012 showed that all Nordics had above 85% of the respondents at level 2 in numeracy and literacy. Yet, given the length of time passed since the last PIAAC round no further data or trend assessment is presented 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
| 4.7.1 | Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education and (d) student assessment |
Global trends
There is ongoing work to develop the indicator used to measure progress towards this target. Each of the four components of the indicator (policies, curricula, teacher education, and student assessment), are measured by a range of criteria which taken together are given a score between 0 and 1, where 1 entails full mainstreaming of the Global Citizenship Education (GCED) and Education for Sustainable Development (ESD). As of 2022, no data is currently available at the global or regional level.
The Nordics
At a Nordic level, Denmark, Finland and Sweden took part in the first round of measuring this indicator (2017-2020). The data showed that only Sweden had fully mainstreamed GCED and ESD into their national education policies.
Given the lack of data over time, no assessment is given for this indicator. New data is set to be released in 2024.
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
| 4.a.1 | Proportion of schools offering basic services, by type of service |
Global trends
This indicator measured the share of schools offering access to the following basic services:
- Electricity
- Internet for pedagogical purposes
- Computers for pedagogical use
- Basic drinking water
- Single-sex basic sanitation facilities
- Basic handwashing facilities
- Adapted infrastructure and materials for students with disabilities
The most recent data from 2020 shows that around three-quarters of primary schools worldwide have access to drinking water, electricity, handwashing and single-sex sanitation. Coverage rates for such services are higher for lower secondary and upper secondary schools. Access to computers, internet and adapted infrastructure and materials for students with disabilities is much lower. At the primary school level, only half of the world schools provide access to these services.
Although data is not available for all educational levels over time, the general trend is that access to basic services has increased since 2015, albeit slowly. For example, coverage rates for access to electricity in primary schools have increased from 66% to 75%, while coverage rates for internet access at upper secondary schools have increased from 60% to 65%.
Regional data is limited, however, the available data shows that coverage levels in the least developed countries are significantly lower across all services.
The Nordics
Data on this indicator is only available for Denmark, Finland and Norway, showing that all schools, across all education levels, provide full access to the basic services covered in this indicator. For the indicator covering adapted infrastructure and materials for students with disabilities, data is only available for Finland.
Denmark
Target is met
Finland
Target is met
Iceland
Data not available
Norway
Target is met
Sweden
Data not available
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
| 4.b.1 | Volume of official development assistance flows for scholarships by sector and type of study |
Global trends
While there is no set target level for 2030 for this indicator, the total volume of official development assistance (ODA) for scholarships increased from 440 million USD in 2006 to over 1,500 million in 2020.
The Nordics
No data is shown for each of the Nordic countries, as the sectoral distribution of international development assistance will depend on national priorities.
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
| 4.c.1 | Proportion of teachers with the minimum required qualifications, by education level |
Global trends
The latest data shows that the share of teachers with the minimum qualifications is between 14 and 27 percentage points lower in least developed countries than the world average. Regional data shows that Sub-Saharan Africa has the lowest percentages of trained teachers of all regions (for which data is available). There is no set target for 2030 for this indicator.
The Nordics
There is only limited data available to measure this indicator in OECD countries. As an alternative indicator, the OECD uses an indicator for the share of teachers who received in-service training in the last 12 months. The latest data from 2018 shows that all the Nordic countries had over 90 percent of teachers undertaking training in the last 12 months.
Given that there is no set target at country level, no trend assessment is given for this indicator.