Data extracted in April 2026.

Planned article update: June 2027.

SDG 4 - Quality education

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


Data extracted in April 2026.

Planned article update: June 2027.

Highlights


Goal-level assessment of SDG 4 on Quality education showing the EU has made significant progress during the most recent five-year period of available data.
EU trend of SDG 4 on quality education

This article is a part of a set of statistical articles, which are based on the Eurostat publication ’Sustainable development in the European Union — Monitoring report on progress towards the SDGs in an EU context — 2026 edition’. This report is the tenth edition of Eurostat’s series of monitoring reports on sustainable development, which provide a quantitative assessment of progress of the EU towards the SDGs in an EU context.

SDG 4 seeks to ensure access for all to quality education through all stages of life, and to increase the number of young people and adults who have the relevant skills for employment, decent jobs and entrepreneurship.


Quality education in the EU: overview and key trends

Education and training are key drivers for sustainable growth and democratic societies because they help to improve employability, productivity, innovation, competitiveness, health, equality, safety and civil involvement. In the broader sense, education is a precondition for achieving many SDGs. Monitoring SDG 4 in an EU context focuses on basic education, tertiary education, adult learning and digital skills. Over the assessed short-term period, the EU has made significant progress on increasing participation in early childhood education, in tertiary education and in adult learning as well as in reducing early school leaving. In contrast, trends in educational outcomes have been less favourable. Performance in the PISA test has further deteriorated, with the percentage of low-achieving students in reading, mathematics and science rising. The share of adults with at least basic digital skills has increased but remains far below the 2030 Digital Decade target.

  • A table showing the indicators measuring progress towards SDG 4 in the EU.
    Table 1: Indicators measuring progress towards SDG 4, EU
  • A table showing the Explanation of symbols for indicating progress towards sustainability objectives and targets.
    Table 2: Explanation of symbols for indicating progress towards SD objectives and targets

Basic education

Basic education refers to the foundational stages in a child’s educational pathway, ranging from early childhood education and care to primary and secondary education. Inclusive and quality education for all, which eliminates school segregation, is an essential element of sustainable development. SDG 4 thus aims to ensure that by 2030 all girls and boys will have access to quality early childhood development, care and pre-primary education to build a strong foundation in basic skills. In addition, SDG 4 intends to ensure that all boys and girls complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes. Furthermore, SDG 4 focuses on ensuring that all young people have the literacy, numeracy and relevant skills needed for employment, decent jobs and entrepreneurship.

Participation in early childhood education and care has increased steadily in recent years and is on track to meet the 2030 target

Early childhood education and care is usually the first formal step on a child’s educational pathway. The 2019 Council Recommendation on high-quality early childhood education and care underlines that access to quality early childhood education and care for all children contributes to their social and cognitive development and educational success, ultimately enhancing their future employment prospects. Also, as highlighted in the 2022 Council Recommendation on early childhood education and care, early childhood education and care can be an effective tool for achieving educational equity for children in disadvantaged situations.

The 2021 Council Recommendation on a European child guarantee also emphasises the importance of equal access to quality and inclusive early childhood education and care for breaking the transmission of social exclusion and securing equal opportunities for children in a disadvantaged situation. Tackling disadvantage through early childhood education and care is a cost-effective investment as it fosters children’s inclusion, school success and their future integration into the labour market and social life. The positive effects of early childhood education and care are on average stronger among children from socio-economically disadvantaged backgrounds. At the same time, these children are less likely to participate in early childhood education and care [1]. Therefore, the 2021 Council Recommendation on a European child guarantee emphasises the importance of ensuring access to quality and inclusive early childhood education and care for children in need.

In the EU, participation in early childhood education improved from 91.8% in 2013 to 95.0% in 2024, albeit the trend experienced ups and downs over this period. The 2024 rate is the highest ever recorded, reflecting a clear positive trend since 2021. With a gap of 1.0 percentage points remaining, the EU will reach the target level of 96% by 2030 if the trend observed in recent years is maintained.

Fewer young people in the EU drop out of education and training

According to the Council Recommendation on Pathways to School Success, school education can play a crucial role in promoting inclusive, fairer and more prosperous societies and economies. The recommendation thus aims to ensure better educational outcomes for all learners, by lifting performance in basic skills and reducing early school leaving. Consequently, the EEA strategic framework has set a target to reduce the share of early leavers from education and training (ELET) to below 9% by 2030.

Since 2002, the ELET rate has fallen continuously in the EU, albeit more slowly in recent years. In 2025, the share had reached 9.1%, putting the EU well on track to meet the 2030 target. However, men and people with a migrant background are more likely to leave education and training early (see the articles on SDG 5 ‘Gender equality’ and on SDG 10 ‘Reduced inequalities’ for more details). Additionally, an analysis by degree of urbanisation reveals that young people living in towns and suburbs (10.1%) as well as in rural areas (9.6 %) were more likely to leave school early than young people living in cities (8.0%) in 2025 [2]. The reasons for early school leaving can be complex and include both individual and socio-economic factors, as well as factors related to the education system itself [3].

Monitoring of the ELET target is complemented by a supplementary indicator on the completion of at least upper secondary education, which is generally considered the minimum requirement for gaining satisfactory employment in today’s economy and is important for full participation in society. The indicator, which measures the share of people aged 20 to 24 with at least an upper secondary qualification, shows that 85.7% had this attainment level in 2025. This share has increased steadily in the EU over the past few years [4].

Educational outcomes have continued to deteriorate, most significantly in maths

Besides educational attainment, achieving a certain level of proficiency in basic skills is a key objective of all educational systems. Basic skills, such as reading a simple text or performing simple calculations, provide the foundations for more complex tasks and are crucial for personal, academic and professional success. Low achievers in the OECD's Programme for International Student Assessment (PISA) are those pupils who do not reach the minimum proficiency level in reading, mathematics or science. These pupils face having fewer opportunities in the future, both at the personal and the professional level [5].

In 2022, more than one in every four 15-year-old pupils in the EU showed insufficient abilities in one or more of the domains tested in PISA (mathematics, reading and science). Test results in that year showed 29.5% of pupils were low achievers in mathematics, 26.2% in reading and 24.2% in science. Compared with 2018, these results are a significant step backward in all three domains, but most significantly in mathematics, with an increase of 6.6 percentage points in the share of low achievers. The 2022 PISA results indicate that the EU is lagging seriously behind in all three PISA domains when it comes to reaching the 2030 EU-level target of reducing the share of low-achieving 15-year-olds in basic skills to less than 15%.

Students’ socio-economic background is one of the key drivers of educational underachievement and points to serious problems in terms of equality. Young people with a disadvantaged socio-economic background are almost six times more likely to underachieve in all three PISA domains at the same time than those with an advantaged socio-economic background [6].

Tertiary education

Continuing education after the secondary level is important in a knowledge-based economy: employment rates are generally higher for highly educated people, who also enjoy better wages and working conditions. Conversely, low levels of tertiary educational attainment can hinder competitiveness, innovation and productivity and undermine growth potential. Therefore, investing efficiently and effectively in education and training systems that deliver high-quality and up-to-date services lays the foundation for a country’s prosperity.

The share of people with tertiary education has increased strongly since 2002

The EEA strategic framework aims to raise the share of the population aged 25 to 34 that has completed a higher education qualification (levels 5–8 in the 2011 International standard classification of education, ISCED) to at least 45% by 2030. As a result of a 21.7 percentage point increase since 2002, the EU reached a tertiary education attainment rate of 44.8% in 2025 and is well on track to meeting its 2030 target. However, when viewed by degree of urbanisation, tertiary attainment levels in less urbanised areas fall well short of the target. While more than half (55.0%) of the population aged 25 to 34 living in cities had attained tertiary education by 2025, the rate was markedly lower for towns and suburbs (38.4%) and rural areas (33.0%) [7].

The share of 25- to 34-year-olds with tertiary education has improved compared with 2002 in all Member States. This partly reflects their investment in higher education to meet the demand for a more skilled labour force. Moreover, some countries shifted to shorter degree programmes following the implementation of the Bologna process reforms. However, while tertiary attainment rates have increased for both men and women, women maintain higher attainment rates than men. See the article on SDG 5 ‘Gender equality’ for more details.

Adult learning

Keeping skills up to date to support the ongoing quest for a high-quality labour force is one of the goals of adult learning. Adult learning covers the longest period in a person’s learning lifetime. It includes improving and developing skills and adapting to technological developments, which helps to advance a person’s career or aid their return to the labour market (upskilling and reskilling). Moreover, it is crucial for maintaining good health, remaining active in the community and being fully included in all aspects of society.

Adult participation in learning is growing

The indicator ‘adult participation in learning’ measures the share of people aged 25 to 64 who stated they received formal or non-formal education and training in the four weeks preceding the survey carried out to monitor it. This share has grown almost steadily since 2002, when it stood at 5.3%, reaching 13.7% in 2025. A temporary drop was observed in 2020, which might be related to the COVID-19 pandemic and the adjustments to the related contingency measures, such as lay-offs and teleworking. Similarly, for adults not in employment, participation in learning activities reduced temporarily during the beginning of the pandemic due to extended lockdown periods. Since 2020, however, the share of adults participating in learning has grown strongly, gaining 4.6 percentage points by 2025.

Women are more likely to participate in adult learning than men. In 2025, the share of 25- to 64-year-olds in education and training was 2.5 percentage points higher for women than for men (14.9% compared with 12.4%, respectively). The rate for women was not only higher, it had also improved faster, gaining 9.4 percentage points between 2002 and 2025, compared with 7.4 percentage points for men. The participation rate in adult learning also differs in terms of degree of urbanisation. In 2025, adults living in cities were more likely to participate in learning (16.8%) than those living in towns and suburbs (12.3%) or rural areas (10.3%) [8].

While the above-mentioned indicator is based on the question of whether adults participated in learning during the four weeks preceding the survey, the target defined in the EEA strategic framework and the European Pillar of Social Rights Action Plan refers to the share of adults participating in learning during the past 12 months. Data for this target definition are currently collected every six years through the Adult Education Survey (AES). The most recent data are from 2022 and show that the share of adults participating in learning during the past 12 months stood at 39.5%, which is 7.5 percentage points below the EU target of 47% for 2025 and 20.5 percentage points below the 2030 target of 60%. Participation rates were particularly low for low-educated adults (ISCED 2011 levels 0–2), at 18.4%. In contrast to this group, 58.9% of adults with tertiary education (ISCED 2011 levels 5–8) participated in learning in 2022 [9].

Digital skills

Digitalisation is transforming the labour market and reshaping the skills demanded by the economy and society. During the COVID-19 pandemic, the digital skills gap widened and new inequalities in access to technology and digital workplaces emerged. In response, the Commission has integrated digital skills into the basic skills set as outlined in the Union of Skills strategy, and proposed policy measures to enhance digital education and create enabling environments for skills development.

Digital skills improve, but remain far below 2030 target

The Action Plan on Basic Skills recognises digital skills as part of the basic skills set, alongside reading, mathematics, science and citizenship skills. The European Pillar of Social Rights Action Plan and the Digital Decade have set a target for the EU to raise the share of people aged 16 to 74 who have at least basic digital skills to 80% in 2030. This target is measured through a survey that captures the digital skills of individuals and households. The survey follows an evolving framework, which now also includes artificial intelligence (AI) competence.

In 2025, the share of people aged 16 to 74 with at least basic digital skills stood at 60.4%. While this is 4.8 percentage points higher than in 2023, when it was 55.6%, it remained at a level considerably below the 80% Digital Decade target for 2030. In contrast to most other education indicators presented in this chapter, overall fewer women (59.0% in 2025) had at least basic digital skills than men (61.8%). However, the gap between women and men varies strongly across different age groups. In the age group under 34 years, more women than men had at least basic digital skills. The situation starts to reverse in the age group above 35 years, where men are more likely to have at least basic digital skills than women. However, the gap in the middle age group remains limited and widens only among persons aged 55 years and over.

In general, age and formal education also affect a person’s level of digital skills. In 2025, 74.6% of 16- to 24-year-olds had at least basic digital skills, compared with 68.6% of 25- to 54-year-olds. Within the younger age group, the share was lower among 16- to 19-year-olds, at 73.0%, than among 20- to 24-year-olds, at 75.9%. Among people aged between 25 and 54, the share of individuals with at least basic digital skills decreased with age, with the decline beginning among 35- to 44-year-olds. The rate declined from 74.5% for 25- to 34-year-olds, to 70.1% for 35- to 44-year-olds, and further decreased to 62.3% for 45- to 54-year-olds. Digital skills levels were substantially lower among older individuals, with only 42.6% of 55- to 74-year-olds having at least basic digital skills. Additionally, 82.3% of people with high formal education had such digital skills, while this was only the case for 37.6% of people with no or low formal education [10].

Digital competences constitute an essential skill for participating in a technology-driven world. In the EEA strategic framework, the EU sets a target for the share of low-achieving eighth-graders in computer and information literacy to be less than 15% by 2030. This target is based on data collected through the International Computer and Information Literacy Study (ICILS) measuring the share of eighth-graders performing below the level 2 threshold on the computer and information literacy scale. Across the 22 EU Member States participating in the 2023 study, 43% of students did not reach level 2, showing clearly that the EU faces a considerable challenge in reaching the target of less than 15%. Disparities can be observed between and within countries, between gender groups, and between socio-economic and migrant backgrounds [11].


Main indicators


Low achieving 15-year-olds in reading, mathematics or science


The long-term evaluation of the indicator for Low achieving 15-year-olds in reading, mathematics or science for the period 2009 to 2022 shows movement away from the EU target. The short-term evaluation for the period 2019 to 2022 also shows movement away from the EU target.

This indicator measures the share of 15-year-old students failing to reach level 2 (minimum level of proficiency) on the Programme for International Student Assessment (PISA) scale in the three domains of reading, mathematics and science. The data stem from the PISA study, a regularly conducted international survey that aims to evaluate education systems by testing the skills and knowledge of 15-year-old students.

A triple vertical bar chart with a dot showing low achieving 15-year-olds in reading, mathematics or science as a percentage of 15-year-old students in the EU from 2006 to 2022. The bars represent reading, mathematics and science, and the dot shows the 2030 target.
Figure 1: Low achieving 15-year-olds in reading, mathematics or science (% of 15-year-old students, EU, 2006-2022)
Source: OECD, Eurostat: (sdg_04_40))


A dot plot with three dots showing low achieving 15-year-olds in reading, mathematics or science, by country in 2022 as a percentage of 15-year-old students in the EU, EU Member States and other European and non-European countries. The dots represent figures for reading, mathematics, and science.
Figure 2: Low achieving 15-year-olds in reading, mathematics or science (% of 15-year-old students, 2022)
Source: OECD, Eurostat: (sdg_04_40))

Participation in early childhood education


The long-term evaluation of the indicator for participation in early childhood education for the period 2013 to 2024 shows significant progress towards the EU target. The short-term evaluation for the period 2019 to 2024 also shows significant progress towards the EU target.

This indicator measures the share of children between the age of three and the starting age of compulsory primary education who participated in early childhood education and care. Data presented here stem from the joint UIS (UNESCO Institute of Statistics)/OECD/Eurostat (UOE) questionnaires on education statistics, which constitute the core database on education.

A line chart and a dot showing participation in early childhood education as a percentage of children aged 3 or over, in the EU from 2013 to 2024. The dot shows the 2030 target.
Figure 3: Participation in early childhood education (% of children aged 3 and over, EU, 2013-2024)
Source: Eurostat (sdg_04_31)


A double vertical bar chart showing participation in early childhood education, by country, in 2019 and 2024 as a percentage of children aged 3 or over in the EU, EU Member States and other European countries. The bars show the years.
Figure 4: Participation in early childhood education (% of children aged 3 and over, 2019 and 2024)
Source: Eurostat (sdg_04_31)

Early leavers from education and training


The long-term evaluation of the indicator for early leavers from education and training, for the total population and the gender gap, during the period 2010 to 2025 both show significant progress towards the EU target. The short-term evaluation for the total population and the gender gap during the period 2019 to 2025 also shows significant progress towards the EU target.

The indicator measures the share of the population aged 18 to 24 with at most lower secondary education who were not involved in any education or training during the four weeks preceding the survey carried out to monitor it. The data stem from the EU Labour Force Survey (EU-LFS).

A line chart with three lines and a dot showing early leavers from education and training, by sex, in the EU from 2002 to 2025, as a percentage of population aged 18 to 24. The lines represent rates for women, men and the total population; and the dot represents the 2030 target.
Figure 5: Early leavers from education and training (% of the population aged 18 to 24, by sex, EU, 2002-2025)
Source: Eurostat (sdg_04_10)


A double vertical bar chart showing early leavers from education and training, by country in 2019 and 2025 as a percentage of the population aged 18 to 24 in the EU, EU Member States and other European countries. The bars show the years.
Figure 6: Early leavers from education and training (% of the population aged 18 to 24, 2019 and 2025)
Source: Eurostat (sdg_04_10)


Tertiary educational attainment


The long-term evaluation of the indicator for tertiary educational attainment, for the total population during the period 2010 to 2025 shows significant progress towards the EU target; the long-term evaluation of the gender gap during the same period for this indicator shows movement away from the EU sustainability objectives. The short-term evaluation for the total population during the period 2019 to 2025 shows significant progress towards the EU target and the short-term evaluation of the gender gap for this indicator shows insufficient progress towards the EU sustainability objectives.

This indicator measures the share of the population aged 25 to 34 who have successfully completed tertiary studies (for example, at university or a higher technical institution). Tertiary educational attainment refers to ISCED (International Standard Classification of Education) 2011 levels 5–8 for data from 2014 onwards and to ISCED 1997 levels 5–6 for data up to 2013. The indicator is based on the EU Labour Force Survey (EU-LFS).

A line chart with three lines and a dot showing tertiary educational attainment, by sex, in the EU from 2002 to 2025, as a percentage of population aged 25 to 34. The lines represent rates for women, men and the total population; and the dot represents the 2030 target.
Figure 7: Tertiary educational attainment, by sex (% of the population aged 25 to 34, EU, 2002-2025)
Source: Eurostat (sdg_04_20)


A double vertical bar chart showing tertiary educational attainment, by country in 2019 and 2025 as a percentage of population aged 25 to 34, in the EU, EU Member States and other European countries. The bars show the years.
Figure 8: Tertiary educational attainment (% of the population aged 25 to 34, 2019 and 2025)
Source: Eurostat (sdg_04_20)

Adult participation in learning in the past four weeks


The long-term evaluation of the indicator for adult participation in learning in the past four weeks for the period 2013 to 2025 shows significant progress towards sustainable development objectives. The short-term evaluation for the period 2019 to 2025 also shows significant progress towards sustainable development objectives.

Adult participation in learning measures the share of people aged 25 to 64 who stated they received formal or non-formal education and training in the four weeks preceding the survey (numerator) carried out to monitor this indicator. The denominator consists of the total population of the same age group, excluding those who did not answer the question ‘participation in education and training’. Adult learning covers job-related and non-job-related formal and non-formal learning activities and excludes informal training and guided on-the-job training. It usually refers to learning activities after the end of initial education. Data stem from the EU Labour Force Survey (EU-LFS).

A line chart showing adult participation in learning in the past four weeks in the EU from 2002 to 2025, as percentage of population aged 25 to 64.
Figure 9: Adult participation learning (% of population aged 25 to 64, EU, 2002-2025)
Source: Eurostat (sdg_04_60)


A double vertical bar chart showing adult participation in learning in the past four weeks, by country in 2019 and 2025 as percentage of population aged 25 to 64, in the EU, EU Member States and other European countries. The bars show the years.
Figure 10: Adult participation in learning (% of population aged 25 to 64, 2019 and 2025)
Source: Eurostat (sdg_04_60)


Share of adults having at least basic digital skills


The long-term evaluation of the indicator for share of adults having at least basic digital skills is not possible because the time series is too short. The short-term evaluation for the period 2021 to 2025 also shows moderate progress towards the EU target.

This indicator measures the share of people aged 16 to 74 who have at least basic digital skills. It is a composite indicator based on selected activities performed by individuals on the internet in specific areas: information and data literacy, communication and collaboration, digital content creation, safety and problem solving. The indicator assesses digital skills classified into six levels, of which the two highest constitute the basic or above basic level of digital skills. The indicator is based on data from the EU survey on the use of ICT in households and by individuals.

A triple vertical bar chart and a dot showing the share of adults having at least basic digital skills, by sex, as a percentage of individuals aged 16 to 74 in the EU in 2021, 2023 and 2025. The bars represent the shares for women, men and the total population; and the dot shows the 2030 target.
Figure 11: Share of adults having at least basic digital skills, by sex (% of individuals aged 16 to 74, EU, 2021–2025)
Source: Eurostat (sdg_04_70)


A double vertical bar chart showing the share of adults having at least basic digital skills, by country in 2021 and 2025 as a percentage of individuals aged 16 to 74, in the EU, EU Member States and other European countries. The bars show the years.
Figure 12: Share of adults having at least basic digital skills (% of individuals aged 16 to 74, 2021 and 2025)
Source: Eurostat (sdg_04_70)

Source data for tables and graphs

Context

The Union of Skills, adopted in 2025, is a comprehensive strategy designed to elevate skill levels and bridge skills gaps across the EU through improved education and training, adopting a lifelong learning approach. A key initiative under this strategy is the Action Plan on Basic Skills, which addresses gaps in reading, mathematics, science, digital and citizenship skills.

The European Education Area (EEA) promotes collaboration among EU countries for more resilient and inclusive national education and training systems. An interim evaluation has been published in June 2025 preparing the next cycle from 2026 to 2030. The European Social Fund Plus (ESF+) fosters education through funds allocation, while the Erasmus+ programme focuses on quality, inclusive education and learning mobility with a commitment of more than EUR 26 billion for 2021 to 2027.

Basic education and tertiary education

Four out of the seven EEA strategic framework targets for 2030 are used to monitor progress in basic and tertiary education in the EU: at least 96% of children between the age of three and the starting age for compulsory primary education should participate in early childhood education and care; less than 9% of pupils should leave education and training early; less than 15% of 15-year-olds should be low-achievers in reading, mathematics and science; and at least 45% of 25–34-year-olds should have a tertiary education qualification.

The Council recommendation on high-quality early childhood education and care systems emphasises the multiple benefits of early childhood education and care both for individuals and for society. The European Child Guarantee aims to ensure that every child at risk of poverty or social exclusion has effective and free access to education from pre-school level, while the Council Recommendation on pathways to school success intends to lift performance in basic skills and reduce early leaving from education and training.

Adult learning and digital skills

The Council Resolution on a new European agenda for adult learning 2021–2030 highlights the need to significantly increase adult participation in learning. Adult learning is also the primary concern of the Council Recommendation on individual learning accounts. The EEA requires that by 2025 at least 47% of adults aged 25 to 64 will have participated in learning during the past 12 months, while the European Pillar of Social Rights Action Plan sets a target for at least 60% of adults to be participating in training every year by 2030.

The EEA also sets a target for there to be less than 15% of low achievers in computer and information literacy among eighth-graders by 2030. The European Pillar of Social Rights Action Plan and the 2030 Digital Compass both set a goal for at least 80% of people aged 16 to 74 to have basic or above-basic digital skills. Moreover, the Union of Skills recognises digital skills as a part of the basic skills set.

The Digital Europe Programme (DIGITAL) is an EU financial instrument designed to bring digital technology to businesses, citizens and public administrations. In addition, the Recovery and Resilience Facility, under its ‘Policies for next generation’ pillar, supports reforms and investments in education and digital skills. The AI Continent Action Plan intends to foster education in the area of AI via the AI Skills Academy.

Footnotes

  1. For more information see: European Commission (2022), Employment and Social Developments in Europe, Publications Office of the European Union, Luxembourg, p. 20. ↑
  2. Source: Eurostat (online data code: edat_lfse_30). ↑
  3. For more information, see: European Commission, European Education Area, Early school leaving. ↑
  4. Source: Eurostat (online data code: yth_educ_030). ↑
  5. European Commission (2024), The twin challenge of equity and excellence in basic skills in the EU. An EU comparative analysis of the PISA 2022 results, Publications Office of the European Union, Luxembourg. ↑
  6. For more information, especially on the new EU-level indicator for equity in education, see: European Commission (2022), Progress towards the achievement of the European Education Area, Publications Office of the European Union, Luxembourg, pp. 24–25. ↑
  7. Source: Eurostat (online data code: edat_lfs_9913). ↑
  8. Source: Eurostat (online data code: trng_lfs_14). ↑
  9. Source: Eurostat (Adult Education Survey, in order to reflect the definition of the target indicator: special calculation excluding guided on-the-job training as available in the public excel file). ↑
  10. Source: Eurostat (online data code: isoc_sk_dskl_i21). ↑
  11. For more information see: European Commission (2024), International Computer and Information Literacy Study (ICILS) in Europe — 2023, Publications Office of the European Union, Luxembourg. ↑

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Thematic section

Publications

Further reading on quality education


Methodology

More detailed information on EU SDG indicators for monitoring of progress towards the UN Sustainable Development Goals (SDGs), such as indicator relevance, definitions, methodological notes, background and potential linkages can be found in the introduction as well as in Annex II of the publication ’Sustainable development in the European Union — Monitoring report on progress towards the SDGs in an EU context — 2026 edition’.

External links

Further data sources on quality education


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