Over the past decades, great strides have been made around the world in expanding access to education at all levels and increasing school enrollment, in particular for women and girls.

Despite this, about 100 million school-age children on the planet do not attend school, and 3/5 of them are girls. India alone accounts for 40 million children who do not attend primary school, which is more than 1/3 of all children on the planet who are not covered by primary school. More than half of out-of-school children live in sub-Saharan Africa. 617 million youth worldwide do not have sufficient math and reading skills. Significant imbalances remain in access to education between children from poor and wealthy households, as well as between rural and urban populations.

This goal is aimed at providing an inclusive and high-quality education and creating conditions for lifelong learning. Realization of this goal assumes that all children will receive free primary and secondary education by 2030. SDG 4 also aims to ensure equal access to vocational training by addressing issues such as gender and social inequalities in order to achieve common access to quality higher education.

The key objective of SDG 4 is to maintain universal access and improve the quality of education at all levels. Since 1991, enrollment in primary and general secondary education in Uzbekistan has consistently high values ​​at the level of 98-99.8%. As a result of the transition to a compulsory two-tier system of secondary education, secondary specialized vocational education coverage increased from 31.2% in 2002 to 99.6% in 2013. Along with solving the issue of universal access, we managed to maintain a high level of literacy and ensure a significant increase in academic performance in secondary education.

At the same time, enrollment in preschool and higher education lags significantly behind the performance of countries with similar levels of development. Coverage of children by preschool education remains low at about 18%, although there has been a tendency to increase it. In terms of coverage of preschool education services, Uzbekistan is at the level of developing countries with low per capita incomes. For example, pre-school enrollment in Kyrgyzstan is 22.7%, in Kazakhstan - 81.6%, and in countries of South and West Asia - 40%. In countries such as Belgium, France, Italy, Spain, the coverage of children with preschool education reaches 100%. With regard to the coverage of the population by the higher education system, by this indicator, equal to 9%, Uzbekistan also lags significantly behind the countries of the region and the world and, at present, is taking measures to gradually expand coverage.

National Tasks

4.1-By 2030, raise the primary and secondary education to a qualitatively new level leading to relevant and effective learning outcomes while maintaining universal coverage.

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.

4.3-By 2030, ensure equal access for all women and men to affordable and quality secondary special, tertiary, vocational and additional education.

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.

4.5-By 2030, ensure equal access to all levels of education and vocational training for the persons with disabilities by upgrading educational facilities to make them for children with disabilities safe, and providing safe and effective learning environments for all.

4.7-By 2030, ensure that all learners and students acquire the knowledge and skills needed to promote sustainable development.

4a-Upgrade education facilities to provide safe and effective learning environments for all.

4b-By 2020, significantly increase the coverage of tertiary education, the number of loans and grants, including international ones, for enrolment in higher education programmes.

4v-By 2030, substantially increase the supply of qualified teachers (lecturers), including through international cooperation for training, re-training and in-service training of teachers and lecturers.

National indicators

Национальные индикаторы 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020
1 Indicator 4.2.1.1. Proportion of children aged 3-6 years covered by the system of preschool education. 19,3 20,5 21,4 21 21,6 21,3 21,3 20,6 19,7 19,6 18,5 18,2 18,7 18,8 20,3 20,8 23,8 25,4 32,0 45,6 50,9
  Republic of Karakalpakstan - - - - - - - - - - - - - - - - - - - 59,3 69,5
  regions:                                          
  Andijan - - - - - - - - - - - - - - - - - - - 48,0 57,2
  Bukhara - - - - - - - - - - - - - - - - - - - 56,1 59,5
  Jizzakh - - - - - - - - - - - - - - - - - - - 49,8 58,2
  Kashkadarya - - - - - - - - - - - - - - - - - - - 27,1 33,4
  Navoi - - - - - - - - - - - - - - - - - - - 51,0 60,1
  Namangan - - - - - - - - - - - - - - - - - - - 50,1 59,0
  Samarkand - - - - - - - - - - - - - - - - - - - 43,4 49,0
  Surkhandarya - - - - - - - - - - - - - - - - - - - 23,5 27,4
  Syrdarya - - - - - - - - - - - - - - - - - - - 49,8 52,6
  Tashkent - - - - - - - - - - - - - - - - - - - 38,6 40,0
  Fergana - - - - - - - - - - - - - - - - - - - 51,0 56,7
  Khorezm - - - - - - - - - - - - - - - - - - - 43,3 51,8
  Tashkent city - - - - - - - - - - - - - - - - - - - 76,5 66,5
2 Indicator 4.2.2. Level of participation of children in organized learning (one year before the official primary entry age) by gender.                                          
  a) Total  13,8 14,2 14,8 15,1 15,7 15,5 16,5 20,8 18,9 19,7 18 18,6 22,4 20,5 21,8 21,9 29,7 30,8 40,6 62,7 68,0
  Republic of Karakalpakstan - - - - - - - - - - - - - - - - - - - 84,5 93,5
  regions:                                          
  Andijan - - - - - - - - - - - - - - - - - - - 66,2 72,1
  Bukhara - - - - - - - - - - - - - - - - - - - 93,4 82,2
  Jizzakh - - - - - - - - - - - - - - - - - - - 73,7 78,3
  Kashkadarya - - - - - - - - - - - - - - - - - - - 34,9 47,7
  Navoi - - - - - - - - - - - - - - - - - - - 58,2 71,6
  Namangan - - - - - - - - - - - - - - - - - - - 73,6 83,4
  Samarkand - - - - - - - - - - - - - - - - - - - 67,2 76,6
  Surkhandarya - - - - - - - - - - - - - - - - - - - 34,7 33,0
  Syrdarya - - - - - - - - - - - - - - - - - - - 74,0 64,0
  Tashkent - - - - - - - - - - - - - - - - - - - 45,1 46,6
  Fergana - - - - - - - - - - - - - - - - - - - 64,2 71,3
  Khorezm - - - - - - - - - - - - - - - - - - - 62,7 71,2
  Tashkent city - - - - - - - - - - - - - - - - - - - 95,7 87,3
  b) Boys  - - - - - - - 20,6 18,8 19,7 18,2 18,7 19,5 21,2 21,5 22,6 30,5 31,0 41,2 60,1 67,5
  Republic of Karakalpakstan - - - - - - - - - - - - - - - - - - - 78,4 89,1
  regions:                                          
  Andijan - - - - - - - - - - - - - - - - - - - 58,9 69,1
  Bukhara - - - - - - - - - - - - - - - - - - - 80,1 81,1
  Jizzakh - - - - - - - - - - - - - - - - - - - 75,3 77,4
  Kashkadarya - - - - - - - - - - - - - - - - - - - 37,8 46,8
  Navoi - - - - - - - - - - - - - - - - - - - 62,4 71,0
  Namangan - - - - - - - - - - - - - - - - - - - 72,0 83,2
  Samarkand - - - - - - - - - - - - - - - - - - - 68,5 80,1
  Surkhandarya - - - - - - - - - - - - - - - - - - - 34,9 33,4
  Syrdarya - - - - - - - - - - - - - - - - - - - 66,4 65,0
  Tashkent - - - - - - - - - - - - - - - - - - - 41,1 47,6
  Fergana - - - - - - - - - - - - - - - - - - - 63,5 69,7
  Khorezm - - - - - - - - - - - - - - - - - - - 64,0 68,2
  Tashkent city - - - - - - - - - - - - - - - - - - - 68,3 87,0
  c) Girls  - - - - - - - 20,9 18,9 19,7 17,8 18,4 22,6 19,8 20,1 21,6 28,8 30,6 39,8 62,6 68,5
  Republic of Karakalpakstan - - - - - - - - - - - - - - - - - - - - 98,3
  regions:                                          
  Andijan - - - - - - - - - - - - - - - - - - - - 75,3
  Bukhara - - - - - - - - - - - - - - - - - - - - 83,3
  Jizzakh - - - - - - - - - - - - - - - - - - - - 79,1
  Kashkadarya - - - - - - - - - - - - - - - - - - - - 48,6
  Navoi - - - - - - - - - - - - - - - - - - - - 72,3
  Namangan - - - - - - - - - - - - - - - - - - - - 83,6
  Samarkand - - - - - - - - - - - - - - - - - - - - 72,9
  Surkhandarya - - - - - - - - - - - - - - - - - - - - 32,6
  Syrdarya - - - - - - - - - - - - - - - - - - - - 62,9
  Tashkent - - - - - - - - - - - - - - - - - - - - 45,5
  Fergana - - - - - - - - - - - - - - - - - - - - 72,9
  Khorezm - - - - - - - - - - - - - - - - - - - - 74,3
  Tashkent city - - - - - - - - - - - - - - - - - - - - 87,7
3 Indicator 4.4.1. Proportion of young and adult people with skills in the field of information and communication technologies (ICT) by type of skill. 1)                                          
  Copy or move a file or folder - - - - - - - - - - - - - - - - - 38,3 39,4 39,7 33,9
  Use copy and paste tools to duplicate or move information in a document - - - - - - - - - - - - - - - - - 19,3 22,4 22,7 20,3
  Sending an email with attached files (such as a document, photo, video) - - - - - - - - - - - - - - - - - 13,8 14,1 14,2 6,7
  Using basic arithmetic formulas in a spreadsheet  - - - - - - - - - - - - - - - - - 10,0 10,5 11,1 5,0
  Connecting and installing new devices (e.g. modem, camera, printer) - - - - - - - - - - - - - - - - - 4,8 5,4 5,5 2,2
  Search, download, install, and configure software - - - - - - - - - - - - - - - - - 4,5 4,6 4,6 0,7
  Create electronic presentations with presentation software (including images, sound, video, or diagrams) - - - - - - - - - - - - - - - - - 5,7 6,7 6,8 4,8
  Transfer files between your computer and other devices - - - - - - - - - - - - - - - - - 4,3 4,4 4,7 2,5
  Creation of a computer program using a special programming language - - - - - - - - - - - - - - - - - 0,0 0,0 0,1 0,0
4 Indicator 4.5.1. Parity indices (rural and urban, welfare rate) in education system.                                          
  a) total - - - - - - - - - - - - - - - - - 0,92 0,93 0,92 0,92
  b) urban - - - - - - - - - - - - - - - - - 0,91 0,94 0,93 0,93
  c) rural - - - - - - - - - - - - - - - - - 0,92 0,92 0,92 0,92
  1 quintile - - - - - - - - - - - - - - - - - 0,92 0,92 0,92 1,07
  2 quintile - - - - - - - - - - - - - - - - - 0,97 0,96 0,96 0,91
  3 quintile - - - - - - - - - - - - - - - - - 0,90 0,88 0,89 0,90
  4 quintile - - - - - - - - - - - - - - - - - 0,88 0,89 0,90 0,93
  5 quintile - - - - - - - - - - - - - - - - - 0,78 0,78 0,79 0,78
5 Indicator 4.a.1. Proportion of schools provided:                                          
  a) electricity; - - - - - - - - - - - - - - - - - 99,0 99,2 99,9 99,7
  b) Internet access for educational purposes; 12) - - - - - - - - - - - - - - - - - 87,9 86,3 83,2 78,7
  c) computers for educational purposes; - - - - - - - - - - - - - - - - - 87,3 97,0 96,1 97,5
  d) adapted infrastructure and materials for students with disabilities; - - - - - - - - - - - - - - - - - - 26,5 30,5 32,4
  e) basic drinking water;  - - - - - - - - - - - - - - - - - 34,4 79,6 81,2 83,0
  f) separate minimally equipped toilets;  - - - - - - - - - - - - - - - - - 15,4 73,3 76,3 78,9
  g) basic handwashing. - - - - - - - - - - - - - - - - - 59,0 84,2 86,7 89,5
6 Indicator 4.b.2. Number of students in higher educational institutions per 10,000. 74 82 91 10 101 106 107 110 108 102 94 86 86 85 84 84 84 91 108 130 165
7 Indicator 4.c.1. Percentage of teachers in:                                          
  1. Pre-school institutions, % 2) - - - - - - - - 95,3 95,2 94,7 95,0 98,5 96,3 95,9 97,0 98,0 98,4 95,6 95,8 98,3
  a) state institutions - - - - - - - - - - - - - - - - - - - 95,9 98,6
  b) non-state institutions  - - - - - - - - - - - - - - - - - - - 95,5 95,9
  2. Educational institutions with teacher education, % - - - - - - - - - - 90,2 94,2 95,2 93,5 96,6 97,4 98,8 99,0 99,4 99,3 99,1
  a) state institutions - - - - - - - - - - - - - - - - - - - 99,3 99,1
  b) non-state institutions  - - - - - - - - - - - - - - - - - - - 99,5 98,3

1) For individual years, the data have been recalculated

2) From 2008 to 2017. the share of teachers with secondary specialized education in the total number of teachers with secondary specialized education

12) 2017-2019 proportion of schools with access to "ZiyoNet"

download (XLS, 90 КВ)