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

Completion rate (primary education, lower secondary education, upper secondary education), by province

Completion rate (primary education, lower secondary education, upper secondary education), by ethnicity

Percentage of youth aged 15–24 (and 15–34) years who dropped out of school without completing Grade 12

Completion rate (primary education, lower secondary education, upper secondary education), by sex

Net enrolment rate in primary education level

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

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

Number of children accessing registered ECD Programmes

Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex

Completion rates at Tertiary by sex, location and field of study

Participation rate in technical, vocational programs

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

Number of graduates in public higher education institutions by field of study

Percentage of youth and adult university graduates by field of study

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

Percentage of 7-18 year olds with disabilities who are attending and not attending an educational institutions

Proportion of  subjects in primary and secondary school curricula with content  on indigenous African culture, values and languages

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

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

(i) global citizenship education and (ii) education for sustainable development has been mainstreamed by South Africa in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment (YES=1; NO=0)

Percentage of the population that is functionally literate in English

Percentage of the population literate in at least one South African indigenous language

Effective and appropriate second-language curricula and materials developed

Percentage of educators trained in South African indigenous language

Proportion of those for whom a South African indigenous language is not a mother tongue with at least a conversational competency in one of these languages

Number of qualified social service professionals registred with SACSSP by type

Social service professionals to the population ratio

Percentage of schools reciting the Preamble of the Constitution at school assemblies in a language of their choice

Number of; a) Slim line constitutions distributed to school children and (b) Constitution Booklets distributed to citizens during national events

Percentage of departments that makes use of competency tests and/or other assessment mechanisms for appointment purposes

Number of grievances lodged as a percentage of total appointments in the public services due to inappropriate appointment processes

% of departments in the public sector that have operational  graduate recruitment schemes

Number of targeted training programmes provided to public servants to build skills and professional ethics required for public service. Percentage of municipal skills development levy recovered

Number of unemployed graduates undergoing public service orientation Annual through the NSG

Develop and pilot mechanisms to facilitate on-the-job  mentoring and peer support for senior managers

Number and percentage of 
(a) graduates appointed into learnership, Internship and artisan programmes 
(b) individuals connected / enrolled to apprenticeships and learnerships through municipal interventions

Evidence of implementation of  Regional ODL Strategic Plan and utilising ODL in their delivery of education and skills development Framework

Evidence of the implementation of national TVET qualifications referenced to the Regional TVET Qualifications

Existence of national qualifications frameworks that are aligned to the Regional Qualifications

Percentage of schools with access to basic services by type of service

Volume of official development assistance flows for scholarships by sector and type of study

Value (ZAR) of financial assistance to poor students who obtained a university entrance as a proportion of total financial  assistance

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

Percentage of permanent educators that have minimum required teacher qualifications (REQV13)

Pupil-Teacher Ratios in (a) Primary and (b) Secondary  schools (combined with 4.1.6 as 4.1.5)

Equal Access to Quality Pre-Primary Education

Equal Access to Affordable Technical, Vocational and Higher Education

Increase the Number of People with Relevant Skills for Financial Success

South African should be functionally literate in English, learn at least one South African indigenous language,

Increase the number of social service professionals from about 15 500 to more than 55 000.

All schools should foster common values across language, culture, religion, race, class and space

Public servants recruitment should be exclusively on the basis of skills and experience

Pilot a formal graduate recruitment scheme to support departments in attracting and developing young talent

Develop approriate career paths for technical specialist from 2014/2015 onwards and appoint 100 000 youth to learnership, Internship and artisan programmes

Evidence of implementation and utisinse Regional ODL Strategic Plan in delivery of education and skills development Framework.

Build and Upgrade Inclusive and Safe Schools

Expand Higher Education Scholarships for Developing Countries

Increase the supply of qualified teachers In Developing Countries

IIF

Goal 4 EDUCATION

Targets

Target 4.1

Target 4.2

Target 4.3

Target 4.4

Target 4.5

Target 4.6

Target 4.7

Target 4.8

Target 4.10

Target 4.11

Target 4.12

Target 4.13

Target 4.14

Target 4.15

Target 4.16

Target 4.17

Target 4.A

Target 4.B

Target 4.C

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