ACRONYMS National Statistics Institute
Goal 4. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all)

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

Sub-indicator 4.a.1.1. Proportion of schools with access to electricity (Primary Education - ISCED Level 1)

  1. This indicator has been deemed of no relevance for most OECD countries, since almost all schools within this countries have access to the services considered in this indicator. In any case, it is taken to be an important global indicator in the SDG 2030 framework and is therefore included here
Source: MEFD

Sub-indicator 4.a.1.2. Proportion of schools with internet access for pedagogical purposes (Primary Education - ISCED Level 1)

  1. Two-year periodicity
  2. This indicator has been deemed of no relevance for most OECD countries, since almost all schools within this countries have access to the services considered in this indicator. In any case, it is taken to be an important global indicator in the SDG 2030 framework and is therefore included here
Source: MEFD

Sub-indicator 4.a.1.3. Proportion of schools with computer access for pedagogical purposes (Primary Education - ISCED Level 1)

  1. Two-year periodicity
  2. This indicator has been deemed of no relevance for most OECD countries, since almost all schools within this countries have access to the services considered in this indicator. In any case, it is taken to be an important global indicator in the SDG 2030 framework and is therefore included here
Source: MEFD

Sub-indicator 4.a.1.4. Proportion of schools with access to a basic supply of potable water (Primary Education - ISCED Level 1)

  1. This indicator has been deemed of no relevance for most OECD countries, since almost all schools within this countries have access to the services considered in this indicator. In any case, it is taken to be an important global indicator in the SDG 2030 framework and is therefore included here
Source: MEFD

Sub-indicator 4.a.1.5. Proportion of schools with access to basic sanitary facilities, separated by sex (Primary Education - ISCED Level 1)

  1. This indicator has been deemed of no relevance for most OECD countries, since almost all schools within this countries have access to the services considered in this indicator. In any case, it is taken to be an important global indicator in the SDG 2030 framework and is therefore included here
Source: MEFD

Sub-indicator 4.a.1.6. Proportion of schools with access to basic hand washing facilities (Primary Education - ISCED Level 1)

  1. This indicator has been deemed of no relevance for most OECD countries, since almost all schools within this countries have access to the services considered in this indicator. In any case, it is taken to be an important global indicator in the SDG 2030 framework and is therefore included here
Source: MEFD

Sub-indicator 4.a.1.7. Proportion of schools with access to electricity (Lower Secondary Education - ISCED Level 2)

  1. This indicator has been deemed of no relevance for most OECD countries, since almost all schools within this countries have access to the services considered in this indicator. In any case, it is taken to be an important global indicator in the SDG 2030 framework and is therefore included here
Source: MEFD

Sub-indicator 4.a.1.8. Proportion of schools with internet access for pedagogical purposes (Lower Secondary Education - ISCED Level 2)

  1. Two-year periodicity
  2. This indicator has been deemed of no relevance for most OECD countries, since almost all schools within this countries have access to the services considered in this indicator. In any case, it is taken to be an important global indicator in the SDG 2030 framework and is therefore included here
Source: MEFD

Sub-indicator 4.a.1.9. Proportion of schools with computer access for pedagogical purposes (Lower Secondary Education - ISCED Level 2)

  1. This indicator has been deemed of no relevance for most OECD countries, since almost all schools within this countries have access to the services considered in this indicator. In any case, it is taken to be an important global indicator in the SDG 2030 framework and is therefore included here
Source: MEFD

Sub-indicator 4.a.1.10. Proportion of schools with access to a basic supply of potable water (Lower Secondary Education - ISCED Level 2)

  1. This indicator has been deemed of no relevance for most OECD countries, since almost all schools within this countries have access to the services considered in this indicator. In any case, it is taken to be an important global indicator in the SDG 2030 framework and is therefore included here
Source: MEFD

Sub-indicator 4.a.1.11. Proportion of schools with access to basic sanitary facilities, separated by sex (Lower Secondary Education - ISCED Level 2)

  1. This indicator has been deemed of no relevance for most OECD countries, since almost all schools within this countries have access to the services considered in this indicator. In any case, it is taken to be an important global indicator in the SDG 2030 framework and is therefore included here
Source: MEFD

Sub-indicator 4.a.1.12. Proportion of schools with access to basic hand washing facilities (Lower Secondary Education - ISCED Level 2)

  1. This indicator has been deemed of no relevance for most OECD countries, since almost all schools within this countries have access to the services considered in this indicator. In any case, it is taken to be an important global indicator in the SDG 2030 framework and is therefore included here
Source: MEFD

Sub-indicator 4.a.1.13. Proportion of schools with access to electricity (Upper Secondary Education - ISCED Level 3)

  1. This indicator has been deemed of no relevance for most OECD countries, since almost all schools within this countries have access to the services considered in this indicator. In any case, it is taken to be an important global indicator in the SDG 2030 framework and is therefore included here
Source: MEFD

Sub-indicator 4.a.1.14. Proportion of schools with internet access for pedagogical purposes (Upper Secondary Education - ISCED Level 3)

  1. Two-year periodicity
  2. This indicator has been deemed of no relevance for most OECD countries, since almost all schools within this countries have access to the services considered in this indicator. In any case, it is taken to be an important global indicator in the SDG 2030 framework and is therefore included here
Source: MEFD

Sub-indicator 4.a.1.15. Proportion of schools with computers access for pedagogical purposes (Upper Secondary Education - ISCED Level 3)

  1. Two-year periodicity
  2. This indicator has been deemed of no relevance for most OECD countries, since almost all schools within this countries have access to the services considered in this indicator. In any case, it is taken to be an important global indicator in the SDG 2030 framework and is therefore included here
Source: MEFD

Sub-indicator 4.a.1.16. Proportion of schools with access to a basic supply of potable water (Upper Secondary Education - ISCED Level 3)

  1. This indicator has been deemed of no relevance for most OECD countries, since almost all schools within this countries have access to the services considered in this indicator. In any case, it is taken to be an important global indicator in the SDG 2030 framework and is therefore included here
Source: MEFD

Sub-indicator 4.a.1.17. Proportion of schools with access to basic sanitary facilities, separated by sex (Upper Secondary Education - ISCED Level 3)

  1. This indicator has been deemed of no relevance for most OECD countries, since almost all schools within this countries have access to the services considered in this indicator. In any case, it is taken to be an important global indicator in the SDG 2030 framework and is therefore included here
Source: MEFD

Sub-indicator 4.a.1.18. Proportion of schools with access to basic hand washing facilities (Upper Secondary Education - ISCED Level 3)

  1. This indicator has been deemed of no relevance for most OECD countries, since almost all schools within this countries have access to the services considered in this indicator. In any case, it is taken to be an important global indicator in the SDG 2030 framework and is therefore included here
Source: MEFD