This table provides metadata for the actual indicator available from Ghana statistics closest to the corresponding global SDG indicator. Please note that even when the global SDG indicator is fully available from Ghana statistics, this table should be consulted for information on national methodology and other Ghana-specific metadata information.
Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
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
Indicator 4.1.2: Completion rate (primary education, lower secondary education, upper secondary education)
|Definition and concepts||
Percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of each level of education who have completed that grade.
The intended age for the last grade of each level of education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade.
|Unit of measure||
Education Management Information Systems (EMIS), 2016 - 2020
Education Sector Medium-Term Development Plan (ESMTDP), 2018 – 2021
Ghana’s Sustainable Development Goals (SDGs) Report, 2020
Ministry of Education (MoE)
National Development Planning Committee (NDPC)
A completion rate at or near 100% indicates that all or most children and adolescents have completed a level of education by the time they are 3 to 5 years older than the official age of entry into the last grade of that level of education. A low completion rate indicates low or delayed entry into a given level of education, high drop-out, high repetition, late completion, or a combination of these factors.
The completion rate can be used either as a self-standing indicator or in combination with SDG indicator 4.1.1 (proportion of children and young people (a) in Grade 2 or 3; (b) at the end of primary education; and (c) at the end of lower secondary education achieving at least a minimum proficiency level in (i) reading and (ii) mathematics). Combining the completion rate with indicator 4.1.1 provides information on the percentage of children or young people in a cohort who achieve a minimum level of proficiency, and not only on the percentage of children in school who achieve minimum proficiency.
|Data availability and disaggregation||
The data has been disaggregated into educational levels
|References and Documentation|
|Metadata last updated||Nov 14, 2022|