SDG 4 in Brazil

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

Data from the 2030 AGENDA FOR SUSTAINABLE DEVELOPMENT: SPOTLIGHT REPORT 2022 BRAZIL SYNTHESIS show that the 168 goals of the 17 Sustainable Development Goals (SDGs) of the 2030 Agenda of the United Nations (UN) originally applicable to the country were evaluated – including the seven that from 2021 onwards will be considered in the Panel SDG Brazil as “not applicable” – only one had satisfactory progress.

Target classification (SDG 4)

TargetSituation em 2021
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 outcomesSETBACK
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 educationSETBACK
4.3 – By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including universitySETBACK
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 entrepreneurshipSETBACK
4.5 – By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situationsSETBACK
4.6 – By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracySETBACK
4.7 – By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable developmentSETBACK
4.a – Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for allSETBACK
4.b – By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countriesSETBACK
*Turned “not applicable to the country”
4.c- By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing StatesAT RISK



  • Suspend Constitutional Amendment 95 and resume the National Education Plan 2014-2024;
  • Develop strategies to resume classroom activities for public education safely, guaranteeing investments in infrastructure and sanitation, internet access, devices and information technologies;
  • Guarantee the right to education from early childhood through higher education, including young people and adults, promoting diversity and resisting the advance of privatization;
  • Regulate and implement the Student-Quality Cost (CAQ), the National Education System (SNE) and the National Basic Education Assessment System (Sinaeb);
  • Adequately invest in higher education, science and technology, preparing students for entry and progression in the job market; especially by funding research agencies, such as the Higher Education Personnel Coordination (Capes) and the National Council of Scientific and Technological Development (CNPq), whilst also restoring research grants;
  • Expand the racial and social quota policy, resources for scholarships, permanence assistance, and investments in the training of teachers at all levels;
  • Create indicators and collect data via research (in the Census and/or Continuous PNAD) on the development of education at all levels, in a disaggregated way;
  • Repeal all laws prohibiting or inhibiting gender education in schools and promote debate about sexual diversity in school environments, ensuring adequate education about sexuality, and reestablish human rights education policies in the country;
  • Guarantee the right to full education through public policy promoting equity in political-pedagogical projects, and end content-based, limited curriculum proposals which endorse various inequities (racial and ethnic, religious affiliation, territorial, generational, gendered, or ability) and current educational reality of the country.

Source: Idem


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