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Targets instruments
Instrument Article / Description Target Indicator
UDHR
Universal Declaration of Human Rights 		26.1
Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.
4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
26.2
Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.
4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
ICESCR
International Covenant on Economic, Social and Cultural Rights 		13.1
The States Parties to the present Covenant recognize the right of everyone to education. They agree that education shall be directed to the full development of the human personality and the sense of its dignity, and shall strengthen the respect for human rights and fundamental freedoms. They further agree that education shall enable all persons to participate effectively in a free society, promote understanding, tolerance and friendship among all nations and all racial, ethnic or religious groups, and further the activities of the United Nations for the maintenance of peace.
4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
13.2.e
The development of a system of schools at all levels shall be actively pursued, an adequate fellowship system shall be established, and the material conditions of teaching staff shall be continuously improved.
4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
13.2.a
Primary education shall be compulsory and available free to all;
4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
13.2.b
Secondary education in its different forms, including technical and vocational secondary education, shall be made generally available and accessible to all by every appropriate means, and in particular by the progressive introduction of free education;
4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
13.2.d
Fundamental education shall be encouraged or intensified as far as possible for those persons who have not received or completed the whole period of their primary education;
4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
14
Each State Party to the present Covenant which, at the time of becoming a Party, has not been able to secure in its metropolitan territory or other territories under its jurisdiction compulsory primary education, free of charge, undertakes, within two years, to work out and adopt a detailed plan of action for the progressive implementation, within a reasonable number of years, to be fixed in the plan, of the principle of compulsory education free of charge for all.
4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
CRC
Convention on the Rights of the Child 		28.1.a
Make primary education compulsory and available free to all;
4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
28.1.b
Encourage the development of different forms of secondary education, including general and vocational education, make them available and accessible to every child, and take appropriate measures such as the introduction of free education and offering financial assistance in case of need;
4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
28.1.d
Make educational and vocational information and guidance available and accessible to all children;
4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
28.1.e
Take measures to encourage regular attendance at schools and the reduction of drop-out rates.
4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
28.2
States Parties shall take all appropriate measures to ensure that school discipline is administered in a manner consistent with the child's human dignity and in conformity with the present Convention.
4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
28.3
States Parties shall promote and encourage international cooperation in matters relating to education, in particular with a view to contributing to the elimination of ignorance and illiteracy throughout the world and facilitating access to scientific and technical knowledge and modern teaching methods. In this regard, particular account shall be taken of the needs of developing countries.
4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
29.1.a
The development of the child's personality, talents and mental and physical abilities to their fullest potential;
4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
29.1.b
The development of respect for human rights and fundamental freedoms, and for the principles enshrined in the Charter of the United Nations
 4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
29.1.c
The development of respect for the child's parents, his or her own cultural identity, language and values, for the national values of the country in which the child is living, the country from which he or she may originate, and for civilizations different from his or her own;
4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
29.1.d
The preparation of the child for responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin;
4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
29.1.e
The development of respect for the natural environment.
4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
29.2
No part of the present article or article 28 shall be construed so as to interfere with the liberty of individuals and bodies to establish and direct educational institutions, subject always to the observance of the principle set forth in paragraph 1 of the present article and to the requirements that the education given in such institutions shall conform to such minimum standards as may be laid down by the State.
 4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
CEDAW
Convention on the Elimination of All Forms of Discrimination Against Women 		10.f
The reduction of female student drop-out rates and the organization of programmes for girls and women who have left school prematurely;
4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
10.g
The same Opportunities to participate actively in sports and physical education;
4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
10.a
The same conditions for career and vocational guidance, for access to studies and for the achievement of diplomas in educational establishments of all categories in rural as well as in urban areas; this equality shall be ensured in pre-school, general, technical, professional and higher technical education, as well as in all types of vocational training;
4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
10.h
Access to specific educational information to help to ensure the health and well-being of families, including information and advice on family planning.
4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
10.b
Access to the same curricula, the same examinations, teaching staff with qualifications of the same standard and school premises and equipment of the same quality;
4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
10.c
The elimination of any stereotyped concept of the roles of men and women at all levels and in all forms of education by encouraging coeducation and other types of education which will help to achieve this aim and, in particular, by the revision of textbooks and school programmes and the adaptation of teaching methods;
4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
10.d
The same opportunities to benefit from scholarships and other study grants;
4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
10.e
The same opportunities for access to programmes of continuing education, including adult and functional literacy programmes, particulary those aimed at reducing, at the earliest possible time, any gap in education existing between men and women;
4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
CRPD
Convention on the Rights of Persons with Disabilities 		24.1.a
The full development of human potential and sense of dignity and self-worth, and the strengthening of respect for human rights, fundamental freedoms and human diversity;
4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
24.1.b
The development by persons with disabilities of their personality, talents and creativity, as well as their mental and physical abilities, to their fullest potential;
4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
24.1.c
Enabling persons with disabilities to participate effectively in a free society.
 4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
24.2.d
Persons with disabilities receive the support required, within the general education system, to facilitate their effective education;
 4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
24.2.e
Effective individualized support measures are provided in environments that maximize academic and social development, consistent with the goal of full inclusion.
4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
24.2.a
Persons with disabilities are not excluded from the general education system on the basis of disability, and that children with disabilities are not excluded from free and compulsory primary education, or from secondary education, on the basis of disability;
4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
24.2.b
Persons with disabilities can access an inclusive, quality and free primary education and secondary education on an equal basis with others in the communities in which they live;
 4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
24.2.c
Reasonable accommodation of the individual's requirements is provided;
4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
ICRMW
International Convention on the Protection of the Rights of All Migrant Workers and Members of Their Families 		30
Each child of a migrant worker shall have the basic right of access to education on the basis of equality of treatment with nationals of the State concerned. Access to public pre-school educational institutions or schools shall not be refused or limited by reason of the irregular situation with respect to stay or employment of either parent or by reason of the irregularity of the child's stay in the State of employment.
 4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
UNDRIP
United Nations Declaration on the Rights of Indigenous Peoples 		14.1
Indigenous peoples have the right to establish and control their educational systems and institutions providing education in their own languages, in a manner appropriate to their cultural methods of teaching and learning.
 4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
14.2
Indigenous individuals, particularly children, have the right to all levels and forms of education of the State without discrimination.
 4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
14.3
States shall, in conjunction with indigenous peoples, take effective measures, in order for indigenous individuals, particularly children, including those living outside their communities, to have access, when possible, to an education in their own culture and provided in their own language.
 4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
15.1
Indigenous peoples have the right to the dignity and diversity of their cultures, traditions, histories and aspirations which shall be appropriately reflected in education and public information.
 4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
ECHR Protocol
Protocol to the European Convention for the Protection of Human Rights and Fundamental Freedoms 		2
No person shall be denied the right to education. In the exercise of any functions which it assumes in relation to education and to teaching, the State shall respect the right of parents to ensure such education and teaching in conformity with their own religious and philosophical convictions.
 4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
ADRDM
American Declaration on the Rights and Duties of Man 		XII
Every person has the right to an education, which should be based on the principles of liberty, morality and human solidarity. Likewise every person has the right to an education that will prepare him to attain a decent life, to raise his standard of living, and to be a useful member of society. The right to an education includes the right to equality of opportunity in every case, in accordance with natural talents, merit and the desire to utilize the resources that the state or the community is in a position to provide. Every person has the right to receive, free, at least a primary education.
 4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
ACHR
American Convention on Human Rights 		26
The States Parties undertake to adopt measures, both internally and through international cooperation, especially those of an economic and technical nature, with a view to achieving progressively, by legislation or other appropriate means, the full realization of the rights implicit in the economic, social, educational, scientific, and cultural standards set forth in the Charter of the Organization of American States as amended by the Protocol of Buenos Aires.
 4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
Protocol of San Salvador
Additional Protocol to the American Convention on Human Rights in the Area of Economic, Social and Cultural rights (Protocol of San Salvador) 		16
Every child, whatever his parentage, has the right to the protection that his status as a minor requires from his family, society and the State. Every child has the right to grow under the protection and responsibility of his parents; save in exceptional, judicially-recognized circumstances, a child of young age ought not to be separated from his mother. Every child has the right to free and compulsory education, at least in the elementary phase, and to continue his training at higher levels of the educational system.
 4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
ACHPR
African Charter on Human and Peoples' Rights 		17.1
Every individual shall have the right to education.
 4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
18.3
The State shall ensure the elimination of every discrimination against women and also censure the protection of the rights of the woman and the child as stipulated in international declarations and conventions.
 4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
ACRWC
African Charter on the Rights and Welfare of the Child 		20.2
State Parties to the present Charter shall in accordance with their means and national conditions take all appropriate measures:
 4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
20.2.a
to assist parents and other persons responsible for the child and in case of need, provide material assistance and support programmes particularly with regard to nutrition, health, education, clothing and housing;
 4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
20.2.b
to assist parents and others responsible for the child in the performance of child-rearing and ensure the development of institutions responsible for providing care of children;
 4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
20.2.c
to ensure that the children of working parents are provided with care services and facilities.
 4.2 (4. Quality education)

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.
4.2.1 Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex