SDG 4

QUALITY EDUCATION

1. Research on early years and lifelong learning education

1.1 Quality Education: paper views

This indicator measures the proportion of a university’s research papers that areviewedordownloaded.

This isi mportant because the practical nature of educationmeans that use of research is as important as citation of research. This indicator is normalised and a maximum score is worth 10% of the score in this SDG (equivalent to 2.6% of the overall score).

1.2 Quality Education: CiteScore

This indicator measures the proportion of auniversity’s publications appear in the top 10% of journals according to the Cite score metric. It is intended to reflect on excellence of academic output. This indicator is normalised and a maximum score is worth 10% of the score in this SDG (equivalent to 2.6% of the overall score).

1.3 Quality Education: publications

The number of publications looks at the scale of research output from a university around quality education.It is not scaled by the size of the institution – rather it looks at the overall impact. This indicator is normalised and a maximum score is worth 7% of the score in this SDG (equivalent to 1.82% of the overall score).

2. Proportion of graduates with teaching qualification

To understand how a university is supporting early years education we measure the proportion of its graduates who gained aqualification that entitled them to teach at primary school level in their country. The metric tries to show how universities are ensuring thatprimary education is adequately resourced.

The metric relates to the UN Targets 4.C This indicator is normalised and a maximum score is worth 15.40% of the score in this SDG (equivalent to 4% of the overall score).

2.1 Indicator: Proportion of graduates with relevant qualification for teaching Year: 2020

• • • Number of graduates - This is the total headcount number of graduates at all levels from your institution in year 2020
    • Number of graduates who gained a qualification that entitled them to teach at primary school level - This is the headcount number of graduates at all levels from your institution who gained a qualification that entitled them to teach at primary schoollevel, referringtoyear2020.

3. Lifelong learning measures

Universities need to highlight lifelong learning opportunities they provide There are a total of 16 points that could begained frommeeting the criteria in this metric, and a maximum score is worth 26.80% of the score in this SDG (equivalent to 6.97% of the overall score).

3.1 Public resources 

Provide access to educational resources for those not studying at the university – e.g. computers, library, online courses, and access to lectures. Up to three points based on:

• Existence of access provision – maximum one point for free access, 0.25 points for charged access only

• Evidence provided – up to one point

• Is the evidence provided public – one point

3.2 Public events

Host events at university that are open to the general public :public lectures, community educational events. Up to three points based on:

• Existence of events – maximum one point for both ad-hoc and programmed, 0.75 points for programmed only, and 0.25 pointsfor ad-hoc only

• Evidence provided – up to one point

• Is the evidence provided public – one point.

3.3 Vocational training events 

Host events at university that are open to the general public: executive education programmes (this refers toshortcourses for people who are not attending the university; this specifically excludes courses like MBA) and/or vocational training. Up to three points based on:

• Existence of events – maximum one point for both ad-hoc and programmed, 0.75 points for programmedonly,and 0.25points for adhoconly

• Evidence provided – up to one point

• Is the evidence provided public – one point

3.4 Education outreach activities beyond campus.

Undertake educational outreach activities (e.g. tailored lectures or demonstrations) beyond campus – in local schools, in the community. This can include voluntary student-run schemes. Up to three points based on:

• Existence of activities – maximum one point forbothad-hoc and programmed, 0.75 points for programmed only, and 0.25 points for adhoconly

• Evidence provided – up to one point

• Is the evidence provided public – one point.

3.5 Lifelng learning access policy 

A policy that ensures that access to these activities is accessible to all, regardless of ethnicity, religion, disability, immigration status or gender. Up to four points based on:

• Existence of policy – one point

• Evidence provided – up to one point

• Is the evidence provided public – one point

• Is policy created or reviewed in period 2017-2021 – one point.

4. Proportion of first-generation students 

This is defined as the number of students starting a degree who identify as being the first person in their immediate family to attend university, divided by the total number of students starting a degree.

All data is provided as full-time equivalents. The metric is set to demonstrate that universities are able to provide education for disadvantaged groups – no group should be left behind.

The metric relates to the UN Targets 4.3 and 4.5. This indicator is normalised and a maximum score is worth 30.80% of the score in this SDG (equivalent to 8.01% of the overall score)

4.1 Indicator : Proportion of first-generation students.

• • • Number of students starting a degree - This is the FTE (FullTime Equivalent) number of students starting a degree at the university in 2020. This is a subset of number of students.
    • Number of first-generation students starting a degree - This is the FTE (Full Time Equivalent) number of students starting a degree at the university in 2020 who are first generation students.A first-generation student is one who reports they are the first person in their immediate family to attend university at any level (note - the individual may have studied at another university previously). This isa subset ofthe totalnumber of students starting a degree.