Work Plans for Tier III Indicators

This webpage includes all available work plans for global SDG indicators currently categorised as Tier III. These work plans were initially collected via an online consultation and subsequently updated, as necessary, at the request of the Inter-agency and Expert Group on Sustainable Development Goal Indicators (IAEG-SDGs) by those international agencies, entities, funds and programmes that are responsible for the methodological development and global compilation of data for these indicators. The webpage will be updated when work plans are received and the date each work plan was uploaded to this website is included at the end of each pdf.

Please note that the work plans have not undergone any editing by UNSD (other than to include the indicator name) and include only information as it was received. Additional information submitted in other formats other than the work plan template format (i.e. annexes, etc.) are provided to the IAEG-SDGs for their consideration, but are not included on this webpage.

Tier III indicators for which no work plan has been received include the following (primarily due to pending custodian agency): 1.a.1, 1.a.3, 1.b.1, 4.5.1 (partial), 8.9.2, 12.a.1, 17.18.1

For any questions regarding these work plans please contact Benjamin Rae ( or Heather Page (

For information (archive):

In addition:

Last updated: 21 November 2019


Goal 4 : Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

Target 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 development
  • 4.7.1 Extent to which (i) global citizenship education and (ii) education for sustainable development, including gender equality and human rights, are mainstreamed at all levels in: (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment
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