and supportive learning environment appropriate for e-learning. To foster international collaboration and ensure that education never stops, UNESCO in March 2020 launched the COVID-19 Global Education Coalition, a multi-sector partnership between the UN family, civil society organizations, media, and IT partners to design and deploy innovative solutions. Links with other SDGs Achieving SDG 4 will help to achieve these other SDGs: eradicate poverty (SDG 1), achieve gender equality (SDG 5), ensure good health and wellbeing (SDG 3), reduce inequalities among countries (SDG 10), promote sustained, inclusive and sustainable economic growth and decent work for all (SDG 8), build resilient infrastructure and foster innovation (SDG 9), ensure access to information and awareness for sustainable consumption and style of production in harmony with nature (SDG 12), provide education and awareness toward taking urgent action to combat climate change (SDG 13), and promote peaceful and inclusive societies (SDG 16). Monitoring and progress An annual report is prepared by the Secretary-General of the United Nations evaluating the progress towards the Sustainable Development Goals. Established in 2002, the Global Education Monitoring Report is an editorially independent report, hosted and published by UNESCO. At the 2015 World Education Forum, it received a mandate from 160 governments to monitor and report on progress on education in the Sustainable Development Goals (SDGs), with particular reference to the SDG 4 monitoring framework. It also monitors the implementation of national and international strategies to help hold all relevant partners to account for their commitments, as part of the overall SDG follow-up and review process. Five reports have been published since 2015. Progress is difficult to track as 75 percent of countries have no or insufficient data to track progress towards SDG Goal 4 targets for learning outcomes (target 1), early childhood education (target 2), and effective learning environments. Data on learning outcomes and pre-primary school are particularly scarce; about 70% of countries partially or fully lack adequate data to evaluate progress made so far, this includes countries with high income that are expected to have achieved the target or to be on track to achieve it. 40 percent of nations around the world have insufficient accessible data concerning organized learning at least a year before their primary education. This makes it hard to analyze and identify the children at greatest risk of being left behind. A 2019 study used computer modeling to estimate educational attainment for men and women from