the world population to quickly adapt and learn to work with newer technologies. The role of education in ensuring sustainable development is not limited to developing regions; but the whole world at large. The major aim of Sustainable Development Goal 4 (SDG 4) is to provide an inclusive and high-quality education that will improve the learner's standard of living and the community's future. Major progress has been made in promoting access to education, specifically at the primary school level, for both boys and girls. Sub-Saharan African countries experienced an increase in primary education completion rate from 49 percent in 2000 to 60 percent in 2006. However, increased access does not always translate to improved quality of education or completion of primary school. During the implementation of the MDGs, increment in school enrolment did not translate to improved educational outcomes as 1 out of 4 countries still failed to meet the minimum math proficiency standards. At the end of 2019, there were still millions of children out of school. The closure of schools in 2020 as part of the measures taken to slow the spread of COVID-19 is having an adverse impact on the learning outcome. It has affected more than 90 percent of the world's student population, with an estimated 1.5 billion children and young people having disrupted access to education. Across the world, limited access to the internet has also adversely impacted students' ability to engage in learning opportunities. It is estimated that at least a third of the world's children do not have the technology they need to participate in remote learning during the COVID-19 pandemic and the resulting widespread school closures. The pandemic has also resulted to an increase in educational inequalities with a completion rate of 79% for the well off and 34% for the poor households. Targets, indicators, and progress Since 2015, contributions on behalf of GCE's policy were made to give precise division for SDG4. SDG 4 consists of 7 targets, 3 means of actual application, and 12 indicators. Eight of them are supposed to be achieved by 2030, while one is to be achieved by 2020 and the rest have no target years. Each of the targets has one or more indicators to measure progress. The targets include free primary and secondary education (4.1), equal access to quality pre-primary education (4.2), equal access to affordable technical, vocational and higher education (4.3), increase the