The Sustainable Development Goals (SDGs) are a timebound agenda for collective global action towards realizing a world that leaves no one behind by 2030 that position education (SDG 4) as a key enabler of delivery. However, educational inequality is growing due to disruptions, such as COVID-19 and conflict. This study presents a new and holistic way of thinking about SDG 4.5 quality education measurement indicators, in particular gender and group inequality. It considers the quantity and quality of education by applying a unique index from the economic field, namely the Gini coefficient. Using Israel as a case study to illustrate the approach, longitudinal student-level data for 2012-2018 showed that while education inequality decreased in Israel, it was higher among males, minorities, and students of non-educated mothers. Using the Gini coefficient in this way offers novel insights for policymakers and those seeking to advance sustainable development.
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Golan et al. (2026) studied this question.
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