Sustainable Development Goals for Serbia

Child well-being

UNICEF’S commitment to data for children is guided by the fact that the SDGs impact every aspect of a child’s life. Our work is structured around 5 overarching areas of well-being for every child which are grounded in the 2030 Agenda for Sustainable Development.

This human rights-based approach pursues a vision of realizing the rights of every child, especially the most disadvantaged and responds to the call to “leave no child behind”, so that the rights of every child, everywhere, will be fulfilled.

Child-related SDG indicators

The 2030 Agenda includes 17 Global Goals addressing the social, economic and environmental dimensions of sustainable development. Attached to the Goals are 169 concrete targets measured by 232 specific indicators.

To chart and track how ambitious and how realistic country targets are, UNICEF created quantifiable country-level benchmarks for child-related indicators for which data are available to measure and monitor child rights on a common scale.

Provided below is a stocktaking of the country’s performance against the 45 child-related SDG indicators, grouping the results into five areas of child well-being to provide an overall assessment of how children are faring. The countries are evaluated using global and national targets. The analysis provides valuable insights into both historic progress – recognizing the results delivered by countries in the recent past – as well as how much additional effort might be required to achieve the child-related SDG targets. This approach provides a framework to assess ambition as well as the scale of action needed to realize it.

Value
Latest year
with data
Historic progress
Effort needed to meet the 2030 target
4.1.1 Proportion of children and young people in grades 2 or 3 achieving at least a minimum proficiency level in reading (%)
No data
No data
4.1.1 Proportion of children and young people in grades 2 or 3 achieving at least a minimum proficiency level in mathematics (%)
No data
No data
4.1.1 Proportion of children and young people at the end of primary achieving at least a minimum proficiency level in reading (%)
No data
No data
4.1.1 Proportion of children and young people at the end of primary achieving at least a minimum proficiency level in mathematics (%)
68
2019
Weak
No target
4.1.1 Proportion of children and young people at the end of lower secondary achieving at least a minimum proficiency level in reading (%)
62
2018
Average
No target
4.1.1 Proportion of children and young people at the end of lower secondary achieving at least a minimum proficiency level in mathematics (%)
60
2018
Strong
No target
4.1.2 Completion rate in primary education (%)
100
2020
Average
Target met
4.1.2 Completion rate in lower secondary education (%)
99
2020
Average
Target met
4.1.2 Completion rate in upper secondary education (%)
80
2020
Strong
Very high effort
4.2.1 Proportion of children aged 36-59 months who are developmentally on track in health, learning and psychosocial well-being, by sex (%)
97
2019
Very strong
Very high effort
4.2.2 Participation rate in organized learning (one year before the official primary entry age) (%)
92
2021
Average
High effort