National Foundation for International Development (NFID) was founded in 2013 to provide development aid in educational sphere in European and Central Asian countries. Since 2015 the Foundation implements activities in accordance with universal Sustainable Development Agenda accepted by the Member States of United Nations. NFID works to foster peaceful, just and inclusive societies which are free from fear and violence focusing on achievement of the 4th SDG.
Principles of work
- Provision of support and services avoiding any form of discrimination
- Promotion of rights of most vulnerable and poorest
- All work is based on fundamental human rights and freedoms
NFID and SDG 4
NFID provides support through financial resources, technical assistance and consultancy, targeting capacity-building and the transfer of sound technologies to developing countries. NFID supports and strengthens wider involvement of developing countries in global decision-making, norm-setting and governance for education.
The idea of NFID was developed by group of specialists who understand the needs of researchers in developing countries that dedicate their efforts to finding effective ways for the improvement of the education quality. These needs are not limited by financials needs. They also include methodological, ethical, access to databases and even political restraints existed in the country. Understanding, that without supporting experts from developing countries who know situation in education from deep inside it is impossible to introduce improvements and ways of overcoming issues in education, led to foundation of NFID.
Targets and indicators
| Targets | Indicators |
| 4.1. By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes. | 4.1.1. Proportion of children and young people: (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex |
| 4.2. By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education | 4.2.1. Proportion of children under 5 years of age who are developmentally on track in health, learning and psychosocial well-being, by sex 4.2.2. Participation rate in organized learning (one year before the official primary entry age), by sex |
| 4.3. By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university. | 4.3.1. Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex |
| 4.4. By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship. | 4.4.1. Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill |
| 4.5. By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations. | 4.5.1. Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated |
| 4.6. By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy. | 4.6.1. Percentage of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex |
| 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 |
| 4.A. Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all. | 4.A.1.Proportion of schools with access to: (a) electricity; (b) the Internet for pedagogical purposes; (c) computers for pedagogical purposes; (d) adapted infrastructure and materials for students with disabilities; (e) basic drinking water; (f) single-sex basic sanitation facilities; and (g) basic handwashing facilities (as per the WASH indicator definitions) |
| 4.B. By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programms, in developed countries and other developing countries. | 4.B.1.Volume of official development assistance flows for scholarships by sector and type of study |
| 4.C. By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States. | 4.C.1.Proportion of teachers in: (a) pre-primary; (b) primary; (c) lower secondary; and (d) upper secondary education who have received at least the minimum organized teacher training (e.g. pedagogical training) pre-service or in-service required for teaching at the relevant level in a given country |
Domains of work
- Capacity building of educational specialists of different level who’s academic or professional interest lies within the field of education quality assessment and management
- Technology transfer from succeeded countries for strengthening developing efforts of low-income and middle-income countries
- Providing policymakers with scientific data and recommendations for better accountability in implementing the Sustainable Development agenda