This report reviews the conceptual debates and existing data sources that relate to three ambiguous and controversial targets included in the post-2015 education framework: Relevant Learning Outcomes; Knowledge, Skills, Values, and Attitudes (for education for global citizenship and sustainable development); and Teachers and Safe, Inclusive, and Effective Learning Environments. The main objectives of the report are to: (1) Propose a battery of indicators for each target for the purpose of advancing toward a broad and bold global education action framework; (2) Reflect on the most appropriate methodological approaches to monitor countries' progress against the post-2015 education targets; and (3) Inform current debates related to the definition of the post-2015 education action framework and become a useful tool for civil society and governmental actors involved in such debates. In this report the authors emphasize the importance of complementing a focus on access with process and outputs indicators to ensure the quality of education systems. The authors also assert that, in any global framework for action, equity should be seen as cross-cutting to access, processes, and outputs, as well as inherent to any notion of educational quality. . Existing evidence makes clear that most educational systems will only be able to improve their effectiveness if they reduce educational inequalities and strengthen education processes for the most marginalized.