In this commentary, we reflect on progress made in tracking progress towards two targets associated with the education Sustainable Development Goal, namely on global citizenship education (4.7), and on teachers (4c). We highlight that both these targets suffer from problems in their final design, with the global citizenship target becoming a ‘residual target’, and 4c becoming narrowly focused on the supply of teachers. In both cases, the core intention of the targets has become lost in translation into indicators, with a focus on inputs rather than outcomes. Notably, attention to equity, which is at the heart of the goal overall, and key to quality learning, has become missing in this translation. In going forward, we argue for a need for meaningful participation beyond technical experts in the articulation of both targets and indicators simultaneously, and importantly shifting the focus from institutions in the global North.