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  3. RTEI map by Year 2015

Explore the Map

Compare countries around the world. Use the pull down menu to select the subtheme under Governance, Accessibility, Availability, Acceptability, or Adaptability or choose a targeted theme.

2015 2016 2018 2021
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Overall Index

The overall index score is a general indication of progress towards the right to education in a country.
governance governance governance governance governance governance governance availability availability availability availability availability accessibility accessibility accessibility accessibility acceptability acceptability acceptability acceptability adaptability adaptability adaptability adaptability adaptability
Index Score
Governance
International Framework
National Law
Plan of Action
Monitoring and Reporting
Finance
Data Availability
Availability
Classrooms
Sanitation
Teachers
Textbooks
Accessibility
Free Education
Discrimination
Participation
Acceptability
Aims of Education
Learning Environment
Learning Outcomes
Adaptability
Children with Disabilities
Children of Minorities
Out-of-school Education
Out-of-school Children
The overall index score is a general indication of progress towards the right to education in a country.
The legal structure of education in a State. This includes State ratification of international declarations or treaties, education financing, and education standards and regulations.
Indicates whether a country has ratified international and regional treaties associated with the right to education.
Indicates whether the right to education at all levels is enshrined in national law and whether individuals have the liberty to direct the education of their children.
Indicates whether a national education plan that aims for free and compulsory primary education is in place and whether there are targeted dates for its implementation.
Indicates minimal education standards, monitoring, and data collection.
National education financing. This includes budget expenditures, allocations, and sources
Indicates the average percent of available data for each area examined by RTEI.
The number of educational institutions available and the condition of such institutions.
Indicates the relative availability of classrooms in schools.
Indicates whether primary schools have toilets and potable water.
Indicates whether primary school teachers are appropriately trained and the pupil per trained teacher ratio.
Indicates the relative availability of textbooks.
The availability of accessible learning environments to all students regardless of their socio-economic, familial, or demographic status.
Indicates whether primary education is free in law and in practice.
Indicates whether discrimination of vulnerable populations, such as pregnant girls and migrant students, are prohibited in law.
Indicates whether students are enrolling and completing school and whether participation is equitable.
The quality of education made available. This moves beyond learning outcomes to also capture the cultural relevance and security of the educational environment as well as the aims and content of education.
Indicates whether laws, curriculum, teacher training, and textbook monitoring align with the aims of education laid out in the international right to education framework.
Indicates whether learning environments are free from violence and abuse, including corporal punishment.
Indicates student passage rate on national assessments/exams and national literacy rates.
The ability of education to be flexible in meeting the needs of a diverse range of students.
Indicates whether the right to education for children with disabilities is protected in law and accomodations for children with disabilities are made in practice.
Indicates whether education has been adapted to meet the needs of children of minorities, including children of nomads and students with a different mother tongue.
Indicates whether education is available in other circumstances outside of formal schooling, including in retention centers/camps and prisons.
The potential obstacles to children accessing and completing education. This includes early marriage, child labor and employment under the age fifteen, and military recruitment under the age sixteen.
Structure and Support for Children with Disabilities
Participation and Achievement for Children with Disabilities
Content of Curriculum
Overall State of Girls Education
Structure and Support for Girls Education
Participation and Achievement in Girls Education
Discriminatory Environment
Relative State of Girls' Education
Discriminatory Environment
Stregnth of Monitoring and Accountability
National Normative Framework
Legal Restrictions in Direct and Indirect Costs
Direct and Indirect Costs in Practice
Private Education Legal Environment
Content of Teacher Training
Effect of Teacher Training
Overall teaching framework
Income Inequality
Relative Enrollment and Completion Rates
Achievement across Income Quintiles
Regional Disparities
Relative State of Children in Rural Settings
Alignement of Education Aims
SDG 4.1 Free and equitable
SDG 4.3 Beyond K - 12
SDG 4.5 Inequality and inaccessibility
SDG 4.6 Adult literacy and lifelong learning
SDG 4.7 Sustainability
SDG 4.a Safe learning environment
SDG 4.c Qualified teachers
Indicates the extent to which a country provides a legal structure and corresponding support for children with a disability.
Indicates the participation and achievement levels of children with disabilities.
Indicates whether the national curriculum includes subjects and themes outlined in the international right to education framework.
Indicates the general state of girls education in a country.
Captures laws that specifically target girls’ education
Captures processes that specifically target girls’ education
Indicates the extent to which the legal environment prohibits the discrimination of girls in a country.
Evaluates education equality between female and male learners
Indicates the extent to which the legal environment prohibits the discrimination of indigenous and minority populations in a country.
Indicates an important, but not exhaustive, measure of government oversight for the educational system by providing a measure that captures the legal framework.
Indicates whether the legal structure necessary to fulfill and facilitate the right to education in a country is present.
Indicates whether the legal environment encourages children to attend school by reducing indirect or direct costs
Direct and Indirect Costs capture costs that price children out of education or opportunities that provide children with an alternative to education.
Indicates whether the legal environment allows the establishment of private schools and private choice.
Indicates the extent to which the aims of education are incorporated into the required teacher training.
Provides a visual representation of the effect of teacher training and the pupil-teacher ratio in a country.
Includes all indicators related to teaching to provide an overall view of teaching quality, support, and accessibility in the country.
Measures the relative income inequality compares results for the highest income quintile to students in the lowest income quintile.
Graphs academic achievement across income quintiles helps to show gaps in student achievement.
Provides a snapshot of the state of girls' education, relative to boys in a country.
Captures how well the aims of education, outlined in the international right to education framework, are included in the legal structure of a country and incorporated into the national curriculum and teacher training.
By 2030, ensure that all girls and boys complete free, equitable, and quality primary and secondary education leading to relevant and Goal-4 effective learning outcomes (More information)
12 – By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university (More information)
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 (More information)
By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy (More information)
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. (More information)
Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, nonviolent, inclusive and effective learning environments for all (More information)
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 (More information)
RTEI Score
  • 0
  • 20
  • 40
  • 60
  • 80
0
Towards the right to education being absent.
100
Towards the right to education being respected, protected, and fulfilled.
  1. 1Governance
    • 1.1International Framework
      • 1.1.1Is the State party to the following United Nations treaties?
        • 1.1.1aThe International Covenant of Economic, Social and Cultural Rights
        • 1.1.1bThe Convention on the Rights of the Child
        • 1.1.1cThe International Convention on the Elimination of All Forms of Racial Discrimination
        • 1.1.1dThe Convention on the Rights of Persons with Disabilities
        • 1.1.1eThe International Covention on the Protection of the Rights of All Migrants Workser and the Members of Their Families
        • 1.1.1fThe Convention relating to the Status of Refugees
        • 1.1.1gThe International Covenant on Civil and Political Rights
        • 1.1.1hThe Convention on the Elimination of All Forms of Discrimination agains Women
      • 1.1.2Is the State party to the following UNESCO treaty?
        • 1.1.2aThe UNESCO Convention against Discrimination in Education
      • 1.1.3Is the State party to the following ILO conventions?
        • 1.1.3aThe ILO Minimum Age Convention
        • 1.1.3bThe ILO Worst Forms of Child Labour Convention
        • 1.1.3cThe ILO Indigenous and Tribal Peoples Convention
      • 1.1.4Is the State party to the following Geneva conventions?
        • 1.1.4aThe Geneva Convention III relative to the Treatment of Prisoners of War
        • 1.1.4bThe Geneva Convention IV relative to the Protection of Civilian Persons in Time of War
        • 1.1.4cProtocol I to the Geneva Conventions of 12 August 1949, and relating to the Protection of Victims of International Armed Conflicts
        • 1.1.4dProtocol II to the Geneva Conventions of 12 August 1949, and relating to the Protection of Victims of Non-International Armed Conflicts
      • 1.1.5Is the State party to the following regional treaties?
        • 1.1.5aIn Africa: The African Charter on Human and Peoples' Rights
        • 1.1.5bIn Africa: The Protocal to the African Charter on Human and Peoples' Rights on the Rights of Women in Africa
        • 1.1.5cIn Africa: The African Charter on the Rights and Welfare of the Child
        • 1.1.5dIn Africa: African Youth Charter
        • 1.1.5eIn Africa: African Union Convention for the Protection and Assistance of Internally Displaced Persons in Africa
        • 1.1.5fIn the Americas: The Charter of the Organization of American States
        • 1.1.5gIn the Americas: The Additional Protocol to the American Convention on Human Rights, Protocol of San Salvador
        • 1.1.5hIn Arab States: The Arab Charter on Human Rights
        • 1.1.5iIn Europe: Protocol 1 to the European Convention for the Protection of Human Rights and Fundamental Freedoms
        • 1.1.5jIn Europe: The Revised European Social Charter
        • 1.1.5kIn Europe: The European Charter for Regional or Minority Languages
        • 1.1.5lIn Europe: The Framework Convention for the Protection of National Minorities
        • 1.1.5mIn Europe: The European Convetnion on the Legal Status of Migrant Workers
        • 1.1.5nIn Europe: The Convention on the Recognition of Qualifications concerning Higher Education in the European Region
        • 1.1.5oIn Europe: The European Union Charter of Fundamental Rights
    • 1.2National Law
      • 1.2.1Do national laws protect the right to education?
        • 1.2.1aDo national laws protect the right to primary education?
        • 1.2.1bDo national laws protect the right to secondary education?
        • 1.2.1cDo national laws protect the right to technical and vocational education?
        • 1.2.1dDo national laws protect the right to higher education/university?
      • 1.2.2Does the occupying power guarantee all children in their occupied territory the right to education?
      • 1.2.3Do national laws protect the liberty of individuals to establish private schools?
      • 1.2.4Do national laws protect the right of minorities to establish their own schools?
      • 1.2.5Do national laws expressly recognize the liberty of parents to choose the religious and moral education of their children in conformity with their own convictions?
    • 1.3Plan of Action
      • 1.3.2Does the national education plan include measure to encourage regular attendance at schools and reduce drop-out rates?
    • 1.4Monitoring and Reporting
      • 1.4.1Are there minimum educational standards applicable to all schools, including private schools?
      • 1.4.2Is there a State body responsible for monitoring the education system?
      • 1.4.3How often is data on education collected nationally and made publicly available?
      • 1.4.4Is education data disaggregated on the following basis?
        • 1.4.4aRace and color (ethnicity)
        • 1.4.4bSex
        • 1.4.4cLanguage
        • 1.4.4dReligion
        • 1.4.4ePolitical or other opinion
        • 1.4.4fNational or social origin
        • 1.4.4gProperty
        • 1.4.4hBirth
        • 1.4.4iSexual orientation and gender identity
        • 1.4.4jDisability
        • 1.4.4kAge
        • 1.4.4lNationality
        • 1.4.4mMarital and family status
        • 1.4.4nHealth Status
        • 1.4.4oPlace of residence
        • 1.4.4pEconomic and social situation
    • 1.5Data Availability
      • 1.5.1What is the current (2013) public expenditure per pupil as a percentage of the GDP per capita?
      • 1.5.2What was the government expenditure on education as reported as the percentage of GDP allocated to education in 2014?
      • 1.5.3What percentage of the 2014 national education budget came from foreign aid sources (bilateral and multilateral)?
      • 1.5.4What is the percentage of GDP allocated to foreign aid in relation to education? [donor countries]
      • 1.5.5What is the percentage of total national education budget allocated to each level of education?
        • 1.5.5aPrimary
        • 1.5.5bSecondary
        • 1.5.5cTVET
        • 1.5.5dTertiary
      • 1.5.6What percentage of he total national education budget is allocated to the following components?
        • 1.5.6aTeacher salaries
        • 1.5.6bTeaching and learning materials (including teacher training)
        • 1.5.6cCapital development (i.e., infrastructure)
      • 1.5.7What percentage of the approved budget for education in the 2013 fiscal year was actually executed?
  2. 2Availability
    • 2.1Classrooms
      • 2.1.1What is the pupil-classroom ratio?
    • 2.2Sanitation
      • 2.2.1What is the percentage of schools with toilets?
      • 2.2.2What is the percentage of schools with potable water?
    • 2.3Teachers
      • 2.3.1What is the percentage of teachers that are appropriately trained?
      • 2.3.2What is the pupil-trained teacher ratio?
      • 2.3.3What is the mean teacher salary relative to the national mean salary in 2014?
        • 2.3.3aPublic schools
        • 2.3.3bPrivate schools
    • 2.4Textbooks
      • 2.4.1What is the pupil-textbook ratio?
  3. 3Accessibility
    • 3.1Free Education
      • 3.1.1Do national laws provide free and compulsory primary education?
      • 3.1.2What percent of household spending was spent on primary education in 2013?
      • 3.1.3What percent of household spending was spent on secondary education in 2013?
      • 3.1.4Are tuition fees charged for public university/higher education?
        • 3.1.4aAre tuition fees charged for public university/higher education in 2014?
        • 3.1.4bIf yes, what is the average tuition fee for public university/higher education in 2014?
      • 3.1.5Is basic education publicly provided for adults who have not completed primary education?
    • 3.2Discrimination
      • 3.2.1Do national laws forbid discrimination on the following grounds?
        • 3.2.1aRace and color (ethnicity)
        • 3.2.1bSex
        • 3.2.1cLanguage
        • 3.2.1dReligion
        • 3.2.1ePolitical or other opinion
        • 3.2.1fNational or social origin?
        • 3.2.1gProperty
        • 3.2.1hBirth
        • 3.2.1iSexual orientation and gender identity
        • 3.2.1jDisability
        • 3.2.1kAge
        • 3.2.1lNationality
        • 3.2.1mMarital and family status
        • 3.2.1nHealth status
        • 3.2.1oPlace of Residence
        • 3.2.1pEconomic and social situation
      • 3.2.3Do migrant, refugee, or internally displaced children have to present documents stating their legal status to enroll in school?
    • 3.3Participation
      • 3.3.1What is the gross enrollment rate?
        • 3.3.1a_dispPrimary schools: Disability Parity
        • 3.3.1a_disp_adPrimary schools: Disability Parity - Advantaged Group
        • 3.3.1a_gpPrimary schools: Gender Parity
        • 3.3.1a_gp_adPrimary schools: Gender Parity - Advantaged Group
        • 3.3.1a_inc_hmp_adPrimary schools: High to Medium Quartile Income Ratio - Advantaged Group
        • 3.3.1a_inc_mlp_adPrimary schools: Medium to Low Quartile Income Ratio - Advantaged Group
        • 3.3.1a_respPrimary schools: Residential Parity
        • 3.3.1a_resp_adPrimary schools: Residential Parity - Advantaged Group
        • 3.3.1aaPrimary schools - overall
        • 3.3.1abPrimary schools - males
        • 3.3.1acPrimary schools - females
        • 3.3.1adPrimary schools - urban
        • 3.3.1aePrimary schools - rural
        • 3.3.1afPrimary schools - Q1
        • 3.3.1agPrimary schools - Q2
        • 3.3.1ahPrimary schools - Q3
        • 3.3.1aiPrimary schools - Q4
        • 3.3.1ajPrimary schools - Q5
        • 3.3.1akPrimary schools - disability
        • 3.3.1b_dispSecondary schools: Disability Parity
        • 3.3.1b_disp_adSecondary schools: Disability Parity - Advantaged Group
        • 3.3.1b_gpSecondary schools: Gender Parity
        • 3.3.1b_gp_adSecondary schools: Gender Parity - Advantaged Group
        • 3.3.1b_inc_hmp_adSecondary schools: High to Medium Quartile Income Ratio - Advantaged Group
        • 3.3.1b_inc_mlp_adSecondary schools: Medium to Low Quartile Income Ratio - Advantaged Group
        • 3.3.1b_respSecondary schools: Residential Parity
        • 3.3.1b_resp_adSecondary schools: Residential Parity - Advantaged Group
        • 3.3.1baSecondary schools - overall
        • 3.3.1bbSecondary schools - males
        • 3.3.1bcSecondary schools - females
        • 3.3.1bdSecondary schools - urban
        • 3.3.1beSecondary schools - rural
        • 3.3.1bfSecondary schools - Q1
        • 3.3.1bgSecondary schools - Q2
        • 3.3.1bhSecondary schools - Q3
        • 3.3.1biSecondary schools - Q4
        • 3.3.1bjSecondary schools - Q5
        • 3.3.1bkSecondary schools - disability
        • 3.3.1c_dispTVET: Disability Parity
        • 3.3.1c_disp_adTVET: Disability Parity - Advantaged Group
        • 3.3.1c_gpTVET: Gender Parity
        • 3.3.1c_gp_adTVET: Gender Parity - Advantaged Group
        • 3.3.1c_inc_hmp_adTVET: High to Medium Quartile Income Ratio - Advantaged Group
        • 3.3.1c_inc_mlp_adTVET: Medium to Low Quartile Income Ratio - Advantaged Group
        • 3.3.1c_respTVET: Residential Parity
        • 3.3.1c_resp_adTVET: Residential Parity - Advantaged Group
        • 3.3.1caTVET - overall
        • 3.3.1cbTVET - males
        • 3.3.1ccTVET - females
        • 3.3.1cdTVET - urban
        • 3.3.1ceTVET - rural
        • 3.3.1cfTVET - Q1
        • 3.3.1cgTVET - Q2
        • 3.3.1chTVET - Q3
        • 3.3.1ciTVET - Q4
        • 3.3.1cjTVET - Q5
        • 3.3.1ckTVET - disability
        • 3.3.1d_dispTertiary schools: Disability Parity
        • 3.3.1d_disp_adTertiary schools: Disability Parity - Advantaged Group
        • 3.3.1d_gpTertiary schools: Gender Parity
        • 3.3.1d_gp_adTertiary schools: Gender Parity - Advantaged Group
        • 3.3.1d_inc_hmp_adTertiary schools: High to Medium Quartile Income Ratio - Advantaged Group
        • 3.3.1d_inc_mlp_adTertiary schools: Medium to Low Quartile Income Ratio - Advantaged Group
        • 3.3.1d_respTertiary schools: Residential Parity
        • 3.3.1d_resp_adTertiary schools: Residential Parity - Advantaged Group
        • 3.3.1daTertiary - overall
        • 3.3.1dbTertiary - males
        • 3.3.1dcTertiary - females
        • 3.3.1ddTertiary - urban
        • 3.3.1deTertiary - rural
        • 3.3.1dfTertiary - Q1
        • 3.3.1dgTertiary - Q2
        • 3.3.1dhTertiary - Q3
        • 3.3.1diTertiary - Q4
        • 3.3.1djTertiary - Q5
        • 3.3.1dkTertiary - disability
      • 3.3.2What is the net enrollment rate?
        • 3.3.2a_dispPrimary schools: Disability Parity
        • 3.3.2a_disp_adPrimary schools: Disability Parity - Advantaged Group
        • 3.3.2a_gpPrimary schools: Gender Parity
        • 3.3.2a_gp_adPrimary schools: Gender Parity - Advantaged Group
        • 3.3.2a_inc_hmp_adPrimary schools: High to Medium Quartile Income Ratio - Advantaged Group
        • 3.3.2a_inc_mlp_adPrimary schools: Medium to Low Quartile Income Ratio - Advantaged Group
        • 3.3.2a_respPrimary schools: Residential Parity
        • 3.3.2a_resp_adPrimary schools: Residential Parity - Advantaged Group
        • 3.3.2aaPrimary schools - overall
        • 3.3.2abPrimary schools - males
        • 3.3.2acPrimary schools - females
        • 3.3.2adPrimary schools - urban
        • 3.3.2aePrimary schools - rural
        • 3.3.2afPrimary schools - Q1
        • 3.3.2agPrimary schools - Q2
        • 3.3.2ahPrimary schools - Q3
        • 3.3.2aiPrimary schools - Q4
        • 3.3.2ajPrimary schools - Q5
        • 3.3.2akPrimary schools - disability
        • 3.3.2b_dispSecondary schools: Disability Parity
        • 3.3.2b_disp_adSecondary schools: Disability Parity - Advantaged Group
        • 3.3.2b_gpSecondary schools: Gender Parity
        • 3.3.2b_gp_adSecondary schools: Gender Parity - Advantaged Group
        • 3.3.2b_inc_hmp_adSecondary schools: High to Medium Quartile Income Ratio - Advantaged Group
        • 3.3.2b_inc_mlp_adSecondary schools: Medium to Low Quartile Income Ratio - Advantaged Group
        • 3.3.2b_respSecondary schools: Residential Parity
        • 3.3.2b_resp_adSecondary schools: Residential Parity - Advantaged Group
        • 3.3.2baSecondary schools - overall
        • 3.3.2bbSecondary schools - males
        • 3.3.2bcSecondary schools - females
        • 3.3.2bdSecondary schools - urban
        • 3.3.2beSecondary schools - rural
        • 3.3.2bfSecondary schools - Q1
        • 3.3.2bgSecondary schools - Q2
        • 3.3.2bhSecondary schools - Q3
        • 3.3.2biSecondary schools - Q4
        • 3.3.2bjSecondary schools - Q5
        • 3.3.2bkSecondary schools - disability
      • 3.3.3What is the share of private school enrollment?
        • 3.3.3aSecondary schools
        • 3.3.3bTVET
        • 3.3.3cTertiary
      • 3.3.4What is the completion rate?
        • 3.3.4a_dispPrimary schools: Disability Parity
        • 3.3.4a_disp_adPrimary schools: Disability Parity - Advantaged Group
        • 3.3.4a_gpPrimary schools: Gender Parity
        • 3.3.4a_gp_adPrimary schools: Gender Parity - Advantaged Group
        • 3.3.4a_inc_hmp_adPrimary schools: High to Medium Quartile Income Ratio - Advantaged Group
        • 3.3.4a_inc_mlp_adPrimary schools: Medium to Low Quartile Income Ratio - Advantaged Group
        • 3.3.4a_respPrimary schools: Residential Parity
        • 3.3.4a_resp_adPrimary schools: Residential Parity - Advantaged Group
        • 3.3.4aaPublic primary schools - overall
        • 3.3.4abPublic primary schools - males
        • 3.3.4acPublic primary schools - females
        • 3.3.4adPublic primary schools - urban
        • 3.3.4aePublic primary schools - rural
        • 3.3.4afPublic primary schools - Q1
        • 3.3.4agPublic primary schools - Q2
        • 3.3.4ahPublic primary schools - Q3
        • 3.3.4aiPublic primary schools - Q4
        • 3.3.4ajPublic primary schools - Q5
        • 3.3.4akPublic primary schools - disability
        • 3.3.4b_dispSecondary schools: Disability Parity
        • 3.3.4b_disp_adSecondary schools: Disability Parity - Advantaged Group
        • 3.3.4b_gpSecondary schools: Gender Parity
        • 3.3.4b_gp_adSecondary schools: Gender Parity - Advantaged Group
        • 3.3.4b_inc_hmp_adSecondary schools: High to Medium Quartile Income Ratio - Advantaged Group
        • 3.3.4b_inc_mlp_adSecondary schools: Medium to Low Quartile Income Ratio - Advantaged Group
        • 3.3.4b_respSecondary schools: Residential Parity
        • 3.3.4b_resp_adSecondary schools: Residential Parity - Advantaged Group
        • 3.3.4baPublic secondary schools - overall
        • 3.3.4bbPublic secondary schools - males
        • 3.3.4bcPublic secondary schools - females
        • 3.3.4bdPublic secondary schools - urban
        • 3.3.4bePublic secondary schools - rural
        • 3.3.4bfPublic secondary schools - Q1
        • 3.3.4bgPublic secondary schools - Q2
        • 3.3.4bhPublic secondary schools - Q3
        • 3.3.4biPublic secondary schools - Q4
        • 3.3.4bjPublic secondary schools - Q5
        • 3.3.4bkPublic secondary schools - disability
        • 3.3.4c_dispTVET: Disability Parity
        • 3.3.4c_disp_adTVET: Disability Parity - Advantaged Group
        • 3.3.4c_gpTVET: Gender Parity
        • 3.3.4c_gp_adTVET: Gender Parity - Advantaged Group
        • 3.3.4c_inc_hmp_adTVET: High to Medium Quartile Income Ratio - Advantaged Group
        • 3.3.4c_inc_mlp_adTVET: Medium to Low Quartile Income Ratio - Advantaged Group
        • 3.3.4c_respTVET: Residential Parity
        • 3.3.4c_resp_adTVET: Residential Parity - Advantaged Group
        • 3.3.4caPublic TVET - overall
        • 3.3.4cbPublic TVET - males
        • 3.3.4ccPublic TVET - females
        • 3.3.4cdPublic TVET - urban
        • 3.3.4cePublic TVET - rural
        • 3.3.4cfPublic TVET - Q1
        • 3.3.4cgPublic TVET - Q2
        • 3.3.4chPublic TVET - Q3
        • 3.3.4ciPublic TVET - Q4
        • 3.3.4cjPublic TVET - Q5
        • 3.3.4ckPublic TVET - disability
        • 3.3.4d_dispTertiary schools: Disability Parity
        • 3.3.4d_disp_adTertiary schools: Disability Parity - Advantaged Group
        • 3.3.4d_gpTertiary schools: Gender Parity
        • 3.3.4d_gp_adTertiary schools: Gender Parity - Advantaged Group
        • 3.3.4d_inc_hmp_adTertiary schools: High to Medium Quartile Income Ratio - Advantaged Group
        • 3.3.4d_inc_mlp_adTertiary schools: Medium to Low Quartile Income Ratio - Advantaged Group
        • 3.3.4d_respTertiary schools: Residential Parity
        • 3.3.4d_resp_adTertiary schools: Residential Parity - Advantaged Group
        • 3.3.4daPublic Tertiary - overall
        • 3.3.4dbPublic Tertiary - males
        • 3.3.4dcPublic Tertiary - females
        • 3.3.4ddPublic Tertiary - urban
        • 3.3.4dePublic Tertiary - rural
        • 3.3.4dfPublic Tertiary - Q1
        • 3.3.4dgPublic Tertiary - Q2
        • 3.3.4dhPublic Tertiary - Q3
        • 3.3.4diPublic Tertiary - Q4
        • 3.3.4djPublic Tertiary - Q5
        • 3.3.4dkPublic Tertiary - disability
        • 3.3.4e_dispPrivate Primary schools: Disability Parity
        • 3.3.4e_disp_adPrivate Primary schools: Disability Parity - Advantaged Group
        • 3.3.4e_gpPrivate Primary schools: Gender Parity
        • 3.3.4e_gp_adPrivate Primary schools: Gender Parity - Advantaged Group
        • 3.3.4e_inc_hmp_adPrivate Primary schools: High to Medium Quartile Income Ratio - Advantaged Group
        • 3.3.4e_inc_mlp_adPrivate Primary schools: Medium to Low Quartile Income Ratio - Advantaged Group
        • 3.3.4e_respPrivate Primary schools: Residential Parity
        • 3.3.4e_resp_adPrivate Primary schools: Residential Parity - Advantaged Group
        • 3.3.4eaPrivate primary schools - overall
        • 3.3.4ebPrivate primary schools - males
        • 3.3.4ecPrivate primary schools - females
        • 3.3.4edPrivate primary schools - urban
        • 3.3.4eePrivate primary schools - rural
        • 3.3.4efPrivate primary schools - Q1
        • 3.3.4egPrivate primary schools - Q2
        • 3.3.4ehPrivate primary schools - Q3
        • 3.3.4eiPrivate primary schools - Q4
        • 3.3.4ejPrivate primary schools - Q5
        • 3.3.4ekPrivate primary schools - disability
        • 3.3.4f_dispPrivate Secondary schools: Disability Parity
        • 3.3.4f_disp_adPrivate Secondary schools: Disability Parity - Advantaged Group
        • 3.3.4f_gpPrivate Secondary schools: Gender Parity
        • 3.3.4f_gp_adPrivate Secondary schools: Gender Parity - Advantaged Group
        • 3.3.4f_inc_hmp_adPrivate Secondary schools: High to Medium Quartile Income Ratio - Advantaged Group
        • 3.3.4f_inc_mlp_adPrivate Secondary schools: Medium to Low Quartile Income Ratio - Advantaged Group
        • 3.3.4f_respPrivate Secondary schools: Residential Parity
        • 3.3.4f_resp_adPrivate Secondary schools: Residential Parity - Advantaged Group
        • 3.3.4faPrivate secondary schools - overall
        • 3.3.4fbPrivate secondary schools - males
        • 3.3.4fcPrivate secondary schools - females
        • 3.3.4fdPrivate secondary schools - urban
        • 3.3.4fePrivate secondary schools - rural
        • 3.3.4ffPrivate secondary schools - Q1
        • 3.3.4fgPrivate secondary schools - Q2
        • 3.3.4fhPrivate secondary schools - Q3
        • 3.3.4fiPrivate secondary schools - Q4
        • 3.3.4fjPrivate secondary schools - Q5
        • 3.3.4fkPrivate secondary schools - disability
        • 3.3.4g_dispPrivate TVET: Disability Parity
        • 3.3.4g_disp_adPrivate TVET: Disability Parity - Advantaged Group
        • 3.3.4g_gpPrivate TVET: Gender Parity
        • 3.3.4g_gp_adPrivate TVET: Gender Parity - Advantaged Group
        • 3.3.4g_inc_hmp_adPrivate TVET: High to Medium Quartile Income Ratio - Advantaged Group
        • 3.3.4g_inc_mlp_adPrivate TVET: Medium to Low Quartile Income Ratio - Advantaged Group
        • 3.3.4g_respPrivate TVET: Residential Parity
        • 3.3.4g_resp_adPrivate TVET: Residential Parity - Advantaged Group
        • 3.3.4gaPrivate TVET - overall
        • 3.3.4gbPrivate TVET - males
        • 3.3.4gcPrivate TVET - females
        • 3.3.4gdPrivate TVET - urban
        • 3.3.4gePrivate TVET - rural
        • 3.3.4gfPrivate TVET - Q1
        • 3.3.4ggPrivate TVET - Q2
        • 3.3.4ghPrivate TVET - Q3
        • 3.3.4giPrivate TVET - Q4
        • 3.3.4gjPrivate TVET - Q5
        • 3.3.4gkPrivate TVET - disability
        • 3.3.4h_dispPrivate Tertiary schools: Disability Parity
        • 3.3.4h_disp_adPrivate Tertiary schools: Disability Parity - Advantaged Group
        • 3.3.4h_gpPrivate Tertiary schools: Gender Parity
        • 3.3.4h_gp_adPrivate Tertiary schools: Gender Parity - Advantaged Group
        • 3.3.4h_inc_hmp_adPrivate Tertiary schools: High to Medium Quartile Income Ratio - Advantaged Group
        • 3.3.4h_inc_mlp_adPrivate Tertiary schools: Medium to Low Quartile Income Ratio - Advantaged Group
        • 3.3.4h_respPrivate Tertiary schools: Residential Parity
        • 3.3.4h_resp_adPrivate Tertiary schools: Residential Parity - Advantaged Group
        • 3.3.4haPrivate Tertiary - overall
        • 3.3.4hbPrivate Tertiary - males
        • 3.3.4hcPrivate Tertiary - females
        • 3.3.4hdPrivate Tertiary - urban
        • 3.3.4hePrivate Tertiary - rural
        • 3.3.4hfPrivate Tertiary - Q1
        • 3.3.4hgPrivate Tertiary - Q2
        • 3.3.4hhPrivate Tertiary - Q3
        • 3.3.4hiPrivate Tertiary - Q4
        • 3.3.4hjPrivate Tertiary - Q5
        • 3.3.4hkPrivate Tertiary - disability
  4. 4Acceptability
    • 4.1Aims of Education
      • 4.1.1Do national laws or policies direct education towards the following aims?
        • 4.1.1aThe full development of the child's personality, talents, and mental and physical abilities
        • 4.1.1bThe development of respect for human rights and fundamental freedoms
        • 4.1.1cThe development of respect for the child's parents, cultural identity, language, and values, as well as respect for the values of the child's country and other civilizations
        • 4.1.1dThe development of the child's responsiblities in a free society, including understanding, peace, tolerance, equality, and friendship among all persons and groups
        • 4.1.1eThe development of respect for the natural environment
      • 4.1.2Does the national curriculum direct education towards the following aims
        • 4.1.2aThe full development of the child's personality, talents, and mental and physical abilities
        • 4.1.2bThe development of respect for human rights and fundamental freedoms
        • 4.1.2cThe development of respect for the child's parents, cultural identity, language, and values, as well as respect for the values of the child's country and other civilizations
        • 4.1.2dThe development of the child's responsiblities in a free society, including understanding, peace, tolerance, equality, and friendship among all persons and groups
        • 4.1.2eThe development of respect for the natural environment
      • 4.1.3Does the required training for teachers include improving the skills necessary for teaching towards the full development of the following aims?
        • 4.1.3aThe full development of the child's personality, talents, and mental and physical abilities
        • 4.1.3bThe development of respect for human rights and fundamental freedoms
        • 4.1.3cThe development of respect for the child's parents, cultural identity, language, and values, as well as respect for the values of the child's country and other civilizations
        • 4.1.3dThe development of the child's responsiblities in a free society, including understanding, peace, tolerance, equality, and friendship among all persons and groups
        • 4.1.3eThe development of respect for the natural environment
      • 4.1.4Are there established mechanisms to ensure that textbooks used in both public and private schools are aligned with the curriculum guidelines provided by the Ministry of Education?
      • 4.1.5Does national curriculum include the following topics?
        • 4.1.5aHealth and well-being
        • 4.1.5bHuman rights
        • 4.1.5cThe arts
      • 4.1.6Do national laws include children in the decision making process of school curricula, school policies, and codes of behavior?
    • 4.2Learning Environment
      • 4.2.1Has the national government adopted specific measure to protect children from violence and abuse in school?
      • 4.2.2Corporal punishment
        • 4.2.2aDo national laws prohibit corporal punishment?
        • 4.2.2bDoes corporal punishment occur in practice?
    • 4.3Learning Outcomes
      • 4.3.1What percent of students received a passing score on the national assessment/exam in 2014?
        • 4.3.1a_dispPrimary schools: Disability Parity
        • 4.3.1a_disp_adPrimary schools: Disability Parity - Advantaged Group
        • 4.3.1a_gpPrimary schools: Gender Parity
        • 4.3.1a_gp_adPrimary schools: Gender Parity - Advantaged Group
        • 4.3.1a_inc_hmp_adPrimary schools: High to Medium Quartile Income Ratio - Advantaged Group
        • 4.3.1a_inc_mlp_adPrimary schools: Medium to Low Quartile Income Ratio - Advantaged Group
        • 4.3.1a_respPrimary schools: Residential Parity
        • 4.3.1a_resp_adPrimary schools: Residential Parity - Advantaged Group
        • 4.3.1aaOverall primary - overall
        • 4.3.1abOverall primary - males
        • 4.3.1acOverall primary - females
        • 4.3.1adOverall primary - urban
        • 4.3.1aeOverall primary - rural
        • 4.3.1afOverall primary - Q1
        • 4.3.1agOverall primary - Q2
        • 4.3.1ahOverall primary - Q3
        • 4.3.1aiOverall primary - Q4
        • 4.3.1ajOverall primary - Q5
        • 4.3.1akOverall primary - disability
        • 4.3.1b_dispSecondary schools: Disability Parity
        • 4.3.1b_disp_adSecondary schools: Disability Parity - Advantaged Group
        • 4.3.1b_gpSecondary schools: Gender Parity
        • 4.3.1b_gp_adSecondary schools: Gender Parity - Advantaged Group
        • 4.3.1b_inc_hmp_adSecondary schools: High to Medium Quartile Income Ratio - Advantaged Group
        • 4.3.1b_inc_mlp_adSecondary schools: Medium to Low Quartile Income Ratio - Advantaged Group
        • 4.3.1b_respSecondary schools: Residential Parity
        • 4.3.1b_resp_adSecondary schools: Residential Parity - Advantaged Group
        • 4.3.1baReading primary - overall
        • 4.3.1bbReading primary - males
        • 4.3.1bcReading primary - females
        • 4.3.1bdReading primary - urban
        • 4.3.1beReading primary - rural
        • 4.3.1bfReading primary - Q1
        • 4.3.1bgReading primary - Q2
        • 4.3.1bhReading primary - Q3
        • 4.3.1biReading primary - Q4
        • 4.3.1bjReading primary - Q5
        • 4.3.1bkReading primary - disability
        • 4.3.1c_dispTVET: Disability Parity
        • 4.3.1c_disp_adTVET: Disability Parity - Advantaged Group
        • 4.3.1c_gpTVET: Gender Parity
        • 4.3.1c_gp_adTVET: Gender Parity - Advantaged Group
        • 4.3.1c_inc_hmp_adTVET: High to Medium Quartile Income Ratio - Advantaged Group
        • 4.3.1c_inc_mlp_adTVET: Medium to Low Quartile Income Ratio - Advantaged Group
        • 4.3.1c_respTVET: Residential Parity
        • 4.3.1c_resp_adTVET: Residential Parity - Advantaged Group
        • 4.3.1caMath primary - overall
        • 4.3.1cbMath primary - males
        • 4.3.1ccMath primary - females
        • 4.3.1cdMath primary - urban
        • 4.3.1ceMath primary - rural
        • 4.3.1cfMath primary - Q1
        • 4.3.1cgMath primary - Q2
        • 4.3.1chMath primary - Q3
        • 4.3.1ciMath primary - Q4
        • 4.3.1cjMath primary - Q5
        • 4.3.1ckMath primary - disability
        • 4.3.1d_dispTertiary schools: Disability Parity
        • 4.3.1d_disp_adTertiary schools: Disability Parity - Advantaged Group
        • 4.3.1d_gpTertiary schools: Gender Parity
        • 4.3.1d_gp_adTertiary schools: Gender Parity - Advantaged Group
        • 4.3.1d_inc_hmp_adTertiary schools: High to Medium Quartile Income Ratio - Advantaged Group
        • 4.3.1d_inc_mlp_adTertiary schools: Medium to Low Quartile Income Ratio - Advantaged Group
        • 4.3.1d_respTertiary schools: Residential Parity
        • 4.3.1d_resp_adTertiary schools: Residential Parity - Advantaged Group
        • 4.3.1daOverall secondary - overall
        • 4.3.1dbOverall secondary - males
        • 4.3.1dcOverall secondary - females
        • 4.3.1ddOverall secondary - urban
        • 4.3.1deOverall secondary - rural
        • 4.3.1dfOverall secondary - Q1
        • 4.3.1dgOverall secondary - Q2
        • 4.3.1dhOverall secondary - Q3
        • 4.3.1diOverall secondary - Q4
        • 4.3.1djOverall secondary - Q5
        • 4.3.1dkOverall secondary - disability
        • 4.3.1e_dispPrivate Primary schools: Disability Parity
        • 4.3.1e_disp_adPrivate Primary schools: Disability Parity - Advantaged Group
        • 4.3.1e_gpPrivate Primary schools: Gender Parity
        • 4.3.1e_gp_adPrivate Primary schools: Gender Parity - Advantaged Group
        • 4.3.1e_inc_hmp_adPrivate Primary schools: High to Medium Quartile Income Ratio - Advantaged Group
        • 4.3.1e_inc_mlp_adPrivate Primary schools: Medium to Low Quartile Income Ratio - Advantaged Group
        • 4.3.1e_respPrivate Primary schools: Residential Parity
        • 4.3.1e_resp_adPrivate Primary schools: Residential Parity - Advantaged Group
        • 4.3.1eaReading secondary - overall
        • 4.3.1ebReading secondary - males
        • 4.3.1ecReading secondary - females
        • 4.3.1edReading secondary - urban
        • 4.3.1eeReading secondary - rural
        • 4.3.1efReading secondary - Q1
        • 4.3.1egReading secondary - Q2
        • 4.3.1ehReading secondary - Q3
        • 4.3.1eiReading secondary - Q4
        • 4.3.1ejReading secondary - Q5
        • 4.3.1ekReading secondary - disability
        • 4.3.1f_dispPrivate Secondary schools: Disability Parity
        • 4.3.1f_disp_adPrivate Secondary schools: Disability Parity - Advantaged Group
        • 4.3.1f_gpPrivate Secondary schools: Gender Parity
        • 4.3.1f_gp_adPrivate Secondary schools: Gender Parity - Advantaged Group
        • 4.3.1f_inc_hmp_adPrivate Secondary schools: High to Medium Quartile Income Ratio - Advantaged Group
        • 4.3.1f_inc_mlp_adPrivate Secondary schools: Medium to Low Quartile Income Ratio - Advantaged Group
        • 4.3.1f_respPrivate Secondary schools: Residential Parity
        • 4.3.1f_resp_adPrivate Secondary schools: Residential Parity - Advantaged Group
        • 4.3.1faMath secondary - overall
        • 4.3.1fbMath secondary - males
        • 4.3.1fcMath secondary - females
        • 4.3.1fdMath secondary - urban
        • 4.3.1feMath secondary - rural
        • 4.3.1ffMath secondary - Q1
        • 4.3.1fgMath secondary - Q2
        • 4.3.1fhMath secondary - Q3
        • 4.3.1fiMath secondary - Q4
        • 4.3.1fjMath secondary - Q5
        • 4.3.1fkMath secondary - disability
      • 4.3.2What is the literacy rate?
        • 4.3.2a_dispPrimary schools: Disability Parity
        • 4.3.2a_disp_adPrimary schools: Disability Parity - Advantaged Group
        • 4.3.2a_gpPrimary schools: Gender Parity
        • 4.3.2a_gp_adPrimary schools: Gender Parity - Advantaged Group
        • 4.3.2a_inc_hmp_adPrimary schools: High to Medium Quartile Income Ratio - Advantaged Group
        • 4.3.2a_inc_mlp_adPrimary schools: Medium to Low Quartile Income Ratio - Advantaged Group
        • 4.3.2a_respPrimary schools: Residential Parity
        • 4.3.2a_resp_adPrimary schools: Residential Parity - Advantaged Group
        • 4.3.2aaYouth - overall
        • 4.3.2abYouth - males
        • 4.3.2acYouth - females
        • 4.3.2adYouth - urban
        • 4.3.2aeYouth - rural
        • 4.3.2afYouth - Q1
        • 4.3.2agYouth - Q2
        • 4.3.2ahYouth - Q3
        • 4.3.2aiYouth - Q4
        • 4.3.2ajYouth - Q5
        • 4.3.2akYouth - disability
        • 4.3.2b_dispSecondary schools: Disability Parity
        • 4.3.2b_disp_adSecondary schools: Disability Parity - Advantaged Group
        • 4.3.2b_gpSecondary schools: Gender Parity
        • 4.3.2b_gp_adSecondary schools: Gender Parity - Advantaged Group
        • 4.3.2b_inc_hmp_adSecondary schools: High to Medium Quartile Income Ratio - Advantaged Group
        • 4.3.2b_inc_mlp_adSecondary schools: Medium to Low Quartile Income Ratio - Advantaged Group
        • 4.3.2b_respSecondary schools: Residential Parity
        • 4.3.2b_resp_adSecondary schools: Residential Parity - Advantaged Group
        • 4.3.2baAdult - overall
        • 4.3.2bbAdult - males
        • 4.3.2bcAdult - females
        • 4.3.2bdAdult - urban
        • 4.3.2beAdult - rural
        • 4.3.2bfAdult - Q1
        • 4.3.2bgAdult - Q2
        • 4.3.2bhAdult - Q3
        • 4.3.2biAdult - Q4
        • 4.3.2bjAdult - Q5
        • 4.3.2bkAdult - disability
  5. 5Adaptability
    • 5.1Children with Disabilities
      • 5.1.1Do national laws recognize the right to education for children with disabilities?
      • 5.1.2Are reasonable accommodation measures available for children with disabilities in mainstream schools?
      • 5.1.3What is the percentage of teachers trained to teach children with disabilities?
        • 5.1.3aOverall
        • 5.1.3bPrimary schools
        • 5.1.3cSecondary schools
    • 5.2Children of Minorities
      • 5.2.1Are there mobile schools for children of nomads?
      • 5.2.2Do national laws provide for language of instruction to be in the child's mother tongue?
      • 5.2.3What percent of students are not taught in their mother tongue?
        • 5.2.3aPrimary schools
        • 5.2.3bSecondary schools
    • 5.3Out of School Education
      • 5.3.1Is primary education available in retention center/camps for migrant, refugee, and internally displaced children?
        • 5.3.1bResponse
      • 5.3.2Is education available in prison?
      • 5.3.3Do imprisoned children receive education integrated with the general education system (i.e., same curricula)?
      • 5.3.4Are children prisoners-of-war given the means to pursue their educational activities?