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  3. RTEI map by Year 2016

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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 Convention on the Protection of the Rights of All Migrants Workers 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 against 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 Protocol 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 the Americas: The Inter-American Democratic Chater
        • 1.1.5iIn Arab States: The Arab Charter on Human Rights
        • 1.1.5jIn Europe: Protocol 1 to the European Convention for the Protection of Human Rights and Fundamental Freedoms
        • 1.1.5kIn Europe: The Revised European Social Charter
        • 1.1.5lIn Europe: The European Charter for Regional or Minority Languages
        • 1.1.5mIn Europe: The Framework Convention for the Protection of National Minorities
        • 1.1.5nIn Europe: The European Convention on the Legal Status of Migrant Workers
        • 1.1.5oIn Europe: The Convention on the Recognition of Qualifications concerning Higher Education in the European Region
        • 1.1.5pIn 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?
      • 1.2.2Do national laws protect the liberty of individuals to establish private schools?
      • 1.2.3Do national laws protect the right of minorities to establish their own schools?
      • 1.2.4Do 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
      • 1.3.1Is there a national education plan that aims to achieve free and compulsory primary education?
      • 1.3.2Are there targeted implementation dates for each stage of the progressive implementation of the plan?
      • 1.3.3Does the national education plan include measures 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 primary school net enrollment collected nationally?
      • 1.4.4Is the data on primary school net enrollment rate publically available?
    • 1.5Financing
      • 1.5.1What is the current public expenditure per pupil as a percentage of GDP per capita?
      • 1.5.2What is the government expenditure on education as reported as the percentage of GDP allocated to education?
      • 1.5.3What percentage of the national education budget comes 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 is the percentage of the total national education budget 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 was actually executed?
    • 1.6Data availability
  2. 2Availability
    • 2.1Classrooms
      • 2.1.1Is there a minimum standard in place setting the numbers of pupils per classroom?
        • 2.1.1aIs there a minimum standard in place setting the numbers of pupils per classroom (primary school)?
        • 2.1.1bIf yes, what is the minimum standard pupil-classroom ratio (primary school)?
        • 2.1.1cIs there a minimum standard in place setting the numbers of pupils per classroom (secondary school)?
        • 2.1.1dIf yes, what is the minimum standard pupil-classroom ration (secondary school)?
      • 2.1.2What is the pupil-classroom ratio?
        • 2.1.2aFor primary schools
        • 2.1.2bFor secondary schools
    • 2.2Sanitation
      • 2.2.1Is there a minimum standard in place setting the number of pupils per toilet?
        • 2.2.1aIs there a minimum standard in place setting the number of pupils per toilet (primary school)?
        • 2.2.1bIf yes, what is the minimum standard pupil per toilet ratio (primary school)?
        • 2.2.1cIs there a minimum standard in place setting the number of pupils per toilet (secondary school)?
        • 2.2.1dIf yes, what is the minimum standard pupil per toilet ratio (secondary school)?
      • 2.2.2What is the pupil-toilet ratio?
        • 2.2.2bFor primary schools
        • 2.2.2dFor secondary schools
      • 2.2.3What is the percentage of schools with toilets?
        • 2.2.3aFor primary schools?
        • 2.2.3bFor secondary schools?
      • 2.2.4What is the percentage of schools with potable water?
        • 2.2.4aFor primary schools?
        • 2.2.4bFor secondary schools?
    • 2.3Teachers
      • 2.3.1What is the percentage of teachers that are appropriately trained?
        • 2.3.1aFor primary schools?
        • 2.3.1bFor secondary schools?
      • 2.3.3What is the pupil-trained teacher ratio?
        • 2.3.3aFor primary schools?
        • 2.3.3bFor secondary schools?
      • 2.3.4What is the mean teacher salary relative to the national mean salary?
    • 2.4Textbooks
      • 2.4.1Is there a minimum standard in place setting the number of pupils per available textbook?
        • 2.4.1aIs there a minimum standard in place setting the number of pupils per available textbook (primary)?
        • 2.4.1bIf yes, what is the minimum standard pupil-textbook ratio (primary school)?
        • 2.4.1cIs there a minimum standard in place setting the number of pupils per available textbook (secondary)?
        • 2.4.1dIf yes, what is the minimum standard pupil-textbook ratio (secondary school)?
      • 2.4.2What is the pupil-textbook ratio?
        • 2.4.2aFor primary schools?
        • 2.4.2bFor secondary schools?
  3. 3Accessibility
    • 3.1Free Education
      • 3.1.1Do national laws provide free and compulsory primary education?
      • 3.1.2Is primary education free in practice?
      • 3.1.3What percent of household spending was spent on primary education?
      • 3.1.4What percent of household spending was spent on secondary education?
      • 3.1.5Are tuition fees charged for public university/higher education?
        • 3.1.5aAre tuition fees charged for public university/higher education?
        • 3.1.5bIf yes, what is the average tuition fee for public university / higher education?
      • 3.1.6Is 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
      • 3.2.2Is the expulsion of girls from school because of pregnancy or for having a baby explicitly forbidden in national legislation?
      • 3.2.3In practice, are girls expelled from school because of pregnancy or for having a baby?
      • 3.2.4Do 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?
        • 3.3.1aaPrimary schools - overall
        • 3.3.1a_OveragePrimary Schools: Overage Learners
        • 3.3.1abPrimary schools - males
        • 3.3.1acPrimary schools - females
        • 3.3.1a_gpPrimary Schools: Gender Parity
        • 3.3.1a_gp_adPrimary Schools: Gender Parity - Advantaged Group
        • 3.3.1adPrimary schools - urban
        • 3.3.1aePrimary schools - rural
        • 3.3.1a_respPrimary Schools: Residential Parity
        • 3.3.1a_resp_adPrimary Schools: Residential Parity - Advantaged Group
        • 3.3.1afPrimary schools - Q1
        • 3.3.1agPrimary schools - Q2
        • 3.3.1ahPrimary schools - Q3
        • 3.3.1a_inc_mlpPrimary Schools: Medium to Low Quartile Income Ratio
        • 3.3.1a_inc_mlp_adPrimary Schools: Medium to Low Quartile Income Ratio - Advantaged Group
        • 3.3.1aiPrimary schools - Q4
        • 3.3.1ajPrimary schools - Q5
        • 3.3.1akPrimary schools - disability
        • 3.3.1a_dispPrimary Schools: Disability Parity
        • 3.3.1a_disp_adPrimary Schools: Disability Parity - Advantaged Group
        • 3.3.1baSecondary schools - overall
        • 3.3.1b_OverageSecondary Schools: Overage Learners
        • 3.3.1bbSecondary schools - males
        • 3.3.1bcSecondary schools - females
        • 3.3.1b_gpSecondary Schools: Gender Parity
        • 3.3.1b_gp_adSecondary Schools: Gender Parity - Advantaged Group
        • 3.3.1bdSecondary schools - urban
        • 3.3.1beSecondary schools - rural
        • 3.3.1b_respSecondary Schools: Residential Parity
        • 3.3.1b_resp_adSecondary Schools: Residential Parity - Advantaged Group
        • 3.3.1bfSecondary schools - Q1
        • 3.3.1bgSecondary schools - Q2
        • 3.3.1bhSecondary schools - Q3
        • 3.3.1b_inc_mlpSecondary Schools: Medium to Low Quartile Income Ratio
        • 3.3.1b_inc_mlp_adSecondary Schools: Medium to Low Quartile Income Ratio - Advantaged Group
        • 3.3.1biSecondary schools - Q4
        • 3.3.1bjSecondary schools - Q5
        • 3.3.1b_inc_hmpSecondary Schools: High to Medium Quartile Income Ratio
        • 3.3.1b_inc_hmp_adSecondary Schools: High to Medium Quartile Income Ratio - Advantaged Group
        • 3.3.1bkSecondary schools - disability
        • 3.3.1b_dispSecondary Schools: Disability Parity
        • 3.3.1b_disp_adSecondary Schools: Disability Parity - Advantaged Group
        • 3.3.1caTVET - overall
        • 3.3.1cbTVET - males
        • 3.3.1ccTVET - females
        • 3.3.1c_gpTVET: Gender Parity
        • 3.3.1c_gp_adTVET: Gender Parity - Advantaged Group
        • 3.3.1cdTVET - urban
        • 3.3.1ceTVET - rural
        • 3.3.1c_respTVET: Residential Parity
        • 3.3.1c_resp_adTVET: Residential Parity - Advantaged Group
        • 3.3.1cfTVET - Q1
        • 3.3.1cgTVET - Q2
        • 3.3.1chTVET - Q3
        • 3.3.1c_inc_mlpTVET: Medium to Low Quartile Income Ratio
        • 3.3.1c_inc_mlp_adTVET: Medium to Low Quartile Income Ratio - Advantaged Group
        • 3.3.1ciTVET - Q4
        • 3.3.1cjTVET - Q5
        • 3.3.1c_inc_hmpTVET: High to Medium Quartile Income Ratio
        • 3.3.1c_inc_hmp_adTVET: High to Medium Quartile Income Ratio - Advantaged Group
        • 3.3.1ckTVET - disability
        • 3.3.1c_dispTVET: Disability Parity
        • 3.3.1c_disp_adTVET: Disability Parity - Advantaged Group
        • 3.3.1daTertiary - overall
        • 3.3.1dbTertiary - males
        • 3.3.1dcTertiary - females
        • 3.3.1d_gpTertiary: Gender Parity
        • 3.3.1d_gp_adTertiary: Gender Parity - Advantaged Group
        • 3.3.1ddTertiary - urban
        • 3.3.1deTertiary - rural
        • 3.3.1d_respTertiary: Residential Parity
        • 3.3.1d_resp_adTertiary: Residential Parity - Advantaged Group
        • 3.3.1dfTertiary - Q1
        • 3.3.1dgTertiary - Q2
        • 3.3.1dhTertiary - Q3
        • 3.3.1d_inc_mlpTertiary: Medium to Low Quartile Income Ratio
        • 3.3.1d_inc_mlp_adTertiary: Medium to Low Quartile Income Ratio - Advantaged Group
        • 3.3.1diTertiary - Q4
        • 3.3.1djTertiary - Q5
        • 3.3.1d_inc_hmpTertiary: High to Medium Quartile Income Ratio
        • 3.3.1d_inc_hmp_adTertiary: High to Medium Quartile Income Ratio - Advantaged Group
        • 3.3.1dkTertiary - disability
        • 3.3.1d_dispTertiary: Disability Parity
        • 3.3.1d_disp_adTertiary: Disability Parity - Advantaged Group
      • 3.3.2What is the net enrollment rate?
        • 3.3.2aaPrimary schools - overall
        • 3.3.2a_OutPrimary Schools: Out-of-school Rate
        • 3.3.2abPrimary schools - males
        • 3.3.2acPrimary schools - females
        • 3.3.2a_gpPrimary Schools: Gender Parity
        • 3.3.2a_gp_adPrimary Schools: Gender Parity - Advantaged Group
        • 3.3.2adPrimary schools - urban
        • 3.3.2aePrimary schools - rural
        • 3.3.2a_respPrimary Schools: Residential Parity
        • 3.3.2a_resp_adPrimary Schools: Residential Parity - Advantaged Group
        • 3.3.2afPrimary schools - Q1
        • 3.3.2agPrimary schools - Q2
        • 3.3.2ahPrimary schools - Q3
        • 3.3.2a_inc_mlpPrimary Schools: Medium to Low Quartile Income Ratio
        • 3.3.2a_inc_mlp_adPrimary Schools: Medium to Low Quartile Income Ratio - Advantaged Group
        • 3.3.2aiPrimary schools - Q4
        • 3.3.2ajPrimary schools - Q5
        • 3.3.2a_inc_hmpPrimary Schools: High to Medium Quartile Income Ratio
        • 3.3.2a_inc_hmp_adPrimary Schools: High to Medium Quartile Income Ratio - Advantaged Group
        • 3.3.2akPrimary schools - disability
        • 3.3.2a_dispPrimary Schools: Disability Parity
        • 3.3.2a_disp_adPrimary Schools: Disability Parity - Advantaged Group
        • 3.3.2baSecondary schools - overall
        • 3.3.2b_OutSecondary Schools: Out-of-school Rate
        • 3.3.2bbSecondary schools - males
        • 3.3.2bcSecondary schools - females
        • 3.3.2b_gpSecondary Schools: Gender Parity
        • 3.3.2b_gp_adSecondary Schools: Gender Parity - Advantaged Group
        • 3.3.2bdSecondary schools - urban
        • 3.3.2beSecondary schools - rural
        • 3.3.2b_respSecondary Schools: Residential Parity
        • 3.3.2b_resp_adSecondary Schools: Residential Parity - Advantaged Group
        • 3.3.2bfSecondary schools - Q1
        • 3.3.2bgSecondary schools - Q2
        • 3.3.2bhSecondary schools - Q3
        • 3.3.2b_inc_mlpSecondary Schools: Medium to Low Quartile Income Ratio
        • 3.3.2b_inc_mlp_adSecondary Schools: Medium to Low Quartile Income Ratio - Advantaged Group
        • 3.3.2biSecondary schools - Q4
        • 3.3.2bjSecondary schools - Q5
        • 3.3.2b_inc_hmpSecondary Schools: High to Medium Quartile Income Ratio
        • 3.3.2b_inc_hmp_adSecondary Schools: High to Medium Quartile Income Ratio - Advantaged Group
        • 3.3.2bkSecondary schools - disability
        • 3.3.2b_dispSecondary Schools: Disability Parity
        • 3.3.2b_disp_adSecondary Schools: Disability Parity - Advantaged Group
      • 3.3.3What is the completion rate?
        • 3.3.3aaPublic primary schools - overall
        • 3.3.3abPublic primary schools - males
        • 3.3.3acPublic primary schools - females
        • 3.3.3a_gpPrimary Schools: Gender Parity
        • 3.3.3a_gp_adPrimary Schools: Gender Parity - Advantaged Group
        • 3.3.3adPublic primary schools - urban
        • 3.3.3aePublic primary schools - rural
        • 3.3.3a_respPrimary Schools: Residential Parity
        • 3.3.3a_resp_adPrimary Schools: Residential Parity - Advantaged Group
        • 3.3.3afPublic primary schools - Q1
        • 3.3.3agPublic primary schools - Q2
        • 3.3.3ahPublic primary schools - Q3
        • 3.3.3a_inc_mlpPrimary Schools: Medium to Low Quartile Income Ratio
        • 3.3.3a_inc_mlp_adPrimary Schools: Medium to Low Quartile Income Ratio - Advantaged Group
        • 3.3.3aiPublic primary schools - Q4
        • 3.3.3ajPublic primary schools - Q5
        • 3.3.3a_inc_hmpPrimary Schools: High to Medium Quartile Income Ratio
        • 3.3.3a_inc_hmp_adPrimary Schools: High to Medium Quartile Income Ratio - Advantaged Group
        • 3.3.3akPublic primary schools - disability
        • 3.3.3a_dispPrimary Schools: Disability Parity
        • 3.3.3a_disp_adPrimary Schools: Disability Parity - Advantaged Group
        • 3.3.3baPublic secondary schools - overall
        • 3.3.3bbPublic secondary schools - males
        • 3.3.3bcPublic secondary schools - females
        • 3.3.3b_gpSecondary Schools: Gender Parity
        • 3.3.3b_gp_adSecondary Schools: Gender Parity - Advantaged Group
        • 3.3.3bdPublic secondary schools - urban
        • 3.3.3bePublic secondary schools - rural
        • 3.3.3b_respSecondary Schools: Residential Parity
        • 3.3.3b_resp_adSecondary Schools: Residential Parity - Advantaged Group
        • 3.3.3bfPublic secondary schools - Q1
        • 3.3.3bgPublic secondary schools - Q2
        • 3.3.3bhPublic secondary schools - Q3
        • 3.3.3b_inc_mlpSecondary Schools: Medium to Low Quartile Income Ratio
        • 3.3.3b_inc_mlp_adSecondary Schools: Medium to Low Quartile Income Ratio - Advantaged Group
        • 3.3.3biPublic secondary schools - Q4
        • 3.3.3bjPublic secondary schools - Q5
        • 3.3.3b_inc_hmpSecondary Schools: High to Medium Quartile Income Ratio
        • 3.3.3b_inc_hmp_adSecondary Schools: High to Medium Quartile Income Ratio - Advantaged Group
        • 3.3.3bkPublic secondary schools - disability
        • 3.3.3b_dispSecondary Schools: Disability Parity
        • 3.3.3b_disp_adSecondary Schools: Disability Parity - Advantaged Group
        • 3.3.3caPublic TVET - overall
        • 3.3.3cbPublic TVET - males
        • 3.3.3ccPublic TVET - females
        • 3.3.3c_gpTVET: Gender Parity
        • 3.3.3c_gp_adTVET: Gender Parity - Advantaged Group
        • 3.3.3cdPublic TVET - urban
        • 3.3.3cePublic TVET - rural
        • 3.3.3c_respTVET: Residential Parity
        • 3.3.3c_resp_adTVET: Residential Parity - Advantaged Group
        • 3.3.3cfPublic TVET - Q1
        • 3.3.3cgPublic TVET - Q2
        • 3.3.3chPublic TVET - Q3
        • 3.3.3c_inc_mlpTVET: Medium to Low Quartile Income Ratio
        • 3.3.3c_inc_mlp_adTVET: Medium to Low Quartile Income Ratio - Advantaged Group
        • 3.3.3ciPublic TVET - Q4
        • 3.3.3cjPublic TVET - Q5
        • 3.3.3c_inc_hmpTVET: High to Medium Quartile Income Ratio
        • 3.3.3c_inc_hmp_adTVET: High to Medium Quartile Income Ratio - Advantaged Group
        • 3.3.3ckPublic TVET - disability
        • 3.3.3c_dispTVET: Disability Parity
        • 3.3.3c_disp_adTVET: Disability Parity - Advantaged Group
        • 3.3.3daPublic Tertiary - overall
        • 3.3.3dcPublic Tertiary - females
        • 3.3.3d_gpTertiary: Gender Parity
        • 3.3.3d_gp_adTertiary: Gender Parity - Advantaged Group
        • 3.3.3ddPublic Tertiary - urban
        • 3.3.3dePublic Tertiary - rural
        • 3.3.3d_respTertiary: Residential Parity
        • 3.3.3d_resp_adTertiary: Residential Parity - Advantaged Group
        • 3.3.3dfPublic Tertiary - Q1
        • 3.3.3dgPublic Tertiary - Q2
        • 3.3.3dhPublic Tertiary - Q3
        • 3.3.3d_inc_mlpTertiary: Medium to Low Quartile Income Ratio
        • 3.3.3d_inc_mlp_adTertiary: Medium to Low Quartile Income Ratio - Advantaged Group
        • 3.3.3diPublic Tertiary - Q4
        • 3.3.3djPublic Tertiary - Q5
        • 3.3.3d_inc_hmpTertiary: High to Medium Quartile Income Ratio
        • 3.3.3d_inc_hmp_adTertiary: High to Medium Quartile Income Ratio - Advantaged Group
        • 3.3.3dkPublic Tertiary - disability
        • 3.3.3d_dispTertiary: Disability Parity
        • 3.3.3d_disp_adTertiary: Disability Parity - Advantaged Group
  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?
      • 4.2.2In practice, are children in schools free from violence and abuse?
      • 4.2.3Do national laws prohibit corporal punishment?
      • 4.2.4Does corporal punishment occur in practice?
    • 4.3Learning Outcomes
      • 4.3.1Do national assessments or exams attempt to evaluate pupils progress towards the following aims?
        • 4.3.1aThe full development of the child's personality, talents, and mental and physical abilities?
        • 4.3.1bThe development of respect for human rights and fundamental freedoms?
        • 4.3.1cThe 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?
        • 4.3.1dThe development of the child's responsibilities in a free society, including understanding, peace, tolerance, equality, and friendship among all persons and groups?
        • 4.3.1eThe development of respect for the natural environment?
      • 4.3.2Do national assessments or exams evaluate pupils understanding of the following topics?
        • 4.3.2aHealth and well-being
        • 4.3.2bHuman rights
        • 4.3.2cThe arts
      • 4.3.3What percent of students received a passing score on the national assessment/exam?
        • 4.3.3aaOverall primary - overall
        • 4.3.3abOverall primary - males
        • 4.3.3acOverall primary - females
        • 4.3.3a_gpOverall Primary Schools: Gender Parity
        • 4.3.3a_gp_adOverall Primary Schools: Gender Parity - Advantaged Group
        • 4.3.3adOverall primary - urban
        • 4.3.3aeOverall primary - rural
        • 4.3.3a_respOverall Primary Schools: Residential Parity
        • 4.3.3a_resp_adOverall Primary Schools: Residential Parity - Advantaged Group
        • 4.3.3afOverall primary - Q1
        • 4.3.3agOverall primary - Q2
        • 4.3.3ahOverall primary - Q3
        • 4.3.3a_inc_mlpOverall Primary Schools: Medium to Low Quartile Income Ratio
        • 4.3.3a_inc_mlp_adOverall Primary Schools: Medium to Low Quartile Income Ratio - Advantaged Group
        • 4.3.3aiOverall primary - Q4
        • 4.3.3ajOverall primary - Q5
        • 4.3.3a_inc_hmpOverall Primary Schools: High to Medium Quartile Income Ratio
        • 4.3.3a_inc_hmp_adOverall Primary Schools: High to Medium Quartile Income Ratio - Advantaged Group
        • 4.3.3akOverall primary - disability
        • 4.3.3a_dispOverall Primary Schools: Disability Parity
        • 4.3.3a_disp_adOverall Primary Schools: Disability Parity - Advantaged Group
        • 4.3.3baReading primary - overall
        • 4.3.3bbReading primary - males
        • 4.3.3bcReading primary - females
        • 4.3.3b_gpReading Primary Schools: Gender Parity
        • 4.3.3b_gp_adReading Primary Schools: Gender Parity - Advantaged Group
        • 4.3.3bdReading primary - urban
        • 4.3.3beReading primary - rural
        • 4.3.3b_respReading Primary Schools: Residential Parity
        • 4.3.3b_resp_adReading Primary Schools: Residential Parity - Advantaged Group
        • 4.3.3bfReading primary - Q1
        • 4.3.3bgReading primary - Q2
        • 4.3.3bhReading primary - Q3
        • 4.3.3b_inc_mlpReading Primary Schools: Medium to Low Quartile Income Ratio
        • 4.3.3b_inc_mlp_adReading Primary Schools: Medium to Low Quartile Income Ratio - Advantaged Group
        • 4.3.3biReading primary - Q4
        • 4.3.3bjReading primary - Q5
        • 4.3.3b_inc_hmpReading Primary Schools: High to Medium Quartile Income Ratio
        • 4.3.3b_inc_hmp_adReading Primary Schools: High to Medium Quartile Income Ratio - Advantaged Group
        • 4.3.3bkReading primary - disability
        • 4.3.3b_dispReading Primary Schools: Disability Parity
        • 4.3.3b_disp_adReading Primary Schools: Disability Parity - Advantaged Group
        • 4.3.3caMath primary - overall
        • 4.3.3cbMath primary - males
        • 4.3.3ccMath primary - females
        • 4.3.3c_gpMath Primary Schools: Gender Parity
        • 4.3.3c_gp_adMath Primary Schools: Gender Parity - Advantaged Group
        • 4.3.3cdMath primary - urban
        • 4.3.3ceMath primary - rural
        • 4.3.3c_respMath Primary Schools: Residential Parity
        • 4.3.3c_resp_adMath Primary Schools: Residential Parity - Advantaged Group
        • 4.3.3cfMath primary - Q1
        • 4.3.3cgMath primary - Q2
        • 4.3.3chMath primary - Q3
        • 4.3.3c_inc_mlpMath Primary Schools: Medium to Low Quartile Income Ratio
        • 4.3.3c_inc_mlp_adMath Primary Schools: Medium to Low Quartile Income Ratio - Advantaged Group
        • 4.3.3ciMath primary - Q4
        • 4.3.3cjMath primary - Q5
        • 4.3.3c_inc_hmpMath Primary Schools: High to Medium Quartile Income Ratio
        • 4.3.3c_inc_hmp_adMath Primary Schools: High to Medium Quartile Income Ratio - Advantaged Group
        • 4.3.3ckMath primary - disability
        • 4.3.3c_dispMath Primary Schools: Disability Parity
        • 4.3.3c_disp_adMath Primary Schools: Disability Parity - Advantaged Group
        • 4.3.3daOverall secondary - overall
        • 4.3.3dbOverall secondary - males
        • 4.3.3dcOverall secondary - females
        • 4.3.3d_gpOverall Secondary Schools: Gender Parity
        • 4.3.3d_gp_adOverall Secondary Schools: Gender Parity - Advantaged Group
        • 4.3.3ddOverall secondary - urban
        • 4.3.3deOverall secondary - rural
        • 4.3.3d_respOverall Secondary Schools: Residential Parity
        • 4.3.3d_resp_adOverall Secondary Schools: Residential Parity - Advantaged Group
        • 4.3.3dfOverall secondary - Q1
        • 4.3.3dgOverall secondary - Q2
        • 4.3.3dhOverall secondary - Q3
        • 4.3.3d_inc_mlpOverall Secondary Schools: Medium to Low Quartile Income Ratio
        • 4.3.3d_inc_mlp_adOverall Secondary Schools: Medium to Low Quartile Income Ratio - Advantaged Group
        • 4.3.3diOverall secondary - Q4
        • 4.3.3djOverall secondary - Q5
        • 4.3.3d_inc_hmpOverall Secondary Schools: High to Medium Quartile Income Ratio
        • 4.3.3d_inc_hmp_adOverall Secondary Schools: High to Medium Quartile Income Ratio - Advantaged Group
        • 4.3.3dkOverall secondary - disability
        • 4.3.3d_dispOverall Secondary Schools: Disability Parity
        • 4.3.3d_disp_adOverall Secondary Schools: Disability Parity - Advantaged Group
        • 4.3.3eaReading secondary - overall
        • 4.3.3ebReading secondary - males
        • 4.3.3ecReading secondary - females
        • 4.3.3e_gpReading Secondary Schools: Gender Parity
        • 4.3.3e_gp_adReading Secondary Schools: Gender Parity - Advantaged Group
        • 4.3.3edReading secondary - urban
        • 4.3.3eeReading secondary - rural
        • 4.3.3e_respReading Secondary Schools: Residential Parity
        • 4.3.3e_resp_adReading Secondary Schools: Residential Parity - Advantaged Group
        • 4.3.3efReading secondary - Q1
        • 4.3.3egReading secondary - Q2
        • 4.3.3ehReading secondary - Q3
        • 4.3.3e_inc_mlpReading Secondary Schools: Medium to Low Quartile Income Ratio
        • 4.3.3e_inc_mlp_adReading Secondary Schools: Medium to Low Quartile Income Ratio - Advantaged Group
        • 4.3.3eiReading secondary - Q4
        • 4.3.3ejReading secondary - Q5
        • 4.3.3e_inc_hmpReading Secondary Schools: High to Medium Quartile Income Ratio
        • 4.3.3e_inc_hmp_adReading Secondary Schools: High to Medium Quartile Income Ratio - Advantaged Group
        • 4.3.3ekReading secondary - disability
        • 4.3.3e_dispReading Secondary Schools: Disability Parity
        • 4.3.3e_disp_adReading Secondary Schools: Disability Parity - Advantaged Group
        • 4.3.3faMath secondary - overall
        • 4.3.3fbMath secondary - males
        • 4.3.3fcMath secondary - females
        • 4.3.3f_gpMath Secondary Schools: Gender Parity
        • 4.3.3f_gp_adMath Secondary Schools: Gender Parity - Advantaged Group
        • 4.3.3fdMath secondary - urban
        • 4.3.3feMath secondary - rural
        • 4.3.3f_respMath Secondary Schools: Residential Parity
        • 4.3.3f_resp_adMath Secondary Schools: Residential Parity - Advantaged Group
        • 4.3.3ffMath secondary - Q1
        • 4.3.3fgMath secondary - Q2
        • 4.3.3fhMath secondary - Q3
        • 4.3.3f_inc_mlpMath Secondary Schools: Medium to Low Quartile Income Ratio
        • 4.3.3f_inc_mlp_adMath Secondary Schools: Medium to Low Quartile Income Ratio - Advantaged Group
        • 4.3.3fiMath secondary - Q4
        • 4.3.3fjMath secondary - Q5
        • 4.3.3f_inc_hmpMath Secondary Schools: High to Medium Quartile Income Ratio
        • 4.3.3f_inc_hmp_adMath Secondary Schools: High to Medium Quartile Income Ratio - Advantaged Group
        • 4.3.3fkMath secondary - disability
        • 4.3.3f_dispMath Secondary Schools: Disability Parity
        • 4.3.3f_disp_adMath Secondary Schools: Disability Parity - Advantaged Group
      • 4.3.4What is the literacy rate?
        • 4.3.4aaYouth - overall
        • 4.3.4abYouth - males
        • 4.3.4acYouth - females
        • 4.3.4a_gpYouth: Gender Parity
        • 4.3.4a_gp_adYouth: Gender Parity - Advantaged Group
        • 4.3.4adYouth - urban
        • 4.3.4aeYouth - rural
        • 4.3.4a_respYouth: Residential Parity
        • 4.3.4a_resp_adYouth: Residential Parity - Advantaged Group
        • 4.3.4afYouth - Q1
        • 4.3.4agYouth - Q2
        • 4.3.4ahYouth - Q3
        • 4.3.4a_inc_mlpYouth: Medium to Low Quartile Income Ratio
        • 4.3.4a_inc_mlp_adYouth: Medium to Low Quartile Income Ratio - Advantaged Group
        • 4.3.4aiYouth - Q4
        • 4.3.4ajYouth - Q5
        • 4.3.4a_inc_hmpYouth: High to Medium Quartile Income Ratio
        • 4.3.4a_inc_hmp_adYouth: High to Medium Quartile Income Ratio - Advantaged Group
        • 4.3.4akYouth - disability
        • 4.3.4a_dispYouth: Disability Parity
        • 4.3.4a_disp_adYouth: Disability Parity - Advantaged Group
        • 4.3.4baAdult - overall
        • 4.3.4bbAdult - males
        • 4.3.4bcAdult - females
        • 4.3.4b_gpAdult: Gender Parity
        • 4.3.4b_gp_adAdult: Gender Parity - Advantaged Group
        • 4.3.4bdAdult - urban
        • 4.3.4beAdult - rural
        • 4.3.4b_respAdult: Residential Parity
        • 4.3.4b_resp_adAdult: Residential Parity - Advantaged Group
        • 4.3.4bfAdult - Q1
        • 4.3.4bgAdult - Q2
        • 4.3.4bhAdult - Q3
        • 4.3.4b_inc_mlpAdult: Medium to Low Quartile Income Ratio
        • 4.3.4b_inc_mlp_adAdult: Medium to Low Quartile Income Ratio - Advantaged Group
        • 4.3.4biAdult - Q4
        • 4.3.4bjAdult - Q5
        • 4.3.4b_inc_hmpAdult: High to Medium Quartile Income Ratio
        • 4.3.4b_inc_hmp_adAdult: High to Medium Quartile Income Ratio - Advantaged Group
        • 4.3.4bkAdult - disability
        • 4.3.4b_dispAdult: Disability Parity
        • 4.3.4b_disp_adAdult: Disability Parity - Advantaged Group
  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
        • 5.1.3bIn primary schools
        • 5.1.3cIn secondary 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?
      • 5.3.2Do refugee children receive education integrated with the general education system?
      • 5.3.3Is education available in prison?
      • 5.3.4Do imprisoned children receive education integrated with the general education system (i.e., same curricula)?
    • 5.4Out-of-school Children
      • 5.4.1Does national law prohibit early marriage (below the age of 18)?
      • 5.4.2What percent of women are married by the age of 18?
      • 5.4.3Is the legal minimum age of employment 15 or above?
      • 5.4.4Has the government adopted specific measures to combat child labor?
      • 5.4.5What percent of children under the age of 15 work in the labor force?
      • 5.4.6Is the legal minimum age of military recruitment 16 or above?
      • 5.4.7Are children under the age of 15 recruited by the military in practice?