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RTEI by Theme

Evaluate various themes and issues in the right to education. Use the pull down menu to select a theme and sort results by country name or score.

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. It is based on a composite of structural (legal and policy commitments), process (implementation of those commitments), and outcome (citizen enjoyment of the right to education) progress.
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. It is based on a composite of structural (legal and policy commitments), process (implementation of those commitments), and outcome (citizen enjoyment of the right to education) progress.
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)
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 on Economic, Social, and Cultural Rights (ICESCR)
        • 1.1.1bThe Convention on the Rights of the Child(CRC)
        • 1.1.1cThe International Convention on the Elimination of All Forms of Racial Discrimination (ICERD)
        • 1.1.1dThe Convention on the Rights of Persons with Disabilities (CRPD)
        • 1.1.1eThe International Convention on the Protection of the Rights of All Migrant Workers and Members of Their Families (ICRMW)
        • 1.1.1fThe Convention relating to the Status of Refugees
        • 1.1.1gThe International Covenant on Civil and Political Rights (ICCPR)
        • 1.1.1hThe Convention on the Elimination of All Forms of Discrimination against Women (CEDAW)
      • 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 Charter
        • 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?
        • 1.2.1aPrimary Education
        • 1.2.1bSecondary Education
        • 1.2.1cTechnical and Vocational Training
        • 1.2.1dHigher Education/University
      • 1.2.2Do national laws protect the liberty of individuals to establish private schools?
      • 1.2.3Do national laws protect the minorities' right 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 rate collected nationally?
      • 1.4.4Is the data on primary school net enrollment rate publicly available?
    • 1.5Financing
      • 1.5.1What is the percent of the national budget allocated to education?
      • 1.5.2What is the percentage of the total national education budget allocated to each level of education?
        • 1.5.2aPrimary Education
        • 1.5.2bSecondary Education
        • 1.5.2cVocational and Technical Training
        • 1.5.2dTertiary
      • 1.5.3What is the percentage of the total national education budget allocated to the following components?
        • 1.5.3aTeacher Salaries
        • 1.5.3bTeaching and Learning Material (Including Teacher Training)
        • 1.5.3cCapital Development (infrastructure)
      • 1.5.4What is the government expenditure on education as reported as the percentage of GDP allocated to education?
      • 1.5.5What percent of the national education budget comes from foreign aid sources (bilateral and multilateral)?
      • 1.5.6What is the percentage of GNI PPP allocated to foreign aid in relation to education in the public sector? [donor countries]
      • 1.5.7What percentage of the approved budget for education was actually executed?
      • 1.5.8What is the current public expenditure per pupil in relation to average income?
        • 1.5.8aWhat is the current public expenditure per pupil in constant USD? Primary
        • 1.5.8bWhat is the current public expenditure per pupil in constant USD? Secondary
        • 1.5.8cWhat is the current public expenditure per pupil as a percentage of GNI per capita PPP? Primary
        • 1.5.8dWhat is the current public expenditure per pupil as a percentage of GNI per capita PPP? Secondary
    • 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 national minimum standard in place setting the numbers of pupils per classroom (primary school)?
        • 2.1.1bIf yes, what is the national minimum standard pupil-classroom ratio (primary school)?
        • 2.1.1cIs there a national minimum standard in place setting the numbers of pupils per classroom (secondary school)?
        • 2.1.1dIf yes, what is the national minimum standard pupil-classroom ratio (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?
        • 2.2.1athere a national minimum standard in place setting the number of pupils per toilet (primary school)?
        • 2.2.1bIf yes, what is the national minimum standard pupil-toilet ratio (primary school)?
        • 2.2.1cIs there a national minimum standard in place setting the number of pupils per toilet (secondary school)?
        • 2.2.1dIf yes, what is the national minimum standard pupil-toilet ratio (secondary school)?
      • 2.2.2What is the pupil-toilet ratio?
        • 2.2.2aIn primary schools
        • 2.2.2bIn secondary schools
      • 2.2.3What is the percentage of schools with potable water?
        • 2.2.3aFor primary schools
        • 2.2.3bFor 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
      • 2.3.2Is there a national minimum standard in place setting the number of pupils per trained teacher?
        • 2.3.2aIs there a minimum standard in place setting the number of pupils per trained teacher (primary school)?
        • 2.3.2bIf yes, what is the minimum standard pupil-trained teacher ratio(primary school)?
        • 2.3.2cIs there a minimum standard in place setting the number of pupils per trained teacher (secondary school)?
        • 2.3.2dIf yes, what is the minimum standard pupil-trained teacher ratio(secondary school)?
      • 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?
        • 2.4.1bIf yes, what is the minimum standard pupil-textbook ratio (primary school)?
      • 2.4.2What is the pupil-textbook ratio?
        • 2.4.2aFor primary schools
        • 2.4.2bFor secondary schools
      • 2.4.3What percent of schools have a library, computer facilities, and information technology?
        • 2.4.3aLibraries
        • 2.4.3bElectricity
        • 2.4.3cComputer Facilities
        • 2.4.3dInformation Technology
  3. 3Accessibility
    • 3.1Free Education
      • 3.1.1Do national laws provide for free and compulsory primary education?
      • 3.1.2Is primary education free in practice?
      • 3.1.3What percent of household spending is spent on primary education?
      • 3.1.4What percent of household spending is spent on secondary education?
      • 3.1.5Are tuition fees charged for public university/higher education?
      • 3.1.6Is free basic education publicly provided for adults who have not completed primary education?
    • 3.2Discrimination
      • 3.2.1Do national laws forbid discrimination in education 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?
        • 3.3.1aaOverall gross enrollment rate for primary schools
        • 3.3.1abFor males
        • 3.3.1acFor females
        • 3.3.1adIn urban schools
        • 3.3.1aeIn rural schools
        • 3.3.1afFor the lowest income quintile
        • 3.3.1agFor the second income quintile
        • 3.3.1ahFor the middle income quintile
        • 3.3.1aiFor the fourth income quintile
        • 3.3.1ajFor the highest income quintile
        • 3.3.1akFor students with Disabilities
        • 3.3.1baOverall gross enrollment rate for secondary schools
        • 3.3.1bbFor males
        • 3.3.1bcFor females
        • 3.3.1bdIn urban schools
        • 3.3.1beIn rural schools
        • 3.3.1bfFor the lowest income quintile
        • 3.3.1bgFor the second income quintile
        • 3.3.1bhFor the middle income quintile
        • 3.3.1biFor the fourth income quintile
        • 3.3.1bjFor the highest income quintile
        • 3.3.1bkFor students with disabilities
        • 3.3.1caOverall gross enrollment rate for technical and vocational training
        • 3.3.1cbFor males
        • 3.3.1ccFor females
        • 3.3.1cdIn urban schools
        • 3.3.1ceIn rural schools
        • 3.3.1cfFor the lowest income quintile
        • 3.3.1cgFor the second income quintile
        • 3.3.1chFor the middle income quintile
        • 3.3.1ciFor the fourth income quintile
        • 3.3.1cjFor the highest income quintile
        • 3.3.1ckFor students with disabilities
        • 3.3.1daOverall gross enrollment rate for tertiary schools
        • 3.3.1dbFor males
        • 3.3.1dcFor females
        • 3.3.1ddIn urban schools
        • 3.3.1deIn rural schools
        • 3.3.1dfFor the lowest income quintile
        • 3.3.1dgFor the second income quintile
        • 3.3.1dhFor the middle income quintile
        • 3.3.1diFor the fourth income quintile
        • 3.3.1djFor the highest income quintile
        • 3.3.1dkFor students with disabilities
      • 3.3.2What is the net enrollment rate?
        • 3.3.2aaOverall net enrollment rate for primary schools
        • 3.3.2abFor males
        • 3.3.2acFor females
        • 3.3.2adIn urban schools
        • 3.3.2aeIn rural schools
        • 3.3.2afFor the lowest income quintile
        • 3.3.2agFor the second income quintile
        • 3.3.2ahFor the middle income quintile
        • 3.3.2aiFor the fourth income quintile
        • 3.3.2ajFor the highest income quintile
        • 3.3.2akFor students with Disabilities
        • 3.3.2baOverall net enrollment rate for secondary schools
        • 3.3.2bbFor males
        • 3.3.2bcFor females
        • 3.3.2bdIn urban schools
        • 3.3.2beIn rural schools
        • 3.3.2bfFor the lowest income quintile
        • 3.3.2bgFor the second income quintile
        • 3.3.2bhFor the middle income quintile
        • 3.3.2biFor the fourth income quintile
        • 3.3.2bjFor the highest income quintile
        • 3.3.2bkFor students with Disabilities
      • 3.3.3What is the completion rate?
        • 3.3.3aaOverall completion rate for public primary schools
        • 3.3.3abFor males
        • 3.3.3acFor females
        • 3.3.3adIn urban schools
        • 3.3.3aeIn rural schools
        • 3.3.3afFor the lowest income quintile
        • 3.3.3agFor the second income quintile
        • 3.3.3ahFor the middle income quintile
        • 3.3.3aiFor the fourth income quintile
        • 3.3.3ajFor the highest income quintile
        • 3.3.3akFor students with Disabilities
        • 3.3.3baOverall completion rate for public secondary schools
        • 3.3.3bbFor males
        • 3.3.3bcFor females
        • 3.3.3bdIn urban schools
        • 3.3.3beIn rural schools
        • 3.3.3bfFor the lowest income quintile
        • 3.3.3bgFor the second income quintile
        • 3.3.3bhFor the middle income quintile
        • 3.3.3biFor the fourth income quintile
        • 3.3.3bjFor the highest income quintile
        • 3.3.3bkFor students with Disabilities
        • 3.3.3caOverall completion rate for public technical and vocational training program
        • 3.3.3cbFor males
        • 3.3.3ccFor females
        • 3.3.3cdIn urban schools
        • 3.3.3ceIn rural schools
        • 3.3.3cfFor the lowest income quintile
        • 3.3.3cgFor the second income quintile
        • 3.3.3chFor the middle income quintile
        • 3.3.3ciFor the fourth income quintile
        • 3.3.3cjFor the highest income quintile
        • 3.3.3ckFor students with Disabilities
        • 3.3.3daOverall completion rate for public tertiary schools
        • 3.3.3dbFor males
        • 3.3.3dcFor females
        • 3.3.3ddIn urban schools
        • 3.3.3deIn rural schools
        • 3.3.3dfFor the lowest income quintile
        • 3.3.3dgFor the second income quintile
        • 3.3.3dhFor the middle income quintile
        • 3.3.3diFor the fourth income quintile
        • 3.3.3djFor the highest income quintile
        • 3.3.3dkFor students with Disabilities
  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 responsibilities 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 responsibilities 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 responsibilities 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 measures 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 pupil's 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 pupil's 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?
        • 4.3.3aaWhat percent of students received an overall passing score on the national assessment/exam (primary school)? Overall
        • 4.3.3baWhat percent of students received a passing score on the national reading assessment/exam (primary school)? Overall
        • 4.3.3caWhat percent of students received a passing score on the national mathematics assessment/exam (primary school)? Overall
        • 4.3.3daWhat percent of students received an overall passing score on the national assessment/exam (secondary school)? Overall
        • 4.3.3eaWhat percent of students received a passing score on the national reading assessment/exam (secondary school)? Overall
        • 4.3.3faWhat percent of students received a passing score on the national mathematics assessment/exam (secondary school)? Overall
      • 4.3.4What is the literacy rate?
        • 4.3.4aaWhat is the youth literacy rate (ages 15-24)? Overall
        • 4.3.4baWhat is the adult literacy rate (ages 24 +)? Overall
  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 schools?
      • 5.1.3What is the percentage of teachers trained to teach children with disabilities or work in inclusive schools?
        • 5.1.3aOverall
        • 5.1.3bIn Primary Schools
        • 5.1.3cIn Secondary Schools
    • 5.2Children of Minorities
      • 5.2.1Are there mobile schools for nomadic or hard-to-reach children?
      • 5.2.2Do national laws provide for language of instruction to be in the child's mother tongue?
      • 5.2.3What percentage of students are not taught in their mother tongue?
        • 5.2.3aFor Primary Schools
        • 5.2.3bFor Secondary Schools
    • 5.3Out of School Education
      • 5.3.1Is primary education available in retention centers/camps for refugee children?
      • 5.3.2Do refugee children receive education integrated with the general education system (i.e., same curricula)?
      • 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
      • 5.4.1Do national laws 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 15 or above?
      • 5.4.7Are children under the age of 15 recruited by the military in practice?