RTEI Questionnaire

The primary RTEI tool is the RTEI Questionnaire, a comprehensive survey of close-ended questions answered with supporting documentation. Each question has an explicit basis in one or several international human rights instruments, namely United Nations' legally binding international conventions.

The RTEI Questionnaire contains 79 questions and 365 unique data points focused on a comprehensive international right to education framework. RTEI indicators were drawn from:

  • Binding international covenants such as the Convention on the Rights of the Child (CRC) and the International Covenant on Economic, Social, and Cultural Rights (ICESCR).
  • Regional treaties such as the European Convention on Human Rights and the African Charter on Rights and Welfare of the Child.
  • Non-binding but internationally accepted declarations such as the Universal Declaration of Human Rights.
The RTEI Questionnaire is structured into Governance, Availability, Accessibility, Acceptability, and Adaptability (the 4 A's) themes, along with subthemes based on the international human rights law framework:

Governance: The education legal structure in a State. This includes State ratification of international declarations or treaties, education financing, and education standards and regulations. 

  • Subthemes include: International Framework, National Law, Plan of Action, Monitoring and Reporting, and Financing.

: The specific quantity of educational institutions available and the institutions' conditions. 

  • Subthemes include: Classrooms, Sanitation, Teachers, and Textbooks.

: Whether available institutions are accessible to all students regardless of their socio-economic, familial, or demographic status. 

  • Subthemes include: Free Education, Discrimination, and Participation.

: The quality of available education. 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. 

  • Subthemes include: Aims of Education, Learning Environment, and Learning Outcomes.

: The ability of education to be flexible in meeting the needs of a diverse range of students. 

  • Subthemes include: Children with Disabilities, Children of Minorities, Out-of-school Children, and Out-of-school Education.

The RTEI Questionnaire also classifies each indicator as structural, process, or outcome. These indicator classifications found in the RTEI Questionnaire can also be used by researchers and advocates to analyze national systems and standards, practice oriented indicators, and learning outcomes, respectively. Cross-cutting themes, or concepts rooted in the international human rights framework and current pressing international development interests, include:
  • Girls’ education: The laws that specifically target girls and attempting to evaluate education equality across sex.
  • Children with Disabilities: Disaggregation of indicators to evaluate education equality by disability status.
  • Regional Disparities: The difference in the education system and learning outcomes based on urban-rural divides.
  • Indigenous and Minority Populations: Educational equality concerns among potentially marginalized groups (ethnic, racial, religious).
  • Private Education: Laws that shape the use and availability of private education.
  • Teachers: The nationwide professional state and requisite teacher training.
  • Income Inequality: Differences in educational access and outcomes by socio-economic status.
  • Content of Education: Investment in learning materials and topics included in national curriculum.
  • Monitoring and Accountability: The laws that provide oversight for the educational system.
  • National Normative Framework: The laws that guide the national education system.
  • Opportunity and Indirect Costs: Costs that price children out of education and the loss of potential gains from education for out-of-school children.
  • Alignment of Education Aims: How well education's aims, outlined in the international right to education framework, are included in the national legal structure, national curriculum, and teacher training.
  • Sustainable Development Goal (SDG) 4: The progress being made towards various targets under SDG 4.

Originating out of the RTEI inception meeting held in Lagos, Nigeria in September 2013, the RTEI Questionnaire was also developed through consultations conducted over the course of 2015. In 2016, RTEI combined the original core and companion questionnaires into a more holistic measure of minimum obligations and progressively realized rights. It is anticipated that the RTEI Questionnaire will be continually refined and improved as lessons are learned through application rounds.

Access the 2015 Questionnaire here, the 2016 Questionnaire here, and the 2018 Questionnaire here.