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  2. RTEI by Country

RTEI by Country

Explore progress on the right to education in individual countries. Use the pull down menu to select a country and download the completed country questionnaire.

2016 2018 2021

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)
Score: 73
0
Towards the right to education being absent.
100
Towards the right to education being respected, protected, and fulfilled.
  1. 1Governance 79
    • 1.1International Framework 77
      • 1.1.1Is the State party to the following United Nations treaties?
        • 1.1.1aInternational Covenant on Economic, Social, and Cultural Rights (ICESCR) Yes
        • 1.1.1bConvention on the Rights of the Child(CRC) Yes
        • 1.1.1cInternational Convention on the Elimination of All Forms of Racial Discrimination (ICERD) Yes
        • 1.1.1dConvention on the Rights of Persons with Disabilities (CRPD) Yes
        • 1.1.1eInternational Convention on the Protection of the Rights of All Migrant Workers and Members of Their Families (ICRMW) Yes
        • 1.1.1fProtocol to the Convention relating to the Status of Refugees No
        • 1.1.1gInternational Covenant on Civil and Political Rights (ICCPR) Yes
        • 1.1.1hConvention on the Elimination of All Forms of Discrimination against Women (CEDAW) Yes
        • 1.1.1iConvention relating to the Status of Stateless Persons No
      • 1.1.2Is the State party to the following UNESCO treaty?
        • 1.1.2aConvention against Discrimination in Education Yes
        • 1.1.2bConvention on Technical and Vocational Education Yes
      • 1.1.3Is the State party to the following ILO conventions?
        • 1.1.3aMinimum Age Convention Yes
        • 1.1.3bWorst Forms of Child Labour Convention Yes
        • 1.1.3cIndigenous and Tribal Peoples Convention No
      • 1.1.4Is the State party to the following Geneva conventions?
        • 1.1.4aGeneva Convention III relative to the Treatment of Prisoners of War Yes
        • 1.1.4bGeneva Convention IV relative to the Protection of Civilian Persons in Time of War Yes
        • 1.1.4cProtocol I to the Geneva Conventions of 12 August 1949, and relating to the Protection of Victims of International Armed Conflicts No
        • 1.1.4dProtocol II to the Geneva Conventions of 12 August 1949, and relating to the Protection of Victims of Non-International Armed Conflicts No
        • 1.1.4eSafe Schools Declaration No
      • 1.1.5Is the State party to the following regional treaties?
        • 1.1.5aIn Africa: African Charter on Human and Peoples' Rights N/A
        • 1.1.5bIn Africa: Protocol to the African Charter on Human and Peoples' Rights on the Rights of Women in Africa N/A
        • 1.1.5cIn Africa: African Charter on the Rights and Welfare of the Child N/A
        • 1.1.5dIn Africa: African Youth Charter N/A
        • 1.1.5eIn Africa: African Union Convention for the Protection and Assistance of Internally Displaced Persons in Africa N/A
        • 1.1.5fIn Africa: Revised Convention on the Recognition of Studies, Certificates, Diplomas, Degrees and Other Academic Qualifications in Higher Education in African States N/A
        • 1.1.5gIn the Americas: Charter of the Organization of American States N/A
        • 1.1.5hIn the Americas: Additional Protocol to the American Convention on Human Rights, Protocol of San Salvador N/A
        • 1.1.5iIn the Americas: Inter-American Democratic Charter N/A
        • 1.1.5jIn the Americas: Inter-American Convention on the Elimination of All Forms of Discrimination against Persons with Disabilities N/A
        • 1.1.5kIn the Americas: Inter-American Convention on the Prevention, Punishmentand Eradication of Violence Against Women (Convention of Belem do Para) N/A
        • 1.1.5lIn Arab states: Arab Charter on Human Rights N/A
        • 1.1.5mIn Asia-Pacific: Asia-Pacific RegionalConvention on the Recognition of Qualifications in Higher Education Yes
        • 1.1.5nIn Europe: Protocol 1 to the European Convention for the Protection of Human Rights and Fundamental Freedoms N/A
        • 1.1.5oIn Europe: Revised European Social Charter N/A
        • 1.1.5pIn Europe: European Charter for Regional or Minority Languages N/A
        • 1.1.5qResponse
        • 1.1.5rIn Europe: European Convention on the Legal Status of Migrant Workers N/A
        • 1.1.5sIn Europe: Convention on the Recognition of Qualifications concerning Higher Education in the European Region N/A
        • 1.1.5tIn Europe: European Union Charter of Fundamental Rights N/A
        • 1.1.5uIn Europe: Convention on Preventing and Combatting Violence against Women and Domestic Violence (Istanbul Convention) N/A
    • 1.2National Law 75
      • 1.2.1Do national laws protect the right to education?
        • 1.2.1aPre-primary education No
        • 1.2.1bPrimary education Yes and it is justiciable
        • 1.2.1cSecondary education Yes and it is justiciable
        • 1.2.1dTechnical and vocational training No
        • 1.2.1eHigher education/university No
      • 1.2.2Do national laws protect the liberty of individuals and bodies, including minorities, to establish private schools? Yes
      • 1.2.3Do national laws expressly recognize the liberty of parents to choose the religious and moral education of their children in conformity with their own convictions? Yes
      • 1.2.4Do national laws forbid discrimination in education on the following grounds?
        • 1.2.4aRace and color (ethnicity) Yes
        • 1.2.4bGender (sex) Yes
        • 1.2.4cLanguage Yes
        • 1.2.4dReligion Yes
        • 1.2.4ePolitical or other opinion Yes
        • 1.2.4fNational or Social origin Yes
        • 1.2.4gProperty Yes
        • 1.2.4hBirth No
        • 1.2.4iSexual orientation No
        • 1.2.4jDisability Yes
        • 1.2.4kAge No
        • 1.2.4lNationality No
        • 1.2.4mMarital and family status Yes
        • 1.2.4nHealth Status No
        • 1.2.4oPlace of Residence No
        • 1.2.4pEconomic and Social Situation Yes
        • 1.2.4qPregnancy No
    • 1.3Plan of Action 67
      • 1.3.1Is there a national education plan that aims to achieve free and compulsory primary education? Yes
      • 1.3.2Is there a national education plan that aims to achieve free secondary, higher, and fundamental education? No, and national education plans to achieve free secondary,higher, and fundamental education have not been completed.
      • 1.3.3Does the national education plan include measures to encourage regular attendance at schools and reduce drop-out rates? Yes
    • 1.4Monitoring and Reporting 100
      • 1.4.1Are there minimum educational standards applicable to all schools, including private schools? Yes
      • 1.4.2Is there a State body responsible for monitoring minimum educational standards? Yes
      • 1.4.3How often is data on primary school net enrollment rate collected nationally? Annually
      • 1.4.4Is the data on primary school net enrollment rate publicly available? Yes
    • 1.5Financing 82
      • 1.5.1What is the percent of the national budget allocated to education? 0.20 (2021)
      • 1.5.2What is the percentage of the total national education budget allocated to each level of education?
        • 1.5.2aPre-primary 0.0
        • 1.5.2bPrimary 0.19
        • 1.5.2cSecondary 0.19
        • 1.5.2dTechnical and Vocational Education and Training 0.01
        • 1.5.2eTertiary 0.39
      • 1.5.3What is the percentage of the total national education budget allocated to the following components?
        • 1.5.3aTeacher Salaries No data
        • 1.5.3bTeaching and Learning Material (Including Teacher Training) 0.13
        • 1.5.3cCapital Development (infrastructure) No data
      • 1.5.4What is the government expenditure on education as reported as the percentage of GDP allocated to education? 0.03 (2019)
      • 1.5.5What percent of the national education budget comes from foreign aid sources (bilateral and multilateral)? No data (None)
      • 1.5.6What is the percentage of GNI PPP allocated to foreign aid in relation to education in the public sector? [donor countries] N/A (None)
      • 1.5.7What percentage of the approved budget for education was actually executed? No data (None)
      • 1.5.8What is the current public expenditure per pupil as a percentage of GNI per capita PPP?
        • 1.5.8aWhat is the current public expenditure per pupil in constant USD? Primary $1,009.00
        • 1.5.8bWhat is the current public expenditure per pupil in constant USD? Secondary $1,571.00
        • 1.5.8cWhat is the current public expenditure per pupil as a percentage of GNI per capita PPP? Primary 0.28
        • 1.5.8dWhat is the current public expenditure per pupil as a percentage of GNI per capita PPP? Secondary 0.44
    • 1.6Data Availability 76
  2. 2Availability 84
    • 2.1Classrooms 93
      • 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)? Yes
        • 2.1.1bIf yes, what is the national minimum standard pupil-classroom ratio (primary school)? 28
        • 2.1.1cIs there a national minimum standard in place setting the numbers of pupils per classroom (secondary school)? Yes
        • 2.1.1dIf yes, what is the national minimum standard pupil-classroom ratio (secondary school)? 36
      • 2.1.2What is the pupil-classroom ratio?
        • 2.1.2aFor primary schools 22
        • 2.1.2bFor secondary schools 29
    • 2.2Sanitation 80
      • 2.2.1Is there a minimum standard in place setting the number of pupils per toilet?
        • 2.2.1aIs there a national minimum standard in place setting the number of pupils per toilet (primary school)? Yes
        • 2.2.1bIf yes, what is the national minimum standard pupil-toilet ratio (primary school)? 60
        • 2.2.1cIs there a national minimum standard in place setting the number of pupils per toilet (secondary school)? Yes
        • 2.2.1dIf yes, what is the national minimum standard pupil-toilet ratio (secondary school)? 40
      • 2.2.2What is the pupil-toilet ratio?
        • 2.2.2aIn primary schools 63
        • 2.2.2bIn secondary schools 54
      • 2.2.3What is the percentage of schools with potable water?
        • 2.2.3aFor primary schools 78%
        • 2.2.3bFor secondary schools 78%
    • 2.3Teachers 82
      • 2.3.1What percentage of teachers are qualified?
        • 2.3.1aWhat is the percentage of teachers that are qualified? For primary schools 0.43
        • 2.3.1bWhat is the percentage of teachers that are qualified? For secondary schools 0.46
        • 2.3.1cWhat percengtage of qualified teachers are female? For primary schools No data
        • 2.3.1dWhat percengtage of qualified teachers are female? For secondary schools No data
      • 2.3.2Is there a national minimum standard in place setting the number of pupils per qualified teacher?
        • 2.3.2aIs there a minimum standard in place setting the number of pupils per trained teacher (primary school)? Yes
        • 2.3.2bIf yes, what is the minimum standard pupil-trained teacher ratio (primary school)? 20
        • 2.3.2cIs there a minimum standard in place setting the number of pupils per trained teacher (secondary school)? Yes
        • 2.3.2dIf yes, what is the minimum standard pupil-trained teacher ratio(secondary school)? 20
      • 2.3.3What is the pupil-qualified teacher ratio?
        • 2.3.3aFor primary schools 17
        • 2.3.3bFor secondary schools 15.2
      • 2.3.4What is the mean teacher salary relative to the national mean salary? 80% (2021)
    • 2.4Learning Materials 81
      • 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? Yes
        • 2.4.1bIf yes, what is the minimum standard pupil-textbook ratio (primary school)? 0.04
      • 2.4.2What is the pupil-textbook ratio?
        • 2.4.2aFor primary schools No data
        • 2.4.2bFor secondary schools No data
      • 2.4.3What percent of schools have a library, computer facilities, and information technology?
        • 2.4.3aLibraries 0.74
        • 2.4.3bElectricity 0.94
        • 2.4.3cComputer Facilities 0.4
        • 2.4.3dInformation Technology 0.35
  3. 3Accessibility 51
    • 3.1Free Education 32
      • 3.1.1Do national laws provide for free and compulsory primary education? Yes, national law provides for both free and compulsory primary education.
      • 3.1.2Do national laws provide for free seocndary and higher education?
        • 3.1.2aDo national laws provide for free secondary education? No, national law does not provide for free secondary education.
        • 3.1.2bDo national laws provide for free higher education? No, national law does not provide for free higher education.
      • 3.1.3Do national laws provide for free pre-primary education? No, national law does not provide for free pre-primary education.
      • 3.1.4Is primary education free in practice? No, but primary education is free for most children.
      • 3.1.5What percent of household spending is spent on primary education? 0.02 (2021)
      • 3.1.6What percent of household spending is spent on secondary education? 0.02 (2021)
      • 3.1.7Are tuition fees charged for public university/higher education? Yes (2021)
      • 3.1.8Is free basic education publicly provided for anyone who have not completed primary education? No
    • 3.2Participation 71
      • 3.2.1What is the gross enrollment rate?
        • 3.2.1aaOverall gross enrollment rate for pre-primary schools 0.4
        • 3.2.1abFor males No data
        • 3.2.1acFor females No data
        • 3.2.1adIn urban schools No data
        • 3.2.1aeIn rural schools No data
        • 3.2.1afFor the lowest income quintile No data
        • 3.2.1agFor the second income quintile No data
        • 3.2.1ahFor the middle income quintile No data
        • 3.2.1aiFor the fourth income quintile No data
        • 3.2.1ajFor the highest income quintile No data
        • 3.2.1akFor students with Disabilities No data
        • 3.2.1baOverall gross enrollment rate for primary schools 1.03
        • 3.2.1bbFor males 1.08
        • 3.2.1bcFor females 1.05
        • 3.2.1bdIn urban schools No data
        • 3.2.1beIn rural schools No data
        • 3.2.1bfFor the lowest income quintile No data
        • 3.2.1bgFor the second income quintile No data
        • 3.2.1bhFor the middle income quintile No data
        • 3.2.1biFor the fourth income quintile No data
        • 3.2.1bjFor the highest income quintile No data
        • 3.2.1bkFor students with Disabilities No data
        • 3.2.1caOverall gross enrollment rate for secondary schools 0.96
        • 3.2.1cbFor males No data
        • 3.2.1ccFor females No data
        • 3.2.1cdIn urban schools No data
        • 3.2.1ceIn rural schools No data
        • 3.2.1cfFor the lowest income quintile No data
        • 3.2.1cgFor the second income quintile No data
        • 3.2.1chFor the middle income quintile No data
        • 3.2.1ciFor the fourth income quintile No data
        • 3.2.1cjFor the highest income quintile No data
        • 3.2.1ckFor students with disabilities No data
        • 3.2.1daOverall gross enrollment rate for technical and vocational training No data
        • 3.2.1dbFor males No data
        • 3.2.1dcFor females No data
        • 3.2.1ddIn urban schools No data
        • 3.2.1deIn rural schools No data
        • 3.2.1dfFor the lowest income quintile No data
        • 3.2.1dgFor the second income quintile No data
        • 3.2.1dhFor the middle income quintile No data
        • 3.2.1diFor the fourth income quintile No data
        • 3.2.1djFor the highest income quintile No data
        • 3.2.1dkFor students with disabilities No data
        • 3.2.1eaOverall gross enrollment rate for tertiary schools 0.31
        • 3.2.1ebFor males 0.3
        • 3.2.1ecFor females 0.32
        • 3.2.1edIn urban schools 0.39
        • 3.2.1eeIn rural schools 0.2
        • 3.2.1efFor the lowest income quintile 0.16
        • 3.2.1egFor the second income quintile 0.19
        • 3.2.1ehFor the middle income quintile 0.24
        • 3.2.1eiFor the fourth income quintile 0.3
        • 3.2.1ejFor the highest income quintile 0.57
        • 3.2.1ekFor students with disabilities 0.14
      • 3.2.2What is the net enrollment rate?
        • 3.2.2aaOverall net enrollment rate for pre-primary schools No data
        • 3.2.2abFor males No data
        • 3.2.2acFor females No data
        • 3.2.2adIn urban schools No data
        • 3.2.2aeIn rural schools No data
        • 3.2.2afFor the lowest income quintile No data
        • 3.2.2agFor the second income quintile No data
        • 3.2.2ahFor the middle income quintile No data
        • 3.2.2aiFor the fourth income quintile No data
        • 3.2.2ajFor the highest income quintile No data
        • 3.2.2akFor students with Disabilities No data
        • 3.2.2baOverall net enrollment rate for primary schools 0.93
        • 3.2.2bbFor males 0.97
        • 3.2.2bcFor females 0.92
        • 3.2.2bdIn urban schools No data
        • 3.2.2beIn rural schools No data
        • 3.2.2bfFor the lowest income quintile No data
        • 3.2.2bgFor the second income quintile No data
        • 3.2.2bhFor the middle income quintile No data
        • 3.2.2biFor the fourth income quintile No data
        • 3.2.2bjFor the highest income quintile No data
        • 3.2.2bkFor students with Disabilities No data
        • 3.2.2caOverall net enrollment rate for secondary schools 0.69
        • 3.2.2cbFor males No data
        • 3.2.2ccFor females No data
        • 3.2.2cdIn urban schools No data
        • 3.2.2ceIn rural schools No data
        • 3.2.2cfFor the lowest income quintile No data
        • 3.2.2cgFor the second income quintile No data
        • 3.2.2chFor the middle income quintile No data
        • 3.2.2ciFor the fourth income quintile No data
        • 3.2.2cjFor the highest income quintile No data
        • 3.2.2ckFor students with Disabilities No data
      • 3.2.3What is the completion rate?
        • 3.2.3aaOverall completion rate for public primary schools 95%
        • 3.2.3abFor males 0.96
        • 3.2.3acFor females 0.96
        • 3.2.3adIn urban schools 0.97
        • 3.2.3aeIn rural schools 0.95
        • 3.2.3afFor the lowest income quintile 0.94
        • 3.2.3agFor the second income quintile 0.96
        • 3.2.3ahFor the middle income quintile 0.96
        • 3.2.3aiFor the fourth income quintile 0.97
        • 3.2.3ajFor the highest income quintile 0.98
        • 3.2.3akFor students with Disabilities 0.68
        • 3.2.3baOverall completion rate for public secondary schools 0.64
        • 3.2.3bbFor males 0.62
        • 3.2.3bcFor females 0.66
        • 3.2.3bdIn urban schools 0.72
        • 3.2.3beIn rural schools 0.52
        • 3.2.3bfFor the lowest income quintile 0.45
        • 3.2.3bgFor the second income quintile 0.55
        • 3.2.3bhFor the middle income quintile 0.61
        • 3.2.3biFor the fourth income quintile 0.69
        • 3.2.3bjFor the highest income quintile 0.83
        • 3.2.3bkFor students with Disabilities 0.22
        • 3.2.3caOverall completion rate for public technical and vocational training program No data
        • 3.2.3cbFor males No data
        • 3.2.3ccFor females No data
        • 3.2.3cdIn urban schools No data
        • 3.2.3ceIn rural schools No data
        • 3.2.3cfFor the lowest income quintile No data
        • 3.2.3cgFor the second income quintile No data
        • 3.2.3chFor the middle income quintile No data
        • 3.2.3ciFor the fourth income quintile No data
        • 3.2.3cjFor the highest income quintile No data
        • 3.2.3ckFor students with Disabilities No data
        • 3.2.3daOverall completion rate for public tertiary schools No data
        • 3.2.3dbFor males No data
        • 3.2.3dcFor females No data
        • 3.2.3ddIn urban schools No data
        • 3.2.3deIn rural schools No data
        • 3.2.3dfFor the lowest income quintile No data
        • 3.2.3dgFor the second income quintile No data
        • 3.2.3dhFor the middle income quintile No data
        • 3.2.3diFor the fourth income quintile No data
        • 3.2.3djFor the highest income quintile No data
        • 3.2.3dkFor students with Disabilities No data
  4. 4Acceptability 59
    • 4.1Aims of Education 78
      • 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 Yes
        • 4.1.1bThe development of respect for human rights and fundamental freedoms Yes
        • 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 More than half of decentralized laws and policies include these aims.
        • 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 Less than half of decentralized laws and policies include these aims.
        • 4.1.1eThe development of respect for the natural environment Less than half of decentralized laws and policies include these aims.
      • 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 Yes
        • 4.1.2bThe development of respect for human rights and fundamental freedoms Yes
        • 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 Yes
        • 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 Yes
        • 4.1.2eThe development of respect for the natural environment Yes
      • 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 Yes
        • 4.1.3bThe development of respect for human rights and fundamental freedoms Yes
        • 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 Yes
        • 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 Yes
        • 4.1.3eThe development of respect for the natural environment Yes
      • 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? Yes
      • 4.1.5Does national curriculum include the following topics?
        • 4.1.5aHealth and Well-being Yes
        • 4.1.5bHuman Rights Yes
        • 4.1.5cThe Arts Yes
      • 4.1.6Do national laws include children in the decision-making process of school curricula, school policies, and codes of behavior? No
    • 4.2Learning Environment 50
      • 4.2.1Has the national government adopted specific measures to protect children from violence and abuse in school? Yes
      • 4.2.2In practice, are children in schools free from violence and abuse? Yes, violence and abuse are very common in practice
      • 4.2.3Do national laws prohibit corporal punishment in schools? Yes
      • 4.2.4Does corporal punishment occur in practice in schools? Yes, corporal punishment is very common in practice
    • 4.3Learning Outcomes 49
      • 4.3.1Do national assessments or exams attempt to evaluate pupil's progress towards the following topics?
        • 4.3.1aHealth and Well-being No
        • 4.3.1bHuman Rights No
        • 4.3.1cThe Arts No
      • 4.3.2What percentage of students received a passing score on the national assessment/exam?
        • 4.3.2aaWhat percent of students received an overall passing score on the national assessment/exam (primary school)? Overall No data
        • 4.3.2baWhat percent of students received a passing score on the national reading assessment/exam (primary school)? Overall No data
        • 4.3.2caWhat percent of students received a passing score on the national mathematics assessment/exam (primary school)? Overall No data
        • 4.3.2daWhat percent of students received an overall passing score on the national assessment/exam (secondary school)? Overall No data
        • 4.3.2eaWhat percent of students received a passing score on the national reading assessment/exam (secondary school)? Overall 0.3
        • 4.3.2faWhat percent of students received a passing score on the national mathematics assessment/exam (secondary school)? Overall 0.28
      • 4.3.3What is the literacy rate?
        • 4.3.3aaWhat is the youth literacy rate (ages 15-24)? Overall 1.0
        • 4.3.3baWhat is the adult literacy rate (ages 24 +)? Overall 95%
  5. 5Adaptability 62
    • 5.1Children with Disabilities 66
      • 5.1.1Do national laws recognize the right to education for children with disabilities? Yes
      • 5.1.2Are reasonable accommodation measures available for children with disabilities in schools? Yes, but availability is rare or uncommon
      • 5.1.3What is the percentage of teachers trained to teach children with disabilities?
        • 5.1.3aOverall 13%
        • 5.1.3bIn Primary Schools No data
        • 5.1.3cIn Secondary Schools No data
      • 5.1.4What is the percentage of children with disabilities enrolled in 'special schools'? No data (None)
    • 5.2Minorities and Indigenous Peoples 50
      • 5.2.1Are there mobile schools for nomadic or hard-to-reach children? N/A
      • 5.2.2Do national laws provide for language of instruction to be in the child's mother tongue? Yes
      • 5.2.3What percentage of students are not taught in their mother tongue?
        • 5.2.3aFor Primary Schools No data
        • 5.2.3bFor Secondary Schools No data
      • 5.2.4Do Indigenous Peoples have the right to educational autonomy? No
    • 5.3Girls 24
      • 5.3.1Is the expulsion of girls from school because of pregnancy or having a baby explicitly forbidden in national legislation? No
      • 5.3.2In practice, are girls expelled from school because of pregnancy or for having a baby? Yes, it is nearly universally practiced.
      • 5.3.3Is there a law or policy enabling pregnant girls to remain in school and return without restrictions? No
      • 5.3.4Is there mandatory pregnancy testing of girls in schools? No
      • 5.3.5Do national laws prohibit child marriage (below the age of 18)? No
      • 5.3.6What percent of women are married by the age of 18? 0.11 (2018)
      • 5.3.7Is age-appropriate comprehensive sexuality education part of the national curriculum? No
      • 5.3.8Are teachers trained to deliver age-appropriate comprehensive sexuality education? No
    • 5.4Child Labor 64
      • 5.4.1Is the legal minimum age of employment 15 or above? No
      • 5.4.2Has the government adopted specific measures to combat child labor? Yes
      • 5.4.3What percent of children under the age of 15 work in the labor force? 0.09 (2019)
    • 5.5Migrants, Refugees, Internally Displaced Children, and Children Deprived of Liberty 66
      • 5.5.1Do migrant, refugee, or internally displaced children have to present documents stating their legal status to enroll in school? Yes
      • 5.5.2Is primary education available in retention centers/camps for refugee children? Yes, it is generally available.
      • 5.5.3Can refugee children access public schools?
        • 5.5.3aAt the pre-primary level? Yes
        • 5.5.3bAt the primary level? Yes
        • 5.5.3cAt the secondary level? Yes
        • 5.5.3dAt the tertiary level? No
      • 5.5.4What percent of refugee children are enrolled in schools?
        • 5.5.4aAt the pre-primary level? No data
        • 5.5.4bAt the secondary level? No data
        • 5.5.4cAt the secondary level? No data
        • 5.5.4dAt the tertiary level? No data
      • 5.5.5Is education available in prison? Yes, it is generally available.
      • 5.5.6Do imprisoned children receive education integrated with the general education system (i.e., same curricula)? Yes
    • 5.6Armed Conflict 100
      • 5.6.1Is the legal minimum age of military recruitment 15 or above? Yes
      • 5.6.2Are children under the age of 15 recruited by the military in practice? No
      • 5.6.3Have there been attacks on education? No
      • 5.6.4Is children's education ensured by the occupying power? N/A
    • 5.7COVID-19
      • 5.7.1What was the scope and length of school closures due to COVID-19?
        • 5.7.1aWhat percentage of students were affected by school closures in your country? 100%
        • 5.7.1bHow long did school closures last in weeks? 78
        • 5.7.1cWhat proportion of the academic year did school closures represent on average? 2020/2021
        • 5.7.1dDid school closures affect the entire country, i.e., all regions? YES the whole country was affected
      • 5.7.2Was education provided during school closures due to COVID-19?
        • 5.7.2aaWhat remote learning modalities were in place during school closures? No tech? No
        • 5.7.2abWhat remote learning modalities were in place during school closures? Low-tech? Yes
        • 5.7.2acWhat remote learning modalities were in place during school closures? High-tech? No
        • 5.7.2baWere remote learning modalities available and appropriate for all students during school closures? Children living in rural areas? No
        • 5.7.2bbWere remote learning modalities available and appropriate for all students during school closures? Children without access to the internet and technology? No
        • 5.7.2bcWere remote learning modalities available and appropriate for all students during school closures? Children with disabilities? No
        • 5.7.2bdWere remote learning modalities available and appropriate for all students during school closures? Minorities and Indigenous peoples? No
        • 5.7.2beWere remote learning modalities available and appropriate for all students during school closures? Refugees? No
        • 5.7.2cDo regulations protect the data and privacy of children? Yes
        • 5.7.2daWhat strategies has the government employed to make up for lost learning? Catch-up or remedial classes? No
        • 5.7.2dbWhat strategies has the government employed to make up for lost learning? Double shifts? Yes
        • 5.7.2dcWhat strategies has the government employed to make up for lost learning? Private tutoring? No
        • 5.7.2ddWhat strategies has the government employed to make up for lost learning? Other? No data
        • 5.7.2eIf national assessments or exams were missed due to school closures, were students provided the opportunity to take them? Yes
      • 5.7.3Has school drop-out and its associated risks been mitigated during school closures?
        • 5.7.3aHave states taken steps to identify those most at-risk of dropping out of school? No
        • 5.7.3baHave there been increases in the incidences of the following during school closures: Child marriage? Yes
        • 5.7.3bbHave there been increases in the incidences of the following during school closures: Teenage pregnancy? Yes
        • 5.7.3bcHave there been increases in the incidences of the following during school closures: Child military recruitment? No
        • 5.7.3bdHave there been increases in the incidences of the following during school closures: Child labor? Yes
        • 5.7.3cHave states taken steps to identify who has not returned to school and set-up a reporting system? No
        • 5.7.3dHave states implemented measures to ensure that those most at-risk of dropping-out are supported to go back to school? No
      • 5.7.4Have public health measures been taken in schools?
        • 5.7.4aDo children and educational staff have access to soap and clean water? Yes
        • 5.7.4bAre educational staff provided information and guidance on public health protection measures such as social distancing? Yes
        • 5.7.4cHave teachers been prioritised to receive COVID-19 vaccines? Yes
      • 5.7.5Are teachers paid during unplanned school closures? Yes
      • 5.7.6Is an education emergency response plan in place?
        • 5.7.6aIs there an education emergency response plan to help mitigate the impact of emergencies, natural disasters, and crises? Yes
        • 5.7.6bWhat percentage of the recovery budget is allocated to education? 20%