Attributes of Article 28

Data is collected and disaggregated by prohibited grounds for discrimination including age, sex, ethnicity, disability, when applicable

Access to Universal primary & secondary education

Ensuring de jure and de facto equality of and opportunity in education

Educational standards and resources

Freedom in education

Structural

Indicators

as an indication of commitment to take action, refers to the existence of institutions and policies and laws aligned with the international child rights laws and for the realisation of children’s rights

1. Legislation in compliance with Article 28 (and General Comment no.7) is in place, including:

1.1 Free and compulsory primary and secondary education everywhere in the country’s jurisdiction (Art 32-Ind 5)

1.2 Accessible and progressively free education at all other levels and types of education

1.3 Accessible and affordable Early Childhood Education (ECE)

1.4 Corporal punishment in schools is banned

1.5 Non-discrimination is guaranteed in relation to all forms of education (Art 2)

2. The State has adopted national educational policies and a plan of action which assures:

2.1 Quality education, including quality Early Childhood Education within preschool and child care centers, is accessible, available, and adaptable to all children

2.2 Regular and disaggregated data is collected on different aspects of education

2.3 A general inspection system and a body responsible for monitoring education is provided

2.4 Conditions for safety and security of the school environment are outlined, including strategies for prevention of and protection against bullying, sexual abuse and other forms of violence against children

2.5 Programmes and measures are established for the identification of out-of-school children, including but not limited to, children belonging to minority groups

2.6 Reduction in drop-out rates and that barriers to regular school attendance are addressed

2.7 Respect for all moral convictions, and religious and minority groups

3. The State has adopted a national education policy on inclusion, which encompasses:

3.1 A definition of inclusive education

3.2 Cross-sectoral collaboration

3.3 Guarantees for inclusive learning opportunities for all children with the necessary support services

3.4 A time bound commitment to accessible school environments

3.5 A commitment to the provision of reasonable accommodations for children

3.6 Mechanisms for early identification, assessment and support for children with disabilities

3.7 Appropriate provision of learning environments

4. The State has adopted a national education policy for early childhood education which includes:

4.1 Efforts to improve access and retain enrolment to early education programmes for all children including marginalised populations

4.2 Efforts to improve the quality of early education programmes

4.3 Subsidies for early childcare and education are available for low-income groups

5. There are independent accessible child-friendly complaints mechanisms available to all children within the education system.

6. Minimum educational standards are established and are applicable to all schools.

7. The legal minimum age of military recruitment, marriage, criminal responsibility and employment is the same as, or higher than, the legal maximum age of completion of compulsory education. (Art 32-Ind 2, Art 38 & Art 1-Ind 4)

8. Laws protect the freedom to establish:

8.1 Private schools (including homeschools)

8.2 Schools that teach according to religious or moral convictions

8.3 Schools for minority groups

9. Budgetary allocation are made for:

9.1 Schools teaching the native language of immigrant and refugee children

9.2 Children of minority groups to be taught in their own language

Process

Indicators

refers generally to efforts made and actions taken, following on from commitment, and thus to specific activities, resources and/or initiatives in pursuit of rights’ realisation.

10. The body responsible for the monitoring process:

10.1 Monitors the minimum education standards to assure that they conform with human rights standards

10.2 Conducts inspections periodically and in a transparent manner

10.3 Produces data and reports periodically which are used for process and quality improvement

11. Processes and strategies are in place to reduce high-school drop-out.

12. Ratio of student to teacher in:

12.1 Primary education

12.2 Secondary education

13. Ratio of qualified to unqualified staff in preschool groups in licensed child care centres. (UNICEF Canadian Index indicator)

14. Measures are in place to provide:

14.1 Education to reintegrate demobilised child soldiers in the education system (Art 38-Ind 24 & Ind 13)

14.2 Educational and vocational information and guidance to demobilised child soldiers and children with disabilities

14.3 Accommodations for the schedules of the working children

14.4 Encouragement for the continuation of education for child brides and pregnant girls

15. SDG 4.3.1 Participation rate of youth [and adults] in formal and non-formal education and training in the previous 12 months, by sex.

16. Percentage of schools that have policies and procedures to take action on reported cases of sexual abuse, hate crimes, discrimination, bullying and cyber bullying.

17. Percentage of education budget allocated:

17.1 Primary education

17.2 Secondary education

18. GCRD School-based food programmes are established, ensuring adequate nutrition, especially for children from low-income families.

19. Education budget per capita allocated for support and accommodate for:

19.1 Continuation of education among girls

19.2 Inclusion of minority groups

19.3 Children with disabilities

20. Percentage of Gross National Product (GNP) allocated to education for:

20.1 Public sector

20.2 Private sector

20.3 Subsidies to lower income families

20.4 Early childhood education

21.  SDG 4.a.1 (adapted) Proportion of schools with access to:

21.1 Electricity

21.2 Internet for pedagogical purposes

21.3 Computers for pedagogical purposes

21.4 Adapted infrastructure and materials for students with disabilities

21.5 Basic drinking water

21.6 Single-sex basic sanitation facilities

21.7 Basic handwashing facilities (as per the WASH indicator definitions)

21.8 Safe environments for children (e.g. safe play areas, fence, canteen)

22. Effective and sustainable measures are in place to increase the percentage of well-trained teachers in areas where educational outcomes are traditionally lower.

23.  SDG 4.c.1 Proportion of teachers who have received at least the minimum teacher training required at pre-service or in-service for:

23.1 Pre-primary

23.2 Primary

23.3 Lower secondary

23.4 Upper secondary education

24. Number of centres of educational and vocational information and guidance to the child population. (Art 32)

25. Percentage of teachers belonging to minority groups.

26. Percentage of teachers (not belonging to minority groups) trained in minority culture or languages.

Outcome

Indicators

refers to a measurable resultant change either in the “rights environment” or directly in lives of children.

27. Percentage of children enrolled in school:

27.1 Completing primary education

27.2 Completing secondary education

27.3 Moving to secondary school after completion of primary education

28. Percentage of primary and secondary school aged children who are out-of-school, disaggregated by, but not limited to, rurality, gender, disability, LGBTQ+ and refugees. (Art 22-Ind 15)

29. Percentage of children with a disability who receive a funded individualized education plan, when required.

30. Percentage of children completing secondary education who:

30.1 Have a disability

30.2 Identify as female

30.3 Are engaged in seasonal work

30.4 Belong to religious and cultural minorities

34. SDG 4.1.1 Proportion of children and young people, by sex, achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, in:

34.1 Grades 2/3

34.2 End of primary

34.3 End of lower secondary

35. SDG 4.4.1 Proportion of youth [and adults] with information and communications technology (ICT) skills, by type of skills.

36. SDG 4.2.1 Proportion of children under 5 years of age who are developmentally on track in health, learning and psychosocial well-being, by sex.

37. Percentage of children receiving individual support for school access and attendance (e.g. free tutoring, food subsidies, school transport).

38. SDG 4.2.2. Participation rate in organized learning (one year before the official primary entry age), by sex.

39. Percentage of students who identify as a minority who completed secondary education through schools for minorities.

31. Percentage of female and male adolescents who experience bullying at school during the past 12 months, by type, sex and grade level. (Indicator adapted from INSPIRE)

32. Percentage of adolescent girls who report receiving support to stay in school rather than getting married.

33. Percentage of girls who are pregnant that are allowed to stay at school and receive special programmes to help continue their education.