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Right to Education Index 2016 Data Now Live!

- April 20, 2017 in open-education

RESULTS Educational Fund and Open Knowledge International are pleased to present the 2016 data from the Right to Education Index (RTEI), a global accountability initiative that aims to ensure that all people, everywhere, enjoy the right to a quality education. RTEI is an action research project using a monitoring tool based on international human rights law and collecting data about the right to education with national civil society organizations in 15 countries in 2016. Civil society organizations, advocates, researchers, and policy makers then use the data in national advocacy campaigns and to better understand national satisfaction of the right to education. The resulting data is now available at RTEI 2016 collected data with civil society partners in 15 countries: Civil society partners completed the RTEI Questionnaire. Their findings were peer reviewed by two national independent researchers and provided to government officials for their feedback and comments. The Questionnaire consists of five themes (Governance, Availability, Accessibility, Acceptability, and Adaptability, see link). Index scores are derived by the average of theme scores. Theme scores are an average of subtheme scores, which are calculated by averaging representative data points. Unique values are also calculated to account for:
  • Missing data;
  • National minimum standards concerning pupil-per-classroom, pupil-per-trained teacher, pupil-per-toilet, and pupil-per-textbook ratios;
  • Disaggregated outcome and enrollment data by gender, rural and urban disparity, income quintiles, and disability status;
  • Progressively realized rights weighted by GDP per capita purchasing power parity (PPP).
Further information about calculations is available on and will be detailed in a forthcoming RTEI technical brief. The resulting data for 2016 is now available at In 2016, RTEI found that Australia, Canada, and the UK had the most robust framework for the right to education across the five themes represented in RTEI; Governance, Availability, Accessibility, Acceptability, and Adaptability. Each theme is made up of subthemes specifically referenced in the international right to education framework. Australia’s, Canada’s, and the UK’s scores were highest on Availability, reflecting the infrastructure and resources of schools, including textbooks, sanitation, classrooms, and pupil-per-trained teacher ratios. On the Index’s other end, Chile, the DRC, and Zimbabwe struggled to satisfy indicators monitored in RTEI 2016. These countries had low Acceptability or Adaptability scores, signifying weaker education systems and difficulty addressing progressively realized rights, such as the rights of children with disabilities. For all RTEI 2016 participating countries, the lowest scoring theme was Adaptability, focused on education for children with disabilities, out-of-school children, and out-of-school educational opportunities. Outside of Adaptability indicators, the Classrooms subtheme had the lowest average score of all Availability subthemes across all countries because of the lack of infrastructure data available in RTEI 2016 and high pupil-per-classroom ratios in several countries. RTEI 2016 also included an analysis of education financing given increase attention to equitable resource allocation and access worldwide.

Research to Action

In 2017, RTEI enters the advocacy phase of data application. In January 2017, RESULTS Educational Fund invited ten current RTEI partners from the Global South to submit proposals to implement in-country advocacy strategies in 2017 using RTEI 2016 findings.  RESULTS and RTEI Advisory Group members reviewed applications and selected the following five RTEI 2017 Advocacy Partners:
  1. Honduras –  Foro Dakar will use data collected in RTEI 2016 related to SDG 4 to focus on national education sector planning, discrimination, and monitoring progress towards SDG 4.
  2. Indonesia – New Indonesia will use data about teacher quality and education for children with disabilities to implement strategies focused on improving national training programs related to inclusive education to further the right to education.
  3. Palestine – Teacher Creativity Center (TCC) will use data related to SDG 4 to measure progress towards SDG 4 through shadow reporting to UNESCO, the UN Special Rapporteur on the right to education, the Ministry of Education in Palestine, and local media.
  4. Tanzania – HakiElimu will use data specifically about girls’ education and inclusive education to focus advocacy on evidence-based policies that promote girls’ education, inclusive, and quality education.
  5. Zimbabwe – Education Coalition of Zimbabwe (ECOZI) will highlight RTEI 2016 findings about continued use of corporal punishment in schools to develop and disseminate alternative policy on positive discipline in schools, training Parliamentarians on corporal punishment issues, and submitting policy recommendations on corporal punishment and free education.
RESULTS and other RTEI partners look forward to supporting these advocacy strategies throughout 2017. Be on the lookout for in-country advocacy updates from our partners posted on

The Right to Education Index: Using open data for research and advocacy to address human rights

- November 1, 2016 in Featured, human rights, open-education

In support of our mission to empower civil society organisations to use open data to improve people’s lives, Open Knowledge International is partnering with a number of projects committed to using open data to address human rights issues. RTEI approached us to develop a platform to facilitate an open public dialogue on the right to education across the world and to provide ongoing technical support for the project. RTEI, a project of RESULTS Educational Fund, is a global accountability initiative that aims to ensure that all people, no matter where they live, can enjoy their right to a quality education. RTEI monitors the satisfaction of the right to education based on international human rights law frameworks. Working with civil society partners, RESULTS Educational Fund supports in-country and international advocacy based on findings from RTEI from 2015 and forthcoming findings in 2016. Advocates, researchers, and all citizens can use RTEI to engage in informed dialogue about the satisfaction of the right to education. rtei-screenshot

We are pleased to announce that is now live!

RTEI is a global index built out of the international right to education framework to track national progress towards its fulfillment. RTEI uses a comprehensive survey of close-ended questions answered with supporting documentation to substantiate national satisfaction of the right to education. Each question has an explicit basis in one or several international human rights instruments, namely United Nations legally binding international conventions.

RTEI is a tool to increase open public dialogue around the right to education

In 2015, civil society representatives, educational experts, and government officials from Chile, Nigeria, the Philippines, Tanzania, and Zimbabwe partnered with RESULTS Educational Fund in the pilot of RTEI, the results of which can be found in the RTEI pilot report. The report suggested strengths and weaknesses in certain national legal frameworks around the right to education, that educational resources, such as teachers, textbooks, and classrooms, were inadequate, and that countries were struggling to adapt education to the needs of all learners. The differences between national data in the index were explored in more depth in the report and on Not only is RTEI a tool to increase open public dialogue around the right to education, it encourages governments to build transparent, public data systems documenting their promotion and expansion of public education for all. In the 2016 calculations, a penalty for missing data has been incorporated to hold governments accountable to public information standards. In this way, RTEI recognizes the risks and possible detriments of closed and unavailable data related to the satisfaction of the right to education. More information about methods and calculations can be found here. rtei-pablo Researchers and advocates interested in education and human rights are now able to access the 2015 data and analysis on, developed in partnership with Open Knowledge International. Visitors can explore the resource library, a remarkable collection of documents assembled through RTEI data collection related to national policies and standards outlining the right to education. You can also download the data, including the raw data and 2015 analysis, or explore the data visually by country and theme using Open Knowledge International’s user-friendly design. RESULTS Educational Fund is currently completing the 2016 data collection round of RTEI with civil society partners in 15 countries: Australia, Canada, Chile, the Democratic Republic of the Congo, Ethiopia, Honduras, Indonesia, Nigeria, Palestine, the Philippines, South Korea, Tanzania, the UK, the US, and Zimbabwe. Stay tuned for the 2016 country reports and global report to be published by March 2017. Questions or Comments Please send questions or comments about RTEI to