Outcome Process Structural Table 6 Accessibility to secondary and higher education Curricula and educational resources Educational opportunity and freedom • Time frame and coverage of national policy on education for all, including provision for temporary and special measures for target groups (e.g., working and street children) • Time frame and coverage of national policy on vocational and technical education • Date of entry into force and coverage of regulatory framework including standardized curricula for education at all levels • Proportion of education institutions at all levels teaching human rights / number of hours in curricula on human rights education • Proportion of education institutions with mechanisms (student council) for students to participate in matters affecting them • Ratio of girls to boys in secondary or higher education* by grade • Proportion of children completing secondary education (secondary completion rate) • Number of graduates (first-level university degree) per 1000 population • Ratio of girls to boys in primary education* by grade for target groups • Proportion of pupils starting grade 1 who reach grade 5 (primary completion rate)* • Proportion of school-age children not attending primary school • (Improvement in) Density of primary, secondary and higher education facilities in the reporting period • Proportion of schools or institutions conforming to national requirements on academic and physical facilities • Periodicity of curricula revision at all levels • Number of educational institutions by level recognized or derecognized by regulatory body during the reporting period • Average salary of schoolteachers as percentage of regulated minimum wage • Proportion of teachers at all levels completing mandatory in-service training during reporting period • Ratio of pupils to teachers, in primary, secondary, public and private education • Proportion of women and targeted population with professional or university qualification • Proportion of education institutions engaged in “active learning” • Proportion of adult population covered by basic education programmes • Proportion of students, by level, enrolled in distance and continuing education programmes • Number of institutions of ethnic, linguistic minority and religious population groups recognized or given public support • Proportion of labour force retraining or enhancing skills at public or subsidized institutions • Proportion of higher learning institutions enjoying managerial and academic autonomy • Personal computers in use per 100 population* * MDG-related indicators All indicators should be disaggregated by prohibited grounds of discrimination, as applicable and reflected in metadata sheets • Youth (15–24 years)* and adult (15+) literacy rates (i.e., reading, writing, arithmetic, problem-solving and other life skills) • Transition rate to secondary education by target group • Gross enrolment ratio for secondary and higher education by target group • Dropout rate for secondary education by grade for target groups • Proportion of students enrolled in public secondary and higher education institutions • Share of annual household expenditure on education per child enrolled in public secondary school or higher education • Proportion of pupils (by target group) receiving public support or grant for secondary education • Proportion of secondary or higher education teachers fully qualified and trained • Proportion of students enrolled in vocational education programmes at secondary and post-secondary level • Net primary enrolment ratio* by target group, including children with disabilities • Dropout rate for primary education by grade for target groups • Proportion of enrolled children in public primary schools • Proportion of pupils (by target group) covered under publicly supported programmes or incentives for primary education • Proportion of public schools with user charges for services other than tuition fees • Proportion of primary education teachers fully qualified and trained • Proportion of children getting education in their mother tongue • Proportion of pupils in grade 1 who attended preschool • Proportion of received complaints on the right to education investigated and adjudicated by the national human rights institution, human rights ombudsperson or other mechanisms and the proportion of these responded to effectively by the Government • Public expenditure on primary, secondary and higher education as proportion of gross national income; net official development assistance for education received or provided as proportion of public expenditure on education* • Time frame and coverage of the plan of action adopted by State party to implement the principle of compulsory primary education free of charge for all • Stipulated duration of compulsory education and minimum age for school admission • International human rights treaties relevant to the right to education ratified by the State • Date of entry into force and coverage of the right to education in the constitution or other forms of superior law • Date of entry into force and coverage of domestic laws for implementing the right to education, including prohibition of corporal punishment, discrimination in access to education, making educational institutions barrier-free and inclusive education (e.g., children with disabilities, children in detention, migrant children, indigenous children) • Date of entry into force and coverage of domestic law on the freedom of individuals and groups (including minorities) to establish and direct educational institutions • Number of registered and/or active NGOs (per 100,000 persons) involved in the promotion and protection of the right to education Universal primary education Illustrative indicators on the right to education (Universal Declaration of Human Rights, art. 26) IV. >> Illustrating the Framework - Indicators for Some Rights Human Rights Indicators 93