This document provides an analysis framework for assessing children's rights to education. It outlines 10 key rights categories with specific indicators to analyze for each right. The rights categories include the right to free education, non-discrimination, adequate infrastructure, qualified teachers, a safe environment, relevant education, knowledge of rights, participation, transparent schools, and quality learning. For each right, it lists between 2-9 specific pieces of information that should be analyzed to assess how well that right is being upheld. In total it provides over 80 specific data points across the 10 rights categories to gain a comprehensive understanding of children's access to their right to education.

1. Analysis Framework
Rights category Indicators (23) Specific informationf for analyses (83)
1. Right to free and
compulsory
education
• Access of all school age
children to school
• Provision of scholarship
and other inventives to
increase access
• Direct and indirect service
fees chared by the school
• Roles of parents and
stakeholders for free and
compulsory education
• School’s legal status (approved or proposed)
• Situation and impact of ECD centres
• School age children by marginalisation, dalit, ethnincity, abilities and number of out of school
children and reasons for non-schooling
• Status of distance education for access in primary education
• Students receiving scholarship and its impact
• Impact of services and incentives provided to differently able children
• Impact of day-meal, distribution of oil etc.
• Is there any fees charged in basic level? What sorts of fees and the reasons for charging fees?
• Views of students, parents and teacher on the fees charged by the school
• Impact of fees on access
• Views of parents and students about compulsory education
• Efforts made by school, students and parents for free education
• Efforts made by other entities (NGO etc.) for free education
2. Right to non-
disctimination
• Discrimination between
girls and boys
• Discrimination against
marginalised children
• Other forms of
discrimination
• Types and status of gender discrimination in the school
• Discrimination between daughter and son within houshold
• Disctiminatory practices of teachers (based on student competency, boys and girls, ethnicity)
• Number and enrolment status of marginalised children within the school catchment area
• Discrimination against children with different abilities
• Discrimination against children affected by HIV/AIDS, natural disaster and conflict
• Past incidents of ethnicity related violence in the school and their reasons
3. Right to adequate
infrastructure
• Adequate classrooms and
basic facilities
• Separate toilets for girls
and boys
• Status of school
infrastructure
• Adequacy of classroom and other physical facilities (compared to student number)
• Other services and facilities in the school (library, computer, playground, etc.)
• Plans to expan adequate physical facilities in future
• Availability of potable water and toilets
• Facilities offered to girls and female teacher during menstruation
• Availability and status of education during disaster
• Status of school infrastructure to withstand disaster
• Students’ and teachers’ wareness about disaster
• Access of differently able childern to school infrastructure
• Time taken to commute to school and the farthest community and the social, economic and
ethnic structure of students coming from that community
4. Right to quality
trained teachers
• Status of teacher
management
• Teacher number, ethnicity and gender
• Teachers’ tenure type, training, experience, salaries and other benefits
• Teachers trained in child rights
• Level wise teacher-student ration
• Class and subject wise teacher distribution

2. • Teachers capable to teach in local language or mother toungue and their status
• Arrangement of and reasons for replacement teachers
• Regularity of teacher meetings, agenda discussed and their implementation
• Respect and encouragement of and discrimination against teachers
• Teachers’ own view and views of other stakeholders about teaching profession and teachers
5. Right to a safe and
non-violent
environment
• Violent environment
affecting teaching and
learning
• Physical and mental punishment on students
• Possible violence against and vulnerability of children on their way to and from the school
• Possibilities and incidents of harresment, sexual exploitation, abuses against girls on their way
to and from the school
• Use of school premise for political and social activities and their impact on teaching
• Impact of and reason for disaster free teaching environment
6. Right to relevant
education
• Local context and the
curriculum and reading
materials incorporating
related skills
• Adult literacy and non-
formal education
• Situation of local context and skill based curriculum
• The approach to linking local context with subject teaching (collecting case studies)
• Views of students, parents, teachers and other stakeholder about (and the reasons for or
against) the relevance and appropriateness of the current education.
• Participants’ and community’s views about non-formal education, alternative education, other
right assuring programmes and adult literacy.
• Impact of adult literacy and non formal education on the lives of the participants
7. Right to know
your rights
• Awareness of child and
human rights
• Regularity of information
received by students and
parents from the school
• Notification to and views of students and other stakeholders about education, child and other
rights
• Inclusion of education and child rights topics in the curriculum, textbooks and other
educational materials
• Arrangement for regular communication to students and parents about students progress
8. Right to
participate
• Participation of students
and stakeholders in school
activities
• Students’ participation in the school’s decision making process
• Status of child club (inclusion and participation in different activities)
• Regular participation of community, PTA, teachers and SMC in educational and infrastructure
development activities of the school
• Participation of stakeholders in the process of developing SSRP and the plan’s current status
• Participation of students in teacher selection
• Participation of NGOs in school development
9. Right to
transparent and
accountable
schools
• Accountability and
inclusiveness of the SMC
• Situation of the Parent
Teacher Association
• Process of and inclusiveness in forming the SMC and PTA
• Stakeholders views (and the reasons for having those views) on the transparency and
accountability of the SMC and PTA
• What types of schools (public, community managed, private boarding or in the respective school)
are the children of SMC and PTA members, and teachers enrolled?
• Status and impact of stakeholders’ compliance to the code of conduct
• Transparency in collection and mobilisation of resources for school development
• SMC’s, PTA’s and head teacher’s wareness of their respective duties and responsibilities
• School’s accountability on the level of students’ learning achievement and work-accomplishment
status

3. • Formation of school finance committee and its effectiveness
• Notification to SMC, PTA and teachers on SSRP
• Views of stakeholders about the accountability and transparency of the head teacher and the
SMC
• Teachers’ and head teacher’s views (and the reasons for having those views) about the
accountability of the Resource Centre, training centre and the DEO
10. Right to quality
learning
• Method of child centered
teaching learning
• Contact time
• Timely availability of
textbooks
• Liberal promotion policy
• Practice of child-centred teaching method and the status of teachers trained in that method
(teachers’ behavior, attendance, and time spent in the classroom, etc.)
• Availability of ECD centre and its impact on teaching and learning
• Level wise teacherstudent ration
• Students’, teachers’, parents’ and community’s analysis of the quality of education
• Development and use of annual and monthly plan. Status of the development of lesson plan
and preparedness
• Preparation and implementation of annual and monthly workplan (discussion with teachers in
reference to the seasonal calander developed with the community and the school’s work plan)
• Student attendance during different seasons
• Number of days that the school has opened, days of operation, days attended by teachers and
students, and the number of instruction days
• Availability of textbooks during this year and in the last year
• Regular co-curricular activities
• Teachers’ and parents’ views (and the reasons for having those views) about liberal promotion
policy