DeBeco, Gauthier 2009. "Right to Education Indicators based on the 4A Framework". Concept Paper for The Right to Education Project
- Objective: Identifies a set of right to education indicators based on the 4A framework.
- Key characteristics: Focus on the 4A - Availability, Accessibility, Acceptability and Adaptability in addition to a governance framework related to creating a list of indicators on the right to education.
- Brief summary: Explains difference between right to education indicators and education indicators - the latter taking the form of a composite index, allowing for cross-country comparison, but not including discrimination. The former measure rights in education and rights through education. Section one outlines the background of the right to education indicators proposed here, including discussing the various initiatives in the field. Section two examines the main differences between education indicators and right to education indicators, explaining how right to education indicators make up for what education indicators lack. Section three creates the framework for right to education indicators by addressing three issues: the importance of a normative basis and the international and regional treaties to do with the right to education. Section four addresses three transversal issues that need to be taken into account along with the right to education indicators:
why human rights indicators should be disaggregated and how to do it; the importance of participation in education and how indicators can measure this; and how indicators evaluate accountability. Section five lays out the methodology, explaining the steps taken to establish an accurate and comprehensive set of right to education indicators based on the 4A framework. Section six discusses applying the indicators in order to facilitate their use in the future. Issues addressed here include purposes of the indicators, importance of their application, and data availability. Annex includes a list of relevant articles from human rights treaties.
- Best used for: In-country, ex-post evaluations of the right to education.
- Data needed: Disaggregated data is crucial.
- Possible disadvantages: Difficulties of data availability, especially related to disaggregation; provides methodology for choosing indicators, but does not provide a methodology for assessment.
- Going forward: needs to be tested.
- Complementary tools: This framework, while focused on education, can go well with other tools that are lacking the normative basis of the 4A framework. Can be complemented with tools providing a methodology for assessment