In some countries, the key dimensions of the right to education may not be explicitly enumerated in legal provisions, but they can be addressed through policies that are not legally binding.  These policies could have been revised and adopted at different periods depending on the changing context. Additionally, some levels of education, such as early childhood care and education, may not be covered in the legislation, but they could be integrated as part of either education policies or separate policies that focus on the 'care' and 'education' of young children.

Region of origin/residence is understood as the national region where students resided and completed their upper secondary education.

Affirmative actions should be understood as targeted temporary actions aiming to facilitate access, participation, and completion of marginalised groups that are underrepresented in different levels of education.