This indicator examines if the State has sufficient number of public schools, including ECCE centres, to accommodate the needs of children in both rural and urban areas having access to public education.

The infrastructure requirements/standards may vary slightly depending on the culture, weather, geographical location, and domestic norms and standards. However, some of the basic amenities that every educational facility should have consist of :

This includes norms, standards, and guidelines set for infrastructure facilities and safety in schools and other educational institutions including ECCE centres, either in the domestic law or by the Ministry of Education or other relevant ministries or by the statutory bodies. This indicator assesses if such norms are set either by law or policies.

As emphasised by the Convention on the Elimination of All Forms of Discrimination against Women, promoting gender equality perspectives and elimination of any gender-stereotyped concept of the roles of men and women at all levels and in all forms of education is crucial to eliminate structural forms of gender discrimination rooted in prejudices and customary practices. This indicator is to assess if content on gender equality is integrated into the different levels of education and if non-stereotypical educational curricula are developed.

This indicator examines whether children from a particular marginalised community have equal access to education. Marginalised groups include women and girls, Indigenous peoples and minorities, persons with disabilities, persons with HIV / AIDS, child labourers, persons in detention, migrants, refugees and IDPs, and persons living in poverty.     

Research evidence from around the world echoes that learning first in one's mother language leads to better outcomes in the future – for individuals, cultures, and nations. This indicator assesses the percentage of children who are taught in their mother tongue at a given level of education.

A multiethnic, multicultural, and linguistically representative teaching workforce is desirable to ensure equal and quality inclusive education for children belonging to diverse origins. In order to ensure equal access and quality outcomes for children of minority, multi-ethnic, migrant, indigenous or different home-language backgrounds, recruitment policies and strategies include employment of teachers from diverse origins.

All teachers and other education support personnel have the right to decent work according to internationally recognised standards.

Research evidence from around the world echoes that learning first in one's mother language leads to better outcomes in the future – for individuals, cultures, and nations. This indicator examines whether provisions in the national laws or policies exist to ensure equal access to education for children belonging to migrants, refugees, asylum seekers or any non-citizens, including provisions for the necessary equipment and support they need to access the learning and learning materials in their mother tongue.

Some countries have adopted special legal provisions to guarantee migrant children the right to education, regardless of the legal status of the children or parents. However, some countries adopt differential education policies for citizens and non-citizens. This indicator examines if legal provisions in the national laws or an inclusive policy framework exist to ensure equal access to education for children belonging to migrants, refugees, asylum seekers or any non-citizens.