Please indicate whether children in your community/ies attend any preparatory early learning / classes / day care /pre-school before they start primary school?
The response options, for boys and girls respectively, are the following:
·       None – nobody
·       One out of five – a few (20%)
·       Two out of five – a bit less than half (40%)
·       Three out of five – a bit more than half (60%)
·       Four out of five – almost all (80%)
·       Five out of five – everybody (100%)
·       No data available – we cannot answer the question
The facilitator may have to assist the community in translating their assessment into the given answer categories. Try to get the community to be as exact as possible, and calculate which of the response options correspond to the community’s estimate.

To answer this question, first, find out how many years a full primary education consists of in your country. Then estimate how many of the boys and girls in your community complete a full cycle of primary education?
The response options for boys and girls, respectively, are the following:
·       One out of five – a few (20%)
·       Two out of five – a bit less than half (40%)
·       Three out of five – a bit more than half (60%)
·       Four out of five – almost all (80%)
·       Five out of five – everybody (100%)
·       No data available – we cannot answer the question
·       None – nobody completes primary education
The facilitator may have to assist the community in translating their assessment into the given answer categories. Try to get the community to be as exact as possible, and calculate which of the response options correspond to the community’s estimate.

Please estimate how many of the boys and girls in your community complete a full cycle of secondary education? Secondary education is what gives access to higher studies of an academic (university) or professional kind (e.g. different technical educations, health workers, etc.).
The response options for boys and girls, respectively, are the following:
·       One out of five – a few (20%)
·       Two out of five – a bit less than half (40%)
·       Three out of five – a bit more than half (60%)
·       Four out of five – almost all (80%)
·       Five out of five – everybody (100%)
·       No data available – we cannot answer the question
·       None – nobody completes secondary education
The facilitator may have to assist the community in translating their assessment into the given answer categories. Try to get the community to be as exact as possible, and calculate which of the response options correspond to the community’s estimate.

Please indicate how many women and men of your people/community are enrolled in higher education programmes? Tertiary education includes academic studies at universities, as well as shorter cycle education such as nursing school, police academies and different technical educations.
The response options for boys and girls, respectively, are the following:
·       One out of five – a few (20%)
·       Two out of five – a bit less than half (40%)
·       Three out of five – a bit more than half (60%)
·       Four out of five – almost all (80%)
·       Five out of five – everybody (100%)
·       No data available – we cannot answer the question
·       None – nobody completes primary education
The facilitator may have to assist the community in translating their assessment into the given answer categories. Try to get the community to be as exact as possible, and calculate which of the response options correspond to the community’s estimate.

Please indicate how accessible primary school facilities are for your community / people, both in terms of distance and costs of transport.
You are given five response options:
• Immediately accessible = Within short walking distance; all children have unrestricted access to school facilities
• Accessible = Within reasonable walking distance and/or affordable transport is provided; with limited efforts, all children can access school facilities
• Moderately inaccessible = Walking distance and/or costs of transport constitute a challenge; distance to schools facilities limit the school attendance of some children
• Inaccessible = Walking distance and/or costs of transport constitute a severe challenge; distance to schools facilities limit the school attendance of most children
• Highly inaccessible = distance exceeds the child's walking distance and no affordable transport is provided

Please indicate whether each of the listed facilities are available in the school(s) children from your community/ies attend?
If ‘yes’, please tick the boxes:
·       Electricity
·       Internet for pedagogical purposes – internet used in teaching situations
·       Adapted infrastructure and materialas for students with disabilities
·       Separate basic sanitation facilities for boys and girls – separate toilets for boys and girls
·       Basic handwashing facilities – clean water for washing hands
·       Basic drinking water – clean and safe drinking water

This question too monitors the availability of and access to culturally and linguistically appropriate education for indigenous peoples. In particular, it monitors whether states have taken special measures to advance indigenous peoples’ equal access to education. States’ obligation to implement special measures to advance effective equality for disadvantaged groups is enshrined in international human rights law.
Data source: National education strategies and programmes
Please answer ‘Yes’ or ‘No’, and provide additional information, as relevant, in the comment box.

This question generates data on the education outcome for indigenous girls, in order to assess whether they have realized their right to education. Article 14(2) of UNDRIP stresses that indigenous peoples have the right to “all levels and forms of education of the State without discrimination”. Indigenous peoples’ right to education at all levels is also addressed in of ILO Convention No. 169 (Part IV).
Data source: Data on primary completion rate among different population groups from the National Statistical Office or the Ministry of Education (if they disaggregate data by both gender and ethnicity / indigenous identifier)
If data is available, record the primary completion rate for indigenous girls in the first answer box. If no data is available, please insert ‘0’ (zero) in the ‘No data’-box. Use the comment box top provide additional information, as relevant.

This question generates data on the education outcome for indigenous boys and girls, in order to assess whether they have realized their right to education. Article 14(2) of UNDRIP stresses that indigenous peoples have the right to “all levels and forms of education of the State without discrimination”. Indigenous peoples’ right to education at all levels is also addressed in of ILO Convention No. 169 (Part IV).
Data source: Data on secondary completion rate among different population groups from the National Statistical Office or the Ministry of Education (if they disaggregate data by both gender and ethnicity / indigenous identifier)
If data is available, record the secondary completion rate for indigenous girls in the first answer box. If no data is available, please insert ‘0’ (zero) in the ‘No data’-box. Use the comment box top provide additional information, as relevant.

This question generates data on the education outcome for indigenous men and women, in order to assess whether they have realized their right to education. Article 14(2) of UNDRIP stresses that indigenous peoples have the right to “all levels and forms of education of the State without discrimination”. Indigenous peoples’ right to education at all levels is also addressed in of ILO Convention No. 169 (Part IV).
Data may be available from National Statistical Office or Ministry of Education, disaggregate data by both gender and ethnicity / indigenous identifier
If data is available, record the tertiary completion rate for indigenous women in the first answer box. If no data is available, please insert ‘0’ (zero) in the ‘No data’-box. Use the comment box top provide additional information, as relevant.

This question generates data on the education outcome for indigenous children, in order to assess whether they have realized their right to education.
The indicator we measure against here mirrors (part of) SDG indicator 4.1.1 on the proportion of children at the end of grade 2/3 achieving ‘a minimum proficiency in reading’. Data generated here is thus directly comparable with national or international SDG data.
Data may be available from independent and /or citizen-led learning assessments, or from the Ministry of Education or the National Statistical Office, given that this is a global SDG Indicator.
At the global level, data for this SDG indicator (4.1.1) will be compiled by UNESCO, based on "various international assessments (e.g., PIRLS, PISA, TIMSS), regional learning assessments (e.g. LLECE, SACMEQ, PASEC), national and citizen-led learning assessments."
If data is available, please record the given completion rate percentages for Grade 2/3, end of primary, and the end of lower secondary education respectively. If no data is available, please write ‘0’ (zero) in the ‘No data’ box. Use the comment box for additional information, as relevant.

Here you are asked about the literacy of the children of your people/community in their indigenous language (not to be confused with literacy in the official national language - this is indirectly dealt with in the question about completing primary education (Q 101)). Please note that literacy in your indigenous language does not necessarily require that your language has its own particular script (e.g. its own particular letters or signs). Many indigenous languages are written with, for example, the Roman alphabet, commonly used in Western languages.
The response options allows you to register your assessment of the level of literacy among three different categories of children in your community / people, namely a) Those who are completing primary education; b) Those who are completing lower secondary education; c) Children studying in grade 2/3. The response options for each age group are the following:
·       One out of five – a few (20%)
·       Two out of five – a bit less than half (40%)
·       Three out of five – a bit more than half (60%)
·       Four out of five – almost all (80%)
·       Five out of five – everybody (100%)
·       No data available – we cannot answer the question
·       None – nobody completes primary education
The facilitator may have to assist the community in translating their assessment into the given answer categories. Try to get the community to be as exact as possible, and calculate which of the response options correspond to the community’s estimate.
Please add any additional information in the text box below.

Please indicate whether children from your community who attend primary school receive any classes in your indigenous mother tongue as part of their formal schooling?
The response options are the following:
·       Not at all – no children receive primary education in their mother tongue
·       To a limited extent – a small number of classes in local primary schools are taught in indigenous languages
·       To some extent – close to half of the classes in local primary schools are taught in indigenous languages
·       To a considerable extent – more than half of the classes in local primary schools are taught in indigenous languages
·       Fully – all classes in local primary schools are taught in indigenous languages
Please add any additional information in the text box below.

Please indicate whether children from your community, who attend secondary school, receive any classes in your indigenous mother tongue as part of their formal schooling?
The response options are the following:
·       Not at all – no children receive secondary education in their mother tongue
·       To a limited extent – a small number of classes in secondary schools are taught in indigenous languages
·       To some extent – close to half of the classes in secondary schools are taught in indigenous languages
·       To a considerable extent – more than half of the classes in secondary schools are taught in indigenous languages
·       Fully – all classes in secondary schools are taught in indigenous languages
Please add any additional information in the text box below.

This question monitors the availability of and access to culturally and linguistically appropriate education for indigenous peoples. In particular, the question relates to Article 14(3) of UNDRIP, which stipulates that "States shall, in conjunction with indigenous peoples, take effective measures, in order for indigenous individuals, particularly children, including those living outside their communities, to have access, when possible, to an education in their own culture and provided in their own language."
Data source: National education policies and legislation.
Please answer ‘Yes’ or ‘No’, and provide additional information and references in the comment box, as appropriate.

This question monitors the availability of and access to culturally and linguistically appropriate education for indigenous peoples. In particular, it assesses the implementation of Article 14 (1) of UNDRIP, which stipulates that “Indigenous peoples have the right to establish and control their educational systems and institutions providing education in their own languages, in a manner appropriate to their cultural methods of teaching and learning”.
An educational system that meets indigenous peoples' needs and rights is a key aspect of ensuring that indigenous societies can develop in accordance with their own priorities and aspirations, and transmit their knowledge to future generations. The right to establish and run their own educational institutions is therefore an integrated aspect of indigenous peoples' collective right to self-determination.
Data source: National education policies and legislation.
Please answer ‘Yes’ or ‘No’, and provide additional information in the comment box, as relevant.

This question relates to Articles 14(1), 14(2), 14(3) and 15(1) of UNDRIP, and the right to availability of and access to culturally and linguistically appropriate education enshrined herein. In particular, this question relates to Article 14(3) of UNDRIP, which stipulates that "States shall, in conjunction with indigenous peoples, take effective measures, in order for indigenous individuals, particularly children, including those living outside their communities, to have access, when possible, to an education in their own culture and provided in their own language."
Data source: National education policies and legislation, national and/or regional primary school curricula
You have five answer-options, ranging from ‘Not at all’ to ‘Fully’. Please mark the one that best reflects your assessment, and use the comment box to provide additional information, as relevant.

This question relates to Articles 14(1), 14(2), 14(3) and 15(1) of UNDRIP, and the right to availability of and access to culturally and linguistically appropriate education enshrined herein. In particular, this question relates to Article 14(3) of UNDRIP, which stipulates that "States shall, in conjunction with indigenous peoples, take effective measures, in order for indigenous individuals, particularly children, including those living outside their communities, to have access, when possible, to an education in their own culture and provided in their own language."
Data source: National education policies and legislation, national and/or regional primary school curricula
You have five answer-options, ranging from ‘Not at all’ to ‘Fully’. Please mark the one that best reflects your assessment, and use the comment box to provide additional information, as relevant.

This question too monitors the availability of and access to culturally and linguistically appropriate education for indigenous peoples. In particular, it monitors whether states have taken special measures to build the necessary technical capacity for teachers to deliver quality education to indigenous peoples. States’ obligation to implement special measures to advance effective equality for disadvantaged groups is enshrined in international human rights law.
Data source: Ministry of education, information of teachers’ training.
Please answer ‘Yes’ or ‘No’, and provide additional information, as relevant, in the answer box.