Evaluating State Performance In Fulfilling The Right To Education: a Comparative Analysis Of Unesco Sdg 4 Indicators Within a Human Rights Framework

Abstract

This study assesses state performance in fulfilling the right to education through a comparative analysis of UNESCO Sustainable Development Goal 4 (SDG 4) indicators. Using cross-national data, the research examines key dimensions of education systems, including access, progression, learning outcomes, and equity. The findings indicate that while significant global progress has been achieved in areas such as primary completion and youth literacy, substantial disparities persist across countries, particularly in lower secondary completion, early childhood education, and out-of-school rates. The analysis further reveals strong relationships among education indicators, suggesting that performance patterns are systemic rather than isolated. Although SDG 4 indicators provide a robust empirical framework for evaluating education outcomes, they primarily capture outcome-based dimensions and do not directly reflect legal and institutional aspects of the right to education. The study concludes that a comprehensive assessment of state performance requires the integration of quantitative indicators with broader policy and governance perspectives to better understand the fulfillment of education as a fundamental human right.