We are pleased to announce the release of the 2023 Education Freedom Index, a report conducted by OIDEL (International Organization for the Right to Education and Freedom of Education) and FUNCIVA, in collaboration with UNIR (International University of La Rioja), with contributions from over 50 distinguished experts from various fields. This Index represents a significant milestone in understanding and promoting educational rights and freedoms worldwide.

It is important to note that this study is based on Article 26.3 of the Universal Declaration of Human Rights, which refers to parental rights in education and states that: “Parents have a prior right to choose the kind of education that shall be given to their children.” This reference underscores the fundamental importance of the role of parents in choosing and directing their children’s education, in accordance with the principles of educational freedom and respect for human rights.

This Index is the result of research conducted by a multidisciplinary team over ten months in 2023. Its goal is to provide information on the reality of educational pluralism around the world and to foster debate to better understand the relevance of this right for the future of new generations and society.

Out of the 157 countries evaluated in the 2023 Education Freedom Index, only six countries, including Cuba, Eritrea, North Korea, and recently Afghanistan, do not recognize education freedom in their national legislation. On the other hand, 101 countries have constitutional protection, either by explicitly recognizing the freedom of education, the right of parents to freely choose their children’s education, or by allowing the existence of non-governmental schools.

Overall, there has been a moderately positive trend since 2002 towards the formal recognition of freedom of education, especially in Southeast Asia and Sub-Saharan Africa. Additionally, there is a growing political polarization in the interpretation and practical application of education freedom, for instance, in the debate over public funding, the minimum standards required for different types of schools, or homeschooling.

As in previous editions, we welcome suggestions from readers, both to continue improving the methodology used and the quality of the information obtained and its analysis. Our desire is to develop a fruitful and wide-ranging dialogue with all interested sectors.