Education must produce understanding and capability people can actually use.

Foundational teaching and safe learning support have almost completely collapsed; most children have no functioning path to develop basic capability.

Scattered instruction persists but there are severe teacher, safe-place, materials and sustained-learning shortages.

Basic teaching sites operate, yet qualified guidance, effective literacy and numeracy instruction and safe practice are grossly insufficient.

Functioning instruction reaches some locations, but shortages, weak supervision, inconsistent teaching and absent practical pathways remain widespread.

Basic instruction, learning materials and some trained educators operate, with meaningful limits in quality, accessibility or further learning paths.

Broad effective foundational teaching, supervised discovery, accessible learning materials and basic practical programmes are available.

Strong connected capacity includes foundational teaching, discovery, safe capability fields, diverse mentors, libraries, technical practice and apprenticeships.

Near-universal dependable capacity includes trained guides, specialized pathways, protected family participation, continuing adult learning and proven quality improvement.

Universal resilient NoDumbDumbs-equivalent capability: excellent foundations, discovery, family learning, practice, advanced specialization, mentorship and lifelong teaching, safely supported and responsive to individual talent.

Fewer than 5% of the defined eligible learner population effectively receives needed foundational learning and usable next-step development.

Between 5% and 24% effectively learn; most eligible learners lack usable instruction and development routes.

Between 25% and 39% achieve documented usable access to essential learning and support; large groups are excluded.

Between 40% and 49% effectively reach foundational learning, with major regional or social exclusions.

At least 50% of an explicitly defined population effectively learns; foundational proficiency, continuation or lifelong reach gaps remain.

Over 75% effectively served, OR 30%+ fully money-free and effectively served with 50%+ total effective reach. Free enrolment alone is not mastery.

Over 75% effectively served AND over 30% have documented fully money-free access to the complete relevant learning pathway with competent outcomes.

Over 90% effectively served AND at least 75% can learn freely, with accessible continuing pathways and measured equity across regions, income and disability.

100% effective reach throughout life with usable, safe and fully free foundational, practical and specialized learning; nobody excluded by money, location or disability.

Systemic denial, coercion, violent exclusion, extreme costs and unsafe learning make development impossible for most.

Extreme fees, travel, insecurity, teacher absence and exclusion mean learning is inaccessible or harmful to many.

Severe charges, supply shortages, discrimination, lost family time and unreliable provision regularly interrupt effective learning.

Major tuition, transport, equipment, waiting, unsafe-environment or administrative barriers keep many from gaining skills.

A basic learning route functions but costs, travel, teacher availability, examination pressure or learning gaps create meaningful obstacles.

Measured decreases in educational cost, travel, unsafe treatment, exclusion and delays enable wider effective learning.

Major avoidable access barriers fall: reliable no-fee pathways exist for many and materials, transport and capable teaching are substantially available.

Only small avoidable barriers remain; education reliably adapts to people, families, disability, language and practical skill needs.

No ordinary tuition, materials, essential transport, gatekeeping or systematic exclusion prevents usable lifelong learning; safe flexible pathways protect family life and capable instructors.

Learning produces little usable understanding or skill; large numbers leave without essential literacy, numeracy or practical judgment.

Serious foundational failures persist and learners rarely demonstrate independent competence or useful continued development.

Some graduates show basic skill, but weak reading, mathematics and practical mastery leave most unable to use learning confidently.

Measurable capability grows for a minority, yet advancement, practical application and knowledge continuity remain weak.

Foundational skills and some useful capabilities are demonstrated; lifelong advancement and shared practical teaching remain uneven.

Proven gains in reading, mathematics, judgment, practical problem solving and real projects spread across learners.

Learners reliably demonstrate useful competence across study, repair, food, care, engineering, art, civic knowledge and safe practice, with qualified pathways to teach others.

Widespread documented capability produces competent apprentices, innovation, intergenerational teaching, effective stewardship and freely chosen, age-appropriate family Shubaka.

Lifelong and whole-family capability keeps multiplying: people independently understand, invent, build, repair, research, safely contribute and teach, with measured proficiency, learner freedom and no coercive child work.