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# Limitations, ethics and responsible interpretation

**No validated education score:** Eight indicators are not a complete education system assessment or an official SDG4 scorecard.
**No causal inference:** Associations between spending, technology, access and outcomes are descriptive and potentially confounded. No panel regression, causal design or statistical uncertainty interval is supplied.
**Not all observations are comparable:** Gross enrollment and primary completion ratios may exceed 100. Years, definitions, collection quality and measurement methods vary.
**Inexact latest-year ranking:** The overview ranks latest reported values that can have different reporting years. It is not necessarily a common-year league table.
**Missing information stays missing:** Low coverage is visible; a missing point is not zero and is not estimated. In some countries some indicators have very sparse coverage.
**No unseen national/individual inequality inference:** The Country gaps view measures differences between **two national aggregates** on exactly the same year. It cannot reveal gender, income, disability, ethnicity, geographic or individual-level gaps.
**Descriptive trends only:** Changes in reported levels do not establish intervention effects, growth-adjusted improvements, learning achievement or welfare effects.
**Reported dates and source revisions:** Data retrieved today may later be revised by the World Bank or source producers. Download sessions and cite retrieval dates for reproducibility.
**Data provider rights:** Repository MIT licensing covers original code only, not World Bank/UNESCO source datasets.
**Synthetic demo:** Fictional values are generated for interface testing, never to be used as evidence or publication data.
**API availability:** Live API availability and browser cross-origin access are not guaranteed. This build has mocked local API integration tests; a production connection check is needed after deployment.
**Study design:** For a scientific comparative education paper, preregister selection, inspect indicator definitions, assess sample sizes and data vintage, and perform robust contextual and inferential analyses outside this tool.

	# Limitations, ethics and responsible interpretation

	1. No validated education score: Eight indicators are not a complete education system assessment or an official SDG4 scorecard.
	2. No causal inference: Associations between spending, technology, access and outcomes are descriptive and potentially confounded. No panel regression, causal design or statistical uncertainty interval is supplied.
	3. Not all observations are comparable: Gross enrollment and primary completion ratios may exceed 100. Years, definitions, collection quality and measurement methods vary.
	4. Inexact latest-year ranking: The overview ranks latest reported values that can have different reporting years. It is not necessarily a common-year league table.
	5. Missing information stays missing: Low coverage is visible; a missing point is not zero and is not estimated. In some countries some indicators have very sparse coverage.
	6. No unseen national/individual inequality inference: The Country gaps view measures differences between two national aggregates on exactly the same year. It cannot reveal gender, income, disability, ethnicity, geographic or individual-level gaps.
	7. Descriptive trends only: Changes in reported levels do not establish intervention effects, growth-adjusted improvements, learning achievement or welfare effects.
	8. Reported dates and source revisions: Data retrieved today may later be revised by the World Bank or source producers. Download sessions and cite retrieval dates for reproducibility.
	9. Data provider rights: Repository MIT licensing covers original code only, not World Bank/UNESCO source datasets.
	10. Synthetic demo: Fictional values are generated for interface testing, never to be used as evidence or publication data.
	11. API availability: Live API availability and browser cross-origin access are not guaranteed. This build has mocked local API integration tests; a production connection check is needed after deployment.
	12. Study design: For a scientific comparative education paper, preregister selection, inspect indicator definitions, assess sample sizes and data vintage, and perform robust contextual and inferential analyses outside this tool.