Iceland had the highest inequality-adjusted education index score worldwide, amounting to **** out of one on the index. Germany followed with an index score of ****. The inequality-adjusted education index is the education index in the Human Development Index adjusted for inequality.

The average for 2021 based on 41 countries was 111.6 index points. The highest value was in Luxembourg: 422.59 index points and the lowest value was in Turkey: 10.85 index points. The indicator is available from 2017 to 2021. Below is a chart for all countries where data are available.

This statistic illustrates the ranking of China's education among ** countries in the global soft power index list from 2015 to 2019. According to the Soft Power ** study results of 2019, China ranked number ** in the education category among ** countries worldwide making an four-place jump since the previous year.

Abstract

This study provides an update on measures of educational attainment for a broad cross section of countries. In our previous work (Barro and Lee, 1993), we constructed estimates of educational attainment by sex for persons aged 25 and over. The values applied to 129 countries over a five-year intervals from 1960 to 1985.

The present study adds census information for 1985 and 1990 and updates the estimates of educational attainment to 1990. We also have been able to add a few countries, notably China, which were previously omitted because of missing data.

Dataset:

Educational attainment at various levels for the male and female population. The data set includes estimates of educational attainment for the population by age - over age 15 and over age 25 - for 126 countries in the world. (see Barro, Robert and J.W. Lee, "International Measures of Schooling Years and Schooling Quality, AER, Papers and Proceedings, 86(2), pp. 218-223 and also see "International Data on Education", manuscipt.) Data are presented quinquennially for the years 1960-1990;

Educational quality across countries. Table 1 presents data on measures of schooling inputs at five-year intervals from 1960 to 1990. Table 2 contains the data on average test scores for the students of the different age groups for the various subjects.Please see Jong-Wha Lee and Robert J. Barro, "Schooling Quality in a Cross-Section of Countries," (NBER Working Paper No.w6198, September 1997) for more detailed explanation and sources of data.

Geographic coverage

The data set cobvers the following countries: - Afghanistan - Albania - Algeria - Angola - Argentina - Australia - Austria - Bahamas, The - Bahrain - Bangladesh - Barbados - Belgium - Benin - Bolivia - Botswana - Brazil - Bulgaria - Burkina Faso - Burundi - Cameroon - Canada - Cape verde - Central African Rep. - Chad - Chile - China - Colombia - Comoros - Congo - Costa Rica - Cote d'Ivoire - Cuba - Cyprus - Czechoslovakia - Denmark - Dominica - Dominican Rep. - Ecuador - Egypt - El Salvador - Ethiopia - Fiji - Finland - France - Gabon - Gambia - Germany, East - Germany, West - Ghana - Greece - Grenada - Guatemala - Guinea - Guinea-Bissau - Guyana - Haiti - Honduras - Hong Kong - Hungary - Iceland - India - Indonesia - Iran, I.R. of - Iraq - Ireland - Israel - Italy - Jamaica - Japan - Jordan - Kenya - Korea - Kuwait - Lesotho - Liberia - Luxembourg - Madagascar - Malawi - Malaysia - Mali - Malta - Mauritania - Mauritius - Mexico - Morocco - Mozambique - Myanmar (Burma) - Nepal - Netherlands - New Zealand - Nicaragua - Niger - Nigeria - Norway - Oman - Pakistan - Panama - Papua New Guinea - Paraguay - Peru - Philippines - Poland - Portugal - Romania - Rwanda - Saudi Arabia - Senegal - Seychelles - Sierra Leone - Singapore - Solomon Islands - Somalia - South africa - Spain - Sri Lanka - St.Lucia - St.Vincent & Grens. - Sudan - Suriname - Swaziland - Sweden - Switzerland - Syria - Taiwan - Tanzania - Thailand - Togo - Tonga - Trinidad & Tobago - Tunisia - Turkey - U.S.S.R. - Uganda - United Arab Emirates - United Kingdom - United States - Uruguay - Vanuatu - Venezuela - Western Samoa - Yemen, N.Arab - Yugoslavia - Zaire - Zambia - Zimbabwe

A global education index from 1980 - 2013 calculated using mean years of schooling and expected years of schooling. Data in the tables are those available to the UNDP Human Development Report Office as of 15 November 2013, unless otherwise specified.

Description:

This dataset presents the tertiary education rates of the top ten most educated countries in the world. These countries have been ranked based on their tertiary education rates, showcasing their commitment to fostering educated populations and their global prominence in various fields. The dataset highlights the percentage of the population with completed tertiary education for each of these leading nations. With South Korea leading the pack at 69.29%, followed by Canada, Japan, Luxembourg, Ireland, Russia, Lithuania, the United Kingdom, the Netherlands, and Norway, this dataset provides valuable insights into global education trends and the impact of education on socioeconomic development.

Columns:

Country: Name of the country Tertiary_Education_Rate: Percentage of the population with completed tertiary education Potential Applications:

• Comparative analysis of tertiary education rates among the top educated countries
• Understanding the correlation between education levels and socioeconomic indicators
• Identifying factors contributing to high educational attainment in leading nations
• Benchmarking educational policies and initiatives against top-performing countries

This statistic represents the ranking in the Gulf Cooperation Council region for quality of math and science of education in 2018, by country. During the measured time period, the rank of Qatar was ***** out of 140 countries for the quality of math and science of education.

This statistic represents the ranking in the Gulf Cooperation Council region for quality of the education system in 2018, by country. During the measured time period, the rank of Qatar was ***** out of 140 countries for the quality of the education system.

Finland had the highest quality of primary education in the world in 2017, with an index score of ***. The index runs on a scale of one (low quality) to seven (very good). Switzerland, Singapore, the Netherlands, and Estonia rounded out the top five for countries with the highest quality of primary education. A solid foundation Primary school age children are generally between the ages of six and eleven years old. Primary school is the first stage of formal education and consists of general knowledge and fundamental skills in areas like mathematics, reading, writing, and science, with student enrollment rates being particularly high in advanced economies. This helps young students to form a solid base for further study as they get older. Primary education in the United States Primary schools in the United States, where they are called elementary schools, can be either private or public institutions, with enrollment in public schools generally higher than in private schools. Education from the age of five is mandatory in the U.S., whether that be through the state-funded public school system, private schooling, or through an approved home school program. Depending on state law, students can leave school between the ages of 16 and 18.

The average for 2021 based on 10 countries was 51.18 index points. The highest value was in Singapore: 129.04 index points and the lowest value was in Laos: 16.79 index points. The indicator is available from 2017 to 2021. Below is a chart for all countries where data are available.

Global Gender Parity Index for Gross Enrollment Ratio in Tertiary Education by Country, 2022 Discover more data with ReportLinker!

This statistic describes the scores on the Social Progress Index for access to advanced education in the Middle East and North Africa in 2016, by country. During this time period, the United Arab Emirates scored ** out of 100 on access to advanced education, compared to Yemen's score of *.

Abstract

Many theories of economic growth stress the role of human capital in the form of education, but empirical studies have been hampered by inadequate data. The authors describe a data set on educational attainment for 120 countries over five- year periods from 1960 to 1985. Census and survey figures fill over 40% of the cells, and the remainder are estimated from school-enrollment data by a perpetual- inventory method. The data refer to male and female attainment of the adult population at four levels: no schooling, primary, secondary, and higher. They also provide a rough breakdown into incomplete and complete attainment at the three levels of schooling.

Geographic coverage

The authors describe a data set on educational attainment for 120 countries over five- year periods from 1960 to 1985.

Kind of data

Aggregate data [agg]

Mode of data collection

Other [oth]

The purpose of this study is to undertake a comparative study of higher education indices in China and between the 31 administrative divisions of China with the international evaluation system. The analysis includes a comparison of higher education indices between China and six continents and several key countries in the world, as well as a comparison between internal regions in China and Malaysia, both of which are in Asia. The numbers and rankings of higher education institutes (HEIs) of various countries and regions listed in the QS World University Rankings (QS) over 13 years from 2010 to 2023 form the basis of corresponding higher education indices obtained through several calculation formulas. These indices are the QS Higher Education Density Index (QSHEDI), QS Higher Education Quality Index (QSHEQI), QS Higher Education Composite Index (QSHEI), and Relative QS Higher Education Composite Index (RQSHEI), and they reflect the index calculation results of the density, quality, and composite of higher education relative to the regional population. Based on the comparative analysis of the indices from multiple perspectives, this study found that there is a large gap between higher education in China and other countries, and there is also a significant imbalance in the geographical distribution of higher education resources among Chinese provinces based on the population proportion and economic impact. These disparities will hurt the sustainable development of higher education in China. Therefore, paying more attention to the international evaluation system and recognition standards like the QS Rankings becomes necessary to guide the balanced development of higher education among provinces according to the population proportion. It is also vital to improve the international influence of HEIs in China according to internationally recognized requirements so that China's higher education can develop sustainably in the process of global internationalization.

Goal 4Ensure inclusive and equitable quality education and promote lifelong learning opportunities for allTarget 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomesIndicator 4.1.1: Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sexSE_TOT_PRFL: Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)Indicator 4.1.2: Completion rate (primary education, lower secondary education, upper secondary education)SE_TOT_CPLR: Completion rate, by sex, location, wealth quintile and education level (%)Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary educationIndicator 4.2.1: Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sexiSE_DEV_ONTRK: Proportion of children aged 36−59 months who are developmentally on track in at least three of the following domains: literacy-numeracy, physical development, social-emotional development, and learning (% of children aged 36-59 months)Indicator 4.2.2: Participation rate in organized learning (one year before the official primary entry age), by sexSE_PRE_PARTN: Participation rate in organized learning (one year before the official primary entry age), by sex (%)Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including universityIndicator 4.3.1: Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sexSE_ADT_EDUCTRN: Participation rate in formal and non-formal education and training, by sex (%)Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurshipIndicator 4.4.1: Proportion of youth and adults with information and communications technology (ICT) skills, by type of skillSE_ADT_ACTS: Proportion of youth and adults with information and communications technology (ICT) skills, by sex and type of skill (%)Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situationsIndicator 4.5.1: Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregatedSE_GPI_PTNPRE: Gender parity index for participation rate in organized learning (one year before the official primary entry age), (ratio)SE_GPI_TCAQ: Gender parity index of trained teachers, by education level (ratio)SE_GPI_PART: Gender parity index for participation rate in formal and non-formal education and training (ratio)SE_GPI_ICTS: Gender parity index for youth/adults with information and communications technology (ICT) skills, by type of skill (ratio)SE_IMP_FPOF: Immigration status parity index for achieving at least a fixed level of proficiency in functional skills, by numeracy/literacy skills (ratio)SE_NAP_ACHI: Native parity index for achievement (ratio)SE_LGP_ACHI: Language test parity index for achievement (ratio)SE_TOT_GPI: Gender parity index for achievement (ratio)SE_TOT_SESPI: Low to high socio-economic parity status index for achievement (ratio)SE_TOT_RUPI: Rural to urban parity index for achievement (ratio)SE_ALP_CPLR: Adjusted location parity index for completion rate, by sex, location, wealth quintile and education levelSE_AWP_CPRA: Adjusted wealth parity index for completion rate, by sex, location, wealth quintile and education levelSE_AGP_CPRA: Adjusted gender parity index for completion rate, by sex, location, wealth quintile and education levelTarget 4.6: By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracyIndicator 4.6.1: Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sexSE_ADT_FUNS: Proportion of population achieving at least a fixed level of proficiency in functional skills, by sex, age and type of skill (%)Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable developmentIndicator 4.7.1: Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessmentTarget 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for allIndicator 4.a.1: Proportion of schools offering basic services, by type of serviceSE_ACS_CMPTR: Schools with access to computers for pedagogical purposes, by education level (%)SE_ACS_H2O: Schools with access to basic drinking water, by education level (%)SE_ACS_ELECT: Schools with access to electricity, by education level (%)SE_ACC_HNDWSH: Schools with basic handwashing facilities, by education level (%)SE_ACS_INTNT: Schools with access to the internet for pedagogical purposes, by education level (%)SE_ACS_SANIT: Schools with access to access to single-sex basic sanitation, by education level (%)SE_INF_DSBL: Proportion of schools with access to adapted infrastructure and materials for students with disabilities, by education level (%)Target 4.b: By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countriesIndicator 4.b.1: Volume of official development assistance flows for scholarships by sector and type of studyDC_TOF_SCHIPSL: Total official flows for scholarships, by recipient countries (millions of constant 2018 United States dollars)Target 4.c: By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing StatesIndicator 4.c.1: Proportion of teachers with the minimum required qualifications, by education leveliSE_TRA_GRDL: Proportion of teachers who have received at least the minimum organized teacher training (e.g. pedagogical training) pre-service or in-service required for teaching at the relevant level in a given country, by sex and education level (%)

Russia topped Coursera's ranking of technology skills in 2020. Among other countries of Central and Eastern Europe, Belarus and Ukraine followed, at the 98th and 95th percentile, respectively. Romania was the only listed country of the region outside the Cutting-Edge category, at the 56th percentile.

The average for 2021 based on 11 countries was 52.4 index points. The highest value was in Uruguay: 93.71 index points and the lowest value was in Colombia: 20.23 index points. The indicator is available from 2017 to 2021. Below is a chart for all countries where data are available.

This layer is a part of Esri GeoInquiries at http://www.esri.com/geoinquiries The HDI was created to emphasize that people and their capabilities should be the ultimate criteria for assessing the development of a country, not economic growth alone. The HDI can also be used to question national policy choices, asking how two countries with the same level of GNI per capita can end up with different human development outcomes. These contrasts can stimulate debate about government policy priorities. The Human Development Index (HDI) is a summary measure of average achievement in key dimensions of human development: a long and healthy life, being knowledgeable and have a decent standard of living. The HDI is the geometric mean of normalized indices for each of the three dimensions. The health dimension is assessed by life expectancy at birth, the education dimension is measured by mean of years of schooling for adults aged 25 years and more and expected years of schooling for children of school entering age. The standard of living dimension is measured by gross national income per capita. The HDI uses the logarithm of income, to reflect the diminishing importance of income with increasing GNI. The scores for the three HDI dimension indices are then aggregated into a composite index using geometric mean. Refer to Technical notes for more details. [source, 2020]This dataset includes the fields:HDI_Rank_2019HDI_2019Life_expectancy_at_birth_inYearExpected_years_of_schoolingMean_years_of_schooling_2019GNI_per_capita_2019Data sources:UN Development Programhttp://hdr.undp.org/en/content/2019-human-development-index-rankingHistoric HDI data source:http://hdr.undp.org/en/data#

Worm index rankings by country along with HDI.

Description

This comprehensive dataset provides a wealth of information about all countries worldwide, covering a wide range of indicators and attributes. It encompasses demographic statistics, economic indicators, environmental factors, healthcare metrics, education statistics, and much more. With every country represented, this dataset offers a complete global perspective on various aspects of nations, enabling in-depth analyses and cross-country comparisons.

Key Features

• Country: Name of the country.
• Density (P/Km2): Population density measured in persons per square kilometer.
• Abbreviation: Abbreviation or code representing the country.
• Agricultural Land (%): Percentage of land area used for agricultural purposes.
• Land Area (Km2): Total land area of the country in square kilometers.
• Armed Forces Size: Size of the armed forces in the country.
• Birth Rate: Number of births per 1,000 population per year.
• Calling Code: International calling code for the country.
• Capital/Major City: Name of the capital or major city.
• CO2 Emissions: Carbon dioxide emissions in tons.
• CPI: Consumer Price Index, a measure of inflation and purchasing power.
• CPI Change (%): Percentage change in the Consumer Price Index compared to the previous year.
• Currency_Code: Currency code used in the country.
• Fertility Rate: Average number of children born to a woman during her lifetime.
• Forested Area (%): Percentage of land area covered by forests.
• Gasoline_Price: Price of gasoline per liter in local currency.
• GDP: Gross Domestic Product, the total value of goods and services produced in the country.
• Gross Primary Education Enrollment (%): Gross enrollment ratio for primary education.
• Gross Tertiary Education Enrollment (%): Gross enrollment ratio for tertiary education.
• Infant Mortality: Number of deaths per 1,000 live births before reaching one year of age.
• Largest City: Name of the country's largest city.
• Life Expectancy: Average number of years a newborn is expected to live.
• Maternal Mortality Ratio: Number of maternal deaths per 100,000 live births.
• Minimum Wage: Minimum wage level in local currency.
• Official Language: Official language(s) spoken in the country.
• Out of Pocket Health Expenditure (%): Percentage of total health expenditure paid out-of-pocket by individuals.
• Physicians per Thousand: Number of physicians per thousand people.
• Population: Total population of the country.
• Population: Labor Force Participation (%): Percentage of the population that is part of the labor force.
• Tax Revenue (%): Tax revenue as a percentage of GDP.
• Total Tax Rate: Overall tax burden as a percentage of commercial profits.
• Unemployment Rate: Percentage of the labor force that is unemployed.
• Urban Population: Percentage of the population living in urban areas.
• Latitude: Latitude coordinate of the country's location.
• Longitude: Longitude coordinate of the country's location.

Potential Use Cases

• Analyze population density and land area to study spatial distribution patterns.
• Investigate the relationship between agricultural land and food security.
• Examine carbon dioxide emissions and their impact on climate change.
• Explore correlations between economic indicators such as GDP and various socio-economic factors.
• Investigate educational enrollment rates and their implications for human capital development.
• Analyze healthcare metrics such as infant mortality and life expectancy to assess overall well-being.
• Study labor market dynamics through indicators such as labor force participation and unemployment rates.
• Investigate the role of taxation and its impact on economic development.
• Explore urbanization trends and their social and environmental consequences.