EDUCATION
Key findings
How successful are national education policies?
Education scores are weighted composites. A qualitative policy assessment [ 
] contributes one-half of this weighting, with five quantitative measures [ 
] each contributing an additional one-tenth.
Scores and methodology
] contributes one-half of this weighting, with five quantitative measures [ ] each contributing an additional one-tenth. Scores and methodology
EducationKey findings: Education policy
Each 
represents an individual country and is positioned on a scale from 1 (lowest) to 10 (best). Position cursor over to see scores for individual countries.
Click country name in list or text for details.
represents an individual country and is positioned on a scale from 1 (lowest) to 10 (best). Position cursor over to see scores for individual countries.Click country name in list or text for details.
Score distribution
A difficult issue for many countries, education in this top group is generally of very high quality, and conducted equitably.
Education is core to Finland’s competitive strategy, with policies ensuring that good-quality schools are universally available. Canada and New Zealand’s schools are cost-efficient and good, and generally reinforce equity.
Strong education spending in Denmark has long been aimed at compensating for social disparities. Sweden’s spending is also high, but test scores are middling.
Education is core to Finland’s competitive strategy, with policies ensuring that good-quality schools are universally available. Canada and New Zealand’s schools are cost-efficient and good, and generally reinforce equity.
Strong education spending in Denmark has long been aimed at compensating for social disparities. Sweden’s spending is also high, but test scores are middling.
6.9
6
6.8
7
6.7
8
6.5
9
6.4
10
6.3
11
6.2
12
6.1
13
6.0
14
6.0
5.9
16
5.9
5.8
18
5.6
19
5.0
20
In the middle group, school quality often varies by region or income. Some countries have had difficulties keeping up spending levels or students' test scores.
Equity of educational offerings is a concern in a number of countries, with students' family income or location often affecting quality (Sweden, Netherlands, UK, Ireland, U.S., Belgium, Germany).
Several countries have difficulties in producing enough high-skilled workers or university graduates (Norway, Austria, Czech Republic, Australia). Dropout rates in France are high.
Public education spending in Australia has fallen in recent years. Relatively low test scores in Germany have made education policy a priority there.
Schools and test scores are good in South Korea, but the cost to families is a concern. Iceland has increased spending in recent years, but secondary schools and universities remain underfunded.
Equity of educational offerings is a concern in a number of countries, with students' family income or location often affecting quality (Sweden, Netherlands, UK, Ireland, U.S., Belgium, Germany).
Several countries have difficulties in producing enough high-skilled workers or university graduates (Norway, Austria, Czech Republic, Australia). Dropout rates in France are high.
Public education spending in Australia has fallen in recent years. Relatively low test scores in Germany have made education policy a priority there.
Schools and test scores are good in South Korea, but the cost to families is a concern. Iceland has increased spending in recent years, but secondary schools and universities remain underfunded.
4.5
21
4.2
22
4.1
23
3.7
24
3.7
3.6
26
3.3
27
2.9
28
2.1
29
1.5
30
In this group, serious disparities between schools are often a problem. Education systems are often poorly attuned to local labor market requirements.
Variations between schools, based on student income or region, are substantial in Hungary, Spain, Italy and Mexico.
A number of countries (Hungary, Slovakia, Poland, Mexico) have had difficulty producing graduates with skills that match labor-market demands. Dropout rates in Spain are high, while Luxembourg’s student test scores are low.
Portugal has recently reformed the schools system, but faces teachers' union resistance.
Though good schools do exist, average school quality is low in Mexico, Greece and Turkey.
Variations between schools, based on student income or region, are substantial in Hungary, Spain, Italy and Mexico.
A number of countries (Hungary, Slovakia, Poland, Mexico) have had difficulty producing graduates with skills that match labor-market demands. Dropout rates in Spain are high, while Luxembourg’s student test scores are low.
Portugal has recently reformed the schools system, but faces teachers' union resistance.
Though good schools do exist, average school quality is low in Mexico, Greece and Turkey.
Rationale
A strong education system is crucial to establishing future competitiveness, and it contributes to personal development and social cohesion.
This criterion assess the extent to which a government's education policy facilitates high-quality learning that contributes to personal development, sustainable economic growth and social cohesion. Focus areas include the need to provide a skilled labor force, upper secondary and tertiary attainment levels, and (equitable) access to education.
Performance comparison
Use drop-down menus for selections. In all cases, higher scores reflect better performance.
