This study introduces a quantitative tool for assessing national education quality and maps the global education quality landscape

Evaluating education quality across countries is complex and often inconsistent. A recent study introduces the Global Education Quality Index (GEQI), developed to offer a comprehensive and comparative tool for assessing education worldwide. Drawing on data from 62 countries between 2009 and 2018, the study uses an input-process-outcome framework to analyze basic, school, and postsecondary education. By highlighting regional differences and systemic strengths, the GEQI offers new insights into improving global education systems.

Education quality has a profound impact on accumulating and consolidating human capital, contributing to a country’s overall productivity and competitiveness. Yet, an enduring dilemma lies in measuring and comparing education quality across regions. Over the years, several frameworks have been proposed to evaluate education quality; however, these attempts have often suffered from incomplete indicators and a limited scope, making it difficult to assess education quality from a truly global perspective.

To address these gaps, a team of researchers led by Dr. Yan Cao has developed the Global Education Quality Index (GEQI), a scientifically rigorous framework that integrates data from the World Bank, OECD, UNESCO, and PISA. Covering 62 countries and regions from 2009 to 2018, the GEQI enables standardized cross-national comparisons of basic, school, and postsecondary education quality. Their study, published online in ECNU Review of Education on May 22, 2025, provides theoretical and practical insights for advancing global education development.

The study constructs the Global Education Quality Index (GEQI) guided by an Educational “Input-Process-Outcome” framework, selecting 11 indicators that capture education quality across three dimensions: educational opportunities, processes, and outcomes. The analysis data was obtained from multiple sources, including the World Bank, OECD, PISA, and UNESCO. Eventually, balanced panel data of 62 countries/regions covering the years of 2009, 2012, 2015, and 2018 are compiled.

Three components of the GEQI were identified after employing Principal Component Analysis (PCA) to condense and simplify the original indicators. The first factor, Quality of Basic Education Assurance, highlights the accessibility of basic education and the government’s commitment to educational funding, providing support for the high quality and sustainability of the national education system. The second factor, Quality of School Education Operation, reflects the input of educational resources and students’ academic performance, indicating the operational efficiency and effectiveness of schools. The third factor, Quality of Postsecondary Education Development, measures educational attainment and development at an advanced stage, reflecting the cultivation of specialized human capital and the proficiency of the skilled workforce.

Utilizing the established GEQI, the authors further displayed the index scores across countries (regions) and offered a global snapshot of education quality, providing insights for potential educational improvement.

Novel findings emerged as the study revealed that European Union countries generally dominate the GEQI rankings, among which Finland, Belgium, and Sweden are particularly notable for their prominent top positions. Furthermore, Asian and Oceanian nations such as Singapore, South Korea, Australia, and New Zealand also rank highly, reflecting robust education systems. Commonwealth nations (e.g., Australia, New Zealand, and Singapore) and post-Soviet states (e.g., Belarus and Estonia) also rank prominently, demonstrating competitive academic performance. Moreover, the sub-index analysis illustrated uneven regional performance and revealed the impact of unique educational practices and cultural contexts on education quality.

The researchers also reported measurement constraints in constructing the index. They noted that cognitive indicators derived from PISA may introduce bias when reflecting national-level educational outcomes, since PISA’s non-representative school sampling methodology across participating countries/regions does not fully capture the entire scope of national education systems.

In summary, this study introduces a novel quantitative tool for assessing global education quality. By comparing the strengths and weaknesses of education quality using the Global Education Quality Index, the study maps the global education landscape and offers actionable insights for systemic educational improvements.

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Reference
Title of original paper: How to Assess Global Education Quality: The Global Education Quality Index and Its Cross-National Comparisons
Journal: ECNU Review of Education
DOI: 10.1177/20965311251331107