The average for 2021 based on 143 countries was 100 percent. The highest value was in Sierra Leone: 151.73 percent and the lowest value was in Somalia: 8.45 percent. The indicator is available from 1970 to 2022. Below is a chart for all countries where data are available.

Iceland had the highest inequality adjusted education index score worldwide, amounting to 0.94 out of one on the index. Germany followed with an index score of 0.92. The inequality-adjusted education index is the education index in the Human Development Index adjusted for inequality.

Context

Most governments around the world have temporarily closed educational institutions in an attempt to contain the spread of the COVID-19 pandemic.

These nationwide closures are impacting over 60% of the world’s student population. Several other countries have implemented localized closures impacting millions of additional learners.

In addition to closing schools, countries are exploring options for remote learning and use of other educational resources to mitigate the loss of learning. This involves capitalizing on work already started and addressing ever-present challenges like degrees of accessibility within communities to ensure equity in access.

So here is the data of the status of schools around the globe during COVID-19

Content

The Dataset contains information about the closure of schools around the globe such as status and date of closing. It also contains the No. of students enrolled in various levels of school around the globe in various countries. Figures correspond to the number of learners enrolled at pre-primary, primary, secondary as well as at tertiary education levels.

Acknowledgements

Thanks to UNESCO Institute for Statistics(UIS) and World Bank for providing this data

Finland had the highest quality of primary education in the world in 2017, with an index score of 6.7. The index runs on 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 years.

The World Bank EdStats All Indicator Query holds over 4,000 internationally comparable indicators that describe education access, progression, completion, literacy, teachers, population, and expenditures. The indicators cover the education cycle from pre-primary to vocational and tertiary education.The query also holds learning outcome data from international and regional learning assessments (e.g. PISA, TIMSS, PIRLS), equity data from household surveys, and projection/attainment data to 2050. For further information, please visit the EdStats website.

Of all the universities in the world, which are the best?

Ranking universities is a difficult, political, and controversial practice. There are hundreds of different national and international university ranking systems, many of which disagree with each other. This dataset contains three global university rankings from very different places.

University Ranking Data

The Times Higher Education World University Ranking is widely regarded as one of the most influential and widely observed university measures. Founded in the United Kingdom in 2010, it has been criticized for its commercialization and for undermining non-English-instructing institutions.

The Academic Ranking of World Universities, also known as the Shanghai Ranking, is an equally influential ranking. It was founded in China in 2003 and has been criticized for focusing on raw research power and for undermining humanities and quality of instruction.

The Center for World University Rankings, is a less well know listing that comes from Saudi Arabia, it was founded in 2012.

• How do these rankings compare to each other?
• Are the various criticisms levied against these rankings fair or not?
• How does your alma mater fare against the world?

Supplementary Data

To further extend your analyses, we've also included two sets of supplementary data.

The first of these is a set of data on educational attainment around the world. It comes from The World Data Bank and comprises information from the UNESCO Institute for Statistics and the Barro-Lee Dataset. How does national educational attainment relate to the quality of each nation's universities?

The second supplementary dataset contains information about public and private direct expenditure on education across nations. This data comes from the National Center for Education Statistics. It represents expenditure as a percentage of gross domestic product. Does spending more on education lead to better international university rankings?

UNESCO has compiled data on school closures due to COVID-19 by date and country.

The categories tracked are:

• Closed due to COVID-19: Government-mandated closures of educational institutions affecting most or all of the student population enrolled from pre-primary through to upper secondary levels [ISCED levels 0 to 3]. In most cases, various distance learning strategies are deployed to ensure educational continuity.
• Academic break: Most schools across the country are on scheduled academic breaks for periods of at least four weeks. All study during this period is suspended.
• Fully open: For the majority of schools, classes are being held exclusively in person, noting that measures to ensure safety and hygiene in schools vary considerably from context to context and/or by level of education.
• Partially open: Governments have mandated (a) partial reopening in certain areas, and/or (b) a phased re-opening by grade level or age and/or (c) the use of a hybrid approach combining in-person and distance learning. It also includes the countries where national governments have deferred decisions on re-opening to other administrative units (e.g. region, municipality or individual schools), and where a variety of re-opening modalities are being used.

For more details see the methodological note.

Source: https://en.unesco.org/covid19/educationresponse

Updated: synced from source daily

​

See more COVID-19 data on our resource page https://data.world/resources/coronavirus/

Context

This ranking was created by aggregating data from 14 websites and counting how many times each country was mentioned in the top 3, top 5, and top 10 places. There is no official measures or rankings for a countries education system.

Content

The 14 web sources are as follows: https://worldpopulationreview.com/country-rankings/education-rankings-by-country https://worldtop20.org/worldbesteducationsystem https://www.currentschoolnews.com/education-news/best-educational-system-in-the-world/ https://www.edsys.in/best-education-system-in-the-world/ https://www.indiaeducation.net/studyabroad/articles/countries-with-the-best-higher-education-system.html http://blog.mpanchang.com/10-best-education-systems-in-the-world/ https://admission.buddy4study.com/study-abroad/best-education-systems-in-world https://www.usnews.com/news/best-countries/best-education https://www.theedadvocate.org/the-edvocates-list-of-the-20-best-education-systems-in-the-world/ https://www.worldatlas.com/articles/10-countries-with-the-best-education-systems.html https://ceoworld.biz/2020/05/10/ranked-worlds-best-countries-for-education-system-2020/ https://www.independent.co.uk/news/education/11-best-school-systems-world-a7425391.html https://naijaquest.com/best-education-system-in-the-world/ https://mintbook.com/blog/best-educational-systems-in-the-world/

Acknowledgements

Created for BAD 52 - Human Relations in Organizations from the Santa Rosa Junior College in Fall 2020.

Analysis of ‘Education and COVID-19’ provided by Analyst-2 (analyst-2.ai), based on source dataset retrieved from https://www.kaggle.com/landlord/education-and-covid19 on 27 August 2021.

--- Dataset description provided by original source is as follows ---

Context

Most governments around the world have temporarily closed educational institutions in an attempt to contain the spread of the COVID-19 pandemic.

These nationwide closures are impacting over 60% of the world’s student population. Several other countries have implemented localized closures impacting millions of additional learners.

In addition to closing schools, countries are exploring options for remote learning and use of other educational resources to mitigate the loss of learning. This involves capitalizing on work already started and addressing ever-present challenges like degrees of accessibility within communities to ensure equity in access.

So here is the data of the status of schools around the globe during COVID-19

Content

The Dataset contains information about the closure of schools around the globe such as status and date of closing. It also contains the No. of students enrolled in various levels of school around the globe in various countries. Figures correspond to the number of learners enrolled at pre-primary, primary, secondary as well as at tertiary education levels.

Acknowledgements

Thanks to UNESCO Institute for Statistics(UIS) and World Bank for providing this data

--- Original source retains full ownership of the source dataset ---

The average for 2020 based on 136 countries was 72.38 percent. The highest value was in Australia: 160.21 percent and the lowest value was in Micronesia: 5.96 percent. The indicator is available from 1970 to 2022. Below is a chart for all countries where data are available.

The number of pupils in secondary education worldwide increased almost constantly since 2000. While around 452 million children were enrolled in secondary school in 2000, the number reached about 614 million pupils in 2020. At the same time, the completion rate of lower secondary education also increased, reaching over 76 percent in 2019.

Primary education

Since the turn of the millennium, the number of pupils in primary education also increased significantly. About 657 million children were enrolled in primary education in 2000; a number which had grown to 739 million in 2019. That was slightly lower than in 2017 when there were around 742 million primary school pupils. However, a growing number of pupils complete primary education, reaching close to 90 percent in 2019.

Out-of-school population

Despite a growing number of students in primary and secondary schools, not all children are undertaking elementary education. 16 percent of girls were not in lower secondary schools in 2018, which was a slightly higher proportion than for boys. Furthermore, several pupils were hit by the COVID-19 pandemic which forced schools all around the world to close.

Any work using this dataset should cite the following paper:Nirmalya Thakur, Saumick Pradhan, and Chia Y. Han, “Investigating the impact of COVID-19 on Online Learning-based Web Behavior”, Proceedings of the 7th International Conference on Human Interaction & Emerging Technologies: Artificial Intelligence & Future Applications (IHIET-AI 2022), Lausanne, Switzerland, April 21-23, 2022, DOI: http://dx.doi.org/10.54941/ahfe100850AbstractCOVID-19, a pandemic that the world has not seen in decades, has resulted in presenting a multitude of unprecedented challenges for student learning and education across the globe. The global surge in COVID-19 cases resulted in several schools, colleges, and universities closing in 2020 in almost all parts of the world and switching to online or remote learning, which has impacted student learning in different ways. This has resulted in both educators and students spending more time on the internet than ever before, which may be broadly summarized as both these groups investigating, learning, and familiarizing themselves with information, tools, applications, and frameworks to adapt to online or remote learning. Studying such web behavior, in the form of Big Data mining and analysis, originating from different countries of the world provides the scope for identifying, investigating, and quantifying the needs, interests, and challenges related to online learning in different countries of the world on account of COVID-19. Therefore, this work presents an open-access dataset that consists of the web behavior related to online learning that originated from different countries of the world on a monthly basis from 2004-2021. For the development of this dataset, the web behavior data in the form of search interests related to online learning, recorded from Google Searches, was mined using Google Trends, as Google is the most popular search engine across the world. Even though the first case of COVID-19 in humans was recorded in 2019, the dataset presents the web behavior data related to online learning starting from 2004, so that the degrees to which web behavior related to online learning changed and the trends in these changes in different countries of the world can be quantified and interpreted easily. At this point, the dataset consists of the web behavior data related to online learning for the 20 countries which were worst affected by COVID-19 at the time of development of this dataset. Future work on this dataset would involve incorporating more countries into the study and expanding the dataset. Data Description The dataset consists of one .csv file named – “Online_Learning_Data.csv”. The data was collected by using Google Trends on October 7th, 2021. This dataset has 21 attributes. The first attribute, “Month,” stands for the month from January 2004 to October 2021, as the data was collected on a monthly basis in this range. The remaining 20 attributes stand for each of the 20 countries - USA, India, Brazil, UK, Russia, France, Turkey, Iran, Argentina, Colombia, Spain, Italy, Indonesia, Germany, Mexico, Poland, South Africa, Philippines, Ukraine, and Peru, that were a part of this research study. Each of these attributes that are named after one of these countries represents the search interest related to online learning from that specific country on a monthly basis in this time range. The minimum value of this search interest is 0, and the maximum value is 100. These minimum and maximum values of search interests are as per the scaling factor used by Google Trends for all Google Search data. Details on the methodology and procedure that were followed for the development of this dataset are included in the above-mentioned paper. For any questions related to this dataset or the paper, please contact Nirmalya Thakur at thakurna@mail.uc.edu

The Times Higher Education World University Rankings 2024 dataset include 1,904 universities across 108 countries and regions.

THE (Times Higher Education) has been providing trusted performance data on universities for students and their families, academics, university leaders, governments and industry, since 2004.

The table is based on their new WUR 3.0 methodology, which includes 18 carefully calibrated performance indicators that measure an institution’s performance across five areas: teaching, research environment, research quality, industry, and international outlook.

This year’s ranking analysed more than 134 million citations across 16.5 million research publications and included survey responses from 68,402 scholars globally. Overall, we collected 411,789 datapoints from more than 2,673 institutions that submitted data.

Trusted worldwide by students, teachers, governments and industry experts, the 2024 league table reveals how the global higher education landscape is shifting.

The University of Oxford tops the ranking for the eighth year in a row, but others in the top five have seen shifts in their ranks. Stanford University moves up to second place, pushing Harvard University down to fourth.

In addition to the 1,904 ranked institutions, a further 769 universities are listed with “reporter” status, meaning that they provided data but did not meet our eligibility criteria to receive a rank, and agreed to be displayed as a reporter in the final table.

If you want to know about the Methodology: click here

*Since you have reached till here, please consider upvoting if you find this dataset helpful*

Acknowledgements - The Times World University Rankings 2024 raw data, image and content of the description is taken directly from 'THE' website https://www.timeshighereducation.com/world-university-rankings . - The dataset is uploaded for educational, research purpose, I do not claim to be original owner of the data

GT: Children Out of School: Primary data was reported at 298,432.000 Person in 2016. This records an increase from the previous number of 286,107.000 Person for 2015. GT: Children Out of School: Primary data is updated yearly, averaging 314,831.000 Person from Dec 1970 to 2016, with 29 observations. The data reached an all-time high of 580,701.000 Person in 1982 and a record low of 46,051.000 Person in 2009. GT: Children Out of School: Primary data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Guatemala – Table GT.World Bank: Education Statistics. Children out of school are the number of primary-school-age children not enrolled in primary or secondary school.; ; UNESCO Institute for Statistics; Sum; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

EE: Progression to Secondary School: Female: % data was reported at 99.309 % in 2014. This records a decrease from the previous number of 99.402 % for 2013. EE: Progression to Secondary School: Female: % data is updated yearly, averaging 99.593 % from Dec 1995 to 2014, with 15 observations. The data reached an all-time high of 100.000 % in 1999 and a record low of 98.821 % in 2008. EE: Progression to Secondary School: Female: % data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Estonia – Table EE.World Bank: Education Statistics. Progression to secondary school refers to the number of new entrants to the first grade of secondary school in a given year as a percentage of the number of students enrolled in the final grade of primary school in the previous year (minus the number of repeaters from the last grade of primary education in the given year).; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

UY: Compulsory Education: Duration data was reported at 14.000 Year in 2016. This stayed constant from the previous number of 14.000 Year for 2015. UY: Compulsory Education: Duration data is updated yearly, averaging 9.000 Year from Dec 1998 to 2016, with 19 observations. The data reached an all-time high of 14.000 Year in 2016 and a record low of 9.000 Year in 2007. UY: Compulsory Education: Duration data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Uruguay – Table UY.World Bank: Education Statistics. Duration of compulsory education is the number of years that children are legally obliged to attend school.; ; United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.; Median; Aggregate data are based on World Bank estimates.

Children out of school, primary in World was reported at 64162188 in 2020, according to the World Bank collection of development indicators, compiled from officially recognized sources. World - Children out of school, primary - actual values, historical data, forecasts and projections were sourced from the World Bank on April of 2024.

BR: Children Out of School: % of Primary School Age data was reported at 5.230 % in 2021. This records an increase from the previous number of 4.521 % for 2020. BR: Children Out of School: % of Primary School Age data is updated yearly, averaging 4.335 % from Dec 1970 to 2021, with 12 observations. The data reached an all-time high of 29.644 % in 1970 and a record low of 3.844 % in 1999. BR: Children Out of School: % of Primary School Age data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Brazil – Table BR.World Bank.WDI: Social: Education Statistics. Children out of school are the percentage of primary-school-age children who are not enrolled in primary or secondary school. Children in the official primary age group that are in preprimary education should be considered out of school.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 19, 2023. https://apiportal.uis.unesco.org/bdds.;Weighted average;

Lorestan schools in pre-school education was 955 in 2020, up by 0.00% from the previous year.