I think Lebanon should rank among the top 10 in Middle East or it was excluded due to non available data?

¿Y México? Entre el SNTE/CNTE y el gobierno, en la vida apareceremos.

Ah, sí, graduamos muchos... pero no funcionan.

Poor Afghanistan - No data available!

I would like to see America's score broken up by state.

Most wonder part is here no name of the India and Indian people are booming around the world just because of their best skills and education. We are pooling large number of Human Capital with the best of best skills and education. Even our engineers put best example of MARS MISSION successfully to show how Indian Education is best in the world. Anyway this will doesn't matter for us. We are smart more than any nation.

Maybe the difference lies in the fact that many indians don't have a chance for free education and this does not put the total use of human capital into its most efficient way. Obviously when you have everyone participating with the same opportunities, all of the actually smartest ones can contribute to the society. This way the potential doesn't get missed because of unequal opportunities. This is also partly why it is definitely no coincidence why the nordic countries have show to be on the top of the list for such a long time by different research institutions. In most of the nordic countries the government gives students monthly enough money to live of. You can study to having a PhD in medicine if you have the potential, money doesn't count as a obstacle, but there are limited positions. I have to say that this is one thing that Finland is actually really great at. But I also have to say that there is room for improvement and the budget cutting is not serving this well. Staying humble is a key attitude factor to continuously making development.

Smith nice reply but Indian gov also provide free education for all those who are financially not capable even for those who belongs from backward class in India and this system has been working for 67 years in India. But still there is no name of Indian Education system. Usually I found most of the organizations does not consider Indian Education system is good. If our education systems cannot develop best skills then why each nation having Indians to work. half USA and UK's population is Indian and those studied from India. Indian Institute of Technology and Indian Institute of Management students get hire by all the foreign companies. Microsoft's CEO Satya Nadella he also studied from India. I have many examples here to put but my main question is why Indian education systems cannot get appreciate by many foreign organization?

Because indians are cheap!

Yes, Indians and Chineses manpower is cheap that's why they are being hired as CEO or that level level smaller position. Greece and other Europe countries man power are not cheap and .....................

Ashwiini Nandesshwar - Just happened to read this, Yes you are right INDIANs work Globally and are hired instantly as they Graduate, but this report is of the students of holistic India, where whom you mention are just a handful, but the major group belongs to rural/urban/unaffordable category which pulls down INDIA to 100th position of 124 economies mentioned here in the report, Hope Quality Education for ALL happens in INDIA too, thus scale ourselves up the Ranking ladder

Of course this this study does not provide a fair and accurate picture. But I have been to India and have had the pleasure of attending lectures from persons within the Foreign Service as well at top ranked Indian Economists. Of course India is doing well in terms of qualified human capital but India has a way to go in bridging the inequalities that exist. And there must be a reason why a lot of Inidians are leaving India to seek opportuniities elsewhere. If India's human capital were really being effectively used in India the need to look outside would become less of a priority of young professional Indians. Don't get caught up in rankings. But be honest about your country's deficiencies. My country is not there and I don't think will be ranked high anytime soon, cause I know our deficiences which include the size of our country, resources scarcity and inefficiency in government

"New Zealand is the only other Asian nation to make the global top 10 with youth unemployment below 5% and 90% of workers in medium- or high-skill jobs."

New Zealand is not an Asian nation ...

INDIA does not find any mention. Does it not count at all? Nor did I find CHINA here. How reliable are these analyses and statistics?

They're included in the map data, just not part of any of the top 10 nations this article is aimed at.

It is a lottery winning to be born in Finland of education way of thinking.

Ever think that our language and our way of phonetically writing it may help our educ system? We spend the first year learning the symbols for writing and math, then we can easily move on to the content of any subject. Compare that with the lettering system e.g. in Japan: three different ways to write, most the same symbols with the Chinese ('kanji' which have to be learned more or less by heart). Their pupils spend all of their studying years learning to read and write while learning also the contents. But at the same time they learn to be very precise...
Some languages are harder to write such as English and French because you have to be careful with spelling (silent letters, accents etc.). We never have spelling contests in Finland! - Food for thought.

Any education system should be concerned not just with imparting information to
students to regurgitate for academic purposes in order to pass examinations but
with helping to shape and improve vocational and professional attainment of
successive generations so that the future existence of a nation and society is maintained through knowledge, skills and experience, through access to a wide variety of employment and career opportunities, and with remuneration levels that allow people to contribute whilst earning and learning.

Education is meant to help to remove or at least reduce ignorance and bring about change by raising the general level of intelligence plus vocational ability and qualifications in order to improve social mobility. The education system in the United Kingdom is a form of social engineering through fee-paying public schools separated from the state education system and through primary, secondary and tertiary education based on what is available in the immediate neighbourhood.

The system has always given great weight and precedence to the development of young people by concentrating effort and resources on those academically capable, but has failed to provide additional avenues of choice, as in the past, to enable less academically-minded students the opportunity to progress to degree level courses through, for example, apprenticeships and vocational programmes leading to widely recognized professional qualifications. By concentrating far too heavily on University and academic paperwork too few are provided with vocational qualifications and jobs in industry and manufacturing. One suspects this has arisen because academics, who provide advice, believe in the notion that companies need more thinkers than do'ers.

The continued emphasis on academic ability being the only recognized passport to employment with career prospects is amplified in a study, entitled Beyond Compulsory Schooling, by Professor Alan Smithers and Doctor Pamela Robinson of the School of Education at the University of Manchester in 1991, in which they state, "The English education system therefore operates essentially as an identifier of academic ability. The education systems' value in this respect is recognised by employers who seek graduates - often irrespective of discipline - for many posts. Success in academic examinations thus not only opens the door to further scholarly activity, but also to the better jobs and a more prosperous future."

Education and training in Britain has not progressed, as it has in other countries, to one designed and geared to providing the nation with professional, practical and vocational as well as academic courses to enable individuals’ access to qualifications, personal achievement and promotion prospects throughout their working lives. Unlike countries, noticeably Germany and the Netherlands, there is no clear route, at least not for the time being, to enable individuals to progress to senior managerial appointments through professional and vocational qualifications especially in all forms of engineering.

Numerous studies and reports, by academics on behalf of politicians, have succeeded in confusing the state education system in Britain and the result is falling academic and vocational standards. In the twenty year period between 1959 and 1978, for example, there were fourteen official Reports produced by Committees of Enquiry, set up by Government, to advise on educational theory and educating the nation and some enquiries address the issue of removing and closing Grammar schools in favour of the Comprehensive system, a process off rounding down education to a lower common denominator.

Even with this plethora of advice resolving falling educational standards and
academic achievement of the majority of the population continues to elude politicians and academics alike, deliberately or otherwise, suggesting that some, in politics and in business, may have a vested interest in ignorance.

It has led, over many decades, to the situation where many tens of thousands of young people, already challenged by inequality of access to primary and secondary education, standardization of school buildings, facilities and playing fields, equipment and even quality of teachers and teaching methods, leave primary education unable to read and write and carry out basic sums and then leave secondary education without academic or vocational qualifications and less chance of gaining employment.

The result is education, much like our health system, has been used as a political football, based on dogma, and changes to the methods of teaching and marking examinations taken at or about 16 and 18 have been altered to indicate improvement and progress when it clearly is not the case. But, back in the 1950’s, when the 11+ examination was part of the selection process, few people left any secondary education unable to read, write and speak clearly and do sums. Sadly, the loss of Grammar schools in Britain has undermined social mobility based on meritocracy and further improved the lot of those attending Public schools.

Further, the school one attended is still likely to affect career prospects in business, industry and commerce and this is born out by the number of those privately educated individuals who sit at the head of government, civil service, the legal profession, banking and finance, medical profession and major companies and organizations throughout Britain. There is a limit to how many can enter those professions and climb to the top of the ladder and, hopefully, selection processes are geared to promoting those most capable but that is not always the case.

Unemployment is a root cause of social, moral and ethical decline; outsourcing, shifting jobs abroad to increase profits, only succeeds in undermining the notion of nation and society; and, recruiting and employing foreign labour exacerbates this situation by enabling business to hold down if not drive down wages. Further, it reduces social mobility based on meritocracy and effort. There is little point marketeers, in our consumer-driven society, dreaming up ways of advertising to encourage people to spend money if they are not earning and learning in the first place; the end result will be increased borrowing leading to debt leading to increased poverty and the merry-go-round will continue to circle.

what about SRI LANKA

Interesting that while UK is promoting itself as education center esp. for MBAs, it is nowhere to be found.

This is a nice report, but what is wrong with the country in the center of Europe? Why is it grey?

No data available...

A good categorization on the basis of multiple factors like education, skills , fields and level. But India and China data should have been included. Both the countries might have topped at least two of the tables.
While we see a great education system with discipline in China, we also witness huge number of tech and management students graduating every year from India.
This is a tragic thing to say that well recognized and established forum like WeF could not include both of these developing nations....

I think they didn't have complete data for China and India, that's why they're not included...

They are included, just look again...

United States and Canada that is the position, it would be interesting a table of America