THE (Times Higher Education) has been providing trusted performance data on universities for students and their families, university academics, university leaders, governments and industry, since 2004.. Our flagship analysis, the THE World University Rankings, is the definitive list of the top universities globally, including more than 1,250 institutions across 86 countries in 2019. US Leads New Ranking of National Higher Education Systems, Student Gambling: Identifying and Managing a Gambling Addiction, Top Employers Reveal How to Secure a Graduate Scheme. Country Rankings on Strength of Higher Education Inside the library of Cornell University in New York, USA Quacquarelli Symonds released its 2018 ranking on higher education system strength among top 50 countries. It sets out to explain the ins and outs of the global spread of rankings and league tables into sectors - education and research - which long remained unaffected by the broad sweep of evaluative approaches, somewhat prematurely applied to entire swathes of social activity and a large number of institutions. Contrary to the media's portrayal, Canada's Composite Learning Index (CLI) does more than simply rank the "smartest cities" across the country. Enrolment rates are highest in Korea, followed by Canada, Finland and the United States. He then attempts a modelling which again reveals four approaches - certainly different from those obtained in compulsory education, but collectively indicating similar changes in contemporary society. Rankings, Indicators and Education Policy in FranceJean-Richard Cytermann While education long remained untouched by this drive, it too is now under close scrutiny, the growing impact of assessment provoking strongly contrasting opinions, commensurate with the issues at stake. Education at a glance: Educational attainment and labour-force status, Snapshot of data for a fixed period (data will not change even if updated on the site). The range of measures is grouped under four headings: resources (investment by government and private sector), output (research performance as well as the production of an educated workforce which meets labour market needs), connectivity (international networks and collaborations which now include web-based measures) and environment (government policy and regulation, diversity and participation opportunities). They conclude by drawing attention to issues of power, and the need to make visible the actions of the powerful in order to generate wider public debates about the production of academic knowledge and its transformation through global rankings. ", Jane Usherwood, Universitas 21 Secretary General, said: "The Universitas 21 Ranking of National Higher Education Systems underlines the importance of the context in which universities work. 1. Thay argue that while these differences in explanation are ontologically and epistemologically driven, they nevertheless are mobilised within and outside the higher education sector to serve particular strategic interests. This paper examines the conclusions to be drawn from an academic ranking of African universities carried out by the site Ranking Web of World Universities. By outperforming, Japan and the three time winner of our ranking system, South Korea. Contemporary societies are penetrated by the need to assess and compare public institutions, public policy and the ensuing actions. The 2013 rankings will be added to the site at 00.01 (GMT) on Thursday 9th May. He also reveals numerous tensions between the approaches, values and perspectives of the actors concerned. Four scenarios for the future of schooling, Education at a Glance 2020: Why the data is crucial during the COVID-19 crisis, Rethinking examinations in higher education following the coronavirus outbreak, It takes a village: How coronavirus can strengthen partnerships between parents and schools, Organisation for Economic Co-operation and Development (OECD), Read our framework to guide the education response to the COVID-19 Pandemic of 2020. Wondering which countries consistently deliver the best higher education experiences and boast the strongest higher education systems? The Visible and Hidden Faces of International Rankings: an Attempt to Model the Tensions in Compulsory EducationJean-Marie De Ketele For the past five years, the index has presented objective, reliable information to help more than 4,500 communities across Canada monitor their progress in lifelong learning. Our Teaching and Learning International Survey asks more than 260,000 teachers about their work across 48 countries and economies. Find out with the QS Higher Education System Strength Rankings ñ an assessment of overall system strength and flagship university performance, alongside factors relating to access and funding. Using a theoretical framework drawn from political science, it shows how Pisa did not result in political learning on the part of actors in the education systems concerned but served principally to confirm a pre-existing body of opinions and political positions, legitimising them with the stamp of a scientific inquiry. As this trend gains ground, arousing increasingly heated debate, the recent issue of the Revue internationale d'éducation de Sèvres examines the question in terms of its impact on compulsory education (through education system assessments) and higher education (through university ranking). Full rankings from 2012 can be found at: http://www.universitas21.com/link/rankings. Well, we’ve got you covered.Our QS Higher Education System Strength Rankings list the top 50 countries worldwide for the strength of their higher education systems. Publication coordinated by Michel Lussault. International rankings for higher education institutions have proliferated in the last decade, as they respond in a simple and intuitive way to the need expressed by a wide range of audiences for "360 degree" information, and are widely covered in the media. Percentage of GDP spent on education in 2015: 5.5%. The author then analyses the two essential types of discourse which currently polarise the debate around rankings and league tables, and sets out the four major arguments underlying these approaches. The novel aspect lies in the vertical polarisation of the scientific landscape, unthinkable just a short while ago, which has been both perceived and described as the breaking of a taboo. In most countries females make up at least 50% of students but in only four countries do females comprise at least 50% of academic staff (Finland, New Zealand, Russia and Thailand). The largest increase from the 2012 rankings occurred in Hong Kong SAR which rose from 21st to 15th place. The states were ranked on performance in higher education as well as primary and secondary schooling and pre-K education. Population with tertiary education is defined as those having completed the highest level of education, by age group. In this context, a new generation of rankings is emerging, which avoids the use of ranking tables and favours access to a range of qualitative and quantitative evaluation criteria, left to the user's discretion. Bibliographic references [pdf - 279 Ko]Bernadette Plumelle, Publié sur le site du CIEP (http://www.ciep.fr), The Visible and Hidden Faces of International Rankings: an Attempt to Model the Tensions in Compulsory Education, The Use of League Tables for Institutions: the Differences between England and Scotland, The Composite Learning Index: Beyond the Ranking of "Smart" Cities, Rankings, Indicators and Education Policy in France, The Visible and Hidden Faces of International Rankings: an Attempt to Model the Tensions in Higher Education, A Study on the Globalisation of University Rankings: Projects, Programmes and Social Change, French language, assessment and certifications, DILF - Diplôme initial de langue française, Revue internationale d'éducation de Sèvres, Books and CD-Roms dealing with assessment and certifications.

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