2026-02-25 · NextMigrate Team
What International School Rankings Don't Tell You About Where to Raise Kids
Every few years, the PISA results come out, and the internet floods with headlines. Singapore is number one. Finland is slipping. Nigeria does not participate. India only tested two states. And parents around the world squint at bar charts wondering what any of it means for their actual child.
Here is what those rankings do not tell you: a child's education is not a test score. It is the teacher who notices they are struggling. It is the playground where they learn to negotiate conflicts. It is the counselor they can talk to when anxiety hits at fourteen. It is the lunch they eat, the bus they ride, and the safety they feel walking through the school gates.
We looked at what actually shapes a child's school experience across twelve countries — the ones families from Nigeria, India, the Philippines, Egypt, and Pakistan most commonly consider moving to, plus those home countries for comparison.
Class Size: The Number That Changes Everything
Educational research is noisy and contradictory, but on class size, the evidence is remarkably consistent. Below 20 students per class, teachers can provide individualized attention. Below 15, they can genuinely differentiate instruction. Above 35, the classroom becomes crowd management.
Average Primary School Class Sizes
| Country | Average Public School Class Size | Teacher-Student Ratio | Maximum Allowed by Law |
|---|---|---|---|
| Nigeria | 45 - 80 | 1:50 - 1:80 | No enforced limit |
| India | 30 - 60 | 1:35 - 1:60 | 40 (not enforced in many states) |
| Philippines | 35 - 55 | 1:40 - 1:55 | 45 |
| Egypt | 40 - 70 | 1:45 - 1:70 | 45 (widely exceeded) |
| Pakistan | 35 - 60 | 1:40 - 1:55 | No national standard |
| Canada | 20 - 24 | 1:16 - 1:22 | 20 - 26 (varies by province) |
| Australia | 22 - 26 | 1:15 - 1:20 | 25 - 30 (varies by state) |
| UK | 27 - 30 | 1:18 - 1:24 | 30 (legally enforced for KS1) |
| Germany | 20 - 26 | 1:15 - 1:21 | 28 - 32 (varies by state) |
| New Zealand | 22 - 26 | 1:16 - 1:22 | No strict legal limit |
| UAE | 20 - 28 | 1:15 - 1:25 | 25 (private schools) |
| Finland | 18 - 22 | 1:12 - 1:18 | No legal limit (funding-based) |
The gap is staggering. A child in a Lagos public school might share their teacher's attention with 79 other students. A child in a Helsinki public school shares it with 17. That is not a marginal difference — it is a fundamentally different educational experience.
What the PISA rankings miss: they test what children know at age 15. They do not measure the daily experience of being one child among 70 vs. one among 20. A child in a well-ranked but overcrowded system may score well on tests while receiving almost no individual feedback on their writing, no personal encouragement on their interests, and no early intervention when they fall behind.
Teacher Quality and Pay: You Get What You Pay For
Countries that attract talented people into teaching produce better educational outcomes. This is not controversial. What is revealing is how wildly teacher compensation and status vary.
Teacher Compensation and Training
| Country | Average Primary Teacher Salary (USD/year) | Salary Relative to National Average | Minimum Qualification Required | Teachers with Master's Degree |
|---|---|---|---|---|
| Nigeria | $1,200 - $3,600 | 0.4 - 0.7x | NCE (3-year diploma) | ~5% |
| India | $2,400 - $7,200 | 0.8 - 1.2x | B.Ed (varies by state) | ~12% |
| Philippines | $4,200 - $6,000 | 1.0 - 1.3x | Bachelor's + LET exam | ~8% |
| Egypt | $1,800 - $4,200 | 0.5 - 0.8x | Bachelor's in education | ~7% |
| Pakistan | $1,800 - $4,800 | 0.6 - 1.0x | B.Ed (varies) | ~6% |
| Canada | $42,000 - $85,000 | 0.9 - 1.5x | Bachelor's + B.Ed (6 years) | ~45% |
| Australia | $52,000 - $90,000 | 0.9 - 1.4x | Bachelor's + Master's or 4-year B.Ed | ~55% |
| Germany | $52,000 - $78,000 | 1.0 - 1.4x | State exam (5-7 years training) | ~90% |
| Finland | $42,000 - $58,000 | 1.0 - 1.2x | Master's degree (required) | 100% |
| UK | $32,000 - $55,000 | 0.8 - 1.2x | Bachelor's + PGCE or QTS | ~40% |
| New Zealand | $38,000 - $65,000 | 0.8 - 1.3x | Bachelor's + Graduate Diploma | ~35% |
In Finland, every primary school teacher holds a master's degree. Teaching is one of the most competitive career paths in the country — only about 10% of applicants to teacher education programs are accepted, comparable to medical school admission rates. Finnish teachers are trusted professionals who design their own curricula and assessments.
In Germany, teachers undergo 5-7 years of training, including extensive practical placements. They are civil servants with excellent job security and pensions. The profession commands genuine social respect.
Compare this to Nigeria, where teachers are among the lowest-paid professionals in the country, where many lack basic qualifications, and where teacher absenteeism rates reach 20-30% in some states according to World Bank surveys.
What This Means in the Classroom
A well-paid, well-trained teacher in a class of 22 students can:
- Read every student's written work and provide feedback
- Notice early signs of learning difficulties (dyslexia affects roughly 10% of children globally, but is dramatically underdiagnosed in developing countries)
- Adapt lessons based on individual progress
- Build relationships with each student's family
- Provide enrichment for advanced learners
A poorly paid teacher in a class of 60 is focused on survival. Instruction defaults to rote learning and copying from the board. Individual students are invisible unless they are disruptive.
School Safety: The Factor Parents Feel But Rarely Measure
Safety encompasses everything from physical infrastructure to bullying policies to the walk or commute to school.
School Safety Indicators
| Country | School Building Quality (% meeting national standards) | Functional Toilets per Student Ratio | Bullying Prevention Programs | School Violence Incidents (per 1,000 students/year) |
|---|---|---|---|---|
| Nigeria | ~35% | 1:100+ in many public schools | Rare | Not systematically tracked |
| India | ~55% | 1:50 - 1:80 (improving) | Growing but inconsistent | Not systematically tracked |
| Philippines | ~45% | 1:40 - 1:60 | Mandated (Anti-Bullying Act 2013) | Limited data |
| Egypt | ~40% | 1:60 - 1:80 | Minimal formal programs | Not systematically tracked |
| Canada | ~92% | 1:15 - 1:25 | Mandatory in all provinces | 8 - 15 |
| Australia | ~95% | 1:15 - 1:25 | Mandatory + National Safe Schools Framework | 10 - 18 |
| UK | ~93% | 1:15 - 1:20 | Mandatory (Ofsted inspected) | 12 - 20 |
| Germany | ~90% | 1:15 - 1:25 | Standard in most states | 6 - 12 |
| Finland | ~97% | 1:10 - 1:15 | KiVa anti-bullying program (evidence-based) | 4 - 8 |
| New Zealand | ~91% | 1:15 - 1:25 | Mandatory (Bullying-Free NZ) | 10 - 16 |
Finland's KiVa anti-bullying program deserves special mention. Developed by the University of Turku, it is one of the most rigorously studied anti-bullying interventions in the world. Schools across Finland implement it systematically — it is not a poster on the wall but a structured program with trained staff, clear protocols, and measurable outcomes. Bullying incidence dropped by 30-50% in schools that adopted it.
The Walk to School
Something rarely discussed in school rankings: can your child walk to school safely? In many Nigerian, Indian, and Philippine cities, the answer involves navigating traffic with no sidewalks, open drainage, and unpredictable road conditions. In many Canadian, Australian, German, and Finnish cities, children routinely walk or cycle to school independently from age 8-9.
This matters more than people think. Independent mobility — the ability to navigate their environment without an adult — is one of the strongest predictors of childhood autonomy, confidence, and physical health. Countries where children can safely walk to school produce children who are measurably more independent and physically active.
Mental Health Support: The Silent Gap
This is where the rankings fail most dramatically. PISA measures mathematics and reading. It does not measure whether a child has access to a counselor when their parents are divorcing, when they are being bullied, or when they develop clinical anxiety.
Mental Health Resources in Schools
| Country | School Counselor Ratio | Mandatory Mental Health Curriculum | Access to School Psychologist | Student Wellbeing Programs |
|---|---|---|---|---|
| Nigeria | 1:1,000+ (where they exist) | No | Extremely rare | Rare |
| India | 1:500 - 1:1,500 | Not standardized | Urban private schools only | Growing but inconsistent |
| Philippines | 1:500 - 1:1,000 | DepEd mandate (partial) | Major cities only | Growing |
| Egypt | 1:800+ | No | Rare | Minimal |
| Canada | 1:200 - 1:500 | Varies by province (growing) | Available in most districts | Comprehensive |
| Australia | 1:300 - 1:500 | Yes (in most states) | Available in most schools | National wellbeing framework |
| UK | Varies widely | PSHE mandatory from 2020 | Growing access via NHS | Improving |
| Germany | 1:300 - 1:800 | Yes (varies by state) | Available in most schools | Standard |
| Finland | 1:200 - 1:600 | Yes | Available in all schools | Integrated into curriculum |
| New Zealand | 1:300 - 1:500 | Yes (Health & PE curriculum) | Available in most schools | Strong pastoral care tradition |
The global average rate of adolescent depression is roughly 13%. Anxiety disorders affect 7-10% of children. These numbers do not care about geography — children in Lagos experience anxiety at similar rates to children in Toronto. The difference is whether anyone in their school is trained to notice and help.
In Canada, most schools have dedicated guidance counselors, and students can self-refer to mental health services. In Australia, the National School Chaplaincy Programme and Headspace school programs provide structured support. In Finland, school health teams — including a nurse, doctor, psychologist, and social worker — are available to every student.
In most Nigerian public schools, a child experiencing clinical anxiety or depression has no one to talk to. The concept of school counseling barely exists outside of elite private schools. This is not a criticism of Nigerian culture — it is a reflection of resource constraints that are deeply unfair.
Extracurriculars: What Happens After the Bell Rings
The world's most successful education systems understand that learning extends far beyond academic subjects. Sports, arts, music, debate, coding clubs, and community service shape children's social skills, creativity, and sense of belonging.
Extracurricular Availability in Public Schools
| Country | Sports Programs | Arts/Music Programs | STEM Clubs/Activities | Drama/Debate | Community Service |
|---|---|---|---|---|---|
| Nigeria (public) | Limited (often student-organized) | Rare | Very rare | Some schools | Informal |
| India (public) | Basic (cricket, athletics) | Varies widely | Growing in urban areas | Some schools | Common (NSS) |
| Philippines (public) | Basic | Limited | Growing | Some schools | Mandated (NSTP in college) |
| Canada (public) | Extensive (10-20 options typical) | Standard (band, choir, visual arts) | Strong (robotics, coding) | Common | Common |
| Australia (public) | Extensive | Standard | Strong | Common | Common |
| UK (public) | Good | Good | Growing | Strong tradition | Duke of Edinburgh scheme |
| Germany (public) | Good (afternoon programs) | Strong (music schools integrated) | Growing | Available | Common |
| Finland (public) | Good | Strong | Good | Available | Integrated |
| New Zealand (public) | Extensive (sport-focused culture) | Good | Growing | Common | Common |
A child in a typical Canadian public high school might choose from basketball, volleyball, soccer, swimming, track and field, cross-country, badminton, rugby, band, jazz band, choir, drama, visual arts, photography, robotics, coding club, math league, debate team, Model UN, environmental club, and student council — all at no additional cost. The school provides coaches, equipment, rehearsal spaces, and transportation to competitions.
A child in a typical Nigerian public school has a bare classroom and a textbook. Extracurriculars, where they exist, are usually organized and funded by students or parents themselves.
The PISA Scores: What They Actually Show
Since we started by questioning PISA, let us look at what the data actually says.
PISA 2022 Mean Scores (Mathematics)
| Country/Region | Mathematics Score | Reading Score | Science Score | PISA Ranking (Math) |
|---|---|---|---|---|
| Singapore | 575 | 543 | 561 | 1 |
| Canada | 497 | 507 | 515 | 12 |
| Australia | 487 | 498 | 507 | 16 |
| Finland | 484 | 490 | 511 | 17 |
| UK | 489 | 494 | 503 | 14 |
| Germany | 475 | 480 | 492 | 22 |
| New Zealand | 479 | 501 | 504 | 20 |
| UAE | 431 | 417 | 432 | 38 |
| Nigeria | Did not participate | — | — | — |
| India | Did not participate nationally | — | — | — |
| Philippines | 355 | 347 | 356 | 77 |
| Egypt | Did not participate fully | — | — | — |
| Pakistan | Did not participate | — | — | — |
Now here is what PISA does not capture:
Equity within the system. Canada scores slightly lower than some Asian countries on average — but the gap between its highest and lowest performing students is among the smallest in the world. A child from a low-income immigrant family in Canada performs far closer to the national average than a similar child in most other countries. Canada's school system is one of the most equitable on Earth.
Wellbeing. Finland's scores have dipped in recent years, and commentators called it a crisis. What they did not mention: Finnish students report among the highest levels of school satisfaction, lowest levels of school-related anxiety, and greatest sense of belonging. They also have the most recess time in the developed world — 15 minutes of outdoor play for every 45 minutes of instruction.
Creativity and critical thinking. PISA tests standardized skills. It does not measure the open-ended projects, collaborative work, and creative problem-solving that characterize schools in countries like Canada, Finland, and New Zealand.
Special Needs Education: The Ultimate Test of a School System
How a country educates its most vulnerable children reveals its true values.
Special Education Support
| Country | Inclusion Policy | Specialist Teachers Available | Individualized Education Plans | Assistive Technology Provision |
|---|---|---|---|---|
| Nigeria | Minimal formal framework | Extremely limited | Rare | Almost nonexistent in public schools |
| India | Rights of Persons with Disabilities Act 2016 | Growing but insufficient | Urban centers mainly | Limited |
| Philippines | DepEd inclusion mandate | Growing | Urban centers mainly | Limited |
| Canada | Full inclusion (mandated in all provinces) | Standard in all schools | Mandatory (IEPs legally required) | Funded by school boards |
| Australia | Disability Discrimination Act + NCCD | Standard | Mandatory | Funded |
| UK | SEND Code of Practice | Standard (SENCOs in every school) | EHCPs legally mandated | Funded by local authorities |
| Germany | Gradual inclusion (varies by state) | Growing | Available | Funded |
| Finland | Three-tier support model | Comprehensive | Universal (built into system) | Fully funded |
In Canada, every child with a diagnosed learning disability, developmental delay, or physical disability has a legal right to an Individualized Education Plan — a document that specifies exactly what accommodations and supports the school must provide. This might include extra time on tests, a dedicated educational assistant, assistive technology, modified curriculum, or specialized instruction. The school bears the cost.
In Finland, the three-tier support model means that every child who struggles — regardless of diagnosis — receives escalating levels of support. General support (tier 1) is available to all students. Intensified support (tier 2) kicks in when a student falls behind, with targeted interventions. Special support (tier 3) involves a comprehensive plan with specialist input. The system catches struggling students early, before they fail.
For a family with a child who has dyslexia, ADHD, autism, or any other condition that affects learning, the quality of special education support is not an abstract concern — it determines whether their child will thrive or be left behind.
What PISA Rankings Actually Predict (And What They Do Not)
Researchers have studied whether PISA scores at age 15 predict outcomes that matter. The evidence is mixed:
PISA scores moderately predict: Academic performance in university, standardized test scores later in life, national GDP growth (at the aggregate level).
PISA scores do not predict: Individual career success, life satisfaction, creativity, entrepreneurship, mental health, civic engagement, or quality of relationships.
The factors that do predict long-term wellbeing for children — according to decades of longitudinal research — include:
- A secure relationship with at least one caring adult
- Physical safety and adequate nutrition
- Access to healthcare (including mental health)
- Opportunities for play and exploration
- A sense of belonging in their community
- Exposure to diverse experiences and perspectives
- Moderate (not excessive) academic challenge
Notice that none of these are "highest math test scores at age 15."
The Honest Assessment
If you are a parent in Nigeria, India, the Philippines, Egypt, or Pakistan, and you are thinking about where your children would get the best education, here is what we would say.
The gap between what public schools offer in developing countries versus what they offer in Canada, Australia, Finland, Germany, or New Zealand is not marginal. It is transformational. It is the difference between a class of 70 and a class of 22. Between a teacher earning $200 per month and one earning $5,000 per month. Between no counselor and a dedicated mental health team. Between bare walls and a robotics lab.
PISA rankings are interesting. But they are the tip of an iceberg. Beneath the surface are class sizes, teacher quality, safety infrastructure, mental health resources, special needs support, extracurricular opportunities, and the fundamental question of whether a school system sees your child as a whole human being or as a test score.
The countries that see your child as a whole human being are the countries where you want to raise them. The data makes that clear, even when the rankings do not.
