Kvalitet i dostupnost obrazovanja usko su povezani sa nivoom ekonomskog razvoja i društvenog blagostanja. Srbija se nalazi u sredini globalne raspodele – 58. mesto od 203 zemlje (2024) po kvalitetu obrazovnog sistema i 59. mesto od 193 zemlje (2023) prema Indeksu obrazovanja – ali i dalje značajno zaostaje za većinom zemalja članica EU. Ova pozicija ne odražava samo nivo obrazovanja, već i njegov ograničen doprinos dugoročnom ekonomskom rastu.
Rangiranja zemalja prema kvalitetu obrazovnih sistema značajno variraju, ali se uočava jasan obrazac: zemlje sa višim nivoom ekonomskog razvoja imaju tendenciju da obezbede kvalitetnije obrazovanje. Ova veza nije slučajna. Obrazovanje, posebno u prirodnim naukama kao što je matematika, ima ključnu ulogu u izgradnji produktivnih, inovativnih i konkurentnih ekonomija. Zemlje koje prednjače u ovim oblastima stvaraju osnovu za tehnološki napredak i održiv rast.
Na globalnom nivou, razlike u kvalitetu obrazovanja oblikovane su strukturnim faktorima – ekonomskim kapacitetom, političkom stabilnošću i nivoom ulaganja u obrazovne sisteme. Razvijene zemlje sistematski investiraju u obrazovanje i postižu najviši nivo kvaliteta, dok zemlje u razvoju beleže postepeni napredak. Najmanje razvijene zemlje ostaju ograničene nedostatkom resursa i institucionalnih kapaciteta.
Srbija zauzima srednju poziciju u ovoj globalnoj raspodeli. Prema rangiranju US News (2024), nalazi se na 58. mestu od 203 zemlje, što ukazuje na relativno konkurentan obrazovni sistem na globalnom nivou. Međutim, ova pozicija nije uporediva sa većinom zemalja EU, gde su obrazovni sistemi više usklađeni sa tehnološkim razvojem i potrebama tržišta rada.
Slična slika vidi se kroz Indeks obrazovanja (UN, 2023), koji meri dostupnost i očekivano trajanje obrazovanja. Srbija zauzima 59. mesto od 193 zemlje, što je svrstava pri donjem delu evropskih zemalja, uz slabije rangirane članice EU poput Rumunije i Bugarske. To ukazuje da, iako pristup obrazovanju postoji, njegova ukupna efikasnost i doprinos razvoju ostaju ograničeni.
Obrazovanje nije samo društvena kategorija, već ključni ekonomski resurs. Nivo obrazovanja određuje sposobnost ekonomije da usvaja i razvija nove tehnologije, povećava produktivnost i stvara aktivnosti sa većom dodatom vrednošću. U tom kontekstu, pozicija Srbije ukazuje na strukturno ograničenje: obrazovni sistem još uvek ne pruža dovoljnu osnovu za prelazak ka ekonomiji zasnovanoj na znanju i inovacijama.
Pozicija Srbije na globalnim rang-listama obrazovanja ne ukazuje na neuspeh – ali ne ukazuje ni na spremnost za savremeni rast. Obrazovni sistem koji proizvodi prosečne rezultate ne može podržati natprosečan razvoj. Bez snažnije veze između obrazovanja, tehnologije i ekonomije, Srbija rizikuje da ostane u poziciji u kojoj znanje postoji – ali se ne pretvara u rast.
Izvor: Izveštaj „Najbolje zemlje“ američkih vesti (USN); Indeks obrazovanja UN
Napomena: Indeks obrazovanja kombinuje prosečne godine školovanja i očekivane godine školovanja
The quality and accessibility of education are closely linked to the level of economic development and social well-being. Serbia ranks in the middle globally – 58th out of 203 countries (2024) in education system quality and 59th out of 193 countries (2023) according to the Education Index – but remains significantly behind most EU member states. This position reflects not only the level of education, but also its limited contribution to long-term economic growth.
Rankings of countries by the quality of education systems vary significantly, but a consistent pattern is observed: countries with higher levels of economic development tend to provide higher quality education. This relationship is not coincidental. Education, particularly in natural sciences such as mathematics, plays a central role in building productive, innovative and competitive economies. Countries that lead in these areas create the basis for technological progress and sustained growth.
At the global level, differences in education quality are shaped by structural factors – economic capacity, political stability and the level of investment in education systems. Developed countries systematically invest in education and achieve the highest levels of quality, while developing countries show gradual improvement. The least developed countries remain constrained by limited resources and institutional capacity.
Serbia occupies a middle position in this global distribution. According to the US News (2024) ranking, it is placed 58th out of 203 countries, indicating a relatively competitive education system at the global level. However, this position is not comparable to most EU member states, where education systems are more closely aligned with technological development and labor market needs.
A similar picture is observed through the Education Index (UN, 2023), which measures the availability and expected duration of education. Serbia ranks 59th out of 193 countries, placing it near the lower end of European countries, alongside the least ranked EU members such as Romania and Bulgaria. This suggests that, while access to education exists, its overall effectiveness and contribution to development remain limited.
Education is not only a social category, but a key economic resource. The level of education determines the capacity of an economy to adopt and develop new technologies, increase productivity and create higher value-added activities. In this context, Serbia’s position indicates a structural constraint: the education system does not yet provide a sufficient foundation for a transition toward a knowledge-based and innovation-driven economy.
Serbia’s position in global education rankings does not indicate failure – but it does not indicate readiness for modern growth either. An education system that produces average results cannot support above-average development. Without a stronger link between education, technology and the economy, Serbia risks remaining in a position where knowledge exists – but does not translate into growth.
Source: US News (USN) “Best Countries” Report; UN Education Index
Note: The Education Index combines average years of schooling and expected years of schooling