Methodology

The 2022 Global Impact Index (GII) provides a data-driven summary of the state of social and environmental impact around the world. Using 50 performance indicators across 10 issue categories, the GII ranks 168 countries on climate change and environmental performance, education and workforce outcomes and health and wellbeing. These indicators provide a gauge at a national scale of xxx. The GII offers a scorecard that highlights leaders and laggards in social and environmental performance and provides practical guidance for countries that aspire to move toward a more inclusive and sustainable future.

GII indicators provide a way to spot problems, set targets, track trends, understand outcomes, and identify best policy practices. Good data and fact-based analysis can also help government officials refine their policy agendas, facilitate communications with key stakeholders, and maximize the return on social and environmental investments. The GII offers a powerful policy tool in support of efforts to meet the targets of the UN Sustainable Development Goals and to move society toward a more inclusive and sustainable future.

Overall GII rankings indicate which countries are best addressing the social and environmental challenges that every nation faces. Going beyond the aggregate scores and drilling down into the data to analyze performance by issue category, policy objective, peer group, and country offers even greater value for policymakers. This granular view and comparative perspective can assist in understanding the determinants of social and environmental progress and in refining policy choices.

The GII is an open-source project under Creative Commons 4.0 and the initiating prototype was funded exclusively by HolonIQ.

Education is a powerful tool that has a positive impact on a multitude of factors that affect countries. It’s a strong driver of development and has long lasting positive effects on income equality, poverty reduction, health and social harmony. In developing nations, education enables people to qualify for better opportunities helping them climb up the income ladder and escaping poverty. On a national level an educated population will be an advantage in attracting companies to invest in operations that have high paying which in turn drives up incomes for the overall population. An IZA World of Labour study states that there is a 10% increase in hourly wage for every year schooling completed by an individual. 

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However spending on education alone does not ensure learning or if the relevant skills are being taught. In the our first indicator, Education expenditure as % of GDP, we observed that some of the lower ranked countries in the GII such as Namibia, Lesotho and Tonga had a higher proportion of GDP spent on education than Iceland in first place first place, but scored significantly poorly in expected years of schooling, secondary school enrolment, student to teacher ratio and the percentage of population with some secondary education. 

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Developed countries can afford to spend a lower proportion of GDP by virtue of having a significantly higher GDP and therefore will outspend developing countries in terms of $ spent on education. Developing countries will also require significant spending to set up infrastructure such as school buildings, IT equipment,  teacher training and recruitment etc whereas developed nations would not require the same since much of infrastructure already exists and require mostly maintenance or updates.

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Iceland, Norway, Denmark, Finland and Sweden are ranked in top 10 in Education as well as the overall GII rankings. 

The percentage of government expenditure on education to GDP is useful to compare education expenditure between countries and/or over time in relation to the size of their economy.

Source: World Bank

the total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown.

Source: World Bank

number of years of schooling that a child of school entrance age can expect to receive if prevailing patterns of age-specific enrolment rates persist throughout the child's life.

Source: UNDP

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Areas for improvement

• Dimension and Factor Review. Aligned with the purpose of the Index
• Indicator Selection. XX
• Scoring Methodology
• Weightings
• Interpretation and Visualization

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