Evaluating and ranking quality education for sustainable development in the Baltic States: a multi-criteria decision-making approach using Eurostat data
ENAchieving quality education is a fundamental pillar of sustainable development, as outlined in the United Nations Sustainable Development Goal 4 (SDG 4). This study evaluates and ranks the performance of the Baltic States Estonia, Latvia, and Lithuania regarding their progress toward quality education in the context of sustainability. Drawing on seven key Eurostat indicators, the research applies the Complex Proportional Assessment (COPRAS) method, a Multi-Criteria Decision-Making (MCDM) approach, to construct a composite index for each country. The selected indicators encompass various dimensions of education, including early school leaving, tertiary educational attainment, early childhood participation, low academic achievement, adult learning, and digital skills. The results show that Lithuania ranks highest overall, particularly excelling in formal education indicators such as tertiary attainment and early childhood education. Estonia demonstrates strong performance in digital literacy, adult participation in learning, and minimizing academic underachievement. Latvia shows moderate performance across most dimensions but requires more targeted policy efforts in digital and lifelong learning domains. The study fills a critical gap in the literature by providing a data-driven, comparative evaluation of education sustainability in the Baltic region. It offers practical insights for policymakers to enhance educational strategies and align national systems with the broader goals of sustainable development. Future research could expand this framework to other EU regions or incorporate qualitative metrics for a more comprehensive assessment. Keywords: Sustainable Development Goals (SDGs), Quality Education, COPRAS, Baltic States, Multi-Criteria Decision-Making (MCDM).
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