國家教育年數、國民所得與學習素養之評比、分類及其關係之探究

An Exploration of the Countries’ Comparison, Classification and Their Relationship Between Education Years, National Income and Learning Literacy

本研究在瞭解78個國家與經濟體在整併教育年數、國民所得及學習素養為指數的評比，以及國家發展分類與臺灣在國際的相對表現。本研究以PISA 2022的數學、科學與閱讀素養，以及教育年數和國民所得，透過描述統計瞭解各變項的分配，以主成分分析建構學習素養指數，並以集群分析進行國家分類，接著以區別分析評估分類準確性，透過單因子變異數分析對不同類型國家進行變項的差異比較。研究顯示：一、在78個國家中，學習素養最好的五個國家是新加坡、澳門、臺灣、愛爾蘭、香港；排名最後的五個國家為菲律賓、薩爾瓦多、瓜地馬拉、摩洛哥及柬埔寨。將78個國家分為高度、中度及低度學習素養，各有20個、35個、23個，分類準確度為95.0%。二、三類國家在教育年數、國民所得與學習素養有明顯差異。高度與中度學習素養國家明顯高於低度學習素養國家，高度學習素養國家明顯高於中度學習素養國家；高低度學習素養國家在數學、科學及閱讀素養差距超過100分以上。三、教育年數透過國民所得對學習素養有直接與間接貢獻，每增加教育年數一年可以提高學習素養2.5%至3.0%；每增加國民所得1,000美元可以提高學習素養2.37%至2.52%。每增加1,000美元可以提高數學、科學及閱讀素養各11分。四、臺灣表現優異，尤其在考量教育年數與國民所得之後，數學、科學及閱讀素養高出78個國家平均水準各有57分、41分與31分。學習素養落後國家應依國家發展需求，提出改善教育與經濟策略，擴充教育年數，以提升學生學習素養。

The main purpose of this study is to understand the evaluation of 78 countries and economies in terms of years of education, national income and learning literacy, national development classification and Taiwan’s relative performance in the world. This study’s data were collected from PISA 2022 mathematics, science and reading literacy, as well as years of education and national income, and employed descriptive statistics to understand the distribution of each variable, constructed a learning literacy index through principal component analysis, and classify countries through cluster analysis. Discriminant analysis is then used to assess the accuracy of classification, and one-way ANOVA is used to compare the differences in variables among different types of countries. The research found that: 1. Among 78 countries, the five countries with the best learning literacy were Singapore, Macau, Taiwan, Ireland, and Hong Kong; the five countries at the bottom were the Philippines, El Salvador, Guatemala, Morocco, and Cambodia. 78 countries were classified into high, middle and low learning literacy with 20, 35 and 23 countries respectively, with a classification accuracy of 95.0%. 2. There were obvious differences between the three types of countries in years of education, national income and learning literacy. The countries with high and middle learning literacy were significantly higher than those with low learning literacy, and the countries with high learning literacy were significantly higher than those with middle learning literacy. The gap between high and low learning literacy countries in mathematics, science and reading literacy was more than 100 points. 3. Years of education contributed directly and indirectly to learning outcomes through national income. Each additional year of education can improve learning literacy by 2.5% to 3.0%; every additional US$1,000 in national income can improve learning literacy by 2.37% to 2.52%. That is, every additional $1,000 can improve math, science, and reading literacy by 11 points. 4. Taiwan performed well. Accounting for the years of education and national income, math, science and reading literacy are 57 points, 41 points and 31 points higher than the average of 78 countries. Countries with lagging learning literacy should put forward educational and economic improvement plans and strategies based on national development needs and expanded the number of years of education to improve students’ learning literacy.