The Education Information Institute of Hong Kong Professional Education Press (HKPEP), on today, has officially released the "HKPEP Top 100 Global International Schools in Education Competitiveness 2025" list.
The Hong Kong Professional Education Press (HKPEP) has been the professional authority for publishing the guidebooks on the ranking of Hong Kong's most competitive secondary/primary/kindergarten/international schools for the 12th consecutive year. This is the third consecutive year that the 2025 global latest list has been released with great weight since HKPEP released the industry's first global top 100 international schools list the year before last. Compared with the previous two years, Chinese international schools have generally dropped significantly in the global rankings this year. The main reason is the adjustment of the policies for international students by American colleges and universities. The admission policy is biased towards "their own people", leading to Ivy League and traditional famous schools tightening the admission ratio for international students one after another. As a result, the number and ratio of Chinese international students admitted to Ivy League and other famous schools have decreased. In addition, the US government's policy of restricting Chinese international students from taking science and engineering courses is also one of the reasons.
Based on the internationally applicable education indicators in UNESCO Statistical Yearbook, the assessment structure "Education Input - Process - Effectiveness" is adopted. (please visit www.hkpep.com for the details on assessment system, the explanations of 63 education indicators at level 1, level 2 and level 3, and how to process the evaluation data and calculate the rankings).
During the evaluation process, the Education Information Institute of Hong Kong Professional Education Press (HKPEP) collected data from more than 1,500 schools around the world that can offer international curriculums such as those of the United States, the United Kingdom, Canada, and IB, and conducted comprehensive comparative analysis and evaluation. The evaluation system for this global ranking is based on the evaluation system for the most educationally competitive international schools in China by HKPEP, with the addition of indicators for the degree of internationalization of schools. It is of extremely unique reference value and provides an important reference for Chinese families with international education needs when choosing schools, further promoting the improvement of school educational competitiveness.
The competition for this list is fierce. Compared with last year, 17 schools have dropped out of the top 100, including 5 from mainland China. There are 21 countries and regions on the list this year. Among them, American schools account for 34; British schools have increased by 5 and account for 27; the number of Chinese schools on the list has dropped to 19, including 6 in Hong Kong and 13 in mainland China, among which there are 3 in Beijing, 5 in Shanghai, and 1 each in Guangzhou, Shenzhen, Wuhan, Nanjing, and Foshan; Singaporean schools account for 4; India and the United Arab Emirates each have 2; Canada is on the list for the first time and accounts for 1. Malaysia, Japan, Australia, Switzerland, Russia, Belgium, South Korea, Spain, Italy, France, Czech Republic, Germany, and Monaco each have 1. (For the rating of various educational indicators and comprehensive ratings and interpretations of the listed schools, please visit www.goodschool.world.)...
This list has conducted a comprehensive evaluation of schools around the world that offer international curriculums. However, even the final comprehensive score is not a "ranking list" for the comprehensive educational strength of each school, nor is it a judgment on the strength of educational competitiveness of each school. Instead, it is just a "physical examination form" for competitiveness monitoring. Each school can take it as a mirror to look at itself and compare with others. But there is no need to be proud or feel sad because of it, nor is there a need to be ostentatious or complain about it. If all schools, especially excellent schools, can listen to it with an open mind, view it with a learning mind, analyze it with a truth-seeking mind, and use it with a self-examining mind, then our global international school educational competitiveness monitoring work can achieve its greatest value and become a reference guide for educators and parents when choosing schools. The specific list rankings are as follows:
