The United Nations Economic and Social Commission for Western Asia (ESCWA) has recently released a report titled “Quality of education: “Measurement and implications for Arab States” in which it tried to shed the light on the impact of quality of education, rather than educational attainment, in the wake of the prevailing global circumstances. Accordingly, the ESCWA report calculated the quality-adjusted education index, which includes variables such as the pupil to teacher ratio index, the publications index (number of scientific articles published annually), and the harmonized test score index. The report first highlighted the important contribution of education to socioeconomic development, as reflected by the 8-13% increase in earnings of educated people. The report added that education also has a positive impact on the entrenchment of democratic values, reducing mortality rates and achieving higher macroeconomic growth rates. As mentioned earlier, the report stressed on the impact of education quality, i.e. the stock of education accumulated by children rather than the number of school years. This emphasis comes as the world is on the verge of undergoing a “Fourth Industrial Revolution”, where the need to conciliate between benefiting from the already acquired specialized knowledge and expanding the level of knowledge, especially when it comes to new technologies, emerges. As far as the Arab region is concerned, the report commented that while basic education is widespread and literacy rates have increased markedly, secondary educational levels remain way below the global averages due to issues of truancy. The report added that progress in improving the quality of education in the Arab region has stalled, on the back of the presence of forms of indoctrination and emphasis on obedience of authority in Arab educational systems. On the index front, the analysis concluded a high correlation (0.755) between the quality-adjusted education index and the income index on a global level, with this correlation dropping to 0.6528 for Arab countries. On the results front, Finland ranked first globally in the adjusted education index, compared to the third position in the education index, with a score of 0.85, dethroning Germany, which ranked second with a score of 0.84. Singapore, on the other hand, achieved a huge leap from a 22^nd rank in the education index to third in the adjusted education index with a score of 0.83. Regionally, the UAE maintained its first position with a score of 0.62, while Bahrain came in second in the quality adjusted education index, having ranked third in the education index, with a score of 0.60, while Iran ranked third, up from fourth, with a score of 0.56,. Always on the regional front, the bottom three positions remained unchanged with Syria, Sudan and Yemen scoring 0.24, 0.23 and 0.19 on a respective basis in the quality adjusted education index. Locally, Lebanon’s score deteriorated from 0.60 in the education index to 0.40 in the quality adjusted index, regressing by 2 positions on a global level to settle at 122^nd yet improving by 1 position on a regional level. In details, Lebanon registered 0.30 in the pupil-teacher ratio index, while scoring 0.72 and 0.32 in the publications index and the harmonized test scores index on a respective basis as outlined by the below table: