This statistic depicts the number of international students in higher education across India in 2015, by leading country of origin. During this year, around 5.48 thousand international students in higher education studying in the country came from Nepal.

In 2018, students from 196 different countries and regions were studying in China. The highest number of students came from South Korea amounting to 50,600, while only 20,996 students came from the United States.

International students in China

The total number of foreign students in China increased steadily over recent years and reached more than 490,000 in 2018. That was roughly double as much as ten years ago and made China one of the leading host destinations for international students. Looking at their origins in terms of global regions reveals that by far the largest share of students come from Asia, while the Americas and Europe together accounted for only slightly more than 22 percent of all students in 2018. While the share of students from Western countries has been shrinking steadily in recent years, more and more students from Asia and Africa were attracted to study in China. Regarding the United States, the figures interestingly not only decreased in relation to other regions, but also in total numbers. In contrast, students particularly from Africa are increasingly able and willing to study in China, and numbers from countries participating in China's Belt and Road Initiative displayed the highest growth rates over recent years.

Student situation

Regarding the financial situation of international students in China, most of them were either self-funded or receiving a scholarship from foreign institutions. However, the number of students supported by the Chinese government increased considerably over the last ten years, with a growing number of scholarships granted to students from developing countries. Preferred universities for study were either located in the two most developed cities Beijing and Shanghai, or in the eastern and southern coastal regions of China.

In 2023, the United Kingdom had the most students learning English as a foreign language. There were approximately ******* students who were learning English as a second language that year, followed by Australia with almost ******* foreign students. The third place ranking was completed by the U.S., with around ******* students learning English as a foreign language. The global English learning market Learning English has become increasingly important for young people, especially in terms of international communication, increasing employability at multinational firms or securing work abroad, and specializing in fields as a global expert. The United Kingdom had both the highest number of students learning English as a foreign language and the shared highest distribution of English language learning revenue. In the past few years, the English language learning market has experienced a decrease in revenue, perhaps partially due to more free online platforms becoming accessible, as well as more companies and schools implementing English learning systems. 2022, however, has shown signs of improvement in terms of revenue. In 2020, revenues generated by the English learning market were dramatically lower due to travel restrictions implemented to limit the spread of COVID-19, as this trend continued into 2021. The global language services industry Over the course of the past two decades, the need for bilingual and multilingual skills has increased substantially. In an increasingly globalized world that is becoming more and more connected over time, people have been motivated to learn additional languages to suit both personal and professional demands. The market size of the global language services industry has grown to reflect this, with expected revenues of around ** billion U.S. dollars projected for 2022.

Abstract

The OECD’s Programme for International Student Assessment (PISA) is a collaborative effort among OECD member countries to measure how well 15-year-old young adults approaching the end of compulsory schooling are prepared to meet the challenges of today’s knowledge societies. The assessment is forward-looking: rather than focusing on the extent to which these students have mastered a specific school curriculum, it looks at their ability to use their knowledge and skills to meet real-life challenges. This orientation reflects a change in curricular goals and objectives, which are increasingly concerned with what students can do with what they learn at school.

In addition to the assessments, PISA 2003 included Student and School Questionnaires to collect data that could be used in constructing indicators pointing to social, cultural, economic and educational factors that are associated with student performance. Using the data taken from these two questionnaires, analyses linking context information with student achievement could address: - Differences between countries in the relationships between student-level factors (such as gender and social background) and achievement; - Differences in the relationships between school-level factors and achievement across countries; - Differences in the proportion of variation in achievement between (rather than within) schools, and differences in this value across countries; - Differences between countries in the extent to which schools moderate or increase the effects of individual-level student factors and student achievement; - Differences in education systems and national contexts that are related to differences in student achievement across countries; and - Through links to PISA 2000, changes in any or all of these relationships over time.

Through the collection of such information at the student and school level on a cross-nationally comparable basis, PISA adds significantly to the knowledge base that was previously available from national official statistics, such as aggregate national statistics on the educational programs completed and the qualifications obtained by individuals.

Geographic coverage

The second PISA survey was conducted in 41 countries: Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Japan, Korea, Luxembourg, Mexico, Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Spain, Sweden, Switzerland, Turkey, United Kingdom, United States, Brazil, Hong Kong-China, Indonesia, Latvia, Liechtenstein, Macao-China, Russian Federation, Serbia and Montenegro, Thailand, Tunisia, Uruguay.

Analysis unit

The international target population is defined as all students aged from 15 years and 3 (completed) months to 16 years and 2 (completed) months at the beginning of the assessment period. The students had to be attending educational institutions located within the country, in grades 7 and higher. This meant that countries were to include 15-year-olds enrolled full-time in educational institutions, 15-year-olds enrolled in educational institutions who attended on only a part-time basis, students in vocational training types of programmes, or any other related type of educational programmes, and students attending foreign schools within the country (as well as students from other countries attending any of the programmes in the first three categories). It was recognised that no testing of persons schooled in the home, workplace or out of the country would occur and therefore these students were not included in the international target population.

Kind of data

Sample survey data [ssd]

Sampling procedure

More than a quarter of a million students, representing almost 30 million 15-year-olds enrolled in the schools of the 41 participating countries, were assessed in 2003.

The sampling design used for the PISA assessment was a two-stage stratified sample in most countries. The first-stage sampling units consisted of individual schools having 15-year-old students. In all but a few countries, schools were sampled systematically from a comprehensive national list of all eligible schools with probabilities that were proportional to a measure of size. This is referred to as probability proportional to size (PPS) sampling. The measure of size was a function of the estimated number of eligible 15-year-old students enrolled. Prior to sampling, schools in the sampling frame were assigned to strata formed either explicitly or implicitly.

The second-stage sampling units in countries using the two-stage design were students within sampled schools. Once schools were selected to be in the sample, a list of each sampled school's 15-year-old students was prepared. From each list that contained more than 35 students, 35 students were selected with equal probability, and for lists of fewer than 35, all students on the list were selected. It was possible for countries to sample a number of students within schools other than 35, provided that the number sampled within each school was at least as large as 20.

In two countries, a three-stage design was used. In such cases, geographical areas were sampled first (called first-stage units) using probability proportional to size sampling, and then schools (called second-stage units) were selected within sampled areas. Students were the third-stage sampling units in three-stage designs.

For additional information on sample design, refer to chapter 4 in the document "PISA 2003 Technical Report" provided as an external resource.

Mode of data collection

Face-to-face [f2f]

Research instrument

PISA 2003 was a paper-and-pencil test. The test items were multiple choice, short answer, and extended response. Multiple choice items were either standard multiple choice with a limited number (usually four) of responses from which students were required to select the best answer, or complex multiple choice presenting several statements for each of which students were required to choose one of several possible responses (true/false, correct/incorrect, etc.). Short answer items included both closed-constructed response items that generally required students to construct a response within very limited constraints, such as mathematics items requiring a numeric answer, and items requiring a word or short phrase, etc. Short-response items were similar to closed-constructed response items, but for these a wider range of responses was possible. Open-constructed response items required more extensive writing, or showing a calculation, and frequently included some explanation or justification. Pencils, erasers, rulers, and in some cases calculators, were provided. The consortium recommended that calculators be provided in countries where they were routinely used in the classroom. National centres decided whether calculators should be provided for their students on the basis of standard national practice.

Two core questionnaires were used: - Student Questionnaire: In the main study the student questionnaire was administered after the assessment and it took students about 35 minutes to complete. - School Questionnaire: The main study school questionnaire was administered to the school principal and took about 20 minutes to complete.

As in PISA 2000, additional questionnaire material was developed and offered as international options to participating countries. In PISA 2003, two international options were available: the ICT Familiarity questionnaire and Educational Career Questionnaire.

• Educational Career Questionnaire: The inclusion of an optional Educational Career questionnaire was due to the fact that not all of the participating countries expressed interest in this particular research area. National centres were allowed to select any of the items included in this questionnaire for inclusion without having to administer all of the questions.
• Information Communication Technology Questionnaire: The Information Communication Technology (ICT) questionnaire consisted of questions regarding the students’ use of, familiarity with, and attitudes towards ICT. ICT was defined as the use of any equipment or software for processing or transmitting digital information that performs diverse general functions, whose options can be specified or programmed by its user.

National centres could decide to add national items to the international student or school questionnaire. Insertion of national items into the student questionnaire had to be agreed upon with the international study centre during the review of adaptations, due to context relatedness. Adding more than five national items was considered as a national option. National student questionnaire options, which took less than ten minutes to be completed, could be administered after the international student questionnaire and international options. If the length of the national options exceeded ten minutes, national centres were requested to administer their national questionnaire material in follow-up sessions.

Cleaning operations

National project managers (NPMs) were required to submit their national data in KeyQuest, the generic data entry package developed by consortium staff. The data were verified at several points starting at the time of data entry. Validation rules (or range checks) were specified for each variable defined in KeyQuest, and a datum was only accepted if it satisfied that validation rule. To prevent duplicate records, a set of variables assigned to an instrument were identified as primary keys. For the student test booklets, the stratum, school and student identifications were the primary keys. After the data entry

Migration Statistic: Flow of emigration abroad of people aged 25 and over by year, age group, country of birth (Spanish/foreign) and level of studies (grouping of levels). Annual. National.

In 2023, approximately ******* overseas students from countries all over the world were studying in Taiwan. This figure included all different kinds of students. The total number of students from abroad increased since 2020, but was still considerably below pre-pandemic levels.

Abstract

“What is important for citizens to know and be able to do?” That is the question that underlies the triennial survey of 15-year-old students around the world known as the Programme for International Student Assessment (PISA). PISA assesses the extent to which students near the end of compulsory education have acquired key knowledge and skills that are essential for full participation in modern societies. The assessment, which focuses on reading, mathematics, science and problem solving, does not just ascertain whether students can reproduce knowledge; it also examines how well students can extrapolate from what they have learned and apply that knowledge in unfamiliar settings, both in and outside of school. This approach reflects the fact that modern economies reward individuals not for what they know, but for what they can do with what they know. All 34 OECD member countries and 31 partner countries and economies participated in PISA 2012, representing more than 80% of the world economy.

With mathematics as its primary focus, the PISA 2012 assessment measured 15-year-olds’ capacity to reason mathematically and use mathematical concepts, procedures, facts and tools to describe, explain and predict phenomena, and to make the wellfounded judgements and decisions needed by constructive, engaged and reflective citizens. Literacy in mathematics defined this way is not an attribute that an individual has or does not have; rather, it is a skill that can be acquired and used, to a greater or lesser extent, throughout a lifetime.

The PISA assessment provides three main types of outcomes: - basic indicators that provide a baseline profile of students’ knowledge and skills; - indicators that show how skills relate to important demographic, social, economic and educational variables; and - indicators on trends that show changes in student performance and in the relationships between student-level and school-level variables and outcomes.

Geographic coverage

PISA 2012 covered 34 OECD countries and 31 partner countries and economies. All countries attempted to maximise the coverage of 15-year-olds enrolled in education in their national samples, including students enrolled in special educational institutions.

Analysis unit

To better compare student performance internationally, PISA targets a specific age of students. PISA students are aged between 15 years 3 months and 16 years 2 months at the time of the assessment, and have completed at least 6 years of formal schooling. They can be enrolled in any type of institution, participate in full-time or part-time education, in academic or vocational programmes, and attend public or private schools or foreign schools within the country. Using this age across countries and over time allows PISA to compare consistently the knowledge and skills of individuals born in the same year who are still in school at age 15, despite the diversity of their education histories in and outside of school.

Kind of data

Sample survey data [ssd]

Sampling procedure

The accuracy of any survey results depends on the quality of the information on which national samples are based as well as on the sampling procedures. Quality standards, procedures, instruments and verification mechanisms were developed for PISA that ensured that national samples yielded comparable data and that the results could be compared with confidence.

Most PISA samples were designed as two-stage stratified samples (where countries applied different sampling designs. The first stage consisted of sampling individual schools in which 15-year-old students could be enrolled. Schools were sampled systematically with probabilities proportional to size, the measure of size being a function of the estimated number of eligible (15-year-old) students enrolled. A minimum of 150 schools were selected in each country (where this number existed), although the requirements for national analyses often required a somewhat larger sample. As the schools were sampled, replacement schools were simultaneously identified, in case a sampled school chose not to participate in PISA 2012.

Experts from the PISA Consortium performed the sample selection process for most participating countries and monitored it closely in those countries that selected their own samples. The second stage of the selection process sampled students within sampled schools. Once schools were selected, a list of each sampled school's 15-year-old students was prepared. From this list, 35 students were then selected with equal probability (all 15-year-old students were selected if fewer than 35 were enrolled). The number of students to be sampled per school could deviate from 35, but could not be less than 20.

Around 510 000 students between the ages of 15 years 3 months and 16 years 2 months completed the assessment in 2012, representing about 28 million 15-year-olds in the schools of the 65 participating countries and economies.

Mode of data collection

Face-to-face [f2f]

Research instrument

Paper-based tests were used, with assessments lasting two hours. In a range of countries and economies, an additional 40 minutes were devoted to the computer-based assessment of mathematics, reading and problem solving.

Test items were a mixture of questions requiring students to construct their own responses and multiple-choice items. The items were organised in groups based on a passage setting out a real-life situation. A total of about 390 minutes of test items were covered, with different students taking different combinations of test items.

Students answered a background questionnaire, which took 30 minutes to complete, that sought information about themselves, their homes and their school and learning experiences. School principals were given a questionnaire, to complete in 30 minutes, that covered the school system and the learning environment. In some countries and economies, optional questionnaires were distributed to parents, who were asked to provide information on their perceptions of and involvement in their child’s school, their support for learning in the home, and their child’s career expectations, particularly in mathematics. Countries could choose two other optional questionnaires for students: one asked students about their familiarity with and use of information and communication technologies, and the second sought information about their education to date, including any interruptions in their schooling and whether and how they are preparing for a future career.

Cleaning operations

Software specially designed for PISA facilitated data entry, detected common errors during data entry, and facilitated the process of data cleaning. Training sessions familiarised National Project Managers with these procedures.

Response rate

Data-quality standards in PISA required minimum participation rates for schools as well as for students. These standards were established to minimise the potential for response biases. In the case of countries meeting these standards, it was likely that any bias resulting from non-response would be negligible, i.e. typically smaller than the sampling error.

A minimum response rate of 85% was required for the schools initially selected. Where the initial response rate of schools was between 65% and 85%, however, an acceptable school response rate could still be achieved through the use of replacement schools. This procedure brought with it a risk of increased response bias. Participating countries were, therefore, encouraged to persuade as many of the schools in the original sample as possible to participate. Schools with a student participation rate between 25% and 50% were not regarded as participating schools, but data from these schools were included in the database and contributed to the various estimations. Data from schools with a student participation rate of less than 25% were excluded from the database.

PISA 2012 also required a minimum participation rate of 80% of students within participating schools. This minimum participation rate had to be met at the national level, not necessarily by each participating school. Follow-up sessions were required in schools in which too few students had participated in the original assessment sessions. Student participation rates were calculated over all original schools, and also over all schools, whether original sample or replacement schools, and from the participation of students in both the original assessment and any follow-up sessions. A student who participated in the original or follow-up cognitive sessions was regarded as a participant. Those who attended only the questionnaire session were included in the international database and contributed to the statistics presented in this publication if they provided at least a description of their father’s or mother’s occupation.

K-12 International Schools Market Outlook

The global K-12 international schools market size was estimated at USD 60 billion in 2023, and it is projected to reach approximately USD 120 billion by 2032, growing at a CAGR of 7.5% during the forecast period. This remarkable growth is primarily fueled by a burgeoning demand for quality education and a growing expatriate population that values an international curriculum for their children. Additionally, increasing awareness about the benefits of global education and the rising disposable income of families in emerging economies are significant contributors to the market's expansion.

One of the major growth factors driving the K-12 international schools market is the rising demand for high-quality education that adheres to international standards. As globalization continues to shape the world, more parents are recognizing the advantages of enrolling their children in international schools that offer globally recognized curricula such as the International Baccalaureate (IB) and Cambridge International Examinations. These programs not only enhance students' academic prospects but also prepare them for higher education opportunities worldwide.

Moreover, the increase in expatriate communities across various regions is another vital driver of market growth. Many multinational corporations are expanding their operations globally, leading to a rise in the number of expatriates who seek international schooling options for their children. These schools cater to the diverse needs of expatriate families by offering a curriculum that is compatible with various educational systems worldwide, thereby ensuring a seamless transition for students moving between countries.

The growing emphasis on bilingual and multilingual education is also playing a significant role in the market's growth. Parents are increasingly valuing the importance of language acquisition from an early age, which is a common feature of many international schools. By offering bilingual programs and foreign language immersion, these schools equip students with the linguistic skills needed to thrive in a globalized world. This emphasis on language learning not only enhances cognitive abilities but also provides a competitive edge in future career prospects.

Regionally, the Asia Pacific region is anticipated to witness the highest growth rate during the forecast period. This can be attributed to the rapid economic development in countries like China and India, coupled with a growing middle-class population that is willing to invest in premium education for their children. Additionally, the presence of a large expatriate community in cities such as Hong Kong, Singapore, and Tokyo further boosts the demand for international schools. The strategic initiatives taken by governments in these countries to attract foreign investments also play a pivotal role in fostering the growth of the international school market in the region.

School Type Analysis

When analyzing the K-12 international schools market by school type, it is essential to consider the primary, middle, and high school segments. Each of these segments caters to different age groups and educational needs, thereby shaping the overall dynamics of the market. Primary schools typically cater to younger students, emphasizing foundational skills in literacy, numeracy, and social development. The demand for primary international schools has seen a substantial increase, driven by parents' desire to provide their children with a strong educational foundation from an early age.

Middle schools, which serve students in the transitional phase between primary and high school, focus on a more comprehensive curriculum that includes a broader range of subjects and extracurricular activities. The middle school segment is witnessing significant growth as parents recognize the importance of this transitional period in shaping their children's future academic and personal development. International middle schools are particularly valued for their holistic approach to education, which includes a strong emphasis on critical thinking, problem-solving, and emotional intelligence.

High schools, catering to older students preparing for higher education, are another crucial segment within the K-12 international schools market. The high school segment is experiencing robust growth due to the increasing number of students seeking globally recognized qualifications such as the International Baccalaureate (IB) Diploma or A-levels. These qualifications are highly regarded by unive

Abstract

The Programme for International Student Assessment (PISA), conducted by the Organisation for Economic Co-operation and Development (OECD), is a collaborative effort among OECD Member countries to measure how well 15-year-old young adults approaching the end of compulsory schooling are prepared to meet the challenges of today's knowledge societies. The assessment is forward-looking: rather than focusing on the extent to which these students have mastered a specific school curriculum, it looks at their ability to use their knowledge and skills to meet real-life challenges. This orientation reflects a change in curricular goals and objectives, which are increasingly concerned with what students can do with what they learn at school. Thirty-two countries participated in the first PISA survey in 2000. It included 28 Member countries of the OECD, and four non-OECD countries.

Geographic coverage

Participating in PISA 2000: 43 countries - 32 in a first wave and a further 11 administering the same survey in 2001.

Analysis unit

The base PISA target population in each country consisted of 15-year-old students attending educational institutions located within the participating country. In practice, this refers to students who were aged between 15 years and 3 (complete) months and 16 years and 2 (complete) months at the beginning of the assessment period and who were enrolled in an educational institution, regardless of the grade level or type of institution and of whether they are fulltime or part-time students.

Sampling procedure

More than a quarter of a million students, representing almost 17 million 15-year-olds enrolled in the schools of the 32 participating countries, were assessed in 2000.

The school Samples: The sampling design used for the PISA assessment was a two-stage stratified sample in most countries. The first-stage sampling units consisted of individual schools having 15-year-old students. In all but a few countries, schools were sampled systematically from a comprehensive national list of all eligible schools with probabilities proportional to a measure of size. The measure of size was a function of the estimated number of eligible 15-year-old students enrolled. Prior to sampling, schools in the sampling frame were assigned to strata formed either explicitly or implicitly.

The second-stage sampling units in countries using the two-stage design were students within sampled schools. Once schools were selected to be in the sample, a list of each sampled school's 15-year-old students was prepared. From each list that contained more than 35 students, 35 students were selected with equal probability and for lists of fewer than 35, all students on the list were selected.

In three countries, a three-stage design was used. In such cases, geographical areas were sampled first (called first-stage units) using probability proportional to size sampling, and then schools (called second-stage units) were selected within sampled areas. Students were the third-stage sampling units in three-stage designs.

For more on the sampling design for schools, refer to chapter 4 in the document "PISA 2000 Technical Report" provided as an external resource.

The student Samples: Student selection procedures in the main study were the same as those used in the field trial. Student sampling was generally undertaken at the national centres from lists of all eligible students in each school that had agreed to participate. These lists could have been prepared at national, regional, or local levels as data files, computer-generated listings, or by hand, depending on who had the most accurate information. For more detailed information on student samples, refer to chapter 4 in the document "PISA 2000 Technical Report" provided as an external resource.

Mode of data collection

Face-to-face [f2f]

Research instrument

PISA 2000 used pencil-and-paper assessments, lasting two hours for each student. Questionnaires used both multiple-choice items and questions requiring students to construct their own answers. Items were typically organised in units based on a passage describing a real-life situation. A total of seven hours of assessment items was included, with different students taking different combinations of the assessment items. A Student and a School Questionnaire were used in PISA 2000 to collect data that could be used in constructing indicators pointing to social, cultural, economic and educational factors that are thought to influence, or to be associated with, student achievement. PISA 2000 did not include a teacher questionnaire.

For the Student Questionnaire, the scope included the following: basic demographics, global measures of socio-economic status, student description of school/instructional processes, student attitudes towards reading and reading habits, student access to educational resources outside school, institutional patterns of participation and programme orientation, language spoken in the home, nationality, student expectations.

For the School Questionnaire, the scope included: quality of the school’s human and material resources, global measures of school-level SES, school-level variables on instructional context, institutional structure/type, urbanisation/community type, school size, parental involvement, public/private control and funding.

Translations were made from English to French and vice versa to provide the national translation teams with two source versions of all materials (see Chapter 5) and the team often pointed out useful information such as typographical errors, ambiguities and translation difficulties, and some cultural issues. For additional information on translations, refer to chapter 5 of the document "PISA 2000 Technical Report" provided as an external resource.

Cleaning operations

National Project Managers (NPMs) were required to submit their national data in KeyQuest® 2000, the generic data entry package developed by Consortium staff. After the data entry process was completed, NPMs were required to implement some checking procedures using KeyQuest® before submitting data to the Consortium, and to rectify any integrity errors. For detailed information on data entry and editing, refer to chapter 11 in the document "PISA 2000 Technical Report" provided as an external resource.

Response rate

For schools: A response rate of 85 percent was required for initially selected schools. If the initial school response rate fell between 65 and 85 percent, an acceptable school response rate could still be achieved through the use of replacement schools. To compensate for a sampled school that did not participate, where possible two replacement schools were identified for each sampled school. Furthermore, schools with a student participation rate between 25 and 50 percent were not considered as a participating school for the purposes of calculating and documenting response rates. However, data from such schools were included in the database and contributed to the estimates included in the initial PISA international report. Data from schools with a student participation rate of less than 25 percent were not included in the database.

For students: A response rate of 80 percent of selected students in participating schools was required. A student who had participated in the first part of the testing session was considered to be a participant. A student response rate of 50 percent was required for a school to be regarded as participating: the student response rate was computed using only students from schools with at least a 50 percent response rate.

For more detailed information on response rates, refer to chapter 4 in the document "PISA 2000 Technical Report" provided as an external resource.

Abstract

The OECD Programme for International Student Assessment (PISA) is a collaborative effort undertaken by all member countries and a number of non-member partner countries to measure how well students, at age 15, are prepared to meet the challenges they may encounter in future life. Age 15 is chosen because at this age, in most OECD countries, students are approaching the end of compulsory schooling, and so, some measure of the knowledge, skills and attitudes accumulated over approximately ten years of education is gained from an assessment at this time. the PISA assessment takes a broad approach to assessing knowledge, skills and attitudes that reflect current changes in curricula, moving beyond the school based approach towards the use of knowledge in everyday tasks and challenges. the skills acquired reflect the ability of students to continue learning throughout their lives by applying what they learn in school to non-school environments, evaluating their choices and making decisions. the assessment, jointly guided by the participating governments, brings together the policy interests of countries by applying scientific expertise at both national and international levels.

PISA combines the assessment of domain-specific cognitive areas such as science, mathematics and reading with information on students' home background, their approaches to learning, their perceptions of their learning environments and their familiarity with computers. A high priority in PISA 2006 is an innovative assessment of student attitudes towards science - questions about this were contextualised within the cognitive part of the test. Bringing the attitude items closer to the cognitive questions allowed questions to be targeted at specific areas, with the focus on interest in science and students' support for scientific enquiry. Student outcomes are then associated with these background factors.

PISA uses: i) strong quality assurance mechanisms for translation, sampling and test administration; ii) measures to achieve cultural and linguistic breadth in the assessment materials, particularly through countries' participation in the development and revision processes for the production of the items; and iii) state of the art technology and methodology for data handling. the combination of these measures produces high quality instruments and outcomes with superior levels of validity and reliability to improve the understanding of education systems as well as students' knowledge, skills and attitudes.

PISA is based on a dynamic model of lifelong learning in which new knowledge and skills necessary for successful adaptation to a changing world are continuously acquired throughout life. PISA focuses on things that 15-year-old students will need in the future and seeks to assess what they can do with what they have learned. the assessment is informed, but not constrained, by the common denominator of national curricula. thus, while it does assess students' knowledge, PISA also examines their ability to reflect, and to apply their knowledge and experience to real world issues. For example, in order to understand and evaluate scientific advice on food safety an adult would need not only to know some basic facts about the composition of nutrients, but also to be able to apply that information. the term "literacy" is used to encapsulate this broader concept of knowledge and skills.

PISA is designed to collect information through three-yearly cycles and presents data on the reading, mathematical and scientific literacy of students, schools and countries. It provides insights into the factors that influence the development of skills and attitudes at home and at school, and examines how these factors interact and what the implications are for policy development.

PISA 2006 is the third cycle of a data strategy defined in 1997 by participating countries. the results allow national policy makers to compare the performance of their education systems with those of other countries. Similar to the previous cycles, the 2006 assessment covers the domains of reading, mathematical and scientific literacy, with the major focus on scientific literacy. Students also respond to a background questionnaire, and additional supporting information is gathered from the school authorities. Fifty-six countries and regions, including all 30 OECD member countries, are taking part in the PISA 2006 assessment. together, they comprise almost 90% of the world's economy.

Since the aim of PISA is to assess the cumulative yield of education systems at an age where compulsory schooling is still largely universal, testing focused on 15-year-olds enrolled in both school-based and work-based educational programmes. Between 5 000 and 10 000 students from at least 150 schools will typically be tested in each country, providing a good sampling base from which to break down the results according to a range of student characteristics.

The primary aim of the PISA assessment is to determine the extent to which young people have acquired the wider knowledge and skills in reading, mathematical and scientific literacy that they will need in adult life. the assessment of cross-curricular competencies continues to be an integral part of PISA 2006. the main reasons for this broadly oriented approach are: • Although specific knowledge acquisition is important in school learning, the application of that knowledge in adult life depends crucially on the acquisition of broader concepts and skills. In science, having specific knowledge, such as the names of plants and animals, is of less value than understanding broad topics such as energy consumption, biodiversity and human health in thinking about the issues under debate in the adult community. In reading, the capacity to develop interpretations of written material and to reflect on the content and qualities of text are central skills. In mathematics, being able to reason quantitatively and to represent relationships or dependencies is more apt than the ability to answer familiar textbook questions when it comes to deploying mathematical skills in everyday life. • In an international setting, a focus on curriculum content would restrict attention to curriculum elements common to all or most countries. this would force many compromises and result in an assessment too narrow to be of value for governments wishing to learn about the strengths and innovations in the education systems of other countries. • Certain broad, general skills are essential for students to develop. they include communication, adaptability, flexibility, problem solving and the use of information technologies. these skills are developed across the curriculum and an assessment of them requires a broad cross-curricular focus.

PISA is not a single cross-national assessment of the reading, mathematics and science skills of 15-year-old students. It is an ongoing programme that, over the longer term, will lead to the development of a body of information for monitoring trends in the knowledge and skills of students in various countries as well as in different demographic subgroups of each country. On each occasion, one domain will be tested in detail, taking up nearly two-thirds of the total testing time. the major domain was reading literacy in 2000 and mathematical literacy in 2003, and is scientific literacy in 2006. this will provide a thorough analysis of achievement in each area every nine years and a trend analysis every three. Similar to previous cycles of PISA, the total time spent on the PISA 2006 tests by each student is two hours, but information is obtained on about 390 minutes worth of test items. the total set of questions is packaged into 13 linked testing booklets. each booklet is taken by a sufficient number of students for appropriate estimates to be made of the achievement levels on all items by students in each country and in relevant sub-groups within a country (such as males and females, and students from different social and economic contexts). Students also spend 30 minutes answering questions for the context questionnaire.

The PISA assessment provides three main types of outcomes: • Basic indicators that provide baseline profile of the knowledge and skills of students. • Contextual indicators that show how such skills relate to important demographic, social, economic and educational variables. • Indicators on trends that emerge from the on-going nature of the data collection and that show changes in outcome levels and distributions, and in relationships between student-level and school-level background variables and outcomes.

Geographic coverage

OECD countries - Australia - Austria - Belgium - Canada - Czech Republic - Denmark - Finland - France - Germany - Greece - Hungary - Iceland - Ireland - Italy - Japan - Korea - Luxembourg - Mexico - Netherlands - New Zealand - Norway - Poland - Portugal - Slovak Republic - Spain - Sweden - Switzerland - Turkey - United Kingdom - United States

Partner countries/economies - Argentina - Azerbaijan - Brazil - Bulgaria - Chile - Colombia - Croatia - Estonia - Hong Kong-China - Indonesia - Israel - Jordan - Kyrgyzstan - Latvia - Liechtenstein - Lithuania - Macao-China - Montenegro - Qatar - Romania - Russian Federation - Serbia - Slovenia - Chinese Taipei - Thailand - Tunisia - Uruguay

Analysis unit

• Individuals
• Schools

Mode of data collection

Face-to-face [f2f]

Research instrument

The questionnaires seek information about: • Students and their family backgrounds, including their economic, social and cultural capital • Aspects of students' lives, such as their attitudes towards learning, their habits and life inside school, and their family environment • Aspects of schools, such

As of 2016, the overall number of students in Egypt amounted to ***. Of those, the majority were from Tajikistan with around *** students. Moreover, Kazakhstan and Uzbekistan followed with around ** and ** students, respectively. It is worth noting that, as of the same year in Egypt, over ** thousand foreign students in the country were registered as being from unknown regions.

As a large international consortium of 26 countries and 133 higher-education institutions (HEIs), we successfully developed
and executed an online student survey during or directly after the initial peak of the COVID-19 pandemic. The COVID-19
International Student Well-being Study (C19 ISWS) is a cross-sectional multicountry study that collected data on highereducation
students during the COVID-19 outbreak in the spring of 2020. The dataset allows description of: (1) living
conditions, financial conditions, and academic workload before and during the COVID-19 outbreak; (2) the current level of
mental well-being and effects on healthy lifestyles; (3) perceived stressors; (4) resources (e.g., social support and economic
capital); (5) knowledge related to COVID-19; and (6) attitudes toward COVID-19 measures implemented by the government
and relevant HEI. The dataset additionally includes information about COVID-19 measures taken by the government and
HEI that were in place during the period of data collection. The collected data provide a comprehensive and comparative
dataset on student well-being.

Graph and download economic data for Amount Outstanding of International Debt Securities for All Issuers, All Maturities, Residence of Issuer in All countries (IDSAMRIAO3P) from Q4 1962 to Q1 2025 about World, maturity, debt, residents, and securities.

censo-de-poblacio_n country-of-birth demografi_a-y-poblacio_n demography-and-population educacio_n-primaria-e-inferior educacio_n-superior educational-level-attained espan_a estadi_sticas estructura-y-situacio_n-de-la-poblacio_n extranjera first-stage-of-secondary-education-and-the-like foreign higher-education nivel-de-formacio_n-alcanzado pai_s-de-nacimiento primary-education-or-lower primera-etapa-de-educacio_n-secundaria-y-similar provinces provincias second-stage-of-secondary-education-and-non-upper-post-secondary-education_ segunda-etapa-de-educacio_n-secundaria-y-educacio_n-postsecundaria-no-superior spain statistics structure-and-situation-of-the-population total

Overseas Student Insurance Market Outlook

In 2023, the global market size for overseas student insurance is estimated at roughly $5.2 billion, and projections indicate that it will reach around $12.1 billion by 2032, with a compound annual growth rate (CAGR) of 9.3%. This market growth is driven by increasing global student mobility, rising healthcare costs, and higher education institutions' stringent requirements for health coverage.

The rise in international student enrollments is a significant growth factor for the overseas student insurance market. More young individuals are seeking educational opportunities abroad, driven by the globalization of education, the allure of prestigious universities, and better career prospects. This surge in student numbers necessitates comprehensive insurance plans to mitigate risks related to health, travel, and personal liability. Educational institutions often make it mandatory for international students to have insurance, further fueling market demand.

Healthcare costs are consistently rising worldwide, making insurance an essential component for students studying abroad. The high cost of medical treatment in foreign countries can be prohibitive, especially in regions like North America and Europe. Overseas student insurance helps students and their families manage these expenses, reducing the financial burden that unexpected medical emergencies can cause. This necessity is a critical driver for the market, ensuring that students are protected financially and can focus on their academic pursuits.

Additionally, the growing awareness of the benefits associated with insurance policies has led to an increased adoption rate. The modern student and their families are more informed about potential risks and the importance of mitigating these risks through insurance. This knowledge, coupled with the convenience of purchasing policies online, has made it easier for students to obtain the necessary coverage. Technological advancements and digital platforms have played a significant role in market expansion, providing accessible and tailored insurance solutions.

Regionally, North America and Europe dominate the overseas student insurance market due to the high number of international students in these regions. Countries like the United States, Canada, the United Kingdom, and Germany are prime destinations for overseas education, boasting numerous world-class institutions. Asia Pacific is also emerging as a significant market player, driven by the increasing number of students from China, India, and other Asian nations pursuing education abroad. This regional demand is contributing to the overall market growth and diversification.

Import Export Insurance plays a vital role in facilitating international trade, providing businesses with the necessary protection against potential losses that may arise during the transportation of goods. This type of insurance covers various risks, including damage, theft, and loss of goods while in transit, ensuring that businesses can operate smoothly across borders. For students studying overseas, understanding the intricacies of import export insurance can be beneficial, especially for those pursuing courses in international business or trade. As global commerce continues to expand, the demand for comprehensive insurance solutions that safeguard against unforeseen events in the supply chain is expected to grow, making import export insurance an essential component of international trade operations.

Coverage Type Analysis

The coverage type segment in the overseas student insurance market is diverse, encompassing medical expenses, trip cancellation, personal liability, loss of baggage, and other miscellaneous coverages. Medical expenses coverage is the most critical and sought-after segment due to the high cost of healthcare services abroad. This type of coverage ensures that students can access necessary medical treatments without worrying about prohibitive costs, which can be a significant concern, especially in countries with high medical expenses like the United States and some European nations.

Trip cancellation coverage is another essential component of overseas student insurance. It protects students against unforeseen events that might lead to the cancellation of their trip, such as family emergencies, illness, or visa issues. This type of insurance helps students recover non-refundable expenses, providing financial relief in une

Censo de Población: Population aged 15 and over by year of arrival in Spain and year of arrival in the province, sex, age group, country of birth (Spain/foreign) and level of studies (aggregate). Annual. Provinces.

This dataset tracks annual distribution of students across grade levels in Country Meadow Elementary School

The number of university students in the Netherlands grew annually, with enrollment especially increasing between 2019 and 2021. In 2022, ******* students were registered at universities around the country. The largest share of these students was studying degrees related to behavior and social sciences, at around ******. By comparison, roughly ***** students were enrolled in a teaching program.  Internationalization of higher education    The growth in the number of university students is mostly the result of an increased number of international students finding their way to the Netherlands. In the last decade, the number of enrolled international students more than doubled. Whereas in 2008 less than ****** international students were studying in the Netherlands, by 2018 this had grown to just under ******.  Netherlands especially popular among German students    In the academic year 2018/2019, over ****** German students were enrolled at universities in the Netherlands. Germans formed by far the largest international student community in the country. In 2018/2019, the number of German students in the Netherlands was nearly twice as large as the second, third and fourth-largest communities (Italian, Chinese and Belgian students) combined.

Abstract

The Afrobarometer is a comparative series of public attitude surveys that assess African citizen's attitudes to democracy and governance, markets, and civil society, among other topics. The surveys have been undertaken at periodic intervals since 1999. The Afrobarometer's coverage has increased over time. Round 1 (1999-2001) initially covered 7 countires and was later extended to 12 countries. Round 2 (2002-2004) surveyed citizens in 16 countries. Round 3 (2005-2006) 18 countries, and Round 4 (2008) 20 countries.The survey covered 34 countries in Round 5 (2011-2013), 36 countries in Round 6 (2014-2015), and 34 countries in Round 7 (2016-2018). Round 8 covered 34 African countries. The 34 countries covered in Round 8 (2019-2021) are:

Angola, Benin, Botswana, Burkina Faso, Cabo Verde, Cameroon, Côte d'Ivoire, eSwatini, Ethiopia, Gabon, Gambia, Ghana, Guinea, Kenya, Lesotho, Liberia, Malawi, Mali, Mauritius, Morocco, Mozambique, Namibia, Niger, Nigeria, Senegal, Sierra Leone, South Africa, Sudan, Tanzania, Togo, Tunisia, Uganda, Zambia and Zimbabwe.

Geographic coverage

The survey has national coverage in the following 34 African countries: Angola, Benin, Botswana, Burkina Faso, Cabo Verde, Cameroon, Côte d'Ivoire, eSwatini, Ethiopia, Gabon, Gambia, Ghana, Guinea, Kenya, Lesotho, Liberia, Malawi, Mali, Mauritius, Morocco, Mozambique, Namibia, Niger, Nigeria, Senegal, Sierra Leone, South Africa, Sudan, Tanzania, Togo, Tunisia, Uganda, Zambia and Zimbabwe.

Analysis unit

Households and individuals

Universe

The sample universe for Afrobarometer surveys includes all citizens of voting age within the country. In other words, we exclude anyone who is not a citizen and anyone who has not attained this age (usually 18 years) on the day of the survey. Also excluded are areas determined to be either inaccessible or not relevant to the study, such as those experiencing armed conflict or natural disasters, as well as national parks and game reserves. As a matter of practice, we have also excluded people living in institutionalized settings, such as students in dormitories and persons in prisons or nursing homes.

Kind of data

Sample survey data

Sampling procedure

Afrobarometer uses national probability samples designed to meet the following criteria. Samples are designed to generate a sample that is a representative cross-section of all citizens of voting age in a given country. The goal is to give every adult citizen an equal and known chance of being selected for an interview. They achieve this by:

• using random selection methods at every stage of sampling; • sampling at all stages with probability proportionate to population size wherever possible to ensure that larger (i.e., more populated) geographic units have a proportionally greater probability of being chosen into the sample.

The sampling universe normally includes all citizens age 18 and older. As a standard practice, we exclude people living in institutionalised settings, such as students in dormitories, patients in hospitals, and persons in prisons or nursing homes. Occasionally, we must also exclude people living in areas determined to be inaccessible due to conflict or insecurity. Any such exclusion is noted in the technical information report (TIR) that accompanies each data set.

Sample size and design Samples usually include either 1,200 or 2,400 cases. A randomly selected sample of n=1200 cases allows inferences to national adult populations with a margin of sampling error of no more than +/-2.8% with a confidence level of 95 percent. With a sample size of n=2400, the margin of error decreases to +/-2.0% at 95 percent confidence level.

The sample design is a clustered, stratified, multi-stage, area probability sample. Specifically, we first stratify the sample according to the main sub-national unit of government (state, province, region, etc.) and by urban or rural location.

Area stratification reduces the likelihood that distinctive ethnic or language groups are left out of the sample. Afrobarometer occasionally purposely oversamples certain populations that are politically significant within a country to ensure that the size of the sub-sample is large enough to be analysed. Any oversamples is noted in the TIR.

Sample stages Samples are drawn in either four or five stages:

Stage 1: In rural areas only, the first stage is to draw secondary sampling units (SSUs). SSUs are not used in urban areas, and in some countries they are not used in rural areas. See the TIR that accompanies each data set for specific details on the sample in any given country. Stage 2: We randomly select primary sampling units (PSU). Stage 3: We then randomly select sampling start points. Stage 4: Interviewers then randomly select households. Stage 5: Within the household, the interviewer randomly selects an individual respondent. Each interviewers alternates in each household between interviewing a man and interviewing a woman to ensure gender balance in the sample.

To keep the costs and logistics of fieldwork within manageable limits, eight interviews are clustered within each selected PSU.

Data weights For some national surveys, data are weighted to correct for over or under-sampling or for household size. "Withinwt" should be turned on for all national -level descriptive statistics in countries that contain this weighting variable. It is included as the last variable in the data set, with details described in the codebook. For merged data sets, "Combinwt" should be turned on for cross-national comparisons of descriptive statistics. Note: this weighting variable standardizes each national sample as if it were equal in size.

Further information on sampling protocols, including full details of the methodologies used for each stage of sample selection, can be found in Section 5 of the Afrobarometer Round 5 Survey Manual

Mode of data collection

Face-to-face

Research instrument

The questionnaire for Round 3 addressed country-specific issues, but many of the same questions were asked across surveys. The survey instruments were not standardized across all countries and the following features should be noted:

• In the seven countries that originally formed the Southern Africa Barometer (SAB) - Botswana, Lesotho, Malawi, Namibia, South Africa, Zambia and Zimbabwe - a standardized questionnaire was used, so question wording and response categories are the generally the same for all of these countries. The questionnaires in Mali and Tanzania were also essentially identical (in the original English version). Ghana, Uganda and Nigeria each had distinct questionnaires.

• This merged dataset combines, into a single variable, responses from across these different countries where either identical or very similar questions were used, or where conceptually equivalent questions can be found in at least nine of the different countries. For each variable, the exact question text from each of the countries or groups of countries ("SAB" refers to the Southern Africa Barometer countries) is listed.

• Response options also varied on some questions, and where applicable, these differences are also noted.

The primary data collection element of this project related to observational based fieldwork at four universities in Kenya and South Africa undertaken by Louise Bezuidenhout (hereafter ‘LB’) as the award researcher. The award team selected fieldsites through a series of strategic decisions. First, it was decided that all fieldsites would be in Africa, as this continent is largely missing from discussions about Open Science. Second, two countries were selected – one in southern (South Africa) and one in eastern Africa (Kenya) – based on the existence of the robust national research programs in these countries compared to elsewhere on the continent. As country background, Kenya has 22 public universities, many of whom conduct research. It also has a robust history of international research collaboration – a prime example being the long-standing KEMRI-Wellcome Trust partnership. While the government encourages research, financial support for it remains limited and the focus of national universities is primarily on undergraduate teaching. South Africa has 25 public universities, all of whom conduct research. As a country, South Africa has a long history of academic research, one which continues to be actively supported by the government.

Third, in order to speak to conditions of research in Africa, we sought examples of vibrant, “homegrown” research. While some of the researchers at the sites visited collaborated with others in Europe and North America, by design none of the fieldsites were formally affiliated to large internationally funded research consortia or networks. Fourth, within these two countries four departments or research groups in academic institutions were selected for inclusion based on their common discipline (chemistry/biochemistry) and research interests (medicinal chemistry). These decisions were to ensure that the differences in data sharing practices and perceptions between disciplines noted in previous studies would be minimized.

Within Kenya, site 1 (KY1) and Site 2 (KY2) were both chemistry departments of well-established universities. Both departments had over 15 full time faculty members, however faculty to student ratios were high and the teaching loads considerable. KY1 had a large number of MSc and PhD candidates, the majority of whom were full-time and a number of whom had financial assistance. In contrast, KY2 had a very high number of MSc students, the majority of whom were self-funded and part-time (and thus conducted their laboratory work during holidays). In both departments space in laboratories was at a premium and students shared space and equipment. Neither department had any postdoctoral researchers.

Within South Africa, site 1 (SA1) was a research group within the large chemistry department of a well-established and comparatively well-resourced university with a tradition of research. Site 2 (SA2) was the chemistry/biochemistry department of a university that had previously been designated a university for marginalized population groups under the Apartheid system. Both sites were the recipients of numerous national and international grants. SA2 had one postdoctoral researcher at the time, while SA1 had none.

Empirical data was gathered using a combination of qualitative methods including embedded laboratory observations and semi-structured interviews. Each site visit took between three and six weeks, during which time LB participated in departmental activities, interviewed faculty and postgraduate students, and observed social and physical working environments in the departments and laboratories. Data collection was undertaken over a period of five months between November 2014 and March 2015, with 56 semi-structured interviews in total conducted with faculty and graduate students. Follow-on visits to each site were made in late 2015 by LB and Brian Rappert to solicit feedback on our analysis.