Switzerland and Denmark were the two OECD countries with the highest average age of new first-time students entering higher education, both with an average age of **. On the other hand, Japan and Belgium had the youngest students on average, at ** and ** years, respectively.

In 2022, Canada had the highest share of adults with a university degree, at over 60 percent of those between the ages of 25 and 64. India had the smallest share of people with a university degree, at 13 percent of the adult population. University around the world Deciding which university to attend can be a difficult decision for some and in today’s world, people are not left wanting for choice. There are thousands of universities around the world, with the highest number found in India and Indonesia. When picking which school to attend, some look to university rankings, where Harvard University in the United States consistently comes in on top. Moving on up One of the major perks of attending university is that it enables people to move up in the world. Getting a good education is generally seen as a giant step along the path to success and opens up doors for future employment. Future earnings potential can be determined by which university one attends, whether by the prestige of the university or the connections that have been made there. For instance, graduates from the Stanford Graduate School of Business can expect to earn around 250,000 U.S. dollars annually.

There were 1,057,188 international students studying in the United States in the 2022/23 academic year. This is an increase from the previous year, when 948,519 international students were studying in the United States.

In the academic year 2023/24, there were 331,602 international students from India studying in the United States. International students The majority of international students studying in the United States are originally from India and China, totaling 331,602 students and 277,398 students respectively in the 2023/24 school year. In 2022/23, there were 467,027 international graduate students , which accounted for over one third of the international students in the country. Typically, engineering and math & computer science programs were among the most common fields of study for these students. The United States is home to many world-renowned schools, most notably, the Ivy League Colleges which provide education that is sought after by both foreign and local students. International students and college Foreign students in the United States pay some of the highest fees in the United States, with an average of 24,914 U.S. dollars. American students attending a college in New England paid an average of 14,900 U.S. dollars for tuition alone and there were about 79,751 international students in Massachusetts . Among high-income families, U.S. students paid an average of 34,700 U.S. dollars for college, whereas the average for all U.S. families reached only 28,026 U.S. dollars. Typically, 40 percent of families paid for college tuition through parent income and savings, while 29 percent relied on grants and scholarships.

One out of every four people in their lives can be affected by mental health problems that alter their functioning, behaviour, and thinking patterns. In recent years, there has been an increase in mental health disorders among students worldwide. Positive mental health (PMH) has gained relevance in today’s fast-paced and demanding world, especially for university students, as it affects their ability to learn, achieve academically, and behave appropriately. This study aimed to investigate the levels of PMH and identify the association between PMH domains and socio-demographic and health-related variables among Faculty of Health Sciences (FHS) students at a rural university in South Africa. A quantitative, descriptive, and cross-sectional survey was conducted. Data was collected using a multidimensional PMH instrument and a socio-demographic and health-related questionnaire, from 354 undergraduate students who are registered for various programmes offered by FHS. The data were analysed using IBM SPSS version 29. Most of the students were black (99.2%, n = 351), single (72%, n = 255), received a study bursary from the government (78.5%, n = 278), hailed from a rural area (77.7%, n = 275) and residing at the university campus (74.6%, n = 246). The total PMH scores of the participants ranged from 4.24 to 4.97 suggesting moderate to higher PMH levels. Significant differences in mean scores were observed in the total PMH and domains of PMH across various socio-demographic and health-related variables. Gender (p = 0.037), age (p = 0.043) and field of study (p = 0.016) showed a significant association with total PMH score. The study’s findings highlighted the multi-dimensionality of mental health and justified the importance of evaluating the domains of PMH in university students. The disparities observed across different PMH domains underscore the necessity of embracing innovative approaches to achieve the most effective outcomes to improve mental health and the accurate management of symptoms in students.

CLEARANCE CERTIFICATE NUMBER: 2020FOBREC828

The rising unemployment rate is one of many challenges facing South Africa, especially among the youth. Government and business leaders are faced with the task of curbing this epidemic, as it is increasingly affecting the status of the country in terms of slow economic growth and a high crime rate. Entrepreneurship has been identified as an important aspect of many countries’ economic models, to enhance economic activity and create employment for the growing population worldwide. Across the globe, many universities are tasked with increasing their entrepreneurship content in their programmes to create more young entrepreneurs and curb the rising unemployment statistics. Entrepreneurship education and exposure thereof have a positive effect on students’ intention to become entrepreneurial savvy. Entrepreneurship programmes that promote knowledge, skills and a particular set of attributes, have a positive effect on the overall entrepreneurial intention of university students hence this study is guided by the Social Cognitive Theory and Bandura’s Agentic theory which depicts that career goals and choices are self-efficacy related and motivation by self-belief of an individual’s talent and abilities can control their goals. Entrepreneurship education has become a global phenomenon, with the intention to improve societies and the economy. There are various studies done in Asia, America, Europe and central to north Africa regarding entrepreneurship in general and entrepreneurship education, but the literature lacks data, especially from a South African context. This quantitative study sought to investigate the entrepreneurial knowledge, skills and attributes that agile hospitality students require to succeed in the tourism and hospitality industry, especially as entrepreneurs. The study used a quantitative research approach following a positivist paradigm. The study employed a descriptive cross-sectional research design, incorporating a quantitative survey using an online questionnaire. First, the researcher conducted documentary reviews in the form of Hospitality Management learning guides to familiarize and identify the entrepreneurship outcomes, teaching methods and modalities in the module. The reviews along with the literature review helped the researcher develop an understanding of the module and develop a list of entrepreneurial questions included in the questionnaire. The study focused on hospitality management students as a sample, at an institution of Higher Learning offering Hospitality Management. The questionnaire was distributed to a total of 400 students and the response was 228, thus giving a response rate of 57%. The data gathered was analysed using Statistical Package for Social Sciences version 28. Descriptive and inferential statistics were then presented, followed by a confirmatory factor analysis and regression model. The study sample showed that there were more female than male students (73%). Together, the average age of the respondents was between 21 and 25 years (62%). The results from the questionnaire showed out of the three years of study, first-year students dominated by 46% above second- and third-year students. With regards to ethnicity, there was a vast difference between the groups where African participants were a majority of 82%. The participants needed to notify whether the choice of hospitality management was their first, second or third choice, just over half of the respondents indicated it as their first choice (58%). The factor analysis showed 7 factors that need to be taken as those that influence entrepreneurial knowledge, skills and attributes. From the data collected, information regarding their knowledge, skills and attributes was questioned. Information such as business aspirations mainly indicated the student’s intention to start a business was because they believe in themselves (60.09%), the know they are hard workers (55.26%), passion is what drives them (51.75%) and above all the students advocate determining their own future (64.91%). The students felt that entrepreneurship education in the hospitality management course has developed a need for achievement in them (49.12%), time management ability (48.25%) and problem-solving ability (47.81%). Data was collected to understand how entrepreneurial teaching methods have enhanced the students’ capabilities in the course, and students regarded mentorship by entrepreneurs and industry interaction as a significant aspect (40.79%). Teaching techniques enhancing the student’s mindset entrepreneurial capabilities indicated that students would prefer to interact more frequently with small business development agencies (39.91%), interact with successful entrepreneurs (38.60%) and felt that adding the entrepreneurship component to more than one subject would be beneficial in stimulating the mind towards a future in entrepreneurship (38.16%). The participants have shown an understanding concerning their entrepreneurship mindset based on their learning, for example knowing that running a business takes a lot of hard work and sacrifice (77.63%), also the confidence in their abilities like being able to assess strengths and weaknesses of a business (51.32%), students are confident in understanding the mindset of consumers (50.88%) and can see themselves starting a business (67.98%). The main findings revealed that entrepreneurship education influences self-efficacy, attitude towards becoming and entrepreneur and entrepreneurial confidence coupled with an entrepreneurial mindset. The responses also showed that more students would rather have a programme that incorporated more practice and influence of outside stakeholders, like mentors and entrepreneurs with profitable businesses. Generally, higher education institutions should develop programmes that incorporate entrepreneurial capabilities, that foster knowledge, skills, and attributes that would encourage students to become entrepreneurial.

Cameroon Educational Attainment: At Least Bachelor's or Equivalent: Population 25+ Years: % Cumulative: Female data was reported at 4.285 % in 2018. This records an increase from the previous number of 3.771 % for 2014. Cameroon Educational Attainment: At Least Bachelor's or Equivalent: Population 25+ Years: % Cumulative: Female data is updated yearly, averaging 4.028 % from Dec 2014 (Median) to 2018, with 2 observations. The data reached an all-time high of 4.285 % in 2018 and a record low of 3.771 % in 2014. Cameroon Educational Attainment: At Least Bachelor's or Equivalent: Population 25+ Years: % Cumulative: Female data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Cameroon – Table CM.World Bank.WDI: Social: Education Statistics. The percentage of population ages 25 and over that attained or completed Bachelor's or equivalent.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;;

During a global survey of students conducted in mid-2024, it was found that a whopping ** percent said they were using artificial intelligence tools in their schoolwork. Almost a ****** of them used it on a daily basis.

In 2022, about 37.7 percent of the U.S. population who were aged 25 and above had graduated from college or another higher education institution, a slight decline from 37.9 the previous year. However, this is a significant increase from 1960, when only 7.7 percent of the U.S. population had graduated from college. Demographics Educational attainment varies by gender, location, race, and age throughout the United States. Asian-American and Pacific Islanders had the highest level of education, on average, while Massachusetts and the District of Colombia are areas home to the highest rates of residents with a bachelor’s degree or higher. However, education levels are correlated with wealth. While public education is free up until the 12th grade, the cost of university is out of reach for many Americans, making social mobility increasingly difficult. Earnings White Americans with a professional degree earned the most money on average, compared to other educational levels and races. However, regardless of educational attainment, males typically earned far more on average compared to females. Despite the decreasing wage gap over the years in the country, it remains an issue to this day. Not only is there a large wage gap between males and females, but there is also a large income gap linked to race as well.

In an impressive increase from years past, 39 percent of women in the United States had completed four years or more of college in 2022. This figure is up from 3.8 percent of women in 1940. A significant increase can also be seen in males, with 36.2 percent of the U.S. male population having completed four years or more of college in 2022, up from 5.5 percent in 1940.

4- and 2-year colleges

In the United States, college students are able to choose between attending a 2-year postsecondary program and a 4-year postsecondary program. Generally, attending a 2-year program results in an Associate’s Degree, and 4-year programs result in a Bachelor’s Degree.

Many 2-year programs are designed so that attendees can transfer to a college or university offering a 4-year program upon completing their Associate’s. Completion of a 4-year program is the generally accepted standard for entry-level positions when looking for a job.

Earnings after college

Factors such as gender, degree achieved, and the level of postsecondary education can have an impact on employment and earnings later in life. Some Bachelor’s degrees continue to attract more male students than female, particularly in STEM fields, while liberal arts degrees such as education, languages and literatures, and communication tend to see higher female attendance.

All of these factors have an impact on earnings after college, and despite nearly the same rate of attendance within the American population between males and females, men with a Bachelor’s Degree continue to have higher weekly earnings on average than their female counterparts.

Mental health literacy is crucial for nursing students to deliver effective patient care; however, its development throughout their academic journey remains underexplored. This study aimed to assess mental health literacy among nursing students in the UAE and examine factors influencing their literacy levels. A quantitative cross-sectional study was conducted from February 2024 to August 2024 using convenience sampling. A total of 295 undergraduate nursing students participated in the study. Data were collected using the Mental Health Literacy Questionnaire (MHLq) and analyzed using SPSS software (version 24). Descriptive and inferential analyses were conducted to calculate means, standard deviations, percentages, and measures of association using t-tests for students’ sociodemographic variables, dimensions, and global scores, with a significance level of 0.05 for the tests. The findings indicated that participants (all female, with a mean age of 20.7 ± 1.85 years) had a mean MHLq score of 108.19 ± 10.53. Fourth-year students scored higher (110.78 ± 9.79) than lower-year students (106.85 ± 10.68). Students with family or friends who were affected had higher scores (48.00 ± 6.16) than those without (45.97 ± 6.16). The highest-scoring domain was knowledge of mental health problems (46.59 ± 6.40), while self-help strategies scored lowest (16.99 ± 2.61). Students with a personal history of mental illness had lower scores. The study also indicated a statistically significant association between students’ marital status, their level of study, and their first-aid skills and help-seeking behavior. The study highlights the importance of integrating mental health literacy into undergraduate nursing curricula to enhance student’s ability to provide patient-centered care for individuals with mental health disorders. Implementing targeted educational strategies focusing on awareness, recognition, and communication may strengthen students’ competency and preparedness for mental health care practice.

Based on their overall scores according to the Quacquarelli Symonds (QS) World University Rankings 2025, most of the leading Latin American universities are located in Brazil, Mexico, Argentina, and Chile. The Universidad de Buenos Aires (Argentina) ranked first with a score of 67.6 out of 100, while the Universidad Autónoma de México (UNAM) ranked fourth, with 61.4 points.

FR: Educational Attainment: At Least Completed Primary: Population 25+ Years: Total: % Cumulative data was reported at 97.522 % in 2015. This records a decrease from the previous number of 97.545 % for 2014. FR: Educational Attainment: At Least Completed Primary: Population 25+ Years: Total: % Cumulative data is updated yearly, averaging 98.448 % from Dec 1990 (Median) to 2015, with 12 observations. The data reached an all-time high of 99.426 % in 1990 and a record low of 97.522 % in 2015. FR: Educational Attainment: At Least Completed Primary: Population 25+ Years: Total: % Cumulative data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s France – Table FR.World Bank: Education Statistics. The percentage of population ages 25 and over that attained or completed primary education.; ; UNESCO Institute for Statistics; ;

Over the past 20 years, the share of the Australian population that holds a degree at a bachelor level or above has increased by more than six times, reaching 50.8 percent in 2022. Since May of 2023, however, that number has dropped to only 32 percent. In Australia, the tertiary education sector comprises both public and private institutions. The student body is comprised of both domestic and international students. University graduate employment Domestic students make up most of the graduates within Australia. The vast majority of graduates in 2022 found full-time employment after studying, with the fields of medicine, pharmacy and rehabilitation having the highest rates of employment post graduation. Dentistry graduates earned the highest median full-time salary of recent university graduates in the country. International study landscape International students are a rapidly growing segment of Australia’s tertiary education sector. The export income from international student activities amounted to just under 36.5 billion Australian dollars in 2023. Chinese students accounted for the largest share of international student enrollments in the same period. Students completing their studies at Australian universities are attracted to the prestige of obtaining a degree at some of the best universities in the world. Moreover, graduates have the opportunity to enter the Australian labor market and to apply for a permanent visa in the country.

According to the Global Gender Gap Report 2020, 88 percent of females worldwide had primary education, compared to 91 percent of males. By comparison, more females than males had attained tertiary education. The Global Gender Index benchmarks national gender gaps on economic, political, education, and health-based criteria. In 2020, the leading country was Iceland with a score of 0.87.

In 2024, the average tuition fee paid by a student enrolled in a university or junior college in South Korea amounted to about 6.83 million South Korean won annually. The tuition fees charged by universities in South Korea have risen slightly in recent years, but the actual costs vary considerably depending on whether it is a public or private university and by which subject a student chooses to major in. How much does it cost to study in South Korea? South Korean universities rely heavily on private sources, as financial support from the government is limited by international standards. In 2024, tuition fees for students at private universities averaged around 7.6 million won per year, almost twice as high as those at public universities. To ease the financial burden on students, the Ministry of Education has urged universities to freeze tuition since 2012 and has denied grants to those that have increased their fees. International students South Korea is a highly sought-after destination for international students due to its world-renowned universities, diverse study programs, and numerous scholarships available for both undergraduate and graduate students. Over the past decade, the country has witnessed a significant surge in students from abroad, reaching over 180,000 in 2023. Additionally, the Korean government has welcomed these students in hopes that they can help address some of the country's issues, such as the labor shortage caused by the decline in the working-age population.

Among the OECD countries, Canada had the highest proportion of adults with a tertiary education in 2022. About 63 percent of Canadians had achieved a tertiary education in that year. Japan followed with about 56 percent of the population having completed a tertiary education, while in Ireland the share was roughly 54 percent. In India, on the other hand, less than 13 percent of the adult population had completed a tertiary education in 2022.

In 2023, seven percent of students strongly agreed that it was worthwhile for borrowers to take out loans for education after high school that is a predominantly online program in the United States. In comparison, 12 percent strongly disagreed with this belief.

Out of the OECD countries, Luxembourg was the country that spent the most on educational institutions per full-time student in 2020. On average, 23,000 U.S dollars were spent on primary education, nearly 27,000 U.S dollars on secondary education, and around 53,000 U.S dollars on tertiary education. The United States followed behind, with Norway in third. Meanwhile, the lowest spending was in Mexico.

In the academic year of 2020/21, about 85,370 male and 108,690 female students earned a doctoral degree in the United States. By the academic year of 2031/32, these figures are expected to increase to about 88,110 and 141,500 respectively.