Focus of this study is the data of the educational system, collected in different European countries. Mainly there is information about the pupils’ number in primary schools, secondary schools and in universities collected. There is no information about the vocational education and adult education, because the differences between these systems are too strong.

In order to get comparable data, the pupils’ registration quota (relative school-/high-school attendance) were collected (this means the proportion of pupils or students of the corresponding population’s age cohort).

For each country the information are presented in three different tables:

• Information about the primary school-system,
• Information about the secondary school-system,
• Information about the higher education (universities).

Furthermore, time series about the population of the countries as well as about the population’s alphabetisation quota in Prussia/the German Empire, France, England and Wales and Russia are available.

Topics:

Time Series available via HISTAT

In the ZA-Online-Database HISTAT are tables available containing the following information for each country:

Primary-Schools: Number of pupils in all schools, abs. Number of pupils in public schools, abs. Number of pupils in private schools in % of all pupils in primary schools. Number of pupils in % of the population’s 5-14 age group in primary schools. Number of pupils in % of the population’s 5-14 age group in public primary schools. Number of teachers in all primary schools. Number of teachers in public primary schools. Pupils per teacher in all primary schools, in public schools and in private schools. Primary Teacher Schools: Number of students and number of female students.

Secondary Schools: Number of pupils in post-primary schools, abs. Number of pupils in lower secondary schools, abs. Number of pupils in % of the population’s 10-14 age group in lower secondary schools. Number of pupils in all schools of general higher secondary education, abs. Number of pupils in public schools of general higher secondary education, abs. Number of pupils in private schools of general higher secondary education in % of all schools. Number of pupils in % of the population’s 10-19 age group in all schools of general higher secondary education. Number of pupils in % of the population’s 10-19 age group in public schools of general higher secondary education. Number of female pupils in all schools of general higher secondary education. Percentage of female pupils in all schools of general higher secondary education. Number of pupils in Technical / Commercial higher secondary schools. Number of pupils in all higher secondary schools, abs. Number of pupils in all higher secondary schools in % of the population’s 10-19 age group.

Universities, higher education: Number of students in technological institutes of higher education, abs. Number of students in commercial institutes of higher education, abs. Number of students in other institutes of higher education, abs. Number of students in universities, abs. Number of students in universities in % of the population’s 20-24 age group. Number of female students in % of all students. Students by faculty in percent of all students: theology, law medicine, philosophy, mathematics/science, economics/social sciences, technology. Total number of students in higher education, abs. Total number of students in higher education in % of the population’s 20-24 age group.

Additional: Estimated population (including the USA and Russia). Concerning Prussia/German Empire, France, England and Wales, Russia: Alphabetisation-quota. Development of the primary education per 100 inhabitants / development of the secondary education per 1000 inhabitants / Development of the higher education per 10 000 inhabitants.

IPEDS collects data on postsecondary education in the United States in seven areas: institutional characteristics, institutional prices, enrollment, student financial aid, degrees and certificates conferred, student persistence and success, and institutional human and fiscal resources. Because enrollment patterns differ greatly among the various types of postsecondary institutions, there is a need for both different measures of enrollment and several indicators of access. In IPEDS, the following enrollment-related data are collected: Fall Enrollment — Fall enrollment is the traditional measure of student access to higher education. Fall enrollment data can be looked at by race/ethnicity; gender; enrollment status (part-time or full-time); and or level of study (undergraduate or graduate). Residence of First-Time Students — Data on the number of first-time freshmen by state of residence, along with data on the number who graduated from high school the previous year, serve to monitor the flow of students across state lines and calculate college-going rates by state. These data are collected in even-numbered years. Age Data — The age distribution of enrolled students offers insight into the relationship between the changing demographics of college-going cohorts and enrollment in different types of postsecondary institutions. They also permit detailed projections of enrollment by institutional type and by age. Because a student’s dependency status is strongly related to age, the data can be used to provide estimates of the number of independent and dependent students attending postsecondary institutions. These data are collected in odd-numbered years. Unduplicated 12-Month Head Count — Enrollment figures based on the unduplicated head count of students enrolled over a 12-month period is particularly valuable for institutions that use non-traditional calendar systems and offer short-term programs. Because this enrollment measure encompasses an entire year, it provides a more complete picture of the number of students these schools serve. Instructional Activity — Data on instructional activity is measured in total credit and/or contact hours delivered by institutions during a 12-month period. Total Entering Class — Data on the number of incoming students (students enrolling for the first time in a postsecondary institution versus students transferring in from another postsecondary institution) at an institution. This measure permits the calculation of the graduation rate cohort as a proportion of the total entering student body.

Students enrolled in tertiary education by education level, programme orientation, sex, type of institution and intensity of participation Copyright notice and free re-use of data on: https://ec.europa.eu/eurostat/about-us/policies/copyright

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 25. On the other hand, Japan and Belgium had the youngest students on average, at 18 and 19 years, respectively.

Abstract copyright UK Data Service and data collection copyright owner.

UNESCO is a major collector and disseminator of statistical data on education and related subjects. Its statistical activities are aimed at providing relevant, reliable and current information for development and policy-making purposes, both at the national and international levels, and the production of reliable statistical indicators for education. These indicators cover four main areas: educational population; access and participation; the efficiency and effectiveness of education; human and financial resources.
The UNESCO Education Database covers a wide range of these areas, at four main educational levels: pre-primary, primary, secondary and tertiary, in accordance with the International Standard Classification of Education (ISCED) system. This system provides standard definitions for each of the four levels of education examined. UNESCO collects and collates education data according to these definitions from approximately 200 countries, and compiles them into the Education Database time series, which is published annually.

The Foreign Students Statistics form part of the main UNESCO Education Database, but are collected separately, from a smaller number of participating countries, resulting in some structural differences.
UNESCO define a foreign student' asa person enrolled at an institution of tertiary education in a country of which he/she is not a permanent resident'. The student's country of origin is defined as `the country in which the student is permanently resident (home country)'. However, most member states included in the dataset have established their statistics on the basis of the student's original nationality rather than permanency of residence in the host country. UNESCO have noted some concerns about the quality of the data where these criteria differ, and this should be taken into consideration when data are examined.
Main Topics:

The data cover foreign students in tertiary education - the third ISCED level (ISCED = International Standard Classification of Education).
Topics covered include: foreign students by country of origin, and total numbers of foreign students. These data may be further analysed to provide number of students from each country of origin for each country of study.

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Higher Education Testing And Assessment Market Size 2025-2029

The higher education testing and assessment market size is forecast to increase by USD 7.57 billion at a CAGR of 6.6% between 2024 and 2029.

The transition of educational institutions to formative assessment is a key driver of the higher education testing and assessment market. Formative assessment focuses on ongoing evaluations of student performance, allowing for real-time feedback and personalized learning. This shift supports more dynamic learning environments and helps improve student outcomes by identifying areas for improvement early on. Additionally, the evolving role of educational technologies, such as artificial intelligence and machine learning, is enhancing the assessment process by providing personalized feedback and real-time analysis. 
In North America, higher educational institutions are increasingly integrating advanced testing and assessment solutions to enhance learning engagement and ensure accountability. These solutions offer more accurate, data-driven insights into student progress, enabling institutions to track academic achievements and better meet educational standards. This trend is driving the market, as schools and universities seek more effective ways to assess and support their students

What will be the Size of the Market During the Forecast Period?

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The higher education sector is experiencing a significant shift towards digital assessment solutions as universities and colleges embrace technology to enhance teaching and learning experiences. Online assessment tools have become an integral part of this transformation, providing standardized assessment solutions for various subjects, including mathematics, English, science, and other aptitudes. These tools cater to the needs of higher education institutions by offering formative assessments, quizzes, exams, projects, and portfolios to evaluate students' progress and provide timely feedback. International students, in particular, benefit from these tools, including e-learning, as they enable precise evaluation of learning outcomes, regardless of geographical boundaries. Educators can customize assessments to cater to individual learning needs, ensuring higher customization and accuracy.

How is this market segmented and which is the largest segment?

The market research report provides comprehensive data (region-wise segment analysis), with forecasts and estimates in 'USD billion' for the period 2025-2029, as well as historical data from 2019-2023 for the following segments.

Product

  Academic
  Non-academic


End-user

  Educational institutions
  Universities
  Training organizations
  Others


Geography

  North America

    Canada
    US


  Europe

    Germany
    UK
    France
    Italy


  APAC

    China
    India
    Japan


  Middle East and Africa



  South America

    Brazil

By Product Insights

The academic segment is estimated to witness significant growth during the forecast period.

Higher education institutions are increasingly utilizing digital technologies for testing and assessment in the academic segment, which includes subjects such as STEM. Traditional pen and paper-based testing have given way to learning management systems and Content Management Systems (CMS), as well as adaptive learning technologies. The adoption of these digital solutions is driven by the demand for personalized and innovative testing methods. Additionally, the widespread use of smartphones, tablets, and e-libraries among students further supports the shift towards digital assessment platforms. These advancements aim to enhance the measurement of skills, aptitude, personality traits, career readiness, employability, cognitive abilities, critical thinking skills, communication skills, and interpersonal skills in a more effective and efficient manner. Product segmentation includes standardized tests and online assessment platforms, which offer flexibility, accessibility, and convenience for students and educators alike.

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The academic segment was valued at USD 8.31 billion in 2019 and showed a gradual increase during the forecast period.

Regional Analysis

North America is estimated to contribute 31% to the growth of the global market during the forecast period.

Technavio's analysts have elaborately explained the regional trends and drivers that shape the market during the forecast period.

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Higher educational institutions in North America are integrating advanced testing and assessment solutions to enhance learning engagement and ensure accountability. The US government, for instance, conducts the National Assessment of Educational Progress (NAEP) to evaluate students' progres

Covid-19 incidence in European union and OECD countries at three time points in 2020.

The Student Survey is a trend study on the development of the study situation and student orientations at universities and universities of applied sciences in Germany. The aim is to provide comparable information on the study conditions at German universities over time. The concept of the student survey aims at ´educational measeurments´ in the higher education sector. At the end of the 1970s, six areas were identified as the subject of such performance measurements and recorded with the survey instrument: Efficiency, qualification, evaluation, socialization, selection and placement. The student survey covers a wide range of topics: e.g. access to higher education, choice of subject, course of studies, study requirements, quality of studies, contacts and social climate, difficulties in studying, internationality, wishes and demands, but also questions on career choice and values as well as on social and political orientations. The core of the questionnaire has remained stable across the various surveys.

Topics: 1. Admission, choice of subject, motives and expectations 2. Study strategies, course of studies, intensity, time and duration of studies 3. Study requirements, regulations and planning 4. Contacts and communication, social climate, counselling 5. Specialist studies and teaching situation 6. Student life, social situation, employment 7. Study quality and study income 8. Difficulties, impairments and burdens 9. Internationality and European Higher Education Area 10. Occupational values and areas of activity, career prospects and reactions to the labour market 11. Social perceptions and values 12. Political participation and democratic attitudes 13. Wishes and demands of the students

Demography: age; sex; marital status; number of children; place of study (recoded); nationality; country of birth; nationality and country of birth of parents (migration background); disability or chronic illness; impairment of studies due to this disability or chronic illness; highest completed education level and professional qualification of parents; occupational status of parents.

Additionally coded was: wave; serial no.; group survey tool; interview date (day and month).

This dataset is adapted from raw data with fully anonymized results on the State Examination of Dutch as a Second Language. This exam is officially administred by the Board of Tests and Examinations (College voor Toetsen en Examens, or CvTE). See cvte.nl/about-cvte. The Board of Tests and Examinations is mandated by the Dutch government.

The article accompanying the dataset:

Schepens, Job, Roeland van Hout, and T. Florian Jaeger. “Big Data Suggest Strong Constraints of Linguistic Similarity on Adult Language Learning.” Cognition 194 (January 1, 2020): 104056. https://doi.org/10.1016/j.cognition.2019.104056.

Every row in the dataset represents the first official testing score of a unique learner.
The columns contain the following information as based on questionnaires filled in at the time of the exam:

"L1" - The first language of the learner
"C" - The country of birth
"L1L2" - The combination of first and best additional language besides Dutch
"L2" - The best additional language besides Dutch
"AaA" - Age at Arrival in the Netherlands in years (starting date of residence)
"LoR" - Length of residence in the Netherlands in years
"Edu.day" - Duration of daily education (1 low, 2 middle, 3 high, 4 very high). From 1992 until 2006, learners' education has been measured by means of a side-by-side matrix question in a learner's questionnaire. Learners were asked to mark which type of education they have had (elementary, secondary, or tertiary schooling) by means of filling in for how many years they have been enrolled, in which country, and whether or not they have graduated. Based on this information we were able to estimate how many years learners have had education on a daily basis from six years of age onwards. Since 2006, the question about learners' education has been altered and it is asked directly how many years learners have had formal education on a daily basis from six years of age onwards. Possible answering categories are: 1) 0 thru 5 years; 2) 6 thru 10 years; 3) 11 thru 15 years; 4) 16 years or more. The answers have been merged into the categorical answer.
"Sex" - Gender
"Family" - Language Family
"ISO639.3" - Language ID code according to Ethnologue
"Enroll" - Proportion of school-aged youth enrolled in secondary education according to the World Bank. The World Bank reports on education data in a wide number of countries around the world on a regular basis. We took the gross enrollment rate in secondary schooling per country in the year the learner has arrived in the Netherlands as an indicator for a country's educational accessibility at the time learners have left their country of origin.
"STEX_speaking_score" - The STEX test score for speaking proficiency.
"Dissimilarity_morphological" - Morphological similarity
"Dissimilarity_lexical" - Lexical similarity
"Dissimilarity_phonological_new_features" - Phonological similarity (in terms of new features)
"Dissimilarity_phonological_new_categories" - Phonological similarity (in terms of new sounds)

A few rows of the data:

"L1","C","L1L2","L2","AaA","LoR","Edu.day","Sex","Family","ISO639.3","Enroll","STEX_speaking_score","Dissimilarity_morphological","Dissimilarity_lexical","Dissimilarity_phonological_new_features","Dissimilarity_phonological_new_categories"
"English","UnitedStates","EnglishMonolingual","Monolingual",34,0,4,"Female","Indo-European","eng ",94,541,0.0094,0.083191,11,19
"English","UnitedStates","EnglishGerman","German",25,16,3,"Female","Indo-European","eng ",94,603,0.0094,0.083191,11,19
"English","UnitedStates","EnglishFrench","French",32,3,4,"Male","Indo-European","eng ",94,562,0.0094,0.083191,11,19
"English","UnitedStates","EnglishSpanish","Spanish",27,8,4,"Male","Indo-European","eng ",94,537,0.0094,0.083191,11,19
"English","UnitedStates","EnglishMonolingual","Monolingual",47,5,3,"Male","Indo-European","eng ",94,505,0.0094,0.083191,11,19

This statistic illustrates the most common European Union countries of domicile for international students enrolled with higher education providers in the United Kingdom (UK) in 2017/18, by number of students. At that time, a total of approximately 14 thousand students enrolled in the United Kingdom (UK) were domiciled in Italy.

Attitudes of Albanian Youth towards: Free time and lifestyle. Belief and affiliation issues. Family and society. Concerns and aspirations. Education and employment. Democracy and politics. Governance and development. Albania and the EU integration. Topics: 1. Free time and lifestyle: frequency of selected free time activities; hours watched TV on a usual day; frequency of watching selected TV programs; internet access; hours per day for internet usage overall; main reasons for internet activities; amount of money per month for selected activities; personal values (e.g. independence, career, engagement in politics, own appearance); smoker status; frequency of alcohol consumption; rating of alcohol consumption as acceptable, as necessary for maintaining a certain social network or as unacceptable; satisfaction with own appearance; sexual relations; usage of protective means in sexual life; opinion on the concept of virginity. 2. Belief and affiliation issues: level of trust in family members, relatives, friends, neighbors, colleagues, people with a different religion or with different political beliefs and religious leaders; attitude towards different hypothetical neighborliness (e.g. a Roma family, a homosexual couple, a family from the north); experience of discrimination due to selected reasons; three virtues the respondent values the most; personal engagement in voluntary activities and kind of these voluntary activities; main reason for personal engagement in voluntary activities; denomination; visit of holy places of other religions. 3. Family and society: respondent lives alone or with close family members, with partner or with friends / relatives; preference to live alone or with parents; relationship to parents and siblings; family member with the most influence on decision the respondent takes on important issues; decision on important issues together with parents or alone or parents decide for everything; expected personal family situation (e.g. married and with a family); main advantage of marriage compared to cohabitation; main advantage of cohabitation compared to marriage; adequate age for marriage for women and men; desired number of children and desired number of girls and boys; importance of factors in choosing own husband / wife; part of a group of friends; satisfaction with own social network; situations of violent conflicts in the past year (e.g. with other young people in the neighborhood). 4. Concerns and aspirations: wish to move to another town in Albania; main reason to move; wish to immigrate abroad; most desired country to immigrate; main reason to immigrate abroad; expected personal situation in ten years; purpose of life (e.g. necessity of moral values, focus on career, believe in fate). 5. Education and employment: enrollment in any educational institutions or continuing studies (high school, University, Master/PhD); self-rated motivation towards school; assessment of a typical day at school; average grade during the last academic year; existence of a phenomenon of ´purchasing/buying´ school grades and exams; number of hours for studies; private courses during the last academic year; reason for attending private courses; intention to continue a university; personal reasons for continuing a higher education; choice of higher education according to inclination or due to secure earnings and more chances; reasons for not continuing a higher education; satisfied with the quality of education in Albania; preference for a professional school, a private school in Albania, a public or a private school abroad; preference for a professional / vocational school or a university; professional practice; find a job immediately after finishing the university; part or full time employment; working hours per week; working in profession obtained; preferred sector of employment; ranking of important factors to find a job in Albania (connections / friends, professional abilities, education level, political connections, luck or other factor); ranking of important factors to accept a certain job (income, employment certainty, possibility to work with people you like, pleasure derived from work). 6. Democracy and politics: interest of parents in political issues; personal interest in political developments on a global scale, Balkans, Albania; similarity of own political beliefs with those of the parents; frequency of participation in elections; influence of the own vote on the way institutions on central and local level are managed; main sources of political information; left-right self-placement; feeling of being represented in politics; trust in selected institutions; satisfaction with democracy in Albania. 7. Governance and development: degree of anxiety provoked by selected problems (e.g. increasing poverty, unemployment, pollution); expected economic situation pf the country in the next 10 years; rating of the government efforts for European integration. 8. Nation and the world: Albani...

These data are calculated based on the year of cohort, that is, the academic year in which a group of students began university studies. In each COHORTE COURSE all data (including graduation data) are referenced to the year in which studies were initiated in order to track students who started studies at the same time. Graduate students collect the number of students from a new entry cohort who have completed all curriculum credits, regardless of the year they finished. Time Graduate Students is the number of students in a new entry cohort who graduate on schedule or one more year. Dropout rate is the percentage of students in a new-income cohort who had to earn the degree in the intended academic year, according to the duration of the plan, and who have not enrolled in either that academic year or the next. Initial Abandonment Rate is the percentage of students in a new-income cohort who, without obtaining the degree, do not enroll in the study either of the two academic years following the entry Rate of Graduation Percentage of students who complete teaching in the expected time or in one more year relative to their incoming cohort.

The fees exclude students from grade adaptation courses, students who have recognised (or adapted or validated) more than 15 % of the credits of the curriculum and students enrolled in the part-time modality in any of the years studied.

It is believed that the first university established in Western Europe was the Schola Medica Salernitana, a medical school founded in the 9th century in Salerno, Italy. It was not until the 12th century when more universities began to appear in Western Europe, with the regions of present-day France, Germany, and Italy having the largest number of institutions.

The University of Bologna, Italy, is considered the oldest university in continuous operation until today - originally founded as a place of non-religious teaching in 1088, it was then organized into a law school in the 1180s. The second and third oldest institutions today are the universities of Oxford and Cambridge in England, with both being founded in the early-13th century, although Oxford (similar to Bologna) was also a place of learning from the late 11th century.

Attitudes of Macedonian Youth towards: leisure and lifestyle. Belief and affiliation issues. Family and friends. Concerns and aspirations. Education and profession. Democracy and politics. Governance and development. Nation and the world: Macedonia and the EU integration.

Topics: 1. Leisure and lifestyle: frequency of selected leisure time activities; hours watched TV on a usual day; hours per day for internet usage overall; main reasons for internet activities; personal values (e.g. loyalty, independence, career, engagement in politics, own appearance, etc.); smoker status; frequency of alcohol consumption; rating of alcohol consumption as acceptable, as necessary for maintaining a certain social network or as unacceptable; satisfaction with own appearance; sexual relations; usage of protective means in sexual life; opinion on virginity.

1. Belief and affiliation issues: level of trust in family members, relatives, friends, neighbors, classmates or colleagues, people with a different religion, with different political beliefs or with different ethnicity, religious leaders and political leaders; attitude towards different hypothetical neighborliness (student’s couple, pensioner’s couple, homosexual couple, Macedonian family, Albanian family, Serbian family, Turkish / Bosnian family, Vlach family, family from Kosovo, from other Balkan countries, from Western Europe, and from the US); experience of discrimination due to selected reasons; three most important values; personal engagement in voluntary activities and kind of these voluntary activities; main reason for personal engagement in voluntary activities; denomination; regularity of religious activities.

2. Family and friends: respondent lives alone or with close family members, with partner or with friends / relatives; reason why the respondent lives with parents; relationship to parents and siblings; family member with the most influence on decision the respondent takes on important issues; decision on important issues together with parents or alone or parents decide for everything; expected personal family situation (e.g. married and with a family, etc.); main advantage of marriage compared to cohabitation; main advantage of cohabitation compared to marriage; adequate age for marriage for women and men; desired number of children and desired number of girls and boys.

3. Concerns and aspirations: wish to move to another town in Macedonia; main reason to move; consideration to immigrate abroad; most desired country to immigrate; main reason to immigrate abroad; duration of the intended stay abroad; self-assessment of the current financial situation and of the living conditions; expected personal living conditions in the future; purpose of life (e.g. necessity of moral values, focus on career, believe in fate).

4. Education and profession: current enrollment in educational institutions (high school, university, Master/PhD); self-rated motivation towards school; assessment of a typical day at school; average grade during the last academic year; existence of a phenomenon of ´purchasing/buying´ school grades and exams; number of hours per day for studies; continuing at university; choice of higher education according to inclination or due to secure earnings and more chances; reasons for the decision not to continue a higher education / university; perception on the quality of education in Macedonia (primary, secondary, undergraduate and postgraduate); preference for foreign education, domestic education, or partial studies abroad; preferred country for studies abroad (United States, country in the EU, country in the region); participation in a professional practice / internship; find a job immediately after finishing the current education; need for reform of the educational system in Macedonia; part or full time employment; working hours per week; working in profession obtained; preferred sector of employment; ranking of important factors to find a job in Macedonia (connections / friends, professional abilities, education level, political connections, luck or other factor); ranking of important factors to accept a certain job (income, employment certainty, possibility to work with people you like, pleasure derived from work); readiness to start own business; most important motive for pursuing own business; main reason to open own business.

5. Democracy and politics: personal interest in political affairs (world politics, politics on the Balkans, in Macedonia and EU politics); political interest of the parents; similarity of own political beliefs with those of the parents; frequency of participation in elections; influence of the own vote on the way institutions on central and local level are managed; main sources of political information; pro-opposition / pro-government self-placement; left-right self-placement; feeling of being represented in politics; trust in selected institutions; satisfaction with democracy in Macedonia; opinion on the...

This statistic illustrates the most common non-European Union countries of domicile for international students enrolled with higher education providers in the United Kingdom (UK) in 2017/18, by number of students. At that time, a total of 10,540 students enrolled in the United Kingdom (UK) were domiciled in Nigeria.

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.

There were 166,310 higher education students from India studying in the UK in 2023/24, the highest of any non-European country in the provided time period.