This statistic shows the distribution of foreign students in higher education institutions in France during the 2023/2024 academic year, by geographical origins. With more than ** percent, the majority of foreign students in France came from Africa, followed by students from the Maghreb.

In 2023, over half of the foreign higher education exchange students in Denmark came from European countries outside the Nordics. Furthermore, ** percent of the foreign exchange students were from North America, whereas the third largest group were Asians at ** percent.

This horizontal bar chart displays international students (people) by country using the aggregation count in Liège. The data is about universities.

There were 342,875 international students studying at the undergraduate level in the United States in the 2023/24 academic year. In that same year, there were 502,291 international graduate students studying in the country and a further 38,742 non-degree-seeking international students.

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.

This dataset is about universities in Columbus. It has 1 row. It features 3 columns: country, and international students.

Context

More international students are flocking to China than ever before. According to a report, over 540,000 foreigners studied in China in 2018 – marking a 40 percent increase from 2012. China attracts more international students than any other Asian power and ranks third globally, behind the United States and the United Kingdom.

Content

In 2018 there were a total of 492,185 international students from 196 countries/areas pursuing their studies in 1,004 higher education institutions in China’s 31 provinces/autonomous regions/provincial-level municipalities, marking an increase of 3,013 students or 0.62% compared to 2017. International students in Hong Kong, Macau and Taiwan are not included in the datasets. The datasets contain three CSV files (Continent, Country, Province) with different data about international students in China.

Columns Description

@Continent (Number/percent of international students by continent) Continent- The name of continent Number - The number of total international students Deaths- The percentage of total international students

@Country (Number of international students by country of origin) Rank- The rank of the country based on total students in China Country- The name of the country Number- The number of total international students

@Province (The top provinces/cities with the largest number of international students) Province- The name of the city/province Number- The number of total international students

Acknowledgements

This data collected from moe.gov.cn.

Inspiration

Currently, I'm studying at a Chinese university. Every year many international students come to China for their higher study, and the ratio of international students is growing steadily. This data will help us to understand the ratio of international students in China.

Global International Students in Tertiary Education in Engineering, Manufacturing and Construction by Country, 2023 Discover more data with ReportLinker!

In 2023, close to half of the Danish exchange students studied in European countries outside the Nordic region. The second most popular destination was Asia, where around ** percent of Danish exchange students went, followed by the United States and Canada with ** percent.

Foreign students by level of education and country of origin

New York University had around 27,247 international students studying there in the academic year 2023/24, making it the most popular university for international students in the United States. NYU was followed by Northeastern University with 21,023 international students and Columbia University, which hosted 20,321 international students.

In 2022, university students from Malaysia made up the majority of international students in Indonesia. Malaysia had 1,745 tertiary-level students in Indonesia, followed by Timor-Leste and Thailand, which had 1,650 and 996 students, respectively. In comparison to other Southeast Asian countries such as Malaysia and Thailand, Indonesia has a much lower number of international students.

This dataset is about universities in Melbourne. It has 6 rows. It features 3 columns: country, and international students.

Colleges and universities in the United States are still a popular study destination for Chinese students, with around 277 thousand choosing to take courses there in the 2023/24 academic year. Although numbers were heavily affected by the coronavirus pandemic, China is still the leading source of international students in the U.S. education market, accounting for 24.6 percent of all incoming students. The education exodus Mathematics and computer science courses led the field in terms of what Chinese students were studying in the United States, followed by engineering and business & management programs. The vast majority of Chinese students were self-funded, wth the remainder receiving state-funding to complete their overseas studies. Tuition fees can run into the tens of thousands of U.S. dollars, as foreign students usually pay out-of-state tuition fees. What about the local situation? Although studying abroad attracts many Chinese students, the country itself boasts the largest state-run education system in the world. With modernization of the national tertiary education system being a top priority for the Chinese government, the country has seen a significant increase in the number of local universities over the last decade. Enrolments in these universities exceeded 37 million in 2023, and a record of more than ten million students graduated in the same year, indicating that China's education market is still expanding.

In this survey, Finnish students' experiences of and thoughts on international student exchange were charted. The respondents were psychology and social work students in the University of Tampere. The questionnaire had four sections: leaving for exchange, effects of student exchange in general, effects of student exchange on working life and thoughts and advice for those about to leave for exchange. In the first section, the respondents were asked which things they associated with international student exchange, what had made them decide to go on exchange, how their nearest and dearest (e.g. parents, friends, partner) had reacted to the idea of their leaving for exchange and whether many of the people close to the respondents had lived or otherwise spent much time abroad. The second section had questions focusing on the significance of the exchange in their life, positive and negative impacts of the exchange, whether the exchange period had changed the respondents' views on certain things, and to what extent and how the period had affected the respondents' personal relationships. In the third section, the respondents were asked about the field they were/had recently been working in, how long they had been in a job related to their education and qualifications, impacts of student exchange on their occupational life, and skills developed during the exchange (e.g. language skills, independence). In the final section, questions covered what the respondents would like to say to someone planning to go on exchange, things/experiences gotten out of the exchange period they otherwise wouldn't have, things in student exchange that bring out changes in individuals and what they would have done differently about their exchange. Finally, the respondents were asked whether they had any further thoughts on student exchange or the survey. The background variables included the respondent's gender, year of birth and major subject as well as the country in which they were on exchange, the year the exchange started and the length of the exchange period.

In 2022, most international students in Czechia were originally from the neighboring country of Slovakia. As a result, Slovaks made up 39.28 percent of all international students in Czechia. Students from Ukraine ranked second with more than 12 percent, followed by students from the Russian Federation, Kazakhstan, and India.

Japan No. of International Students: Sweden data was reported at 525.000 Person in 2017. This records a decrease from the previous number of 534.000 Person for 2016. Japan No. of International Students: Sweden data is updated yearly, averaging 212.000 Person from Apr 2005 (Median) to 2017, with 13 observations. The data reached an all-time high of 572.000 Person in 2014 and a record low of 116.000 Person in 2005. Japan No. of International Students: Sweden data remains active status in CEIC and is reported by Japan Student Services Organization. The data is categorized under Global Database’s Japan – Table JP.G009: Survey on Internation Students: Number of International Students in Japan.

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.

In Morocco, the net flow of internationally inbound and outbound tertiary students in 2021 reached an estimated value of minus 45,280, which meant that there were more internationally outbound students from the country than there were inbound. Between 2010 and 2021, the highest net value was registered in 2014. Overall in 2022, most foreign students in Morocco originated from the Africa region, compared to Moroccan students who largely studied in North America and Western Europe.

Global International PhDs Students in Information and Communication Technologies Share by Country (Units (Persons)), 2023 Discover more data with ReportLinker!