Source: Higher Education Statistics Agency (HESA) Student Record HESA collect data on students, staff and resources of higher education institutions (HEIs) in the UK. Further information about HESA and their data collections, including some online tables, can be found on their website www.hesa.ac.uk Subjects are based on HESA’s Common Aggregration Hierarchy (CAH). The science grouping contains CAH level 1 codes CAH01 through to CAH13 and CAH26 with the exception of CAH26-01-03 (Human geography). CAH26 (Geographical and environmental studies) has been disaggregated so that CAH26-01-03 (Human geography) is presented in the non-science grouping labelled as 'Geographical and environmental studies (social sciences)'. All other CAH level 3 codes within CAH26 are presented in the science grouping labelled as 'Geographical and environmental studies (natural sciences)'. More information on CAH can be found at: https://www.hesa.ac.uk/collection/coding-manual-tools/hecoscahdata/cah

🇬🇧 영국 English The Higher Education Statistics Agency provides data on student numbers in the UK. Table 3 covers students by HE provider, level and mode of study as well as domicile. https://www.hesa.ac.uk/dox/pressOffice/sfr224/061046_student_sfr224_1415_table_3.xlsx

Last update: April 2013 Was added to StatsWales: April 2013 Source: Higher Education Statistics Agency (HESA) Contact: post16ed.stats@wales.gsi.gov.uk The information in this table is taken from Performance Indicators in Higher Education in the UK available on the HESA web-site at www.hesa.ac.uk/pi. A Guide to Performance Indicators in Higher Education is also available at this web-site. The indicators are designed to provide reliable information on the nature and performance of the higher education sector in the UK. The performance indicators broadly cover access to higher education, non-continuation rates and outcomes. Indicators relate to higher education institutions in the individual countries of the UK. The Performance Indicators Steering Group (PISG) has led the development of these indicators. Members are drawn from the four higher education funding bodies for England, Scotland, Wales and Northern Ireland (HEFCE, SHEFC, HEFCW, DEL); the Department for Education and Skills and other government departments, the Higher Education Statistics Agency, and universities and colleges through their representative bodies (Universities UK and SCOP) Since 2002/03 HESA has published the Performance Indicators on behalf of the Higher Education Funding Council for England (HEFCE) who published them previously. A number of changes were introduced for the 2002/03 publication; further details can be found at www.hesa.ac.uk/pi . The access indicators relate to students starting in 2004/05; the indicators of non-continuation (students who do not continue after their first year) and of non-completion (students who drop out and do not resume later or transfer elsewhere) relate to the cohort starting in 2003/04. The disability indicator covers all students, not just entrants, on undergraduate programmes in 2004/05. WIDENING ACCESS: PERCENTAGE OF YOUNG FIRST DEGREE ENTRANTS FROM STATE SCHOOLS OR COLLEGES. School type is taken from previous institution attended. All schools or colleges that are not denoted ‘independent’ are assumed to be state schools. This means that students from sixth-form or further education colleges, for example, are included as being from state schools.

This data provides information on students taught through the medium of Welsh at Higher Education Institutions in Wales. The Higher Education Statistics Agency (HESA) collect data on students, staff and resources of higher education institutions (HEIs) in the UK. The data presented in this table is taken from HESA's Student Record which contains information on all students enrolled on credit bearing courses at UK HEIs. Further information about HESA and their data collections can be found on their website www.hesa.ac.uk The Student Record contains information about individual enrolments, which, because a student can be enrolled on more than one programme of study, will exceed the number of students. However, previous analysis has shown that for Welsh HEIs full-time enrolments are less than 1 per cent higher than full-time student numbers; part-time enrolments are less than 2 per cent higher than part-time student numbers. Postdoctoral students are not included in the HESA Student Record. Students being taught through the medium of Welsh are defined as students studying at least one module with a non-zero proportion of teaching through the medium of Welsh. See dimension notes for more detail.

Annual publication produced by HESA on behalf of the four UK funding bodies and provides performance indicators relating to higher education (HE). Source agency: Business, Innovation and Skills Designation: Official Statistics not designated as National Statistics Language: English Alternative title: HE performance indicators

Estimates of suicides among higher education students by sex, age group, ethnicity, type of study, and student term time accommodation between the academic years ending 2017 and 2023. Based on mortality records linked to Higher Education Statistics Agency (HESA) student records. These are official statistics in development.

Last update: April 2013 Was added to StatsWales: April 2013 Source: Higher Education Statistics Agency (HESA) Contact: post16ed.stats@wales.gsi.gov.uk The information in this table is taken from Performance Indicators in Higher Education in the UK available on the HESA web-site at www.hesa.ac.uk/pi. A Guide to Performance Indicators in Higher Education is also available at this web-site. The indicators are designed to provide reliable information on the nature and performance of the higher education sector in the UK. The performance indicators broadly cover access to higher education, non-continuation rates and outcomes. Indicators relate to higher education institutions in the individual countries of the UK. The Performance Indicators Steering Group (PISG) has led the development of these indicators. Members are drawn from the four higher education funding bodies for England, Scotland, Wales and Northern Ireland (HEFCE, SHEFC, HEFCW, DEL); the Department for Education and Skills and other government departments, the Higher Education Statistics Agency, and universities and colleges through their representative bodies (Universities UK and SCOP) Since 2002/03 HESA has published the Performance Indicators on behalf of the Higher Education Funding Council for England (HEFCE) who published them previously. A number of changes were introduced for the 2002/03 publication; further details can be found at www.hesa.ac.uk/pi . The access indicators relate to students starting in 2004/05; the indicators of non-continuation (students who do not continue after their first year) and of non-completion (students who drop out and do not resume later or transfer elsewhere) relate to the cohort starting in 2003/04. The disability indicator covers all students, not just entrants, on undergraduate programmes in 2004/05. WIDENING ACCESS: PERCENTAGE OF YOUNG FIRST DEGREE ENTRANTS FROM STATE SCHOOLS OR COLLEGES. School type is taken from previous institution attended. All schools or colleges that are not denoted ‘independent’ are assumed to be state schools. This means that students from sixth-form or further education colleges, for example, are included as being from state schools.

Data compiled using the Longitudinal Education Outcomes (LEO) database from Department for Education that links administrative education data from early years through to higher education from the Department for Education (DfE) and the Higher Education Statistics Agency (HESA) with employment, benefits and earnings data from the Department for Work and Pensions (DWP) and Her Majesty's Revenue and Customs (HMRC). It does not include students who were home schooled.

UAB HESA Personalservice financial data: profit, annual turnover, paid taxes, sales revenue, equity, assets (long-term and short-term), profitability indicators.

The GLA commissioned the Social Market Foundation to look at the reasons behind the non-continuation (drop-out) rate of undergraduates studying at London’s higher education institutions. This report seeks to understand the factors affecting non-continuation and transfers at London universities. London’s non-continuation rate is 7.7%, which is much higher than the English average of 6.3%, and students in London are the most likely to transfer to another university compared to students in the rest of the country. We seek to build on previous SMF work by focusing on why students leave university in London and the report looks in-depth at the differences in retention by ethnicity and socio-economic status. This report draws on qualitative and quantitative evidence. Interviews were conducted with 20 individuals from London who attended and withdrew from a London university and quantitative analysis of HESA data on young students in London between 2013/14 and 2015/16.

English domiciled higher-level learners in England by primary funding source of tuition fees, academic years 2015/16 to 2022/23. OfS recognised HE only.

The Higher Education Statistics Agency (HESA) collect data on students, staff and resources of higher education institutions (HEIs) in the UK. Further information about HESA and their data collections, including some online tables, can be found on their website www.hesa.ac.uk Rounding strategy The presentation of figures in this table follows the principals of the HESA rounding strategy. The strategy is intended to prevent the disclosure of personal information about any individual. This strategy involves rounding all numbers to the nearest 5. A summary of this strategy is as follows: • Numbers less than 2.5 are rounded to 0. • All other numbers are rounded to the nearest 5 Total figures are also subject to this rounding methodology; the consequence of which is that the sum of numbers in each row or column may not match the total shown precisely.

English domiciled higher-level learners in England by subject area of study (Common Aggregation Hierarchy level 2), academic years 2019/20 to 2021/22

Last update: April 2013 Was added to StatsWales: April 2013 Source: Higher Education Statistics Agency (HESA) Contact: post16ed.stats@wales.gsi.gov.uk The information in this table is taken from Performance Indicators in Higher Education in the UK available on the HESA web-site at www.hesa.ac.uk/pi. A Guide to Performance Indicators in Higher Education is also available at this web-site. The indicators are designed to provide reliable information on the nature and performance of the higher education sector in the UK. The performance indicators broadly cover access to higher education, non-continuation rates and outcomes. Indicators relate to higher education institutions in the individual countries of the UK. The Performance Indicators Steering Group (PISG) has led the development of these indicators. Members are drawn from the four higher education funding bodies for England, Scotland, Wales and Northern Ireland (HEFCE, SHEFC, HEFCW, DEL); the Department for Education and Skills and other government departments, the Higher Education Statistics Agency, and universities and colleges through their representative bodies (Universities UK and SCOP) Since 2002/03 HESA has published the Performance Indicators on behalf of the Higher Education Funding Council for England (HEFCE) who published them previously. A number of changes were introduced for the 2002/03 publication; further details can be found at www.hesa.ac.uk/pi . The access indicators relate to students starting in 2004/05; the indicators of non-continuation (students who do not continue after their first year) and of non-completion (students who drop out and do not resume later or transfer elsewhere) relate to the cohort starting in 2003/04. The disability indicator covers all students, not just entrants, on undergraduate programmes in 2004/05. WIDENING ACCESS: PERCENTAGE OF YOUNG FIRST DEGREE ENTRANTS FROM STATE SCHOOLS OR COLLEGES. School type is taken from previous institution attended. All schools or colleges that are not denoted ‘independent’ are assumed to be state schools. This means that students from sixth-form or further education colleges, for example, are included as being from state schools.

This dataset provides population estimates for the local authorities in Wales, the English regions and the UK countries for the period from 1991 onwards by sex and single year of age, together with some aggregated age groups. It should be noted that for mid-2020 there are some definitional changes (particularly affecting the migration components) compared with mid-2019 population estimates data and it is advised users read the Quality and Methodology Information section on the Office for National Statistics website. For Wales, England, and Northern Ireland, the mid-2021 population estimates are the first population estimates to be based on the 2021 censuses for these countries. For Scotland, the census was moved to 2022. The mid-2022 population estimates are the first population estimates to be based on the 2022 Census for Scotland. Internal migration estimates for mid-2023 have been produced using a different method to previous years, following a change to the variables available in the Higher Education Statistics Agency (HESA) data. This material is Crown Copyright and may be re-used (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence.

1. This table contains data on Further Education, Community Learning and Work-based Learning (WBL) provision in Wales from Medr funded providers. FEI and CL data are included from 2003/04 but information on provision by other work-based learning providers is included from 2004/05. Data are taken from the Lifelong Learning Wales Record (LLWR), which is now the sole data collection method from Further Education, Community Learning and other training providers 2. This table presents information on the learning programmes of learners. 3. The LLWR is a live, event-driven database that is maintained continuously. Monthly freezes of data are taken for funding and statistical purposes. 4. Some FE institutions include subsidiary work-based learning providers. 5. Community Learning is a broad definition that can encompass, for instance, provision at FEI outreach centres, ABE and ESOL. This table only covers Local Authority community learning provision. 6. Comparisons across years should be made with caution because of differences in population definitions across time and questions should be directed to the Post-16 Education Statistics section. The WBL component of the 2003/04 figures includes WBL at FEIs but excludes WBL at other training providers whereas later years include both. FE learners at Merthyr Tydfil College are included up to 2005/06 but excluded from 2006/07 to 2011/12, following the merger of the college into the University of Glamorgan. From 2012/13 onwards, Merthyr Tydfil College is included in the data once more. Welsh for Adults enrolments (other than at the Coleg Gwent Centre) are excluded from 2007/08 onwards. The inclusion of Higher Education provision within FEIs has also changed over time, franchised HEI has been excluded historically, additionally new HEFCW funded programmes are now collected through HESA rather than LLWR data. 7. In addition to the changes across time referred to in note 6, an adjusted population has been introduced from 2006/07 onwards. This has two aspects: (a) it uses the earlier of two end date types now available on the LLWR in deriving WBL numbers; (b) it disregards learning activities with a very large gap between expected end date and actual end date. Presentation 8. Data are presented both on a full academic year basis (August to July) and as a snapshot for the week of 1st December of the academic year presented. Ages are presented as at 31 August near the start of the academic year. The all persons total includes a small number of learners not identifying as male or female. 9. Figures are rounded to the nearest 5 and therefore there may be apparent slight discrepancies between the sum of the constituent items and the total. Dimension level Age: Age as at 31 August (end of first month) of the academic year Reference date: Data are presented either as a snapshot at the week of December 1st during the academic year or as an all-year count. December 1st: Snapshot of learners/programmes/activities enrolled during the week of December 1st All: Count of learners/programmes/activities throughout the academic year Mode: Full-time, part-time or work-based learning. See item notes. Provision_provider (description: Provider type) WBL at Other Training Providers: WBL provision submitted to the LLWR by a WBL provider. Omitted from the LLWR for 2003/04 therefore not comparable over time FE at FEIs: Further Education provision at Further Education institutions. HE at FEIs: Higher Education provision at Further Education institutions. Community Learning at FEIs: Community Learning provision enrolled through an FE institution but delivered by a Local Authority ('contracted-in' provision). Community Learning at Local Authorities: Community Learning provision enrolled through a Local Authority ('maintained' or 'contracted-out' provision). WBL at FEIs: WBL provision at Further Education institutions. Provision_type (description: Type of provision) Type of learning provision (FE, HE, Community Learning or WBL). The provision type is determined at the learning programme level. Note that this is not a funding report and definitions can differ from those used for funding purposes. Further Education: Provision submitted to the LLWR by an FE provider excluding: learning programmes categorised as HE or WBL; and learning delivered by a Local Authority via a subcontracted arrangement with an FE provider. Community Learning: Provision submitted to the LLWR by a Local Authority directly or by an FE provider but where the learning is delivered by a Local Authority through a partnership, franchise or subcontracted arrangement. Higher Education: Comprises learning programmes categorised as higher education. Work-based learning: Provision defined as that submitted to the LLWR by a WBL provider; or comprising a WBL designated learning programme. WBL at OTPs omitted from the LLWR for 2003/04 therefore not comparable over time. Qualification Levels: This refers to the level of highest qualification achieved prior to the commencement of the learning programme. Data is presented in the form of NVQ Level equivalents. Disability: This is shown in the form of disabled, not disabled or not known, based on the student's own assessment. No further breakdowns of disability are provided here. Ethnicity: Ethnic origin of the learner (self-described). Programme Type: This denotes a learner's main type of learning. Where the learner is undertaking more than one type of learning within a programme (e.g. Curriculum 2000 + GCSE), the principal learning programme is counted. If entirely separate qualifications are being taken the learner's details will be recorded twice. Credit Level: Credit Level of learning activity described using the Credit and Qualification Framework for Wales (CQFW) level descriptors. Language - medium of learning provision Based on categorisation of class types. Qual type: Qualification type of the learning activity. Subject: Subject of learning activity using broad groups within the Learning Direct classification system.

This dataset provides the components of change within the official population estimates for the local authorities in Wales. These estimates are consistent with the results of Census 2011 and show the contributions that natural change (births less deaths); different elements of migration and other smaller adjustments make to the changing population estimates in each local authority over the period since 1991. It should be noted that there are some definitional changes for mid-2020 (particularly affecting the migration components) compared to mid-2019 populations estimates data and it is advised that users read the Quality and Methodology Information section on the Office for National Statistics website. Internal migration estimates for mid-2023 have been produced using a different method to previous years, following a change to the variables available in the Higher Education Statistics Agency (HESA) data. This has resulted in Wales level data for internal inward and internal outward migration being unavailable for mid-2023. This material is Crown Copyright and may be re-used (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence.