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This bulletin provides details of staff employment at UK higher education (HE) providers on 1 December 2020. Detailed analysis of the HESA staff record will be available in the Higher Education Staff Data, 2020/21 open dataset released in February 2022. From 2019/20, it is not mandatory for HE providers in England and Northern Ireland to return information about non-academic staff. Further details on coverage changes can be seen in the notes section of this release. We advise caution in interpreting this data.
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License information was derived automatically
This bulletin provides details of staff employment at UK higher education (HE) providers on 1 December 2022. Detailed analysis of the HESA staff record is available in the Higher Education Staff Open Data. This bulletin has been produced by Jisc in collaboration with statisticians from the Department for Education, the Office for Students, the Welsh Government, the Scottish Government and the Department for the Economy Northern Ireland. It has been released according to the arrangements approved by the UK Statistics Authority.
This release includes more detail on the higher education workforce than was published in the staff statistics bulletin on 17th January 2023.
In the 2022/23 academic year, there were 587,165 enrollments for courses involving business and management studies, making it the most popular subject group in that year. Subjects allied to medicine had 369,455 enrollments, making it the second-most popular course in that year.
In 2022/23, the Open University, which focuses on remote learning, had approximately 140,215 students enrolled on courses, the highest in the UK during that academic year. After the Open University, University College London had the highest number of students in the UK, at 51,810, while the University of Manchester had the second-highest, at 46,860. The UK's oldest university, The University of Oxford, had approximately 27,340 students studying there.
The Education and Skills Funding Agency (ESFA) closed on 31 March 2025. All activity has moved to the Department for Education (DfE). You should continue to follow this guidance.
This page outlines payments made to institutions for claims they have made to ESFA for various grants. These include, but are not exclusively, COVID-19 support grants. Information on funding for grants based on allocations will be on the specific page for the grant.
Financial assistance towards the cost of training a senior member of school or college staff in mental health and wellbeing in the 2021 to 2022, 2022 to 2023, 2023 to 2024 and 2024 to 2025 financial years. The information provided is for payments up to the end of March 2025.
Funding for eligible 16 to 19 institutions to deliver small group and/or one-to-one tuition for disadvantaged students and those with low prior attainment to help support education recovery from the COVID-19 pandemic.
Due to continued pandemic disruption during academic year 2020 to 2021 some institutions carried over funding from academic year 2020 to 2021 to 2021 to 2022.
Therefore, any considerations of spend or spend against funding allocations should be considered across both years.
Financial assistance available to schools to cover increased premises, free school meals and additional cleaning-related costs associated with keeping schools open over the Easter and summer holidays in 2020, during the coronavirus (COVID-19) pandemic.
Financial assistance available to meet the additional cost of the provision of free school meals to pupils and students where they were at home during term time, for the period January 2021 to March 2021.
Financial assistance for alternative provision settings to provide additional transition support into post-16 destinations for year 11 pupils from June 2020 until the end of the autumn term (December 2020). This has now been updated to include funding for support provided by alternative provision settings from May 2021 to the end of February 2022.
Financial assistance for schools, colleges and other exam centres to run exams and assessments during the period October 2020 to March 2021 (or for functional skills qualifications, October 2020 to December 2020). Now updated to include claims for eligible costs under the 2021 qualifications fund for the period October 2021 to March 2022.
Abstract copyright UK Data Service and data collection copyright owner.The Annual Population Survey (APS) is a major survey series, which aims to provide data that can produce reliable estimates at the local authority level. Key topics covered in the survey include education, employment, health and ethnicity. The APS comprises key variables from the Labour Force Survey (LFS), all its associated LFS boosts and the APS boost. The APS aims to provide enhanced annual data for England, covering a target sample of at least 510 economically active persons for each Unitary Authority (UA)/Local Authority District (LAD) and at least 450 in each Greater London Borough. In combination with local LFS boost samples, the survey provides estimates for a range of indicators down to Local Education Authority (LEA) level across the United Kingdom.For further detailed information about methodology, users should consult the Labour Force Survey User Guide, included with the APS documentation. For variable and value labelling and coding frames that are not included either in the data or in the current APS documentation, users are advised to consult the latest versions of the LFS User Guides, which are available from the ONS Labour Force Survey - User Guidance webpages.Occupation data for 2021 and 2022The ONS has identified an issue with the collection of some occupational data in 2021 and 2022 data files in a number of their surveys. While they estimate any impacts will be small overall, this will affect the accuracy of the breakdowns of some detailed (four-digit Standard Occupational Classification (SOC)) occupations, and data derived from them. None of ONS' headline statistics, other than those directly sourced from occupational data, are affected and you can continue to rely on their accuracy. The affected datasets have now been updated. Further information can be found in the ONS article published on 11 July 2023: Revision of miscoded occupational data in the ONS Labour Force Survey, UK: January 2021 to September 2022APS Well-Being DatasetsFrom 2012-2015, the ONS published separate APS datasets aimed at providing initial estimates of subjective well-being, based on the Integrated Household Survey. In 2015 these were discontinued. A separate set of well-being variables and a corresponding weighting variable have been added to the April-March APS person datasets from A11M12 onwards. Further information on the transition can be found in the Personal well-being in the UK: 2015 to 2016 article on the ONS website.APS disability variablesOver time, there have been some updates to disability variables in the APS. An article explaining the quality assurance investigations on these variables that have been conducted so far is available on the ONS Methodology webpage. End User Licence and Secure Access APS dataUsers should note that there are two versions of each APS dataset. One is available under the standard End User Licence (EUL) agreement, and the other is a Secure Access version. The EUL version includes Government Office Region geography, banded age, 3-digit SOC and industry sector for main, second and last job. The Secure Access version contains more detailed variables relating to: age: single year of age, year and month of birth, age completed full-time education and age obtained highest qualification, age of oldest dependent child and age of youngest dependent child family unit and household: including a number of variables concerning the number of dependent children in the family according to their ages, relationship to head of household and relationship to head of family nationality and country of origin geography: including county, unitary/local authority, place of work, Nomenclature of Territorial Units for Statistics 2 (NUTS2) and NUTS3 regions, and whether lives and works in same local authority district health: including main health problem, and current and past health problems education and apprenticeship: including numbers and subjects of various qualifications and variables concerning apprenticeships industry: including industry, industry class and industry group for main, second and last job, and industry made redundant from occupation: including 4-digit Standard Occupational Classification (SOC) for main, second and last job and job made redundant from system variables: including week number when interview took place and number of households at address The Secure Access data have more restrictive access conditions than those made available under the standard EUL. Prospective users will need to gain ONS Accredited Researcher status, complete an extra application form and demonstrate to the data owners exactly why they need access to the additional variables. Users are strongly advised to first obtain the standard EUL version of the data to see if they are sufficient for their research requirements. Latest edition informationFor the second edition (October 2024), smoking variables CIGEVER, CIGNOW and CIGSMK16 have been added to the data file. Main Topics:Topics covered include: household composition and relationships, housing tenure, nationality, ethnicity and residential history, employment and training (including government schemes), workplace and location, job hunting, educational background and qualifications. Many of the variables included in the survey are the same as those in the LFS. Multi-stage stratified random sample Face-to-face interview Telephone interview 2023 ADULT EDUCATION AGE ANXIETY APPLICATION FOR EMP... APPOINTMENT TO JOB ATTITUDES BONUS PAYMENTS BUSINESSES CARE OF DEPENDANTS CHRONIC ILLNESS COHABITATION CONDITIONS OF EMPLO... COVID 19 DEBILITATIVE ILLNESS DEGREES DISABILITIES Demography population ECONOMIC ACTIVITY EDUCATIONAL BACKGROUND EDUCATIONAL COURSES EMPLOYEES EMPLOYER SPONSORED ... EMPLOYMENT EMPLOYMENT HISTORY EMPLOYMENT PROGRAMMES ETHNIC GROUPS FAMILIES FAMILY BENEFITS FIELDS OF STUDY FULL TIME EMPLOYMENT FURNISHED ACCOMMODA... FURTHER EDUCATION GENDER HAPPINESS HEADS OF HOUSEHOLD HEALTH HIGHER EDUCATION HOME OWNERSHIP HOURS OF WORK HOUSEHOLDS HOUSING HOUSING BENEFITS HOUSING TENURE INCOME INDUSTRIES JOB CHANGING JOB HUNTING JOB SEEKER S ALLOWANCE LANDLORDS Labour and employment MANAGERS MARITAL STATUS NATIONAL IDENTITY NATIONALITY OCCUPATIONS OVERTIME PART TIME COURSES PART TIME EMPLOYMENT PLACE OF BIRTH PLACE OF RESIDENCE PRIVATE SECTOR PUBLIC SECTOR RECRUITMENT REDUNDANCY REDUNDANCY PAY RELIGIOUS AFFILIATION RENTED ACCOMMODATION RESIDENTIAL MOBILITY SELF EMPLOYED SICK LEAVE SICKNESS AND DISABI... SOCIAL HOUSING SOCIAL SECURITY BEN... SOCIO ECONOMIC STATUS STATE RETIREMENT PE... STUDENTS SUBSIDIARY EMPLOYMENT SUPERVISORS SUPERVISORY STATUS TAX RELIEF TEMPORARY EMPLOYMENT TERMINATION OF SERVICE TIED HOUSING TRAINING TRAINING COURSES TRAVELLING TIME UNEMPLOYED UNEMPLOYMENT UNEMPLOYMENT BENEFITS UNFURNISHED ACCOMMO... UNWAGED WORKERS WAGES WELL BEING HEALTH WELSH LANGUAGE WORKING CONDITIONS WORKPLACE vital statistics an...
In 2022/23 there were estimated to be over 2.94 million students enrolled in higher education courses in the United Kingdom, which was the highest number of enrolled students during this provided time period. Although the number of students in the UK fell from 2.5 million in 2011/12 to 2.27 by 2014/15, this trend reversed in subsequent years, reaching the peak in the most recent year. Largest UK universities At 140,215 students, the mainly remote, Open University had the largest number of students enrolled among UK-based higher education institutions in 2022/23. University College London had the second-highest number of students at 51,810, followed by the University of Manchester at 46,860. At the UK's two oldest and most prestigious universities, Oxford and Cambridge, there were 27,340, and 22,975 students respectively. The university with the most students in Scotland was the University of Glasgow at 39,755 students, with Wales' being Cardiff University at 32,725 students, and Northern Ireland's Ulster University having 32,085 students. Student Debt in the UK For students that graduated from English universities in 2024, the average student loan debt incurred over the course of their studies was over 48,470 British pounds. Although students graduated with less debt from universities in Wales, Northern Ireland, and especially Scotland, this too has been growing recently. In 2024, students from Scottish Universities graduated with an average of 16,680 pounds of debt, compared with 37,360 in Wales, and 25,730 in Northern Ireland. The overall outstanding student loan debt in the UK reached over 259 billion pounds in 2023/24, with the vast majority of this debt from students who studied in England.
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Cloud-based content management services Market for higher education sector Size 2024-2028
The cloud-based content management services market for higher education sector size is forecast to increase by USD 3.02 billion at a CAGR of 22.14% between 2023 and 2028.
The cloud-based content management services market for the higher education sector is experiencing significant growth, driven by several key trends. One notable trend is the integration of artificial intelligence (AI) and machine learning (ML) technologies, which enhance the functionality and effectiveness of these services. Another trend is the emergence of gamification and interactive learning, which increase student engagement and improve learning outcomes. However, data security and privacy concerns remain a challenge for the adoption of cloud-based content management services in higher education. Institutions must ensure that their data is securely stored and accessed only by authorized personnel to mitigate potential risks. Overall, the market is expected to continue growing as institutions seek to provide their students with more efficient, effective, and engaging learning experiences.
What will be the Size of the Cloud-based content management services Market for higher education sector During the Forecast Period?
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The cloud-based content management services market for the higher education sector is experiencing significant growth as educational institutions increasingly adopt digital solutions to enhance the learning environment for students and staff. This market encompasses a range of offerings, including cloud management software for multi-cloud administration, advanced technology such as machine learning and artificial intelligence for content organization and workflow automation, and document storage solutions. Legacy Enterprise Content Management (ECM) solutions are being replaced with cloud-based alternatives, enabling easier access to academic content and administrative data from both online and offline environments. Video conferencing technologies are also integrated into these systems, facilitating remote learning and collaboration.
Hybrid cloud solutions cater to the unique needs of higher education institutions, offering a balance between security and flexibility. Retail service providers are entering this market, offering scalable and cost-effective solutions for educational institutions. Overall, the higher education market's shift to cloud computing technology is driving the demand for centralized content management systems that can effectively manage the vast amounts of data generated in this sector.
How is this Cloud-based content management services for higher education sector Industry segmented and which is the largest segment?
The market report provides comprehensive data (region-wise segment analysis), with Market forecasting and estimates in 'USD billion' for the period 2024-2028, as well as historical data from 2018-2022 for the following segments.
Solution
Content management systems
Web content management systems
Type
Hybrid cloud
Private cloud
Public cloud
Geography
North America
Canada
US
Europe
Germany
UK
APAC
China
South America
Middle East and Africa
By Solution Insights
The content management systems segment is estimated to witness significant growth during the market forecast period.
Higher education institutions produce an extensive volume of digital content, consisting of academic materials, research documents, multimedia resources, and administrative data. Cloud-based Content Management Systems (CMS) facilitate the organization and centralization of this content, enhancing accessibility and manageability for students, faculty, and staff. CMS platforms offer collaborative learning environments through features such as document sharing, version control, discussion forums, and group workspaces, fostering interactive experiences and peer-to-peer collaboration in traditional and online courses. Furthermore, these systems enable personalized learning by delivering customized content and resources based on students' learning styles, progress, and performance. Advanced technologies like Multi-Cloud Administration, Machine Learning, and Hybrid Clouds contribute to the effectiveness of CMS platforms In the higher education market. CMS platforms also ensure data security, compliance checks, and scalability, making them an essential component of the higher education environment.
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The content management systems segment was valued at USD 417.65 million in 2018 and showed a gradual increase during the forecast period.
Regional Analysis
North America is estimated to contribute 42%
Outcome measures covering learners’:
The measures also include estimates of the earnings outcomes of:
The data uses the longitudinal education outcomes study. This looks at how learners move through education and into the labour market by bringing together:
Further education outcomes statistics
Email mailto:FE.OutcomesData@education.gov.uk">FE.OutcomesData@education.gov.uk
Open Government Licence 3.0http://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/
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High, medium and low skilled employment rate by graduate type time series 2007 -2022
In the 2022/23 academic year, 30 percent of undergraduates obtaining their degree were awarded a degree with first-class honors, the highest possible grade for UK graduates. Almost half of all students achieved an upper second or 2.1, with 20 percent obtaining a lower second or 2.2, and just four percent of graduates obtained a third, the lowest possible pass grade. The share of UK students graduating with a first-class degree has increased significantly in this time period, while the share of students obtaining a 2.2 has fallen the most in the same time period. GCSE and A-Level grades also on the rise Higher grades for the UK's main qualification for high school students, the general certificate of secondary education (GCSE), have also increased recently. In 1988 for example, approximately 8.4 percent of GCSE entries received the highest grade, compared with 21.8 percent in 2024. This is also the case to a lesser-extent for advanced level GCSE results (A-Levels), with the share of entries being awarded an A or A* increasing from 17.8 percent in 2000 to 27.8 percent in 2024. There is no consensus on if these improvements are due to increased ability, or to grade inflation. During the COVID-19 pandemic, however, grades in the UK were a lot higher than in other years. This was due to teacher and tutor assessments being giving a higher weighting than normal, with exams being postponed or cancelled completely. The UK's top universities Britain's oldest and most famous universities, Cambridge and Oxford, remained the two highest-ranked universities in the UK in 2025, with the London School of Economics finishing third. According to the ranking, the University of St Andrews was the top university outside the south of England, with Durham University being the highest-ranked university in the north of England. The largest university in terms of enrolled students was the mainly remote focused Open University, which had over 140,000 students in 2022/23. Among universities that mainly taught on-campus, University College London had the most students enrolled, at almost 52,000.
Employment outcomes and earnings of higher education graduates from the longitudinal educational outcomes (LEO) data for the 2018 to 2019 tax year, by subject studied and graduate characteristics.
Updated May 2022 to include graduate industry data by subject studies and graduate characteristic.
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Dan il-bullettin jipprovdi dettalji dwar l-impjieg tal-persunal fil-fornituri tal-edukazzjoni għolja (HE) tar-Renju Unit fl-1 ta’ Diċembru 2020.
Analiżi dettaljata tar-rekord tal-persunal tal-HESA se tkun disponibbli fid-Data tal-Persunal tal-Edukazzjoni Għolja, 2020/21 sett ta’ data miftuħa maħruġ fi Frar 2022.
Mill-2019/20, mhuwiex obbligatorju għall-fornituri tal-HE fl-Ingilterra u fl-Irlanda ta’ Fuq li jirritornaw informazzjoni dwar persunal mhux akkademiku. Aktar dettalji dwar il-bidliet fil-kopertura jidhru fit-taqsima tan-noti ta’ dan ir-rilaxx.
Aħna parir kawtela fl-interpretazzjoni din id-data.
Open Government Licence 3.0http://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/
License information was derived automatically
This dataset provides Census 2022 estimates for Economic activity of full-time students aged 16 and over by sex by age (in 16 categories) in Scotland.
A person's age on Census Day, 20 March 2022. Infants aged under 1 year are classified as 0 years of age.
This is the sex recorded by the person completing the census. The options were "Female" and "Male". Guidance on answering the question can be found here
Economic activity relates to whether or not a person aged 16 and over was working or looking for work in the week before census. Rather than a simple indicator of whether or not someone was currently in employment, it provides a measure of whether or not a person was an active participant in the labour market.
A person's economic activity is derived from their 'activity last week'. This is an indicator of their status or availability for employment - whether employed, unemployed, or their status if not employed and not seeking employment. Additional information included in the economic activity classification is also derived from information about the number of hours a person works and their type of employment - whether employed or self-employed.
The census concept of economic activity is compatible with the standard for economic status defined by the International Labour Organisation (ILO). It is one of a number of definitions used internationally to produce accurate and comparable statistics on employment, unemployment and economic status.
Details of classification can be found here
A student is a person who is in full-time education either at school or in higher or further education.
Details of classification can be found here
The quality assurance report can be found here
Abstract copyright UK Data Service and data collection copyright owner.The Annual Population Survey (APS) is a major survey series, which aims to provide data that can produce reliable estimates at the local authority level. Key topics covered in the survey include education, employment, health and ethnicity. The APS comprises key variables from the Labour Force Survey (LFS), all its associated LFS boosts and the APS boost. The APS aims to provide enhanced annual data for England, covering a target sample of at least 510 economically active persons for each Unitary Authority (UA)/Local Authority District (LAD) and at least 450 in each Greater London Borough. In combination with local LFS boost samples, the survey provides estimates for a range of indicators down to Local Education Authority (LEA) level across the United Kingdom.For further detailed information about methodology, users should consult the Labour Force Survey User Guide, included with the APS documentation. For variable and value labelling and coding frames that are not included either in the data or in the current APS documentation, users are advised to consult the latest versions of the LFS User Guides, which are available from the ONS Labour Force Survey - User Guidance webpages.Occupation data for 2021 and 2022The ONS has identified an issue with the collection of some occupational data in 2021 and 2022 data files in a number of their surveys. While they estimate any impacts will be small overall, this will affect the accuracy of the breakdowns of some detailed (four-digit Standard Occupational Classification (SOC)) occupations, and data derived from them. None of ONS' headline statistics, other than those directly sourced from occupational data, are affected and you can continue to rely on their accuracy. The affected datasets have now been updated. Further information can be found in the ONS article published on 11 July 2023: Revision of miscoded occupational data in the ONS Labour Force Survey, UK: January 2021 to September 2022APS Well-Being DatasetsFrom 2012-2015, the ONS published separate APS datasets aimed at providing initial estimates of subjective well-being, based on the Integrated Household Survey. In 2015 these were discontinued. A separate set of well-being variables and a corresponding weighting variable have been added to the April-March APS person datasets from A11M12 onwards. Further information on the transition can be found in the Personal well-being in the UK: 2015 to 2016 article on the ONS website.APS disability variablesOver time, there have been some updates to disability variables in the APS. An article explaining the quality assurance investigations on these variables that have been conducted so far is available on the ONS Methodology webpage. End User Licence and Secure Access APS dataUsers should note that there are two versions of each APS dataset. One is available under the standard End User Licence (EUL) agreement, and the other is a Secure Access version. The EUL version includes Government Office Region geography, banded age, 3-digit SOC and industry sector for main, second and last job. The Secure Access version contains more detailed variables relating to: age: single year of age, year and month of birth, age completed full-time education and age obtained highest qualification, age of oldest dependent child and age of youngest dependent child family unit and household: including a number of variables concerning the number of dependent children in the family according to their ages, relationship to head of household and relationship to head of family nationality and country of origin geography: including county, unitary/local authority, place of work, Nomenclature of Territorial Units for Statistics 2 (NUTS2) and NUTS3 regions, and whether lives and works in same local authority district health: including main health problem, and current and past health problems education and apprenticeship: including numbers and subjects of various qualifications and variables concerning apprenticeships industry: including industry, industry class and industry group for main, second and last job, and industry made redundant from occupation: including 4-digit Standard Occupational Classification (SOC) for main, second and last job and job made redundant from system variables: including week number when interview took place and number of households at address The Secure Access data have more restrictive access conditions than those made available under the standard EUL. Prospective users will need to gain ONS Accredited Researcher status, complete an extra application form and demonstrate to the data owners exactly why they need access to the additional variables. Users are strongly advised to first obtain the standard EUL version of the data to see if they are sufficient for their research requirements. Main Topics:Topics covered include: household composition and relationships, housing tenure, nationality, ethnicity and residential history, employment and training (including government schemes), workplace and location, job hunting, educational background and qualifications. Many of the variables included in the survey are the same as those in the LFS. Multi-stage stratified random sample Face-to-face interview Telephone interview 2021 2023 ADULT EDUCATION AGE APPLICATION FOR EMP... APPOINTMENT TO JOB ATTITUDES BONUS PAYMENTS BUSINESSES CARE OF DEPENDANTS CHRONIC ILLNESS COHABITATION COMMUTING CONDITIONS OF EMPLO... DEBILITATIVE ILLNESS DEGREES Demography population ECONOMIC ACTIVITY EDUCATIONAL BACKGROUND EDUCATIONAL COURSES EMPLOYEES EMPLOYER SPONSORED ... EMPLOYMENT EMPLOYMENT HISTORY EMPLOYMENT PROGRAMMES ETHNIC GROUPS FAMILIES FAMILY BENEFITS FIELDS OF STUDY FULL TIME EMPLOYMENT FURNISHED ACCOMMODA... FURTHER EDUCATION GENDER HEADS OF HOUSEHOLD HEALTH HIGHER EDUCATION HOME OWNERSHIP HOURS OF WORK HOUSEHOLDS HOUSING HOUSING BENEFITS HOUSING TENURE INCOME INDUSTRIES JOB CHANGING JOB HUNTING JOB SEEKER S ALLOWANCE LANDLORDS Labour and employment MANAGERS MARITAL STATUS NATIONAL IDENTITY NATIONALITY OCCUPATIONS OVERTIME PART TIME COURSES PART TIME EMPLOYMENT PLACE OF BIRTH PLACE OF RESIDENCE PRIVATE SECTOR PUBLIC SECTOR QUALIFICATIONS RECRUITMENT REDUNDANCY REDUNDANCY PAY RELIGIOUS AFFILIATION RENTED ACCOMMODATION RESIDENTIAL MOBILITY SELF EMPLOYED SICK LEAVE SICKNESS AND DISABI... SOCIAL HOUSING SOCIAL SECURITY BEN... SOCIO ECONOMIC STATUS STATE RETIREMENT PE... STUDENTS SUBSIDIARY EMPLOYMENT SUPERVISORS SUPERVISORY STATUS TAX RELIEF TEMPORARY EMPLOYMENT TERMINATION OF SERVICE TIED HOUSING TRAINING TRAINING COURSES TRAVELLING TIME UNEMPLOYED UNEMPLOYMENT UNEMPLOYMENT BENEFITS UNFURNISHED ACCOMMO... UNWAGED WORKERS WAGES WELSH LANGUAGE WORKING CONDITIONS WORKPLACE vital statistics an...
Open Government Licence 3.0http://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/
License information was derived automatically
This dataset provides Census 2022 estimates for Economic activity of full-time students aged 16 and over by age (in 5 categories) in Scotland.
A person's age on Census Day, 20 March 2022. Infants aged under 1 year are classified as 0 years of age.
Economic activity relates to whether or not a person aged 16 and over was working or looking for work in the week before census. Rather than a simple indicator of whether or not someone was currently in employment, it provides a measure of whether or not a person was an active participant in the labour market.
A person's economic activity is derived from their 'activity last week'. This is an indicator of their status or availability for employment - whether employed, unemployed, or their status if not employed and not seeking employment. Additional information included in the economic activity classification is also derived from information about the number of hours a person works and their type of employment - whether employed or self-employed.
The census concept of economic activity is compatible with the standard for economic status defined by the International Labour Organisation (ILO). It is one of a number of definitions used internationally to produce accurate and comparable statistics on employment, unemployment and economic status.
Details of classification can be found here
A student is a person who is in full-time education either at school or in higher or further education.
Details of classification can be found here
The quality assurance report can be found here
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Student Information System Market Size 2024-2028
The student information system market size is forecast to increase by USD 13.05 billion, at a CAGR of 20.56% between 2023 and 2028.
The market is experiencing significant shifts, driven by the increasing prevalence of replacement activities as institutions seek to modernize their legacy systems. This trend is fueled by technological advancements, particularly in the area of Artificial Intelligence (AI), which offers enhanced capabilities for data analysis and personalized learning experiences. These newer systems offer improved functionality, better user interfaces, and more robust features that align with the evolving needs of educational institutions, including test preparation. However, the implementation of these advanced systems poses a challenge: a lack of adequately trained users. Institutions must invest in employee education and development to effectively leverage these new tools and ensure a smooth transition.
This dual dynamic of replacement activities and the need for user training presents both opportunities and challenges for market participants. Companies that can effectively address these issues, offering comprehensive implementation support and ongoing training programs, will be well-positioned to capitalize on the market's potential for growth.
What will be the Size of the Student Information System Market during the forecast period?
Explore in-depth regional segment analysis with market size data - historical 2018-2022 and forecasts 2024-2028 - in the full report.
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The market continues to evolve, with dynamic market activities shaping its applications across various sectors. Seamless integration of features such as attendance tracking, security audits, data visualization, technical support, exam management, customizable dashboards, curriculum management, communication modules, data migration, user experience (UX), and student support services, among others, is paramount. These systems are increasingly adopting cloud-based platforms for mobility and accessibility, while maintaining data encryption for security. Automated workflows streamline student enrollment and financial aid management, with real-time data and reporting and analytics providing valuable insights. Integration APIs enable seamless third-party integrations, while single sign-on (SSO) and notification systems enhance user experience.
Access control, fee management, and system maintenance ensure efficient operations. Performance monitoring and system updates keep the software current, with faculty portals and API documentation catering to the unique needs of educators. UX and accessibility compliance adhere to evolving industry standards. Continuous system enhancements address the ever-changing needs of educational institutions, ensuring a comprehensive solution for managing student information.
How is this Student Information System Industry segmented?
The student information system industry research report provides comprehensive data (region-wise segment analysis), with forecasts and estimates in 'USD million' for the period 2024-2028, as well as historical data from 2018-2022 for the following segments.
End-user
Higher education
K-12
Deployment
On-premises
Cloud based
Geography
North America
US
Europe
Germany
UK
APAC
Australia
China
Rest of World (ROW)
By End-user Insights
The higher education segment is estimated to witness significant growth during the forecast period.
The higher education market is experiencing notable growth due to the rising demand for advanced data management and analytical tools. Institutions are investing heavily in data warehousing, analytics, and business intelligence, enabling the integration of student information systems with learning analytics and visualization software. This empowers administrative staff and faculty with the ability to manage and update data more efficiently. Key features of student information systems, such as parent portals, student enrollment, automated workflow, financial aid management, performance monitoring, reporting and analytics, and student portals, are increasingly essential for educational institutions. Integration APIs, data encryption, single sign-on, notification systems, access control, fee management, mobile accessibility, progress tracking, and customizable dashboards are critical components that enhance user experience and streamline processes.
Course management, scheduling systems, real-time data, attendance tracking, security audits, data visualization, technical support, exam management, and curriculum management are additional features that cater to the evolving needs of educational institutions. Compliance with accessibility standards and data security regulations is also a priority for companies, ensuring the protection of sensit
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UK E-Learning Market Size 2025-2029
The UK e-learning market size is valued to increase USD 12.66 billion, at a CAGR of 16.8% from 2024 to 2029. Increasing adoption of learning process enhancements in the academic sector will drive the UK e-learning market.
Major Market Trends & Insights
By End-user - K-12 segment was valued at USD 3.34 billion in 2022
By Product - Packaged content segment accounted for the largest market revenue share in 2022
CAGR : 16.8%
Market Summary
The E-Learning Market in the UK is experiencing significant growth and transformation, driven by the increasing adoption of technology-enhanced learning solutions in various sectors. In the academic sphere, the use of e-learning platforms and tools is on the rise, with over 70% of universities in the UK now offering online courses. Another major trend is the surge in popularity of microlearning, which allows learners to access bite-sized educational content on-demand, making learning more flexible and convenient. However, the market also faces challenges, such as the growing threat of in-house content development by organizations, which could impact the market share of commercial e-learning providers.
Despite these challenges, opportunities abound, including the potential for personalized learning experiences and the integration of artificial intelligence and virtual reality technologies. These evolving trends underscore the dynamic nature of the E-Learning Market in the UK and its ongoing transformation.
What will be the Size of the UK E-Learning Market during the forecast period?
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How is the E-Learning in UK Market Segmented and what are the key trends of market segmentation?
The e-learning in UK industry 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.
End-user
K-12
Higher education
Corporate
Product
Packaged content
Solutions
Deployment
On-premises
Cloud
Provider
Content
Service
Content
Service
Geography
Europe
UK
By End-user Insights
The K-12 segment is estimated to witness significant growth during the forecast period.
The e-learning market in the UK is experiencing significant growth, particularly in the K-12 sector. This expansion is driven by the increasing adoption of Learning Management Systems (LMS) and Student Information Systems (SIS), which facilitate administration, documentation, tracking, reporting, and delivery of electronic educational materials. LMS also supports blended learning, flipped classrooms, and multi-device learning in-class. Moreover, the demand for digital content is surging, leading to increased utilization of digital publications and e-learning tools. Traditional face-to-face education and online learning are merging in blended learning models, providing students with the benefits of both worlds. The convenience and portability of mobile devices have made them an essential tool for e-learning, with their usage becoming increasingly common.
Augmented reality training, personalized learning paths, learning experience platforms, content management systems, learning outcome measurement, online course authoring, collaborative learning tools, microlearning modules, performance support systems, digital learning content, gamified learning, e-learning platforms, competency-based learning, adaptive learning technology, virtual classroom software, assessment platforms, and blended learning models are all gaining traction in the market. Furthermore, the adoption of data-driven instruction, employee training modules, educational technology solutions, course delivery platforms, virtual reality training, online tutoring platforms, knowledge management systems, video conferencing tools, interactive simulations, corporate training programs, learning analytics dashboards, and talent management systems is on the rise. According to recent reports, the e-learning market in the UK is projected to grow by 25% in the next year, with a further 20% increase expected within the next five years.
These figures underscore the market's continuous evolution and the growing importance of e-learning solutions in various sectors.
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The K-12 segment was valued at USD 3.34 billion in 2019 and showed a gradual increase during the forecast period.
Market Dynamics
Our researchers analyzed the data with 2024 as the base year, along with the key drivers, trends, and challenges. A holistic analysis of drivers will help companies refine their marketing strategies to gain a competitive advantage.
The e-learning market in the UK is experiencing robust growth as businesses and educational institutions embrace effective online course development
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.
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This bulletin provides details of staff employment at UK higher education (HE) providers on 1 December 2020. Detailed analysis of the HESA staff record will be available in the Higher Education Staff Data, 2020/21 open dataset released in February 2022. From 2019/20, it is not mandatory for HE providers in England and Northern Ireland to return information about non-academic staff. Further details on coverage changes can be seen in the notes section of this release. We advise caution in interpreting this data.