The Higher Education Statistics Agency (HESA) produce these statistics on student enrolments and qualifications obtained by higher education (HE) students at HE providers in the UK.
Information is available on:
Earlier higher education student statistics bulletins are available on the https://www.hesa.ac.uk/data-and-analysis/statistical-first-releases?date_filter%5Bvalue%5D%5Byear%5D=&topic%5B%5D=5" class="govuk-link">HESA website.
In 2024, around ** percent of countries worldwide documented in the HE Policy Observatory reported having a national agency in charge of student financial aid to higher education. Central and Eastern Europe was the world region with the highest share of countries that provided such aid, reaching over eighty percent. On the other hand, the Arab States presented the lowest figure, with only around ** percent of their countries providing such financial support.
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Students from the Chinese ethnic group had the highest entry rate into higher education in every year from 2006 to 2024.
This statistical release provides an overview of higher-level learning by English-domiciled learners at further education providers (FEPs) and higher education providers (HEPs) in England in the academic year 2023 to 2024.
All learning types are covered, including:
Statistics are available by:
Higher education statistics team
Email mailto:%20he.statistics@education.gov.uk%09"> he.statistics@education.gov.uk
Understanding Society, (the UK Household Longitudinal Study), which began in 2009, is conducted by the Institute for Social and Economic Research (ISER) at the University of Essex and the survey research organisations Verian Group (formerly Kantar Public) and NatCen. It builds on and incorporates, the British Household Panel Survey (BHPS), which began in 1991.
The Understanding Society Innovation Panel is designed for experimental and methodological research relevant to longitudinal surveys. As far as practical its design, content, and data collection procedures are similar to the main stage Understanding Society survey. It is a multi-topic household survey representative of the population of Great Britain. Data collection takes place annually using computer assisted personal interviewing (CAPI), web surveys and telephone interviewing (CATI) to a small extent.
For details of the main Understanding Society study, please see study number 6614.
The Understanding Society: Innovation Panel, Special Licence Access, Higher Education Codes dataset contains higher education institution identification codes for Waves 13 onwards. For a full description of the variables available in this dataset please refer to the Understanding Society: Innovation Panel Higher Education Codes User Guide.
The details in this dataset can be linked to the main Understanding Society datasets SN 6849 (End User Licence), SN 7083 (Special Licence) and SN 7332 (Secure Access) using the crosswave personal identifier pidp. The institution identifiers in the data files can be used to link to publicly available datasets published by HESA and elsewhere.
These data have more restrictive access conditions than those available under the standard End User Licence (see 'Access' section below). Those users who wish to make an application for these data should contact the Help Desk for further details.
Latest Edition Information
For the second edition (September 2025), data for Wave 17 was deposited and the documentation updated accordingly.
Last update: 21 September 2023 Next update: July 2024 (Provisional) Source: Higher Education Statistics Agency (HESA) Staff Record. 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
In 2024, upper-middle-income countries were the income group region with the highest share of countries with a national public scholarship agency, with almost ** percent of countries providing such aid. On the other hand, only **** percent of counties in the low-income group reported having such financial agency support.
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The Higher Education Randomized Controlled Trial (THE-RCT) study aims to capitalize on existing data from postsecondary education RCTs to foster substantive and methodological scholarship and encourage teaching and learning opportunities. The cornerstone of THE-RCT is a restricted access file (RAF). The initial version contains individual-participant data from more than 25 of MDRC's higher education RCTs covering 50 institutions and over 50,000 students. The data were originally collected as part of different randomized controlled trial evaluations of a variety of higher education interventions. The data were collected for different student samples, at different times, and in different locations for each study. The data were collected from four data sources: 1. Baseline: Baseline student demographic data (e.g., gender, race/ethnicity, age, etc.) were gathered, either via a survey administered to students upon joining the study (but prior to random assignment) or from study colleges' administrative records; 2. College Transcript: Student transcript data (e.g., enrollment, credits attempted, credits earned, GPA) were provided by the study colleges or state higher education agencies; 3. College Credential Attainment: Student credential attainment data were provided by the study colleges or state higher education agencies; 4. National Student Clearinghouse: Student enrollment and credential attainment data were provided by the National Student Clearinghouse via their StudentTracker database. This includes enrollment and credential attainment data at colleges beyond the colleges where the study took place. The RAF contains student-level data, including baseline demographics (e.g., gender, race/ethnicity), outcomes (e.g., enrollment, credits earned, credentials), an indicator of experimental group (e.g., program or control group), and study variables (e.g., a variable that allows users to link to the RCT-level database).
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This file contains school level information on the number of planned places and the planned expenditure for high needs places.
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Graph and download economic data for Personal consumption expenditures: Services: Higher education (chain-type price index) (DHEDRG3A086NBEA) from 1929 to 2024 about chained, education, PCE, consumption expenditures, consumption, personal, services, GDP, price index, indexes, price, and USA.
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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.
Get a glance at the Cloud-based content management services for higher education sector Industry report of share of various segments Request Free Sample
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%
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Graph and download economic data for Unemployment Rate: College Graduates: Advanced Degree: Master's Degree and Higher, 20 to 24 years (CGAD2024) from Dec 2014 to Aug 2025 about master's degree, 20 to 24 years, tertiary schooling, education, household survey, unemployment, rate, and USA.
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Information about the schools included in the school and college performance tables data in 2023/24, includes the Progress 8 banding.
The 16 to 18 school and college performance data shows the results of students who finished 16 to 18 study by the end of the 2023 to 2024 academic year.
For schools and colleges, data includes:
For multi-academy trusts, data includes attainment and value added for level 3 qualifications, including:
Reference data is also published for the local authority area and for England as a whole.
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This table gives an overview of expenditure on regular education within the Netherlands.
The government finances schools, colleges and universities. It pays for research which is done by universities on its behalf. Furthermore it provides student grants and loans, allowances for school costs, provisions for students with a disability and child care allowances as well as subsidies to companies and non-profit organisations. The government reclaims unjustified payments for student grants and loans and allowances for school costs. It also receives interest and repayments on student loans as well as EU subsidies for education.
Parents and/or students have to pay tuition fees for schools, colleges and universities, parent contributions and contributions for school activities. They also have to purchase books and materials, pay for transport from home to school and back for students who are not eligible for subsidised transport, pay for private tutoring, pay interest and repayments on student loans, and repay wrongfully received student grants, loans and allowances for school costs. Parents and/or students receive child care allowances, provisions for students with a disability and an allowance for school costs as well as student grants and loans and scholarships of companies.
Companies and non-profit organisations incur costs for supervising trainees and apprentices who combine learning with work experience. They also contribute to the cost of work related education of their employees and spend money on research that is outsourced to colleges for higher professional education and universities. Furthermore they contribute to the childcare allowances given to households and provide scholarships to students. Companies receive subsidies and tax benefits for the creation of apprenticeship places and trainee placements and for providing transport for pupils.
Organisations abroad contract universities in the Netherlands to undertake research for them. The European Union provides funds and subsidies for education to schools, colleges and universities as well as to the Dutch government. Foreign governments contribute to international schools in the Netherlands that operate under their nationality.
The table also contains various indicators used nationally and internationally to compare expenditure on education and place it in a broader context. The indicators are compounded on the basis of definitions of Statistics Netherlands and/or the OECD (Organisation for Economic Cooperation and Development). All figures presented have been calculated according to the standardised definitions of the OECD.
In this table tertiary education includes research and development, except for the indicator Expenditure on education institutions per student, excluding R&D.
The statistic on Education spending is compiled on a cash basis. This means that the education expenditure and revenues are allocated to the year in which they are paid out or received. However, the activity or transaction associated with the payment or receipt can take place in a different year.
Statistics Netherlands published the revised National Accounts in June 2024. Among other things, GDP and total government expenditures have been adjusted upwards as a result of the revision.
Data available from: 1995
Status of the figures: The figures from 1995 to 2022 are final. The 2023 figures are provisional.
Changes as of 31 December 2024: The final figures of 2021 and 2022 and the provisional figures of 2023 have been added. As a result of the revision of the National Accounts, among other things, GDP and total government expenditures have been adjusted upwards. The indicators in this table that are expressed as a percentage of GDP and total government expenditure have been updated for the entire time series from 1995 on the basis of the revised figures.
When will new figures be published? The final figures for 2023 and the provisional figures for 2024 will be published in December 2025. More information on the revision policy of National Accounts can be found under 'relevant articles' under paragraph 3.
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Graph and download economic data for Unemployment Level - Bachelor's Degree and Higher, 20 to 24 years (CGRAU2024) from Jan 2000 to Aug 2025 about 20 to 24 years, tertiary schooling, education, household survey, unemployment, and USA.
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Graph and download economic data for Unemployment Rate - College Graduates - Bachelor's Degree, 20 to 24 years, Women (CGBD2024W) from Jan 2000 to Aug 2025 about 20 to 24 years, tertiary schooling, females, education, unemployment, rate, and USA.
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Overall educational attainment measures the highest level of education attained by a given individual: for example, an individual counted in the percentage of the measured population with a master’s or professional degree can be assumed to also have a bachelor’s degree and a high school diploma, but they are not counted in the population percentages for those two categories. Overall educational attainment is the broadest education indicator available, providing information about the measured county population as a whole.
Only members of the population aged 25 and older are included in these educational attainment estimates, sourced from the U.S. Census Bureau American Community Survey (ACS).
Champaign County has high educational attainment: over 48 percent of the county's population aged 25 or older has a bachelor's degree or graduate or professional degree as their highest level of education. In comparison, the percentage of the population aged 25 or older in the United States and Illinois with a bachelor's degree in 2023 was 21.8% (+/-0.1) and 22.8% (+/-0.2), respectively. The population aged 25 or older in the U.S. and Illinois with a graduate or professional degree in 2022, respectively, was 14.3% (+/-0.1) and 15.5% (+/-0.2).
Educational attainment data was sourced from the U.S. Census Bureau’s American Community Survey 1-Year Estimates, which are released annually.
As with any datasets that are estimates rather than exact counts, it is important to take into account the margins of error (listed in the column beside each figure) when drawing conclusions from the data.
Due to the impact of the COVID-19 pandemic, instead of providing the standard 1-year data products, the Census Bureau released experimental estimates from the 1-year data in 2020. This includes a limited number of data tables for the nation, states, and the District of Columbia. The Census Bureau states that the 2020 ACS 1-year experimental tables use an experimental estimation methodology and should not be compared with other ACS data. For these reasons, and because data is not available for Champaign County, no data for 2020 is included in this Indicator.
For interested data users, the 2020 ACS 1-Year Experimental data release includes a dataset on Educational Attainment for the Population 25 Years and Over.
Sources: U.S. Census Bureau; American Community Survey, 2023 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using data.census.gov; (16 October 2024).; U.S. Census Bureau; American Community Survey, 2022 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using data.census.gov; (29 September 2023).; U.S. Census Bureau; American Community Survey, 2021 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using data.census.gov; (6 October 2022).; U.S. Census Bureau; American Community Survey, 2019 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using data.census.gov; (4 June 2021).; U.S. Census Bureau; American Community Survey, 2018 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using data.census.gov; (4 June 2021).; U.S. Census Bureau; American Community Survey, 2017 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (13 September 2018).; U.S. Census Bureau; American Community Survey, 2016 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (13 September 2018). U.S. Census Bureau; American Community Survey, 2015 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (19 September 2016).; U.S. Census Bureau; American Community Survey, 2014 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2013 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2012 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2011 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2010 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2009 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2008 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2007 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2006 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2005 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).
The total consumer spending on education in Egypt was forecast to continuously increase between 2024 and 2029 by in total 5.9 billion U.S. dollars (+46.18 percent). After the fourth consecutive increasing year, the education-related spending is estimated to reach 18.8 billion U.S. dollars and therefore a new peak in 2029. Consumer spending, in this case eduction-related spending, refers to the domestic demand of private households and non-profit institutions serving households (NPISHs). Spending by corporations and the state is not included. The forecast has been adjusted for the expected impact of COVID-19.Consumer spending is the biggest component of the gross domestic product as computed on an expenditure basis in the context of national accounts. The other components in this approach are consumption expenditure of the state, gross domestic investment as well as the net exports of goods and services. Consumer spending is broken down according to the United Nations' Classification of Individual Consumption By Purpose (COICOP). The shown data adheres broadly to group tenth As not all countries and regions report data in a harmonized way, all data shown here has been processed by Statista to allow the greatest level of comparability possible. The underlying input data are usually household budget surveys conducted by government agencies that track spending of selected households over a given period.The data is shown in nominal terms which means that monetary data is valued at prices of the respective year and has not been adjusted for inflation. For future years the price level has been projected as well. The data has been converted from local currencies to US$ using the average exchange rate of the respective year. For forecast years, the exchange rate has been projected as well. The timelines therefore incorporate currency effects.Find more key insights for the total consumer spending on education in countries like Morocco and Sudan.
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 2023 2024 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...
The Higher Education Statistics Agency (HESA) produce these statistics on student enrolments and qualifications obtained by higher education (HE) students at HE providers in the UK.
Information is available on:
Earlier higher education student statistics bulletins are available on the https://www.hesa.ac.uk/data-and-analysis/statistical-first-releases?date_filter%5Bvalue%5D%5Byear%5D=&topic%5B%5D=5" class="govuk-link">HESA website.