88 datasets found
  1. Share of population aged 15-64 that are university graduates in Europe 2024

    • statista.com
    • thefarmdosupply.com
    Updated May 15, 2025
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    Statista (2025). Share of population aged 15-64 that are university graduates in Europe 2024 [Dataset]. https://www.statista.com/statistics/1084737/eu-27-adults-with-tertiary-education-attainment/
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    Dataset updated
    May 15, 2025
    Dataset authored and provided by
    Statistahttp://statista.com/
    Time period covered
    2024
    Area covered
    Europe
    Description

    ******* was the European country with the highest share of graduates in 2024, with almost **** of those aged between 15 and 64 having a degree. On the contrary, only ** percent of the population aged 15 to 64 in ********************** hold a tertiary education title.

  2. Share of population aged 30-34 that are university graduates in Europe 2024

    • statista.com
    Updated May 15, 2025
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    Statista (2025). Share of population aged 30-34 that are university graduates in Europe 2024 [Dataset]. https://www.statista.com/statistics/1088513/eu-27-30-to-34-years-olders-with-tertiary-education-attainment/
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    Dataset updated
    May 15, 2025
    Dataset authored and provided by
    Statistahttp://statista.com/
    Time period covered
    2024
    Area covered
    Europe
    Description

    Ireland and Luxembourg were the European countries with the highest share of graduates aged 30 to 34 in 2024, with two thirds of people in this age group having a degree. Countries such as Italy, Bosnia, and Romania had the lowest share of graduates in this age group at 30.7, 28.2, and 23.6 percent respectively.

  3. e

    Population in private households by educational attainment level and NUTS 2...

    • ec.europa.eu
    + more versions
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    European Commission, Population in private households by educational attainment level and NUTS 2 region [Dataset]. https://ec.europa.eu/eurostat/databrowser/view/tgs00109/default/table?lang=en
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    Dataset authored and provided by
    European Commission
    License

    Attribution 4.0 (CC BY 4.0)https://creativecommons.org/licenses/by/4.0/
    License information was derived automatically

    Description

    The folder 'population by educational attainment level (edat1)' presents data on the highest level of education successfully completed by the individuals of a given population.

    The folder 'transition from education to work (edatt)' covers data on young people neither in employment nor in education and training – NEET, early leavers from education and training and the labour status of young people by years since completion of highest level of education.

    The data shown are calculated as annual averages of quarterly EU Labour Force Survey data (EU-LFS).

    Up to the reference year 2008, the data source (EU-LFS) is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following:

    • correction of the main breaks in the LFS series,
    • estimation of the missing values, i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU-LFS data with reference to the available quarter(s).

    Details on the adjustments are available in CIRCABC.

    The adjustments are applied in the following online tables:

    • Population by educational attainment level (edat1)

    - Population by educational attainment level, sex and age (%) - main indicators (edat_lfse_03)
    - Population by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_04)

    (Other tables shown in the folder 'population by educational attainment level (edat1)' are not adjusted and therefore the results in these tables might differ).

    • Young people by educational and labour status (incl. neither in employment nor in education and training - NEET) (edatt0) – all tables
    • Early leavers from education and training (edatt1) – all tables
    • Labour status of young people by years since completion of highest level of education (edatt2) – all tables

    LFS ad-hoc module data available in the folder 'transition from education to work (edatt)' are not adjusted.

    The folder 'young people by educational and labour status (incl. neither in employment nor in education and training - NEET) (edatt0)' also presents one table with quarterly NEET data (lfsi_neet_q). Deviating from the NEET indicator calculation as provided in 3.4, the denominator in this table with quarterly data is the total population of the same age group and sex which explains differences in results. For further information, see the ESMS on 'LFS main indicators'.

  4. Higher Education Institutions in France Dataset

    • zenodo.org
    zip
    Updated Mar 3, 2025
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    Jackson Barreto; Jackson Barreto; Rodrigo Costa; Rodrigo Costa (2025). Higher Education Institutions in France Dataset [Dataset]. http://doi.org/10.5281/zenodo.14960627
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    zipAvailable download formats
    Dataset updated
    Mar 3, 2025
    Dataset provided by
    Zenodohttp://zenodo.org/
    Authors
    Jackson Barreto; Jackson Barreto; Rodrigo Costa; Rodrigo Costa
    License

    CC0 1.0 Universal Public Domain Dedicationhttps://creativecommons.org/publicdomain/zero/1.0/
    License information was derived automatically

    Area covered
    France
    Description

    Higher Education Institutions in France Dataset

    This repository contains a dataset of higher education institutions in France. This includes 349 higher education institutions in France, including universities, universities of applied sciences and Higher Institutes as Higher Institute of Engineering, Higher Institute of biotechnologies and few others. This dataset was compiled in response to a cybersecurity investigation of France higher education institutions' websites [1]. The data is being made publicly available to promote open science principles [2].

    Data

    The data includes the following fields for each institution:

    • ETER_Id: A unique identifier assigned to each institution.
    • Name: The full name of the institution.
    • Category: Indicates whether the institution is public or private.
    • Institution_Category_Standardized: Indicates whether the institution is University, University of applied sciences or other.
    • Member_of_European_University_alliance: Indicates if the institution is member of European University Alliance (A kind of collaborative higher education institutions network in Europe).
    • Url: The website of the institution.
    • NUTS2: Nomenclature of Territorial Units for Statistics (NUTS): A classification by the European Union to divide member states' territories into statistical units. The NUTS system has three hierarchical levels, with NUTS2 being the second level.
    • NUTS2_Label_2016: Refers to the classification of regions at the NUTS2 level according to the 2016 criteria set by the European Union.
    • NUTS2_Label_2021: Refers to the classification of regions at the NUTS2 level according to the 2021 criteria set by the European Union.
    • NUTS3: Nomenclature of Territorial Units for Statistics (NUTS): A classification by the European Union to divide member states' territories into statistical units. The NUTS system has three hierarchical levels, with NUTS3 being the third level.
    • NUTS3_Label_2016: Refers to the classification of regions at the NUTS3 level according to the 2016 criteria set by the European Union.
    • NUTS3_Label_2021: Refers to the classification of regions at the NUTS3 level according to the 2021 criteria set by the European Union.

    Methodology

    The methodology for creating the dataset involved obtaining data from two sources: The European Higher Education Sector Observatory (ETER)[3]. The data was collected on December 26, 2024, the Eurostat for NUTS - Nomenclature of territorial units for statistics 2013-16[4] and 2021[5].

    This section outlines the methodology used to create the dataset for Higher Education Institutions (HEIs) in France. The dataset consolidates information from various sources, processes the data, and enriches it to provide accurate and reliable insights.

    Data Sources

    1. ETER Database: The primary dataset was sourced from the ETER database, containing detailed information about HEIs in Europe.
      • File: eter-export-2021-FR.xlsx
    2. Eurostat NUTS Data: Two datasets from Eurostat were used for regional information:
      • NUTS 2013-2016 regions: NUTS2013-NUTS2016.xlsx
      • NUTS 2021 regions: NUTS2021.xlsx

    Data Cleaning and Preprocessing Column Renaming Columns in the raw dataset were renamed for consistency and readability. Examples include:

    • ETER IDETER_ID
    • Institution NameName
    • Legal statusCategory

    Value Replacement

    1. HEI Categories: The Category column was cleaned, with government-dependent institutions classified as "public."
    2. Standardized Institution Categories: Mapped numerical values to descriptive labels such as "University" and "University of applied sciences."
    3. European University Alliance Membership: Replaced binary values with "Yes" or "No."

    Handling Missing or Incorrect Data

    1. Specific entries with missing or incorrect data were updated manually based on their ETER_ID. For instance:
      • Adjusted URLs for entries like FR0333 (updated to www.icam.fr)
      • Adjusted URLs for entries like FR0906 (updated to epss.fr)
      • Adjusted URLs for entries like FR0104 (updated to www.ensa-nancy.fr)
      • Adjusted URLs for entries like FR0466 (updated to www.clermont-auvergne-inp.fr)
      • Adjusted URLs for entries like FR0907 (updated to insp.gouv.fr) - This universety also changed your name for Institut national du service public
      • Removed entries such as FR0129 and FR0944 due to insufficient or invalid information.
      • Removed FR0513 Institut supérieur européen de gestion Lyon because it's the same url and school of Paris, so remains only the main campus in Paris
      • Remove FR0235 Institut supérieur de l'électronique et du numérique Toulon, because it's the same url of Institut supérieur de l'électronique et du numérique Lille, so remains only the main campus
      • Remove FR0106 and FR010 École spéciale militaire, because it's the url returns 403 forbiden
      • Remove FR0970 École nationale de la meteorologie beucase of invalid HTTPS

    Regional Data Integration

    1. Merged NUTS 2016 and NUTS 2021 data to enrich the dataset with regional labels.

    Final Dataset The final dataset was saved as a CSV file: france-heis.csv, encoded in UTF-8 for compatibility. It includes detailed information about HEIs in France, their categories, regional affiliations, and membership in European alliances.

    Summary This methodology ensures that the dataset is accurate, consistent, and enriched with valuable regional and institutional details. The final dataset is intended to serve as a reliable resource for analyzing French HEIs.

    Usage

    This data is available under the Creative Commons Zero (CC0) license and can be used for any purpose, including academic research purposes. We encourage the sharing of knowledge and the advancement of research in this field by adhering to open science principles [2].

    If you use this data in your research, please cite the source and include a link to this repository. To properly attribute this data, please use the following DOI: 10.5281/zenodo.7614862

    Contribution

    If you have any updates or corrections to the data, please feel free to open a pull request or contact us directly. Let's work together to keep this data accurate and up-to-date.

    Acknowledgment

    We would like to acknowledge the support of the Norte Portugal Regional Operational Programme (NORTE 2020), under the PORTUGAL 2020 Partnership Agreement, through the European Regional Development Fund (ERDF), within the project "Cybers SeC IP" (NORTE-01-0145-FEDER-000044). This study was also developed as part of the Master in Cybersecurity Program at the Instituto Politécnico de Viana do Castelo, Portugal.

    References

    1. Pending
    2. S. Bezjak, A. Clyburne-Sherin, P. Conzett, P. Fernandes, E. Görögh, K. Helbig, B. Kramer, I. Labastida, K. Niemeyer, F. Psomopoulos, T. Ross-Hellauer, R. Schneider, J. Tennant, E. Verbakel, H. Brinken, and L. Heller, Open Science Training Handbook. Zenodo, Apr. 2018. [Online]. Available: [https://doi.org/10.5281/zenodo.1212496]
    3. The European Higher Education Sector Observatory, Dec 2024. Available: ETER
    4. NUTS - Nomenclature of territorial units for statistics, Dec 2024. Available: NUTS-2013-2016
    5. NUTS - Nomenclature of territorial units for statistics, Dec 2024. Available: NUTS-2021.
  5. Distribution of academic staff at education level by age groups

    • ec.europa.eu
    Updated Sep 12, 2013
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    Eurostat (2013). Distribution of academic staff at education level by age groups [Dataset]. http://doi.org/10.2908/EDUC_UOE_PERD02
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    application/vnd.sdmx.data+csv;version=2.0.0, tsv, json, application/vnd.sdmx.data+xml;version=3.0.0, application/vnd.sdmx.genericdata+xml;version=2.1, application/vnd.sdmx.data+csv;version=1.0.0Available download formats
    Dataset updated
    Sep 12, 2013
    Dataset authored and provided by
    Eurostathttps://ec.europa.eu/eurostat
    License

    Attribution 4.0 (CC BY 4.0)https://creativecommons.org/licenses/by/4.0/
    License information was derived automatically

    Time period covered
    2013 - 2023
    Area covered
    Norway, Switzerland, Czechia, Latvia, Greece, Finland, France, Iceland, Albania, Liechtenstein
    Description

    This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education.

    For a general technical description of the UOE Data Collection see UNESCO OECD Eurostat (UOE) joint data collection – methodology - Statistics Explained (europa.eu).

    The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection:

    • The United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),
    • The Organisation for Economic Co-operation and Development (OECD) and,
    • The Statistical Office of the European Union (EUROSTAT).

    The following topics are covered:

    • Pupils and students – Enrolments and Entrants,
    • Learning mobility,
    • Education personnel,
    • Education finance,
    • Graduates,
    • Language learning.

    Data on enrolments in education are disseminated in absolute numbers, with breakdowns available for the following dimensions:

    • ISCED level of education,
    • Sex,
    • Age or age group,
    • NUTS1 and NUTS2 regions,
    • Type of educational institution (public or private) – referred to as the ‘sector’ in Eurobase,
    • Intensity of participation (full-time, part-time, full-time equivalent) – referred to as ‘working time’ in Eurobase,
    • Programme orientation (general/academic or vocational/professional),
    • Type of vocational programme (school-based only or combined school and work-based),
    • Level of attainment that can be achieved upon programme completion (e.g. insufficient for level completion or partial level completion, sufficient for partial level completion without direct access to tertiary education),
    • Field of education (ISCED-F13).

    Additionally, the following types of indicators on enrolments are calculated (all indicators using population data use Eurostat’s population database (demo_pjan)):

    • Participation rates by age or by age groups as % of corresponding age population.
    • Participation rates by age as % of total population.
    • Pupils from age 0, 3, 4 and 5 to the starting age of compulsory education at primary level, as % of the population of the corresponding age. In some countries, the start of primary education is not compulsory and in some countries compulsory education starts at pre-primary level. This indicator calculates the participation rates of pupils up until (but not including) the starting age of formal education that is both compulsory and at the primary level. This age varies from 5 years to 7 years across countries and the national starting ages for compulsory primary education used in the calculation of this indicator are listed in the file Ages_educ_indicators which is available to download in the Annexes section of this page.
    • Pupils under the age of 3 as % of corresponding age population. This indicator does not include 3 year olds (includes ages 0, 1 and 2).
    • Out-of-school rates at different ages. This indicator is calculated as 100 – (students of a particular age who are enrolled in education at any ISCED level / Total population of that age *100).
      • Out-of-school rates in population of lower secondary school age and in population of upper secondary school age. This indicator is calculated as 100 – (students who are of the official age range for ISCED X who are enrolled in education at any ISCED level / Total population in the official age range for ISCED X *100). The official age range for each ISCED level varies across countries, and national age ranges for lower and upper secondary used in the calculation of this indicator are listed in the file Ages_educ_indicators which is available to download in the Annexes section of this page.
      • Students in education of post-compulsory school age - as % of the total population of post-compulsory school age. The final age at which formal education is considered as compulsory in national education systems in the calculation of this indicator are listed in the file Ages_educ_indicators.
      • Students participation at the end of compulsory education - as % of the corresponding age population. Indicator is calculated for age (X-1), (X), (X+1), (X+2) where X = the final age at which formal education is compulsory in national education systems. The final age at which formal education is considered as compulsory in national education systems in the calculation of this indicator are listed in the file Ages_educ_indicators.
      • Students in education aged 30 and over - per 1000 of corresponding age population
        • Expected school years of pupils and students at different levels of education
        • Distribution of pupils and students enrolled in general and vocational programmes by education level and NUTS2 regions
        • Distribution of students in different fields of education
        • Ratio of the proportion of the population who are tertiary students in NUTS1 regions to the proportion of the population who are tertiary students in NUTS2 regions

    Data on entrants in education are disseminated in absolute numbers, with breakdowns available for the following dimensions:

    • ISCED level of education,
    • Programme orientation (general/academic or vocational/professional),
    • Sex,
    • Age or age group,
    • Field of education (ISCED-F13).

    Additionally the following indicator on entrants is calculated:

    • Distribution of new entrants in different fields of education.

    Data on learning mobility is available for degree mobile students, degree mobile graduates and credit mobile graduates. Degree mobility means that students/graduates are/were enrolled as regular students in any semester/term of a programme taught in the country of destination with the intention of graduating from it in the country of destination. Credit mobility is defined as temporary tertiary education or/and study-related traineeship abroad within the framework of enrolment in a tertiary education programme at a "home institution" (usually) for the purpose of gaining academic credit (i.e. credit that will be recognised in that home institution). Further definitions are in Section 2.8 of the UOE manual.

    Degree mobile students are referred to as just ‘mobile students’ in UOE learning mobility tables. Data is disseminated for degree mobile students and degree mobile graduates in absolute numbers with breakdowns available for the following dimensions:

    • ISCED level of education,
    • Sex,
    • Field of education (ISCED-F13),
    • Country of origin (defined as the country of education prior to entering tertiary although there may be national deviations. These are listed in the Helpsheet of the latest footnotes report available to download in the Annexes section of this page) – referred to as ‘Geopolitical entity (partner)’ in Eurobase.

    Additionally the following types of indicators on degree mobile students and degree mobile graduates are calculated ((all indicators using population data use Eurostat’s population database (demo_pjan)):

    • Share of all students/graduates who are mobile students/degree mobile graduates from abroad,
    • Distribution of mobile students/degree mobile graduates from abroad in different fields of education.

    For credit mobile graduates, data are disseminated in absolute numbers, with breakdowns available for the following dimensions:

    • ISCED level of education,
    • Sex,
    • Type of mobility scheme (e.g. Credit mobility under EU programmes i.e. ERASMUS, Credit mobility in other international/national programmes),
    • Type of mobility (study period only or study period combined with work placement),
    • Country of destination – referred to as ‘Geopolitical entity (partner)’ in Eurobase.

    Data on personnel in education are available for classroom teachers/academic staff, teacher aides and school-management personnel. Teachers are employed in a professional capacity to guide and direct the learning experiences of students, irrespective of their training, qualifications or delivery mechanism. Teacher aides support teachers in providing instruction to students. Academic staff are personnel employed at the tertiary level of education whose primary assignment is instruction and/or research. School management personnel covers professional personnel who are responsible for school management/administration (ISCED 0-4) or whose primary or major responsibility is the management of the institution, or a recognised department or subdivision of the institution (tertiary levels). Full definitions of these statistical units are in Section 3.5 of the UOE manual.

    Data are disseminated on teachers and academic staff in absolute numbers, with breakdowns available for the following dimensions:

    • ISCED

  6. Educational attainment in Europe 2024

    • statista.com
    • tokrwards.com
    Updated May 15, 2025
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    Statista (2025). Educational attainment in Europe 2024 [Dataset]. https://www.statista.com/statistics/1482883/europe-educational-attainment/
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    Dataset updated
    May 15, 2025
    Dataset authored and provided by
    Statistahttp://statista.com/
    Time period covered
    2024
    Area covered
    Europe
    Description

    Around ** percent of Europeans held an upper secondary school title in 2024. Figures ranged from ** percent of people residing in Czechia to only ** percent of Spaniards. About ********* of EU citizens had a primary school title only, while this was the case for ************** of the Turkish population. As far as tertiary education, ** percent of the Irish population held a bachelor's or higher degree, compared to only ** percent of those living in Bosnia and Herzegovina.

  7. T

    European Union - Percentage Of Students In Tertiary Education Who Are Female...

    • tradingeconomics.com
    csv, excel, json, xml
    Updated Nov 15, 2017
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    TRADING ECONOMICS (2017). European Union - Percentage Of Students In Tertiary Education Who Are Female [Dataset]. https://tradingeconomics.com/european-union/percentage-of-students-in-tertiary-education-who-are-female-percent-wb-data.html
    Explore at:
    json, xml, excel, csvAvailable download formats
    Dataset updated
    Nov 15, 2017
    Dataset authored and provided by
    TRADING ECONOMICS
    License

    Attribution 4.0 (CC BY 4.0)https://creativecommons.org/licenses/by/4.0/
    License information was derived automatically

    Time period covered
    Jan 1, 1976 - Dec 31, 2025
    Area covered
    European Union
    Description

    Percentage of students in tertiary education who are female (%) in European Union was reported at 54.04 % in 2018, according to the World Bank collection of development indicators, compiled from officially recognized sources. European Union - Percentage of students in tertiary education who are female - actual values, historical data, forecasts and projections were sourced from the World Bank on October of 2025.

  8. Z

    Data for D7.1 FAIR in European Higher Education

    • data.niaid.nih.gov
    • zenodo.org
    • +1more
    Updated Jul 22, 2024
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    Engelhardt, Claudia (2024). Data for D7.1 FAIR in European Higher Education [Dataset]. https://data.niaid.nih.gov/resources?id=zenodo_3629686
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    Dataset updated
    Jul 22, 2024
    Dataset provided by
    Saenen, Bregt
    Davidson, Joy
    Stoy, Lennart
    Engelhardt, Claudia
    License

    Attribution 4.0 (CC BY 4.0)https://creativecommons.org/licenses/by/4.0/
    License information was derived automatically

    Description

    As part of the EOSC project family the FAIRsFAIR - Fostering Fair Data Practices in Europe - project aims to supply practical solutions for the use of the FAIR data principles throughout the research data life cycle. The FAIRsFAIR project runs from March 2019-February 2022.

    FAIRsFAIR Work Package 7 “FAIR Data Science and Professionalisation” aims to develop resources and build communities that support the uptake of RDM and FAIR practice within higher education curricula.

    The data published here stems from a both a web-based questionnaire with 90 responses conducted within FAIRsFAIR WP7 between 19 September and 15 November 2019.

    The questionnaire covered several dimensions of research data management at HEIs relevant for the implementation of FAIRsFAIR WP7, as well as WP3 “FAIR Data Policy Practice” and WP6 “FAIR Competence Centre”. These dimensions included:

    Institutional research data management policies

    Support services for research data management

    Competence development of students and graduates

    Universities and EOSC

    FAIRsFAIR support for universities

    The data resulting from the survey has been used as the basis for D7.1 FAIR in European Higher Education.

    The following files are available:

    Codebook including original questionnaire

    Dataset

  9. Students enrolled in STEM education fields - per thousand of population aged...

    • ec.europa.eu
    Updated Nov 10, 2024
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    Eurostat (2024). Students enrolled in STEM education fields - per thousand of population aged 20-29 [Dataset]. http://doi.org/10.2908/EDUC_UOE_ENRA31
    Explore at:
    application/vnd.sdmx.data+csv;version=1.0.0, json, application/vnd.sdmx.genericdata+xml;version=2.1, tsv, application/vnd.sdmx.data+csv;version=2.0.0, application/vnd.sdmx.data+xml;version=3.0.0Available download formats
    Dataset updated
    Nov 10, 2024
    Dataset authored and provided by
    Eurostathttps://ec.europa.eu/eurostat
    License

    Attribution 4.0 (CC BY 4.0)https://creativecommons.org/licenses/by/4.0/
    License information was derived automatically

    Time period covered
    2015 - 2023
    Area covered
    Estonia, Serbia, Belgium, Denmark, France, Slovenia, Greece, Latvia, Cyprus, Czechia
    Description

    This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education.

    For a general technical description of the UOE Data Collection see UNESCO OECD Eurostat (UOE) joint data collection – methodology - Statistics Explained (europa.eu).

    The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection:

    • The United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),
    • The Organisation for Economic Co-operation and Development (OECD) and,
    • The Statistical Office of the European Union (EUROSTAT).

    The following topics are covered:

    • Pupils and students – Enrolments and Entrants,
    • Learning mobility,
    • Education personnel,
    • Education finance,
    • Graduates,
    • Language learning.

    Data on enrolments in education are disseminated in absolute numbers, with breakdowns available for the following dimensions:

    • ISCED level of education,
    • Sex,
    • Age or age group,
    • NUTS1 and NUTS2 regions,
    • Type of educational institution (public or private) – referred to as the ‘sector’ in Eurobase,
    • Intensity of participation (full-time, part-time, full-time equivalent) – referred to as ‘working time’ in Eurobase,
    • Programme orientation (general/academic or vocational/professional),
    • Type of vocational programme (school-based only or combined school and work-based),
    • Level of attainment that can be achieved upon programme completion (e.g. insufficient for level completion or partial level completion, sufficient for partial level completion without direct access to tertiary education),
    • Field of education (ISCED-F13).

    Additionally, the following types of indicators on enrolments are calculated (all indicators using population data use Eurostat’s population database (demo_pjan)):

    • Participation rates by age or by age groups as % of corresponding age population.
    • Participation rates by age as % of total population.
    • Pupils from age 0, 3, 4 and 5 to the starting age of compulsory education at primary level, as % of the population of the corresponding age. In some countries, the start of primary education is not compulsory and in some countries compulsory education starts at pre-primary level. This indicator calculates the participation rates of pupils up until (but not including) the starting age of formal education that is both compulsory and at the primary level. This age varies from 5 years to 7 years across countries and the national starting ages for compulsory primary education used in the calculation of this indicator are listed in the file Ages_educ_indicators which is available to download in the Annexes section of this page.
    • Pupils under the age of 3 as % of corresponding age population. This indicator does not include 3 year olds (includes ages 0, 1 and 2).
    • Out-of-school rates at different ages. This indicator is calculated as 100 – (students of a particular age who are enrolled in education at any ISCED level / Total population of that age *100).
      • Out-of-school rates in population of lower secondary school age and in population of upper secondary school age. This indicator is calculated as 100 – (students who are of the official age range for ISCED X who are enrolled in education at any ISCED level / Total population in the official age range for ISCED X *100). The official age range for each ISCED level varies across countries, and national age ranges for lower and upper secondary used in the calculation of this indicator are listed in the file Ages_educ_indicators which is available to download in the Annexes section of this page.
      • Students in education of post-compulsory school age - as % of the total population of post-compulsory school age. The final age at which formal education is considered as compulsory in national education systems in the calculation of this indicator are listed in the file Ages_educ_indicators.
      • Students participation at the end of compulsory education - as % of the corresponding age population. Indicator is calculated for age (X-1), (X), (X+1), (X+2) where X = the final age at which formal education is compulsory in national education systems. The final age at which formal education is considered as compulsory in national education systems in the calculation of this indicator are listed in the file Ages_educ_indicators.
      • Students in education aged 30 and over - per 1000 of corresponding age population
        • Expected school years of pupils and students at different levels of education
        • Distribution of pupils and students enrolled in general and vocational programmes by education level and NUTS2 regions
        • Distribution of students in different fields of education
        • Ratio of the proportion of the population who are tertiary students in NUTS1 regions to the proportion of the population who are tertiary students in NUTS2 regions

    Data on entrants in education are disseminated in absolute numbers, with breakdowns available for the following dimensions:

    • ISCED level of education,
    • Programme orientation (general/academic or vocational/professional),
    • Sex,
    • Age or age group,
    • Field of education (ISCED-F13).

    Additionally the following indicator on entrants is calculated:

    • Distribution of new entrants in different fields of education.

    Data on learning mobility is available for degree mobile students, degree mobile graduates and credit mobile graduates. Degree mobility means that students/graduates are/were enrolled as regular students in any semester/term of a programme taught in the country of destination with the intention of graduating from it in the country of destination. Credit mobility is defined as temporary tertiary education or/and study-related traineeship abroad within the framework of enrolment in a tertiary education programme at a "home institution" (usually) for the purpose of gaining academic credit (i.e. credit that will be recognised in that home institution). Further definitions are in Section 2.8 of the UOE manual.

    Degree mobile students are referred to as just ‘mobile students’ in UOE learning mobility tables. Data is disseminated for degree mobile students and degree mobile graduates in absolute numbers with breakdowns available for the following dimensions:

    • ISCED level of education,
    • Sex,
    • Field of education (ISCED-F13),
    • Country of origin (defined as the country of education prior to entering tertiary although there may be national deviations. These are listed in the Helpsheet of the latest footnotes report available to download in the Annexes section of this page) – referred to as ‘Geopolitical entity (partner)’ in Eurobase.

    Additionally the following types of indicators on degree mobile students and degree mobile graduates are calculated ((all indicators using population data use Eurostat’s population database (demo_pjan)):

    • Share of all students/graduates who are mobile students/degree mobile graduates from abroad,
    • Distribution of mobile students/degree mobile graduates from abroad in different fields of education.

    For credit mobile graduates, data are disseminated in absolute numbers, with breakdowns available for the following dimensions:

    • ISCED level of education,
    • Sex,
    • Type of mobility scheme (e.g. Credit mobility under EU programmes i.e. ERASMUS, Credit mobility in other international/national programmes),
    • Type of mobility (study period only or study period combined with work placement),
    • Country of destination – referred to as ‘Geopolitical entity (partner)’ in Eurobase.

    Data on personnel in education are available for classroom teachers/academic staff, teacher aides and school-management personnel. Teachers are employed in a professional capacity to guide and direct the learning experiences of students, irrespective of their training, qualifications or delivery mechanism. Teacher aides support teachers in providing instruction to students. Academic staff are personnel employed at the tertiary level of education whose primary assignment is instruction and/or research. School management personnel covers professional personnel who are responsible for school management/administration (ISCED 0-4) or whose primary or major responsibility is the management of the institution, or a recognised department or subdivision of the institution (tertiary levels). Full definitions of these statistical units are in Section 3.5 of the UOE manual.

    Data are disseminated on teachers and academic staff in absolute numbers, with breakdowns available for the following dimensions:

    • ISCED

  10. Data for EUA Trends 2024 - European higher education institutions in times...

    • zenodo.org
    Updated Sep 16, 2024
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    Zenodo (2024). Data for EUA Trends 2024 - European higher education institutions in times of transition [Dataset]. http://doi.org/10.5281/zenodo.13768148
    Explore at:
    Dataset updated
    Sep 16, 2024
    Dataset provided by
    Zenodohttp://zenodo.org/
    License

    Attribution 4.0 (CC BY 4.0)https://creativecommons.org/licenses/by/4.0/
    License information was derived automatically

    Description

    Since 1999, the EUA Trends reports have consistently mapped developments in the European higher education landscape, by presenting comparative data from the perspective of higher education institutions. In the ninth edition of the European University Association’s long-running series, the Trends 2024 report provides an overview of how European higher education institutions have experienced changes over the past five years, due to higher education reforms, and in the wider context of societal, political, economic and technological changes, marked among others by the implications of Covid-19 pandemic and Russia’s war against Ukraine.

    Trends 2024 is based on survey data collected in April to July 2023.

    Responses were gathered from 489 higher education institutions in 46 European higher education systems. The survey was open to all higher education institutions in the European Higher Education Area (EHEA) that provide study programmes in at least one of the three degree cycles (bachelor’s, master’s, doctoral). One response per institution was collected.

    The survey addressed the higher education institutions’ perspectives and strategies regarding:

    · The institution and its context

    · The student life cycle and experience

    · Learning, teaching and teachers

    · Inclusion, equity and diversity

    · Engagement and outreach with society and community

    · Internationalisation

    Results of the survey are published in “Trends 2024 - European higher education institutions in times of transition”.

    The following files are available:

    • Codebook including original questionnaire
    • Dataset
  11. T

    European Union - School Enrollment, Tertiary (% Gross)

    • tradingeconomics.com
    csv, excel, json, xml
    Updated Jun 11, 2017
    + more versions
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    TRADING ECONOMICS (2017). European Union - School Enrollment, Tertiary (% Gross) [Dataset]. https://tradingeconomics.com/european-union/school-enrollment-tertiary-percent-gross-wb-data.html
    Explore at:
    json, excel, csv, xmlAvailable download formats
    Dataset updated
    Jun 11, 2017
    Dataset authored and provided by
    TRADING ECONOMICS
    License

    Attribution 4.0 (CC BY 4.0)https://creativecommons.org/licenses/by/4.0/
    License information was derived automatically

    Time period covered
    Jan 1, 1976 - Dec 31, 2025
    Area covered
    European Union
    Description

    School enrollment, tertiary (% gross) in European Union was reported at 79.73 % in 2023, according to the World Bank collection of development indicators, compiled from officially recognized sources. European Union - School enrollment, tertiary (% gross) - actual values, historical data, forecasts and projections were sourced from the World Bank on October of 2025.

  12. Graduates by education level, programme orientation, sex and field of...

    • ec.europa.eu
    Updated Sep 11, 2025
    + more versions
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    Eurostat (2025). Graduates by education level, programme orientation, sex and field of education [Dataset]. http://doi.org/10.2908/EDUC_UOE_GRAD02
    Explore at:
    application/vnd.sdmx.data+csv;version=1.0.0, application/vnd.sdmx.data+xml;version=3.0.0, application/vnd.sdmx.genericdata+xml;version=2.1, application/vnd.sdmx.data+csv;version=2.0.0, json, tsvAvailable download formats
    Dataset updated
    Sep 11, 2025
    Dataset authored and provided by
    Eurostathttps://ec.europa.eu/eurostat
    License

    Attribution 4.0 (CC BY 4.0)https://creativecommons.org/licenses/by/4.0/
    License information was derived automatically

    Time period covered
    2005 - 2023
    Area covered
    Serbia, Croatia, Slovakia, France, Spain, Sweden, Netherlands, Switzerland, Finland, Greece
    Description

    This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education.

    For a general technical description of the UOE Data Collection see UNESCO OECD Eurostat (UOE) joint data collection – methodology - Statistics Explained (europa.eu).

    The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection:

    • The United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),
    • The Organisation for Economic Co-operation and Development (OECD) and,
    • The Statistical Office of the European Union (EUROSTAT).

    The following topics are covered:

    • Pupils and students – Enrolments and Entrants,
    • Learning mobility,
    • Education personnel,
    • Education finance,
    • Graduates,
    • Language learning.

    Data on enrolments in education are disseminated in absolute numbers, with breakdowns available for the following dimensions:

    • ISCED level of education,
    • Sex,
    • Age or age group,
    • NUTS1 and NUTS2 regions,
    • Type of educational institution (public or private) – referred to as the ‘sector’ in Eurobase,
    • Intensity of participation (full-time, part-time, full-time equivalent) – referred to as ‘working time’ in Eurobase,
    • Programme orientation (general/academic or vocational/professional),
    • Type of vocational programme (school-based only or combined school and work-based),
    • Level of attainment that can be achieved upon programme completion (e.g. insufficient for level completion or partial level completion, sufficient for partial level completion without direct access to tertiary education),
    • Field of education (ISCED-F13).

    Additionally, the following types of indicators on enrolments are calculated (all indicators using population data use Eurostat’s population database (demo_pjan)):

    • Participation rates by age or by age groups as % of corresponding age population.
    • Participation rates by age as % of total population.
    • Pupils from age 0, 3, 4 and 5 to the starting age of compulsory education at primary level, as % of the population of the corresponding age. In some countries, the start of primary education is not compulsory and in some countries compulsory education starts at pre-primary level. This indicator calculates the participation rates of pupils up until (but not including) the starting age of formal education that is both compulsory and at the primary level. This age varies from 5 years to 7 years across countries and the national starting ages for compulsory primary education used in the calculation of this indicator are listed in the file Ages_educ_indicators which is available to download in the Annexes section of this page.
    • Pupils under the age of 3 as % of corresponding age population. This indicator does not include 3 year olds (includes ages 0, 1 and 2).
    • Out-of-school rates at different ages. This indicator is calculated as 100 – (students of a particular age who are enrolled in education at any ISCED level / Total population of that age *100).
      • Out-of-school rates in population of lower secondary school age and in population of upper secondary school age. This indicator is calculated as 100 – (students who are of the official age range for ISCED X who are enrolled in education at any ISCED level / Total population in the official age range for ISCED X *100). The official age range for each ISCED level varies across countries, and national age ranges for lower and upper secondary used in the calculation of this indicator are listed in the file Ages_educ_indicators which is available to download in the Annexes section of this page.
      • Students in education of post-compulsory school age - as % of the total population of post-compulsory school age. The final age at which formal education is considered as compulsory in national education systems in the calculation of this indicator are listed in the file Ages_educ_indicators.
      • Students participation at the end of compulsory education - as % of the corresponding age population. Indicator is calculated for age (X-1), (X), (X+1), (X+2) where X = the final age at which formal education is compulsory in national education systems. The final age at which formal education is considered as compulsory in national education systems in the calculation of this indicator are listed in the file Ages_educ_indicators.
      • Students in education aged 30 and over - per 1000 of corresponding age population
        • Expected school years of pupils and students at different levels of education
        • Distribution of pupils and students enrolled in general and vocational programmes by education level and NUTS2 regions
        • Distribution of students in different fields of education
        • Ratio of the proportion of the population who are tertiary students in NUTS1 regions to the proportion of the population who are tertiary students in NUTS2 regions

    Data on entrants in education are disseminated in absolute numbers, with breakdowns available for the following dimensions:

    • ISCED level of education,
    • Programme orientation (general/academic or vocational/professional),
    • Sex,
    • Age or age group,
    • Field of education (ISCED-F13).

    Additionally the following indicator on entrants is calculated:

    • Distribution of new entrants in different fields of education.

    Data on learning mobility is available for degree mobile students, degree mobile graduates and credit mobile graduates. Degree mobility means that students/graduates are/were enrolled as regular students in any semester/term of a programme taught in the country of destination with the intention of graduating from it in the country of destination. Credit mobility is defined as temporary tertiary education or/and study-related traineeship abroad within the framework of enrolment in a tertiary education programme at a "home institution" (usually) for the purpose of gaining academic credit (i.e. credit that will be recognised in that home institution). Further definitions are in Section 2.8 of the UOE manual.

    Degree mobile students are referred to as just ‘mobile students’ in UOE learning mobility tables. Data is disseminated for degree mobile students and degree mobile graduates in absolute numbers with breakdowns available for the following dimensions:

    • ISCED level of education,
    • Sex,
    • Field of education (ISCED-F13),
    • Country of origin (defined as the country of education prior to entering tertiary although there may be national deviations. These are listed in the Helpsheet of the latest footnotes report available to download in the Annexes section of this page) – referred to as ‘Geopolitical entity (partner)’ in Eurobase.

    Additionally the following types of indicators on degree mobile students and degree mobile graduates are calculated ((all indicators using population data use Eurostat’s population database (demo_pjan)):

    • Share of all students/graduates who are mobile students/degree mobile graduates from abroad,
    • Distribution of mobile students/degree mobile graduates from abroad in different fields of education.

    For credit mobile graduates, data are disseminated in absolute numbers, with breakdowns available for the following dimensions:

    • ISCED level of education,
    • Sex,
    • Type of mobility scheme (e.g. Credit mobility under EU programmes i.e. ERASMUS, Credit mobility in other international/national programmes),
    • Type of mobility (study period only or study period combined with work placement),
    • Country of destination – referred to as ‘Geopolitical entity (partner)’ in Eurobase.

    Data on personnel in education are available for classroom teachers/academic staff, teacher aides and school-management personnel. Teachers are employed in a professional capacity to guide and direct the learning experiences of students, irrespective of their training, qualifications or delivery mechanism. Teacher aides support teachers in providing instruction to students. Academic staff are personnel employed at the tertiary level of education whose primary assignment is instruction and/or research. School management personnel covers professional personnel who are responsible for school management/administration (ISCED 0-4) or whose primary or major responsibility is the management of the institution, or a recognised department or subdivision of the institution (tertiary levels). Full definitions of these statistical units are in Section 3.5 of the UOE manual.

    Data are disseminated on teachers and academic staff in absolute numbers, with breakdowns available for the following dimensions:

    • ISCED

  13. Pupils enrolled in primary education by sex and age

    • ec.europa.eu
    + more versions
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    Eurostat, Pupils enrolled in primary education by sex and age [Dataset]. http://doi.org/10.2908/EDUC_UOE_ENRP05
    Explore at:
    application/vnd.sdmx.data+xml;version=3.0.0, application/vnd.sdmx.genericdata+xml;version=2.1, application/vnd.sdmx.data+csv;version=2.0.0, application/vnd.sdmx.data+csv;version=1.0.0, tsv, jsonAvailable download formats
    Dataset authored and provided by
    Eurostathttps://ec.europa.eu/eurostat
    License

    Attribution 4.0 (CC BY 4.0)https://creativecommons.org/licenses/by/4.0/
    License information was derived automatically

    Time period covered
    2012 - 2023
    Area covered
    Cyprus, Sweden, Finland, Croatia, Liechtenstein, Albania, Portugal, Bosnia and Herzegovina, Serbia, Montenegro
    Description

    This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education.

    For a general technical description of the UOE Data Collection see UNESCO OECD Eurostat (UOE) joint data collection – methodology - Statistics Explained (europa.eu).

    The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection:

    • The United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),
    • The Organisation for Economic Co-operation and Development (OECD) and,
    • The Statistical Office of the European Union (EUROSTAT).

    The following topics are covered:

    • Pupils and students – Enrolments and Entrants,
    • Learning mobility,
    • Education personnel,
    • Education finance,
    • Graduates,
    • Language learning.

    Data on enrolments in education are disseminated in absolute numbers, with breakdowns available for the following dimensions:

    • ISCED level of education,
    • Sex,
    • Age or age group,
    • NUTS1 and NUTS2 regions,
    • Type of educational institution (public or private) – referred to as the ‘sector’ in Eurobase,
    • Intensity of participation (full-time, part-time, full-time equivalent) – referred to as ‘working time’ in Eurobase,
    • Programme orientation (general/academic or vocational/professional),
    • Type of vocational programme (school-based only or combined school and work-based),
    • Level of attainment that can be achieved upon programme completion (e.g. insufficient for level completion or partial level completion, sufficient for partial level completion without direct access to tertiary education),
    • Field of education (ISCED-F13).

    Additionally, the following types of indicators on enrolments are calculated (all indicators using population data use Eurostat’s population database (demo_pjan)):

    • Participation rates by age or by age groups as % of corresponding age population.
    • Participation rates by age as % of total population.
    • Pupils from age 0, 3, 4 and 5 to the starting age of compulsory education at primary level, as % of the population of the corresponding age. In some countries, the start of primary education is not compulsory and in some countries compulsory education starts at pre-primary level. This indicator calculates the participation rates of pupils up until (but not including) the starting age of formal education that is both compulsory and at the primary level. This age varies from 5 years to 7 years across countries and the national starting ages for compulsory primary education used in the calculation of this indicator are listed in the file Ages_educ_indicators which is available to download in the Annexes section of this page.
    • Pupils under the age of 3 as % of corresponding age population. This indicator does not include 3 year olds (includes ages 0, 1 and 2).
    • Out-of-school rates at different ages. This indicator is calculated as 100 – (students of a particular age who are enrolled in education at any ISCED level / Total population of that age *100).
      • Out-of-school rates in population of lower secondary school age and in population of upper secondary school age. This indicator is calculated as 100 – (students who are of the official age range for ISCED X who are enrolled in education at any ISCED level / Total population in the official age range for ISCED X *100). The official age range for each ISCED level varies across countries, and national age ranges for lower and upper secondary used in the calculation of this indicator are listed in the file Ages_educ_indicators which is available to download in the Annexes section of this page.
      • Students in education of post-compulsory school age - as % of the total population of post-compulsory school age. The final age at which formal education is considered as compulsory in national education systems in the calculation of this indicator are listed in the file Ages_educ_indicators.
      • Students participation at the end of compulsory education - as % of the corresponding age population. Indicator is calculated for age (X-1), (X), (X+1), (X+2) where X = the final age at which formal education is compulsory in national education systems. The final age at which formal education is considered as compulsory in national education systems in the calculation of this indicator are listed in the file Ages_educ_indicators.
      • Students in education aged 30 and over - per 1000 of corresponding age population
        • Expected school years of pupils and students at different levels of education
        • Distribution of pupils and students enrolled in general and vocational programmes by education level and NUTS2 regions
        • Distribution of students in different fields of education
        • Ratio of the proportion of the population who are tertiary students in NUTS1 regions to the proportion of the population who are tertiary students in NUTS2 regions

    Data on entrants in education are disseminated in absolute numbers, with breakdowns available for the following dimensions:

    • ISCED level of education,
    • Programme orientation (general/academic or vocational/professional),
    • Sex,
    • Age or age group,
    • Field of education (ISCED-F13).

    Additionally the following indicator on entrants is calculated:

    • Distribution of new entrants in different fields of education.

    Data on learning mobility is available for degree mobile students, degree mobile graduates and credit mobile graduates. Degree mobility means that students/graduates are/were enrolled as regular students in any semester/term of a programme taught in the country of destination with the intention of graduating from it in the country of destination. Credit mobility is defined as temporary tertiary education or/and study-related traineeship abroad within the framework of enrolment in a tertiary education programme at a "home institution" (usually) for the purpose of gaining academic credit (i.e. credit that will be recognised in that home institution). Further definitions are in Section 2.8 of the UOE manual.

    Degree mobile students are referred to as just ‘mobile students’ in UOE learning mobility tables. Data is disseminated for degree mobile students and degree mobile graduates in absolute numbers with breakdowns available for the following dimensions:

    • ISCED level of education,
    • Sex,
    • Field of education (ISCED-F13),
    • Country of origin (defined as the country of education prior to entering tertiary although there may be national deviations. These are listed in the Helpsheet of the latest footnotes report available to download in the Annexes section of this page) – referred to as ‘Geopolitical entity (partner)’ in Eurobase.

    Additionally the following types of indicators on degree mobile students and degree mobile graduates are calculated ((all indicators using population data use Eurostat’s population database (demo_pjan)):

    • Share of all students/graduates who are mobile students/degree mobile graduates from abroad,
    • Distribution of mobile students/degree mobile graduates from abroad in different fields of education.

    For credit mobile graduates, data are disseminated in absolute numbers, with breakdowns available for the following dimensions:

    • ISCED level of education,
    • Sex,
    • Type of mobility scheme (e.g. Credit mobility under EU programmes i.e. ERASMUS, Credit mobility in other international/national programmes),
    • Type of mobility (study period only or study period combined with work placement),
    • Country of destination – referred to as ‘Geopolitical entity (partner)’ in Eurobase.

    Data on personnel in education are available for classroom teachers/academic staff, teacher aides and school-management personnel. Teachers are employed in a professional capacity to guide and direct the learning experiences of students, irrespective of their training, qualifications or delivery mechanism. Teacher aides support teachers in providing instruction to students. Academic staff are personnel employed at the tertiary level of education whose primary assignment is instruction and/or research. School management personnel covers professional personnel who are responsible for school management/administration (ISCED 0-4) or whose primary or major responsibility is the management of the institution, or a recognised department or subdivision of the institution (tertiary levels). Full definitions of these statistical units are in Section 3.5 of the UOE manual.

    Data are disseminated on teachers and academic staff in absolute numbers, with breakdowns available for the following dimensions:

    • ISCED

  14. T

    European Union - Tertiary educational attainment, age group 30-34

    • tradingeconomics.com
    csv, excel, json, xml
    Updated Sep 3, 2021
    + more versions
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    TRADING ECONOMICS (2021). European Union - Tertiary educational attainment, age group 30-34 [Dataset]. https://tradingeconomics.com/european-union/tertiary-educational-attainment-age-group-30-34-eurostat-data.html
    Explore at:
    csv, excel, xml, jsonAvailable download formats
    Dataset updated
    Sep 3, 2021
    Dataset authored and provided by
    TRADING ECONOMICS
    License

    Attribution 4.0 (CC BY 4.0)https://creativecommons.org/licenses/by/4.0/
    License information was derived automatically

    Time period covered
    Jan 1, 1976 - Dec 31, 2025
    Area covered
    European Union
    Description

    European Union - Tertiary educational attainment, age group 30-34 was 44.70% in December of 2024, according to the EUROSTAT. Trading Economics provides the current actual value, an historical data chart and related indicators for European Union - Tertiary educational attainment, age group 30-34 - last updated from the EUROSTAT on October of 2025. Historically, European Union - Tertiary educational attainment, age group 30-34 reached a record high of 44.70% in December of 2024 and a record low of 27.20% in December of 2005.

  15. Population aged 30-34 with a tertiary educational attainment, average...

    • data.wu.ac.at
    • data.europa.eu
    csv, html, json, rdf +1
    Updated Sep 4, 2018
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    European Union Open Data Portal (2018). Population aged 30-34 with a tertiary educational attainment, average 2011-2013 [Dataset]. https://data.wu.ac.at/schema/www_europeandataportal_eu/ZTFmZmY4NzQtYjUzZS00YWI0LWEwMzgtMjM0NzFhYjZmZmI5
    Explore at:
    rdf, html, json, csv, xmlAvailable download formats
    Dataset updated
    Sep 4, 2018
    Dataset provided by
    EU Open Data Portalhttp://data.europa.eu/
    European Union-
    Description

    This dataset shows the proportion of the European population aged 30-34 with a tertiary educational attainment during the 2011-2013 period at regional level. A well-educated workforce is key to prosperity. There tends to be a strong correlation between the educational attainment of a region’s workforce and median earnings in the region. In addition, attaining a relatively high education level tends to mean less risk of being unemployed. The Europe 2020 strategy is aimed at increasing the share of the population aged 30–34 with tertiary education to 40% by 2020. Member States have set national targets for this varying from 26% (in Italy) to 60% (in Ireland). In the EU-27, the share increased significantly between 2008 and 2012 from 31% to 36%, suggesting that the Union-wide target of 40% should be achievable without much difficulty. % of population aged 30-34 EU-28 = 35.7; Source: Eurostat, DG REGIO

  16. Share of European workforce working in occupations with higher education...

    • statista.com
    Updated Jul 10, 2025
    Share
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    Statista (2025). Share of European workforce working in occupations with higher education 2020-2030 [Dataset]. https://www.statista.com/statistics/1171299/higher-education-in-the-european-workforce/
    Explore at:
    Dataset updated
    Jul 10, 2025
    Dataset authored and provided by
    Statistahttp://statista.com/
    Time period covered
    2019
    Area covered
    Europe
    Description

    In 2019, a Statista study on labor shortages showed that in 2020, ** percent of the workforce of the European Union working in occupations that required higher education, with this share increasing to ** percent by 2030.

  17. D

    Data from: The State of University Policy for Progress in Europe

    • ssh.datastations.nl
    xlsx, zip
    Updated Dec 2, 2012
    + more versions
    Share
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    C. Hoareau; C. Hoareau (2012). The State of University Policy for Progress in Europe [Dataset]. http://doi.org/10.17026/DANS-ZKJ-ASYZ
    Explore at:
    zip(14003), xlsx(32927)Available download formats
    Dataset updated
    Dec 2, 2012
    Dataset provided by
    DANS Data Station Social Sciences and Humanities
    Authors
    C. Hoareau; C. Hoareau
    License

    CC0 1.0 Universal Public Domain Dedicationhttps://creativecommons.org/publicdomain/zero/1.0/
    License information was derived automatically

    Area covered
    Europe
    Description

    Empowering’ university policies improve our economies, states the recent report of Empower European Universities called The State of University Policy for progress in Europe. This report assesses the contribution of higher education policies to higher education performance and economic innovation. The main findings are summarized in a policy report, the technical report explains the data we have used and method, the country reports provide a snapshot of each one of the 32 countries.Higher education contributes to economic innovation. This study measures and compares the extent to which national governments’ policies foster this contribution across Europe. The study stresses the relevance of policies which are ‘empowering’ for higher education institutions, or in other words provide them with appropriate resources and regulatory environments.The assessment relies on quantitative scores, based on the contribution of policies regarding funding and autonomy to higher education performance in education, research and economic innovation, using non-arbitrary weights and eighteen policy indicators across 32 European countries. A large number of countries belong to a ‘middle group’ in our overall assessment, indicating a relative cohesion in Europe. Yet, substantial variations exist in terms of higher education policy in Europe, each European country having room for policy improvement.

  18. G

    Tertiary school enrollment in the European union | TheGlobalEconomy.com

    • theglobaleconomy.com
    csv, excel, xml
    Updated Apr 24, 2019
    + more versions
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    Globalen LLC (2019). Tertiary school enrollment in the European union | TheGlobalEconomy.com [Dataset]. www.theglobaleconomy.com/rankings/Tertiary_school_enrollment/European-union/
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    csv, excel, xmlAvailable download formats
    Dataset updated
    Apr 24, 2019
    Dataset authored and provided by
    Globalen LLC
    License

    Attribution 4.0 (CC BY 4.0)https://creativecommons.org/licenses/by/4.0/
    License information was derived automatically

    Time period covered
    Dec 31, 1970 - Dec 31, 2023
    Area covered
    World, European Union
    Description

    The average for 2022 based on 26 countries was 80.28 percent. The highest value was in Greece: 166.67 percent and the lowest value was in Luxembourg: 21.03 percent. The indicator is available from 1970 to 2023. Below is a chart for all countries where data are available.

  19. T

    ENROLMENT IN TERTIARY EDUCATION PER 100 000 INHABITANTS MALE WB DATA.HTML by...

    • tradingeconomics.com
    csv, excel, json, xml
    Updated Jan 14, 2024
    + more versions
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    TRADING ECONOMICS (2024). ENROLMENT IN TERTIARY EDUCATION PER 100 000 INHABITANTS MALE WB DATA.HTML by Country in EUROPE [Dataset]. https://tradingeconomics.com/country-list/enrolment-in-tertiary-education-per-100-000-inhabitants-male-wb-data.html/1000?continent=europe
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    json, xml, excel, csvAvailable download formats
    Dataset updated
    Jan 14, 2024
    Dataset authored and provided by
    TRADING ECONOMICS
    License

    Attribution 4.0 (CC BY 4.0)https://creativecommons.org/licenses/by/4.0/
    License information was derived automatically

    Time period covered
    2025
    Area covered
    Europe
    Description

    This dataset provides values for ENROLMENT IN TERTIARY EDUCATION PER 100 000 INHABITANTS MALE WB DATA.HTML reported in several countries. The data includes current values, previous releases, historical highs and record lows, release frequency, reported unit and currency.

  20. e

    Constructing the European Higher Education Student: a Comparative Study of...

    • b2find.eudat.eu
    Updated Mar 31, 2016
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    (2016). Constructing the European Higher Education Student: a Comparative Study of six European Countries, 2016-2019 - Dataset - B2FIND [Dataset]. https://b2find.eudat.eu/dataset/a3380869-cf1b-57bc-a03b-df17d8d443f3
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    Dataset updated
    Mar 31, 2016
    Area covered
    Europe
    Description

    Abstract copyright UK Data Service and data collection copyright owner. There are currently over 35 million students within Europe and yet there is no clear understanding of the extent to which understandings of ‘the student’ are shared. Thus, a central aim of this project was to investigate how the contemporary higher education (HE) student is conceptualised and the extent to which this differs both within nation-states and across them. This is significant in terms of implicit (and sometimes explicit) assumptions that are made about common understandings of ‘the student’ across Europe – underpinning, for example, initiatives to increase cross-border educational mobility and the wider development of a European Higher Education Area. It is also significant in relation to exploring the extent to which understandings are shared within a single nation and, particularly, the degree to which there is congruence between the ways in which students are conceptualised within policy texts and by policymakers, and the understandings of other key social actors such as the media, higher education institutions and students themselves. The empirical project was guided by four main research questions: (i) How are understandings of the higher education student produced, shaped and disseminated by (a) policymakers, (b) the media and (c) higher education institutions? (ii) To what extent do these understandings differ within and across European nations? (iii) How do students of different national and social backgrounds understand the role of the higher education student? (iv) To what extent are their understandings consonant with those produced, shaped and disseminated by policymakers, the media and higher education institutions? To answer these questions, data were collected from six different European countries – Denmark, England, Ireland, Germany, Poland and Spain – and through four strands of work, each of which focuses on a different social actor i.e. policymakers, the media, higher education institutions and students themselves. Main Topics: Higher Education, Students, Europe Purposive selection/case studies Face-to-face interview Face-to-face focus group

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Statista (2025). Share of population aged 15-64 that are university graduates in Europe 2024 [Dataset]. https://www.statista.com/statistics/1084737/eu-27-adults-with-tertiary-education-attainment/
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Share of population aged 15-64 that are university graduates in Europe 2024

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2 scholarly articles cite this dataset (View in Google Scholar)
Dataset updated
May 15, 2025
Dataset authored and provided by
Statistahttp://statista.com/
Time period covered
2024
Area covered
Europe
Description

******* was the European country with the highest share of graduates in 2024, with almost **** of those aged between 15 and 64 having a degree. On the contrary, only ** percent of the population aged 15 to 64 in ********************** hold a tertiary education title.

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