This bulletin is the annual first release of HESA student data. For the first time it draws upon data from the revised student data collection (delivered by the Data Futures programme). A comprehensive quality assessment has been undertaken on the dataset and this is detailed in our accompanying 2022/23 student data quality report. A detailed list of findings is available in the data quality and insights resource, which is also accompanied by provider specific data notes. The coverage of data is detailed in the notes section of this release. In summary, we cover data about higher education students and qualifiers from the following types of providers within the UK: Higher education (HE) providers in England registered with the Office for Students (OfS) in the Approved (fee cap) or Approved categories; Publicly funded HE providers in Wales, Scotland and Northern Ireland; and Further education (FE) colleges in Wales. This bulletin also includes information from the HESA Aggregate Offshore record which can be seen in Figure 12. This separate record counts students studying wholly outside the UK who are either registered with the reporting HE provider or who are studying for an award of the reporting HE provider.

In 2022, Canada had the greatest number of international students compared to their entire higher education population, with nearly ** percent of students being international. Australia followed with a share of ** percent of the students being international, while the United Kingdom ranked third.

This bulletin is the annual first release of HESA student data. For the first time it draws upon data from the revised student data collection (delivered by the Data Futures programme). A comprehensive quality assessment has been undertaken on the dataset and this is detailed in our accompanying 2022/23 student data quality report. A detailed list of findings is available in the data quality and insights resource, which is also accompanied by provider specific data notes.

The coverage of data is detailed in the notes section of this release. In summary, we cover data about higher education students and qualifiers from the following types of providers within the UK:

Higher education (HE) providers in England registered with the Office for Students (OfS) in the Approved (fee cap) or Approved categories; Publicly funded HE providers in Wales, Scotland and Northern Ireland; and Further education (FE) colleges in Wales.

This bulletin also includes information from the HESA Aggregate Offshore record which can be seen in Figure 12. This separate record counts students studying wholly outside the UK who are either registered with the reporting HE provider or who are studying for an award of the reporting HE provider.

There were approximately 18.58 million college students in the U.S. in 2022, with around 13.49 million enrolled in public colleges and a further 5.09 million students enrolled in private colleges. The figures are projected to remain relatively constant over the next few years.

What is the most expensive college in the U.S.? The overall number of higher education institutions in the U.S. totals around 4,000, and California is the state with the most. One important factor that students – and their parents – must consider before choosing a college is cost. With annual expenses totaling almost 78,000 U.S. dollars, Harvey Mudd College in California was the most expensive college for the 2021-2022 academic year. There are three major costs of college: tuition, room, and board. The difference in on-campus and off-campus accommodation costs is often negligible, but they can change greatly depending on the college town.

The differences between public and private colleges Public colleges, also called state colleges, are mostly funded by state governments. Private colleges, on the other hand, are not funded by the government but by private donors and endowments. Typically, private institutions are  much more expensive. Public colleges tend to offer different tuition fees for students based on whether they live in-state or out-of-state, while private colleges have the same tuition cost for every student.

This release includes more detail on higher education students than was published in the student statistics bulletin in January 2022.

As of the academic year 2021/2022, the total number of enrolled students in higher education in Egypt corresponded to around *** million, which was a *** percent increase from the previous year. Throughout the previous decade, the number of students in higher education in Egypt decreased only on three occasions in 2010/2011, 2011/2012 and 2017/2018. In the academic year 2010/2011, the number of students decreased by over *** thousand.

Distribution of international student enrolments, by level of tertiary education, institution type, Classification of Instructional Programs (CIP) 2021, STEM (science, technology, engineering and mathematics) and BHASE (business, humanities, health, arts, social science and education) groupings, gender and age group.

The National Center for Education Statistics’ (NCES) Education Demographic and Geographic Estimates (EDGE) program develops annually updated point locations (latitude and longitude) for postsecondary institutions included in the NCES Integrated Postsecondary Education Data System (IPEDS). The IPEDS program annually collects information about enrollments, program completions, graduation rates, faculty and staff, finances, institutional prices, and student financial aid from colleges, universities, and technical and vocational institutions that participate in federal student financial aid programs under the Higher Education Act of 1965 (as amended). The NCES EDGE program uses address information reported in the annually updated IPEDS directory file to develop point locations for all institutions reported in IPEDS. The point locations in this data layer were developed from the 2022-2023 IPEDS collection. For more information about NCES school point data, see: https://nces.ed.gov/programs/edge/Geographic/SchoolLocations.All information contained in this file is in the public domain. Data users are advised to review NCES program documentation and feature class metadata to understand the limitations and appropriate use of these data.

1. Reference Year: 2022/20232. Early Childhood Care and Education (ECCE) enrolments are provided by POBAL3. Primary and post-primary pupil enrolment numbers are extracted from the Department of Education’s Primary Online Database (POD) and Post-primary Online Database (P-POD) systems4. Enrolments in further education and training are extracted from the SOLAS Programme Learner Support Service (PLSS) with enrolments in higher education provided by the Higher Education Authority (HEA)5. Enrolments are a measure of the size of the education system6. Data is reported on an academic year basis which starts in September of a year and finishes in June of the following year (First week of June for post-primary schools and last week of June for primary schools) and covers full-time students only, apart from ECCE/Pre-school pupils7. Participation in early learning and childcare spans the period of children’s lives up to starting school and includes childcare supports for school aged children8. The indicator on the ‘number of pre-school children in ECCE’ only includes the number of children registered for the ECCE programme and does not represent the full range or population of early learning and childcare provision9. Enrolments in FET & HE only include state-funded institutions and exclude enrolments in private colleges10. All values for Higher Education Students are rounded to the nearest 5 students with the individual figures rounded independently, so the sum of the component items may therefore not necessarily add to the totals shown11. Data on enrolments in further education for the academic year 2022/2023 will be included once it becomes available. This affects indicators across several areas

Brunei Number of Students: University data was reported at 12,366.000 Person in 2023. This records a decrease from the previous number of 13,648.000 Person for 2022. Brunei Number of Students: University data is updated yearly, averaging 3,712.000 Person from Dec 1986 (Median) to 2023, with 35 observations. The data reached an all-time high of 13,648.000 Person in 2022 and a record low of 176.000 Person in 1986. Brunei Number of Students: University data remains active status in CEIC and is reported by Department of Economic Planning and Statistics, Ministry of Finance and Economy. The data is categorized under Global Database’s Brunei – Table BN.G006: Education Statistics.

In the academic year 2023/24, there were 331,602 international students from India studying in the United States. International students The majority of international students studying in the United States are originally from India and China, totaling 331,602 students and 277,398 students respectively in the 2023/24 school year. In 2022/23, there were 467,027 international graduate students , which accounted for over one third of the international students in the country. Typically, engineering and math & computer science programs were among the most common fields of study for these students. The United States is home to many world-renowned schools, most notably, the Ivy League Colleges which provide education that is sought after by both foreign and local students. International students and college Foreign students in the United States pay some of the highest fees in the United States, with an average of 24,914 U.S. dollars. American students attending a college in New England paid an average of 14,900 U.S. dollars for tuition alone and there were about 79,751 international students in Massachusetts . Among high-income families, U.S. students paid an average of 34,700 U.S. dollars for college, whereas the average for all U.S. families reached only 28,026 U.S. dollars. Typically, 40 percent of families paid for college tuition through parent income and savings, while 29 percent relied on grants and scholarships.

Students from the Chinese ethnic group had the highest entry rate into higher education in every year from 2006 to 2024.

Number of Enrolled Student: Higher Institution: Guangdong: Guangzhou data was reported at 1,468.613 Person th in 2023. This records a decrease from the previous number of 1,489.276 Person th for 2022. Number of Enrolled Student: Higher Institution: Guangdong: Guangzhou data is updated yearly, averaging 819.970 Person th from Dec 1996 (Median) to 2023, with 28 observations. The data reached an all-time high of 1,489.276 Person th in 2022 and a record low of 99.214 Person th in 1996. Number of Enrolled Student: Higher Institution: Guangdong: Guangzhou data remains active status in CEIC and is reported by Guangzhou Municipal Bureau of Statistics. The data is categorized under China Premium Database’s Socio-Demographic – Table CN.GH: Number of Enrolled Student: Higher Education: Regular: Prefecture Level City.

This table gives an overview of government expenditure on regular education in the Netherlands since 1900. All figures presented have been calculated according to the standardised definitions of the OECD.

Government expenditure on education consists of expenditure by central and local government on education institutions and education. Government finance schools, colleges and universities. It pays for research and development conducted by universities. Furthermore it provides student grants and loans, allowances for school costs, provisions for students with a disability and child care allowances to households as well as subsidies to companies and non-profit organisations.

Total government expenditure is broken down into expenditure on education institutions and education on the one hand and government expenditure on student grants and loans and allowances for school costs to households on the other. If applicable these subjects are broken down into pre-primary and primary education, special needs primary education, secondary education, senior secondary vocational and adult education, higher professional education and university education. Data are available from 1900. Figures for the Second World War period are based on estimations due to a lack of source material.

The table also includes the indicator government expenditure on education as a percentage of gross domestic product (GDP). This indicator is used to compare government expenditure on education internationally. The indicator is compounded on the basis of definitions of the OECD (Organisation for Economic Cooperation and Development). The indicator is also presented in the StatLine table education; Education expenditure and CBS/OECD indicators. Figures for the First World War and Second World War period are not available for this indicator due to a lack of reliable data on GDP for these periods.

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 2018. Among other things, GDP has been adjusted upwards as a result of the revision. The revision has not been extended to the years before 1995. In the indicator “Total government expenditure as % of GDP”, a break occurs between 1994 and 1995 as a result of the revision.

Data available from: 1900

Status of the figures: The figures from 1995 to 2020 are final. The 2021 figures are revised provisional, the 2022 figures are provisional.

Changes on 7 December 2023: The revised provisional figures of 2021 and the provisional figures of 2022 have been added.

When will new figures be published? The final figures for 2021 will be published in the first quarter of 2024. The final figures for 2022 and the provisional figures for 2023 will be published in December 2024.

This dataset includes the attendance rate for public school students PK-12 by district during the 2022-2023 school year. Attendance rates are provided for each district for the overall student population and for the high needs student population. Students who are considered high needs include students who are English language learners, who receive special education, or who qualify for free and reduced lunch. When no attendance data is displayed in a cell, data have been suppressed to safeguard student confidentiality, or to ensure that statistics based on a very small sample size are not interpreted as equally representative as those based on a sufficiently larger sample size. For more information on CSDE data suppression policies, please visit http://edsight.ct.gov/relatedreports/BDCRE%20Data%20Suppression%20Rules.pdf.

Progression to higher education or training at national level, including breakdowns by institution type and student characteristics.

Over the past five years, for-profit universities have faced mounting headwinds amid regulatory tightening, inflation and negative public perception. While data from the National Center for Education Statistics (NCES) reports that overall postsecondary enrollment grew by just 0.5% from 2020 to 2025, enrollment at for-profit institutions shrank by 4.1%. Ballooning student debt and rising tuition, made worse by inflation in 2022 and 2023, have driven many recent graduates and adult learners to second-guess the value of higher education, especially degrees from for-profit schools with poor graduate earnings. Government regulations added further strain as the Biden administration's 2024 reinstatement of gainful employment rules once again linked access to federal funding to graduate debt-to-income ratios. At the same time, for-profit schools battled declining revenue as affordable nonprofit and vocational programs drew away budget-conscious students. Industry revenue has dropped at a CAGR of 0.5% to an estimated $13.6 billion over the five years through 2025. A faltering reputation has played a major role in the industry's decline. According to Federal Student Aid data, for-profit universities are repeatedly criticized for low graduation rates, weak graduate earnings and high student loan default rates—the highest across any demographic. Allegations of predatory practices remain in the headlines, exemplified by Walden University's $28.5 million lawsuit settlement in 2024. Although these institutions offer flexible scheduling and lower tuition rates that appeal to low-income and nontraditional students, the public remains wary. Studies indicate that most programs with no positive return on investment are at for-profit colleges. Meanwhile, stricter government scrutiny and the widespread availability of earnings and debt data have made poor outcomes highly visible, solidifying the negative perception. Many for-profit universities have shuttered, though some have managed to retain profit by closing physical locations. For-profit universities will continue facing a decline over the next five years. IBISWorld expects for-profit university enrollment to drop at an annualized 1.1% through 2030, outpaced by modest growth at nonprofit and vocational schools, where graduates see better employment outcomes. Uncertainty in regulations, including the possible repeal of the 90/10 rule, adds more volatility, while the lack of broad student loan forgiveness will likely suppress affordability and demand. As students and job seekers prioritize educational outcomes and cost, one in seven for-profit universities is expected to close by 2030. For-profit universities' revenue is set to sink at a CAGR of 0.3% to an estimated $13.4 billion through the next five years.