These statistics on student enrolments and qualifications obtained by higher education (HE) students at HE providers in the UK are produced by the Higher Education Statistics Agency (HESA). Information is available for:
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=4" class="govuk-link">HESA website.
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This bulletin is the annual first release of HESA student data. It covers 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. These providers submit data to HESA via either the Student record or the Student alternative record. This is the third year that data from both records have been combined together in the figures within this release to provide a more complete picture of higher education within the UK. Further details on coverage can be seen in the notes section of this release. This bulletin also includes information from the HESA Aggregate Offshore record and 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.
These statistics on student enrolments and qualifications obtained by higher education (HE) students at HE providers in the UK are produced by the Higher Education Statistics Agency (HESA). Information is available for:
Official statistics are produced impartially and free from political influence.
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This bulletin provides details of staff employment at UK higher education (HE) providers on 1 December 2021. Detailed analysis of the HESA staff record is available in the Higher Education Staff Open Data, released on 21 February 2023. This bulletin has been produced by Jisc in collaboration with statisticians from the Department for Education, the Office for Students, the Welsh Government, the Scottish Government and the Department for the Economy Northern Ireland. It has been released according to the arrangements approved by the UK Statistics Authority.
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Forecast mean total loan outlay per higher education undergraduate student, by course start year and number of years of funding across 2021/22 to 2027/28
This statistical bulletin has been produced by the Department for the Economy (DfE), Northern Ireland (NI) and provides information on Higher Education (HE) qualifications gained by students at NI Higher Education Institutions (HEIs), and by NI domiciled students at UK HEIs, in the academic year 2021/22.
This publication provides statistics on loan outlays, repayments and borrower repayment status for Scotland domiciled students studying in Higher Education (HE) in the UK and EU students studying in Scotland.
The figures cover Income Contingent Loans (ICR), which were introduced in 1998/99, for financial years up to and including 2021-22.
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Forecast mean loan outlay per academic year per higher education undergraduate student, by loan product across 2021/22 to 2026/27
This publication provides statistics on loan outlays, repayments and borrower repayment status for Welsh domiciled students studying in higher education (HE) in the UK and EU students studying in Wales.
The figures cover Income Contingent Loans (ICR), which were introduced in 1998/99, for financial years up to and including 2021-22.
Statistics providing information on measures of widening participation in higher education.
These include estimates of progression to higher education (HE) by age 19 for state-funded pupils by personal characteristics, including:
The publication includes geographic breakdowns to enable comparisons of HE progression rates between local authorities and regions by personal characteristics.
Figures are also provided showing estimated percentages of A level and equivalent students, by school or college type, who progressed to HE by age 19 with breakdowns for high tariff higher education providers.
Further breakdowns include progression by POLAR disadvantage and Teaching Excellence and Student Outcomes Framework rating.
The latest data relates to HE entry in 2019 to 2020, so the figures presented will be unaffected by the impact of the coronavirus (COVID-19) pandemic.
This publication provides statistics on loan outlays, repayments of loans and borrower activity for English domiciled students studying in higher education (HE) and further education (FE) in the United Kingdom (UK) and European Union (EU) students studying in England.
The figures cover Income Contingent Loans (ICR), which were introduced in 1998/99, for financial years up to and including 2021-22.
This statistical bulletin has been produced by the Department for the Economy (DfE), Northern Ireland (NI) and provides information on the number of NI students enrolled at UK Higher Education Institutions (HEIs), and the number of students enrolled at NI HEIs, in the academic year 2021/22.
This publication provides statistics on loan outlays, repayments of loans and borrower activity for Northern Ireland domiciled students studying in Higher Education (HE) and European Union (EU) students studying in Northern Ireland.
The figures cover Income Contingent Loans (ICR), which were introduced in 1998/99, for financial years up to and including 2021-22.
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This dataset provides Census 2021 estimates that classify all usual residents aged 5 years and over in England and Wales with a schoolchild/student indicator. The estimates are as at Census Day, 21 March 2021.
Schoolchild or full-time student indicator (3 categories)
Indicates whether a person aged 5 years and over was in full-time education on Census Day, 21 March 2021. This includes schoolchildren and adults in full-time education.
Schoolchildren and students in full-time education studying away from home are treated as usually resident at their term-time address.
Area type
Census 2021 statistics are published for a number of different geographies. These can be large, for example the whole of England, or small, for example an output area (OA), the lowest level of geography for which statistics are produced.
For higher levels of geography, more detailed statistics can be produced. When a lower level of geography is used, such as output areas (which have a minimum of 100 persons), the statistics produced have less detail. This is to protect the confidentiality of people and ensure that individuals or their characteristics cannot be identified.
Coverage
Census 2021 statistics are published for the whole of England and Wales. However, you can choose to filter areas by:
country - for example, Wales region - for example, London local authority - for example, Cornwall health area – for example, Clinical Commissioning Group statistical area - for example, MSOA or LSOA
Lower Tier Local Authorities
Lower tier local authorities provide a range of local services. In England there are 309 lower tier local authorities. These are made up of non-metropolitan districts (181), unitary authorities (59), metropolitan districts (36) and London boroughs (33, including City of London). In Wales there are 22 local authorities made up of 22 unitary authorities. Of these local authority types, only non-metropolitan districts are not additionally classified as upper tier local authorities.
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36.1% of white undergraduate students got a first class degree in the 2021 to 2022 academic year, compared with 17.3% of black students.
The COVID-19 pandemic has had a substantial impact on mental health; because students are particularly vulnerable to loneliness, isolation, stress and unhealthy lifestyle choices, their mental health and wellbeing may potentially be more severely impacted by lockdown measures than the general population. This study assessed the mental health and wellbeing of UK undergraduate students during and after the lockdowns associated with the COVID-19 pandemic. Data were collected via online questionnaire at 3 time points – during the latter part of the first wave of the pandemic (spring/summer 2020; n=46) while stringent lockdown measures were still in place but gradually being relaxed; during the second wave of the pandemic (winter 2020-21; n=86) while local lockdowns were in place across the UK; and during the winter of 2021-22 (n=77), when infection rates were high but no lockdown measures were in place. Stress was found to most strongly predict wellbeing and mental health measures during the two pandemic waves. Other substantial predictors were diet quality and intolerance of uncertainty. Positive wellbeing was the least well accounted for of our outcome variables. Conversely, we found that depression and anxiety were higher during winter 2021-22 (no lockdowns) than winter 2020-21 (under lockdown). This may be due to the high rates of infection over that period and the effects of COVID-19 infection itself on mental health. This suggests that, as significant as the effects of lockdowns were on the wellbeing of the nation, not implementing lockdown measures could potentially have been even more detrimental for mental health. The design of the study is a cross-sectional survey. These data were collected via online questionnaire survey (Qualtrics; export attached) distributed at 3 time points (different group of participants at each time point, not repeated measures). We collected data via opportunity sampling from student volunteers. Some of these were collected via our institutional 'participant pool', where students receive credits for participating in studies, and others were collected via advertising on social media etc. The participants were Higher Education students aged 18+ at any UK institution at the time of study entry (including both undergraduate and postgraduate students). There were no other inclusion/ exclusion criteria.
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.
According to an educational survey conducted between January and February 2022, the ************** was the most attractive destination for Chinese students wishing to study abroad. Back in 2015, *************************** were generally more attractive to Chinese students than ****** and ****, a situation that has changed today. The rising demand for international education In recent years, receiving an international education was no longer a niche reserved for the affluent class in China. Thanks to the country's strong economic growth in the last few decades, more families can afford the expense of studying abroad. Between 2000 and 2019, the number of Chinese students studying abroad increased *******, to more than ******* in 2019. The increasing number of international students from China's expanding middle-class has led to a diversification of study abroad destinations. More affordable programs such as a one-year master's in the United Kingdom, and programs in Japan, Germany and France emerged as the preferred choices for many Chinese students. The United Kingdom as an attractive destination Despite a significant drop in the overall number of Chinese students studying abroad due to the COVID-19 pandemic and the subsequent travel restrictions, more than ******* Chinese students studied in the UK in the 2021/22 academic year. This popularity can be attributed to a combination of strong rankings in university league tables, along with relatively inexpensive fees compared to those in the United States and Australia.
The analysis covers all enrolments, regulated enrolments, Higher Education enrolments as well as qualifications and performance (retention, achievement and success rates) in the FE Sector by Local Government District. This edition of the fact sheet also includes analysis regarding students, those enrolled on regulated and higher education courses and the qualifications they have achieved.
These statistics on student enrolments and qualifications obtained by higher education (HE) students at HE providers in the UK are produced by the Higher Education Statistics Agency (HESA). Information is available for:
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=4" class="govuk-link">HESA website.