The Colleges and Universities feature class/shapefile is composed of all Post Secondary Education facilities as defined by the Integrated Post Secondary Education System (IPEDS, http://nces.ed.gov/ipeds/), National Center for Education Statistics (NCES, https://nces.ed.gov/), US Department of Education for the 2018-2019 school year. Included are Doctoral/Research Universities, Masters Colleges and Universities, Baccalaureate Colleges, Associates Colleges, Theological seminaries, Medical Schools and other health care professions, Schools of engineering and technology, business and management, art, music, design, Law schools, Teachers colleges, Tribal colleges, and other specialized institutions. Overall, this data layer covers all 50 states, as well as Puerto Rico and other assorted U.S. territories. This feature class contains all MEDS/MEDS+ as approved by the National Geospatial-Intelligence Agency (NGA) Homeland Security Infrastructure Program (HSIP) Team. Complete field and attribute information is available in the ”Entities and Attributes” metadata section. Geographical coverage is depicted in the thumbnail above and detailed in the "Place Keyword" section of the metadata. This feature class does not have a relationship class but is related to Supplemental Colleges. Colleges and Universities that are not included in the NCES IPEDS data are added to the Supplemental Colleges feature class when found. This release includes the addition of 175 new records, the removal of 468 no longer reported by NCES, and modifications to the spatial location and/or attribution of 6682 records.

https://www.googleapis.com/download/storage/v1/b/kaggle-user-content/o/inbox%2F16731800%2F3e3c54f587ab17e92580cc95201c4b31%2FRplot.png?generation=1705869808232376&alt=media" alt="">

https://www.googleapis.com/download/storage/v1/b/kaggle-user-content/o/inbox%2F16731800%2Fa6b42e79e6e7d7678ca631cfff5466f2%2Ffile2ecc50e01cf4.gif?generation=1705869826569671&alt=media" alt="">

The QS Rankings, renowned for its esteemed university evaluations, annually releases the QS World University Rankings. The 2024 edition comprises a dataset encompassing the top 100 universities globally, with each entry defined by 12 features.

The 'rank' feature denotes the university's position in the QS rankings, offering a quantitative representation of its standing. The 'university' column identifies the institution by name. The 'overall score' is a floating-point value derived from various contributing factors, reflecting the comprehensive evaluation undertaken by QS.

Academic reputation, an integral aspect, is quantified in the 'academic reputation' feature, while 'employer reputation' gauges the institution's standing in the professional realm. The 'faculty student ratio' is calculated by dividing the faculty count by the number of students, a metric often indicative of the learning environment's quality.

'Citations per faculty' delves into the scholarly impact, measuring the total citations received by an institution's papers over five years, normalized by faculty size. The 'international faculty ratio' and 'international students ratio' shed light on the global diversity of the academic community, capturing the proportion of foreign faculty and students.

The 'international research network' employs a formula to quantify the institution's global partnerships and collaborations. 'Employment outcomes' are assessed through a formula involving alumni impact and graduate employment indices, providing insights into the professional success of graduates.

Finally, the 'sustainability' feature evaluates an institution's commitment to environmental sciences, considering alumni outcomes and academic reputation within the field. It also examines the inclusion of climate science and sustainability in the curriculum, reflecting the growing emphasis on environmental consciousness in higher education.

In essence, this dataset encapsulates a multifaceted evaluation of universities worldwide, encompassing academic, professional, and sustainability dimensions, making it a valuable resource for individuals and institutions navigating the dynamic landscape of global higher education. VALUE FOUNDS IS HIPOTICALY data 2021

Analysis of ‘U.S. News and World Report’s College Data’ provided by Analyst-2 (analyst-2.ai), based on source dataset retrieved from https://www.kaggle.com/flyingwombat/us-news-and-world-reports-college-data on 28 January 2022.

--- Dataset description provided by original source is as follows ---

Context

Statistics for a large number of US Colleges from the 1995 issue of US News and World Report.

Content

A data frame with 777 observations on the following 18 variables.

Private A factor with levels No and Yes indicating private or public university

Apps Number of applications received

Accept Number of applications accepted

Enroll Number of new students enrolled

Top10perc Pct. new students from top 10% of H.S. class

Top25perc Pct. new students from top 25% of H.S. class

F.Undergrad Number of fulltime undergraduates

P.Undergrad Number of parttime undergraduates

Outstate Out-of-state tuition

Room.Board Room and board costs

Books Estimated book costs

Personal Estimated personal spending

PhD Pct. of faculty with Ph.D.’s

Terminal Pct. of faculty with terminal degree

S.F.Ratio Student/faculty ratio

perc.alumni Pct. alumni who donate

Expend Instructional expenditure per student

Grad.Rate Graduation rate

Source

This dataset was taken from the StatLib library which is maintained at Carnegie Mellon University.

The dataset was used in the ASA Statistical Graphics Section’s 1995 Data Analysis Exposition.

--- Original source retains full ownership of the source dataset ---

For the academic year of 2024/2025, the University of Oxford was ranked as the best university in the world, with an overall score of 98.5 according the Times Higher Education. The Massachusetts Institute of Technology and Harvard University followed behind. A high number of the leading universities in the world are located in the United States, with the ETH Zürich in Switzerland the highest ranked neither in the United Kingdom nor the U.S.

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.

The Global Longitudinal University Enrolment Dataset (GLUED) has been deaccessioned. Under no circumstances may a list of GLUED hitherto downloaded be disseminated, published or used for commercial purposes.

An Taisce, in co-operation with the Local Authorities, run the national Green Schools 9-flag program. Schools carry out a number of tasks, run educational programs and environmental projects which are incorporated into everyday school-life. The themes are:Litter & Waste ,Energy, Water, Travel, Biodiversity, Global Citizenship Litter & Waste, Global Citizenship Energy ,Global Citizenship Marine Environment, Global Citizenship TravelThere are 145 schools in Fingal registered as active in the An Taisce Green Schools Program. Got to www.fingal.ie for more information on Green Schools Programme details.. Fingal County Council invests in a number of school projects every year.Each flag has to be maintained as the school progresses towards the new flags. Fingal County Council assists the schools by providing information and support and environmental presentations to the students. In Feb/ March we also carry out all the Green Flag Assessments.We congratulate all the schools on their efforts – the green schools coordinators and committees, the teachers and students and caretakers and all involved put in a lot of work to make this possible.

India Number of Students: Colleges data was reported at 26,552,301.000 Person in 2017. This records an increase from the previous number of 26,388,693.000 Person for 2016. India Number of Students: Colleges data is updated yearly, averaging 23,470,323.500 Person from Sep 2010 (Median) to 2017, with 8 observations. The data reached an all-time high of 26,552,301.000 Person in 2017 and a record low of 11,551,516.000 Person in 2010. India Number of Students: Colleges data remains active status in CEIC and is reported by Department of Higher Education. The data is categorized under India Premium Database’s Education Sector – Table IN.EDD005: Number of Students: Colleges.

Analysis of ‘QS World University Rankings 2017 - 2022’ provided by Analyst-2 (analyst-2.ai), based on source dataset retrieved from https://www.kaggle.com/padhmam/qs-world-university-rankings-2017-2022 on 13 February 2022.

--- Dataset description provided by original source is as follows ---

Context

QS World University Rankings is an annual publication of global university rankings by Quacquarelli Symonds. The QS ranking receives approval from the International Ranking Expert Group (IREG), and is viewed as one of the three most-widely read university rankings in the world. QS publishes its university rankings in partnership with Elsevier.

Content

This dataset contains university data from the year 2017 to 2022. It has a total of 15 features. - university - name of the university - year - year of ranking - rank_display - rank given to the university - score - score of the university based on the six key metrics mentioned above - link - link to the university profile page on QS website - country - country in which the university is located - city - city in which the university is located - region - continent in which the university is located - logo - link to the logo of the university - type - type of university (public or private) - research_output - quality of research at the university - student_faculty_ratio - number of students assigned to per faculty - international_students - number of international students enrolled at the university - size - size of the university in terms of area - faculty_count - number of faculty or academic staff at the university

Acknowledgements

This dataset was acquired by scraping the QS World University Rankings website with Python and Selenium. Cover Image: Source

Inspiration

Some of the questions that can be answered with this dataset, 1. What makes a best ranked university? 2. Does the location of a university play a role in its ranking? 3. What do the best universities have in common? 4. How important is academic research for a university? 5. Which country is preferred by international students?

--- Original source retains full ownership of the source dataset ---

Abstract

The Master datasets comprise of four datasets: on children, schools, teachers and households. These master datasets contain key variables and identifiers which will allow users of the data to determine the progression of sample sizes and attrition of children, households, schools and teachers across the four years of the LEAPS panel data.

The children dataset contains round-by-round status of children's grades, enrollment, promotion etc. It also has variables indicating the panel child belongs to (the first panel being grade 3 children LEAPS started following in 2003, and the second one being 3rd graders followed starting in 2005 i.e. round 3 of the survey) as well as whether child was randomly selected for child questionnaire in class. The school dataset contains information such as school type, survey status, construction date. Note that there is only one schoolid variable and it is constant across all rounds. To capture the fact that there is merging of some schools going on across the rounds, refer to the school_merged_into and school_merged_with variables. The school_merged_into variable only exists for the small schools that merged into a larger school whereas the school_merged_with variable exists for the larger schools that the smaller schools merged in to. The teachers dataset contains information such as their round-by-round school, teaching status. The household dataset contains a Mauza indicator, and a variable on whether the household was surveyed in a particular round.

Geographic coverage

Rural Punjab, Pakistan

Sampling procedure

The sample comprises 112 villages in 3 districts of Punjab-Attock, Faisalabad and Rahim Yar Khan. The districts represent an accepted stratification of the province into North (Attock), Central (Faisalabad) and South (Rahim Yar Khan). The 112 villages in these districts were chosen randomly from the list of all villages with an existing private school. This allows us to look at differences between private and public schools in the same village. Although these villages are thus bigger and richer than average villages in these districts, we believe this is a forward-looking strategy and the insights earned here will soon be applicable to a significant fraction of all villages in the country.

Sampling deviation

None

Response rate

The attrition has been remarkably small, averaging 3-4 percent in each year.

Number of Colleges: Kerala data was reported at 1,332.000 Unit in 2021. This records an increase from the previous number of 1,328.000 Unit for 2020. Number of Colleges: Kerala data is updated yearly, averaging 1,239.000 Unit from Sep 2010 (Median) to 2021, with 12 observations. The data reached an all-time high of 1,332.000 Unit in 2021 and a record low of 556.000 Unit in 2010. Number of Colleges: Kerala data remains active status in CEIC and is reported by Ministry of Education. The data is categorized under India Premium Database’s Education Sector – Table IN.EDD002: Number of Colleges.

The Global Terrorism Database™ (GTD) is an open-source database including information on terrorist events around the world from 1970 through 2020 (with annual updates planned for the future). Unlike many other event databases, the GTD includes systematic data on domestic as well as international terrorist incidents that have occurred during this time period and now includes more than 200,000 cases.

The study used an explanatory sequential mixed method design. This method is appropriate for examining the employment status of STEM graduates in terms of gender as well as the time it takes for graduates to secure their first job after graduating. The method is also employed to look at how staff in higher education supports female graduates in their search for employment after graduation. By design, this study collects data in a sequential fashion, starting with quantitative data and moving on to qualitative data that provide context for the quantitative data.Both primary and secondary sources of data were employed in the study (See Figure A). While information from secondary sources was gathered using Eric, Scopus, and Google search engines, information from primary sources was gathered through questionnaires and interviews. PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) was used to conduct the analysis. Using the keywords employment status, duration of job search, and gender-responsive support of higher education, the first 221 articles were collected. Only 15 articles were chosen when PRISMA used the inclusion and exclusion criteria to filter out publications gathered between 2012 and 2024. The information gathered from secondary sources was utilized to triangulate the findings of the primary data sources. The following figure shows the data sources.Figure A: Data sources for the study (see the Description Word Doc. in the dataset)Based on the explanatory sequential mixed method design, quantitative data analysis was first carried out. In order to determine whether there were statistical differences in the employment status and the time it took for male and female STEM engineering graduates to find jobs, the chi square test was employed. An analysis of the degree to which higher education institutions assist female graduates in their job search was also done using an independent samples t-test. The viewpoints of academics from these related universities and prospective employers of STEM graduates were captured through the use of qualitative data.

The table 2025-03-21 Gallup World Poll is part of the dataset Gallup World Poll, available at https://stanford.redivis.com/datasets/zqck-d60drwz0p. It contains 2884961 rows across 2759 variables.

SAIVT-Campus Dataset

Overview

The SAIVT-Campus Database is an abnormal event detection database captured on a university campus, where the abnormal events are caused by the onset of a storm. Contact Dr Simon Denman or Dr Jingxin Xu for more information.

Licensing

The SAIVT-Campus database is © 2012 QUT and is licensed under the Creative Commons Attribution-ShareAlike 3.0 Australia License.

Attribution

To attribute this database, please include the following citation: Xu, Jingxin, Denman, Simon, Fookes, Clinton B., & Sridharan, Sridha (2012) Activity analysis in complicated scenes using DFT coefficients of particle trajectories. In 9th IEEE International Conference on Advanced Video and Signal Based Surveillance (AVSS 2012), 18-21 September 2012, Beijing, China. available at eprints.

Acknowledging the Database in your Publications

In addition to citing our paper, we kindly request that the following text be included in an acknowledgements section at the end of your publications: We would like to thank the SAIVT Research Labs at Queensland University of Technology (QUT) for freely supplying us with the SAIVT-Campus database for our research.

Installing the SAIVT-Campus database

After downloading and unpacking the archive, you should have the following structure:

SAIVT-Campus +-- LICENCE.txt +-- README.txt +-- test_dataset.avi +-- training_dataset.avi +-- Xu2012 - Activity analysis in complicated scenes using DFT coefficients of particle trajectories.pdf

Notes

The SAIVT-Campus dataset is captured at the Queensland University of Technology, Australia.

It contains two video files from real-world surveillance footage without any actors:

training_dataset.avi (the training dataset)
test_dataset.avi (the test dataset).

This dataset contains a mixture of crowd densities and it has been used in the following paper for abnormal event detection:

Xu, Jingxin, Denman, Simon, Fookes, Clinton B., & Sridharan, Sridha (2012) Activity analysis in complicated scenes using DFT coefficients of particle trajectories. In 9th IEEE International Conference on Advanced Video and Signal Based Surveillance (AVSS 2012), 18-21 September 2012, Beijing, China. Available at eprints. 
This paper is also included with the database (Xu2012 - Activity analysis in complicated scenes using DFT coefficients of particle trajectories.pdf) Both video files are one hour in duration.

The normal activities include pedestrians entering or exiting the building, entering or exiting a lecture theatre (yellow door), and going to the counter at the bottom right. The abnormal events are caused by a heavy rain outside, and include people running in from the rain, people walking towards the door to exit and turning back, wearing raincoats, loitering and standing near the door and overcrowded scenes. The rain happens only in the later part of the test dataset.

As a result, we assume that the training dataset only contains the normal activities. We have manually made an annotation as below:

the training dataset does not have abnormal scenes
the test dataset separates into two parts: only normal activities occur from 00:00:00 to 00:47:16 abnormalities are present from 00:47:17 to 01:00:00. We annotate the time 00:47:17 as the start time for the abnormal events, as from this time on we have begun to observe people stop walking or turn back from walking towards the door to exit, which indicates that the rain outside the building has influenced the activities inside the building. Should you have any questions, please do not hesitate to contact Dr Jingxin Xu.

World Wide University Ranking and Global Air Transport ConnectivityThe data sets out the world's top 500 universities ranked by ARWU (2005-16) and their location, performance, and other attributes, including nearby air transport network's connectivity metrics. The method for determining the network connectivity metrics are set out in the paper, as are the details of the data.2017-07-RSOC-FINAL-DATA-TO-SUBMIT.xlsx

The Gridded Surface Meteorological dataset provides high spatial resolution (~4-km) daily surface fields of temperature, precipitation, winds, humidity and radiation across the contiguous United States from 1979. The dataset blends the high resolution spatial data from PRISM with the high temporal resolution data from the National Land Data Assimilation System (NLDAS) to produce spatially and temporally continuous fields that lend themselves to additional land surface modeling. This dataset contains provisional products that are replaced with updated versions when the complete source data become available. Products can be distinguished by the value of the 'status' property. At first, assets are ingested with status='early'. After several days, they are replaced by assets with status='provisional'. After about 2 months, they are replaced by the final assets with status='permanent'.

A real-world multi-vehicle multi-modal V2V and V2X dataset

Recently published datasets have been increasingly comprehensive with respect to their variety of simultaneously used sensors, traffic scenarios, environmental conditions, and provided annotations. However, these datasets typically only consider data collected by one independent vehicle. Hence, there is currently a lack of comprehensive, real-world, multi-vehicle datasets fostering research on cooperative applications such as object detection, urban navigation, or multi-agent SLAM. In this paper, we aim to fill this gap by introducing the novel LUCOOP dataset, which provides time-synchronized multi-modal data collected by three interacting measurement vehicles. The driving scenario corresponds to a follow-up setup of multiple rounds in an inner city triangular trajectory. Each vehicle was equipped with a broad sensor suite including at least one LiDAR sensor, one GNSS antenna, and up to three IMUs. Additionally, Ultra-Wide-Band (UWB) sensors were mounted on each vehicle, as well as statically placed along the trajectory enabling both V2V and V2X range measurements. Furthermore, a part of the trajectory was monitored by a total station resulting in a highly accurate reference trajectory. The LUCOOP dataset also includes a precise, dense 3D map point cloud, acquired simultaneously by a mobile mapping system, as well as an LOD2 city model of the measurement area. We provide sensor measurements in a multi-vehicle setup for a trajectory of more than 4 km and a time interval of more than 26 minutes, respectively. Overall, our dataset includes more than 54,000 LiDAR frames, approximately 700,000 IMU measurements, and more than 2.5 hours of 10 Hz GNSS raw measurements along with 1 Hz data from a reference station. Furthermore, we provide more than 6,000 total station measurements over a trajectory of more than 1 km and 1,874 V2V and 267 V2X UWB measurements. Additionally, we offer 3D bounding box annotations for evaluating object detection approaches, as well as highly accurate ground truth poses for each vehicle throughout the measurement campaign.

Data access

Important: Before downloading and using the data, please check the Updates.zip in the "Data and Resources" section at the bottom of this web site. There, you find updated files and annotations as well as update notes.

• The dataset is available here.
• Additional information are provided and constantly updated in our README.
• The corresponding paper is available here.
• Cite this as: J. Axmann et al., "LUCOOP: Leibniz University Cooperative Perception and Urban Navigation Dataset," 2023 IEEE Intelligent Vehicles Symposium (IV), Anchorage, AK, USA, 2023, pp. 1-8, doi: 10.1109/IV55152.2023.10186693.

Preview

Source LOD2 City model: Auszug aus den Geodaten des Landesamtes für Geoinformation und Landesvermessung Niedersachsen, ©2023, www.lgln.de https://data.uni-hannover.de/de/dataset/a20cf8fa-f692-40b3-9b9b-d2f7c8a1e3fe/resource/541747ed-3d6e-41c4-9046-15bba3702e3b/download/lgln_logo.png" alt="Alt text" title="LGLN logo">

Sensor Setup of the three measurement vehicles

https://data.uni-hannover.de/de/dataset/a20cf8fa-f692-40b3-9b9b-d2f7c8a1e3fe/resource/d141d4f1-49b0-40e6-b8d9-e49f420e3627/download/vans_with_redgreen_cs_vehicle.png" alt="Alt text" title="Sensor Setup of the three measurement vehicles">

Sensor setup of all the three vehicles: Each vehicle is equipped with a LiDAR sensor (green), a UWB unit (orange), a GNSS antenna (purple), and a Microstrain IMU (red). Additionally, each vehicle has its unique feature: Vehicle 1 has an additional LiDAR at the trailer hitch (green) and a prism for the tracking of the total station (dark red hexagon). Vehicle 2 provides an iMAR iPRENA (yellow) and iMAR FSAS (blue) IMU, where the platform containing the IMUs is mounted inside the car (dashed box). Vehicle 3 carries the RIEGL MMS (pink). Along with the sensors and platforms, the right-handed body frame of each vehicle is also indicated.

3D map point cloud

https://data.uni-hannover.de/dataset/a20cf8fa-f692-40b3-9b9b-d2f7c8a1e3fe/resource/5b6b37cf-a991-4dc4-8828-ad12755203ca/download/map_point_cloud.png" alt="Alt text" title="3D map point cloud">

High resolution 3D map point cloud: Different locations and details along the trajectory. Colors according to reflectance values.

Measurement scenario

https://data.uni-hannover.de/de/dataset/a20cf8fa-f692-40b3-9b9b-d2f7c8a1e3fe/resource/6c61d297-8544-4788-bccf-7a28ccfa702a/download/scenario_with_osm_reference.png" alt="Alt text" title="Measurement scenario">

Driven trajectory and locations of the static sensors: The blue hexagons indicate the positions of the static UWB sensors, the orange star represents the location of the total station, and the orange shaded area illustrates the coverage of the total station. The route of the three measurement vehicles is shown in purple. Background map: OpenStreetMap copyright

Source LOD2 City model: Auszug aus den Geodaten des Landesamtes für Geoinformation und Landesvermessung Niedersachsen, ©2023, www.lgln.de

Number of annotations per class (final)

https://data.uni-hannover.de/de/dataset/a20cf8fa-f692-40b3-9b9b-d2f7c8a1e3fe/resource/8b0262b9-6769-4a5d-a37e-8fcb201720ef/download/annotations.png" alt="Alt text" title="Number of annotations per class">

Source LOD2 City model: Auszug aus den Geodaten des Landesamtes für Geoinformation und Landesvermessung Niedersachsen, ©2023, www.lgln.de

Data structure

https://data.uni-hannover.de/dataset/a20cf8fa-f692-40b3-9b9b-d2f7c8a1e3fe/resource/7358ed31-9886-4c74-bec2-6868d577a880/download/data_structure.png" alt="Alt text" title="Data structure">

Data format

https://data.uni-hannover.de/de/dataset/a20cf8fa-f692-40b3-9b9b-d2f7c8a1e3fe/resource/fc795ec2-f920-4415-aac6-6ad3be3df0a9/download/data_format.png" alt="Alt text" title="Data format">

Gallery

https://data.uni-hannover.de/dataset/a20cf8fa-f692-40b3-9b9b-d2f7c8a1e3fe/resource/a1974957-5ce2-456c-9f44-9d05c5a14b16/download/vans_merged.png" alt="Alt text" title="Measurement vehicles">

From left to right: Van 1, van 2, van 3.

https://data.uni-hannover.de/dataset/a20cf8fa-f692-40b3-9b9b-d2f7c8a1e3fe/resource/53a58500-8847-4b3c-acd4-a3ac27fc8575/download/ts_uwb_mms.png" alt="Alt text">

From left to right: Tracking of the prism on van 1 by means of the MS60 total station, the detected prism from the view point of the MS60 total station, PulsON 440 Ultra Wide Band (UWB) sensors, RIEGL VMX-250 Mobile Mapping System.

Acknowledgement

This measurement campaign could not have been carried out without the help of many contributors. At this point, we thank Yuehan Jiang (Institute for Autonomous Cyber-Physical Systems, Hamburg), Franziska Altemeier, Ingo Neumann, Sören Vogel, Frederic Hake (all Geodetic Institute, Hannover), Colin Fischer (Institute of Cartography and Geoinformatics, Hannover), Thomas Maschke, Tobias Kersten, Nina Fletling (all Institut für Erdmessung, Hannover), Jörg Blankenbach (Geodetic Institute, Aachen), Florian Alpen (Hydromapper GmbH), Allison Kealy (Victorian Department of Environment, Land, Water and Planning, Melbourne), Günther Retscher, Jelena Gabela (both Department of Geodesy and Geoin- formation, Wien), Wenchao Li (Solinnov Pty Ltd), Adrian Bingham (Applied Artificial Intelligence Institute,

Abstract

The dashboard project collects new data in each country using three new instruments: a School Survey, a Policy Survey, and a Survey of Public Officials. Data collection involves school visits, classroom observations, legislative reviews, teacher and student assessments, and interviews with teachers, principals, and public officials. In addition, the project draws on some existing data sources to complement the new data it collects. A major objective of the GEPD project was to develop focused, cost-effective instruments and data-collection procedures, so that the dashboard can be inexpensive enough to be applied (and re-applied) in many countries. The team achieved this by streamlining and simplifying existing instruments, and thereby reducing the time required for data collection and training of enumerators.

Geographic coverage

National

Analysis unit

Schools, teachers, students, public officials

Kind of data

Sample survey data [ssd]

Sampling procedure

The aim of the Global Education Policy Dashboard school survey is to produce nationally representative estimates, which will be able to detect changes in the indicators over time at a minimum power of 80% and with a 0.05 significance level. We also wish to detect differences by urban/rural location. For our school survey, we will employ a two-stage random sample design, where in the first stage a sample of typically around 200 schools, based on local conditions, is drawn, chosen in advance by the Bank staff. In the second stage, a sample of teachers and students will be drawn to answer questions from our survey modules, chosen in the field. A total of 10 teachers will be sampled for absenteeism. Five teachers will be interviewed and given a content knowledge exam. Three 1st grade students will be assessed at random, and a classroom of 4th grade students will be assessed at random. Stratification will be based on the school’s urban/rural classification and based on region. When stratifying by region, we will work with our partners within the country to make sure we include all relevant geographical divisions. For our Survey of Public Officials, we will sample a total of 200 public officials. Roughly 60 officials are typically surveyed at the federal level, while 140 officials will be surveyed at the regional/district level. For selection of officials at the regional and district level, we will employ a cluster sampling strategy, where roughly 10 regional offices (or whatever the secondary administrative unit is called) are chosen at random from among the regions in which schools were sampled. Then among these 10 regions, we also typically select around 10 districts (tertiary administrative level units) from among the districts in which schools werer sampled. The result of this sampling approach is that for 10 clusters we will have links from the school to the district office to the regional office to the central office. Within the regions/districts, five or six officials will be sampled, including the head of organization, HR director, two division directors from finance and planning, and one or two randomly selected professional employees among the finance, planning, and one other service related department chosen at random. At the federal level, we will interview the HR director, finance director, planning director, and three randomly selected service focused departments. In addition to the directors of each of these departments, a sample of 9 professional employees will be chosen in each department at random on the day of the interview.

Sampling deviation

The sample for the Global Education Policy Dashboard in SLE was based in part on a previous sample of 260 schools which were part of an early EGRA study. Details from the sampling for that study are quoted below. An additional booster sample of 40 schools was chosen to be representative of smaller schools of less than 30 learners.

EGRA Details:

"The sampling frame began with the 2019 Annual School Census (ASC) list of primary schools as provided by UNICEF/MBSSE where the sample of 260 schools for this study were obtained from an initial list of 7,154 primary schools. Only schools that meet a pre-defined selection criteria were eligible for sampling.

To achieve the recommended sample size of 10 learners per grade, schools that had an enrolment of at least 30 learners in Grade 2 in 2019 were considered. To achieve a high level of confidence in the findings and generate enough data for analysis, the selection criteria only considered schools that: • had an enrolment of at least 30 learners in grade 1; and • had an active grade 4 in 2019 (enrolment not zero)

The sample was taken from a population of 4,597 primary schools that met the eligibility criteria above, representing 64.3% of all the 7,154 primary schools in Sierra Leone (as per the 2019 school census). Schools with higher numbers of learners were purposefully selected to ensure the sample size could be met in each site.

As a result, a sample of 260 schools were drawn using proportional to size allocation with simple random sampling without replacement in each stratum. In the population, there were 16 districts and five school ownership categories (community, government, mission/religious, private and others). A total of 63 strata were made by forming combinations of the 16 districts and school ownership categories. In each stratum, a sample size was computed proportional to the total population and samples were drawn randomly without replacement. Drawing from other EGRA/EGMA studies conducted by Montrose in the past, a backup sample of up to 78 schools (30% of the sample population) with which enumerator teams can replace sample schools was also be drawn.

In the distribution of sampled schools by ownership, majority of the sampled schools are owned by mission/religious group (62.7%, n=163) followed by the government owned schools at 18.5% (n=48). Additionally, in school distribution by district, majority of the sampled schools (54%) were found in Bo, Kambia, Kenema, Kono, Port Loko and Kailahun districts. Refer to annex 9. for details on the population and sample distribution by district."

Because of the restriction that at least 30 learners were available in Grade 2, we chose to add an additional 40 schools to the sample from among smaller schools, with between 3 and 30 grade 2 students. The objective of this supplement was to make the sample more nationally representative, as the restriction reduced the sampling frame for the EGRA/EGMA sample by over 1,500 schools from 7,154 to 4,597.

The 40 schools were chosen in a manner consistent with the original set of EGRA/EGMA schools. The 16 districts formed the strata. In each stratum, the number of schools selected were proportional to the total population of the stratum, and within stratum schools were chosen with probability proportional to size.

Mode of data collection

Computer Assisted Personal Interview [capi]

Research instrument

The dashboard project collects new data in each country using three new instruments: a School Survey, a Policy Survey, and a Survey of Public Officials. Data collection involves school visits, classroom observations, legislative reviews, teacher and student assessments, and interviews with teachers, principals, and public officials. In addition, the project draws on some existing data sources to complement the new data it collects. A major objective of the GEPD project was to develop focused, cost-effective instruments and data-collection procedures, so that the dashboard can be inexpensive enough to be applied (and re-applied) in many countries. The team achieved this by streamlining and simplifying existing instruments, and thereby reducing the time required for data collection and training of enumerators.

More information pertaining to each of the three instruments can be found below: - School Survey: The School Survey collects data primarily on practices (the quality of service delivery in schools), but also on some de facto policy indicators. It consists of streamlined versions of existing instruments—including Service Delivery Surveys on teachers and inputs/infrastructure, Teach on pedagogical practice, Global Early Child Development Database (GECDD) on school readiness of young children, and the Development World Management Survey (DWMS) on management quality—together with new questions to fill gaps in those instruments. Though the number of modules is similar to the full version of the Service Delivery Indicators (SDI) Survey, the number of items and the complexity of the questions within each module is significantly lower. The School Survey includes 8 short modules: School Information, Teacher Presence, Teacher Survey, Classroom Observation, Teacher Assessment, Early Learner Direct Assessment, School Management Survey, and 4th-grade Student Assessment. For a team of two enumerators, it takes on average about 4 hours to collect all information in a given school. For more information, refer to the Frequently Asked Questions.

• Policy Survey: The Policy Survey collects information to feed into the policy de jure indicators. This survey is filled out by key informants in each country, drawing on their knowledge to identify key elements of the policy framework (as in the SABER approach to policy-data collection that the Bank has used over the past 7 years). The survey includes questions on policies related to teachers, school management, inputs and infrastructure, and learners. In total, there are 52 questions in the survey as of June 2020. The key informant is expected to spend 2-3 days gathering and analyzing the relavant information to answer the survey

This archived Paleoclimatology Study is available from the NOAA National Centers for Environmental Information (NCEI), under the World Data Service (WDS) for Paleoclimatology. The associated NCEI study type is Paleoceanography. The data include parameters of paleoceanography with a geographic location of Global Ocean. The time period coverage is from 100 to -50 in calendar years before present (BP). See metadata information for parameter and study location details. Please cite this study when using the data.