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.

Colleges and UniversitiesThis feature layer, utilizing data from the National Center for Education Statistics (NCES), displays colleges and universities in the U.S. and its territories. NCES uses the Integrated Postsecondary Education Data System (IPEDS) as the "primary source for information on U.S. colleges, universities, and technical and vocational institutions." According to NCES, this layer "contains directory information for every institution in the 2021-22 IPEDS universe. Includes name, address, city, state, zip code and various URL links to the institution's home page, admissions, financial aid offices and the net price calculator. Identifies institutions as currently active, institutions that participate in Title IV federal financial aid programs for which IPEDS is mandatory. It also includes variables derived from the 2021-22 Institutional Characteristics survey, such as control and level of institution, highest level and highest degree offered and Carnegie classifications."Gallaudet UniversityData currency: 2021Data source: IPEDS Complete Data FilesData modification: Removed fields with coded values and replaced with descriptionsFor more information: Integrated Postsecondary Education Data SystemSupport documentation: IPEDS Complete Data Files > Directory Information > DictionaryFor feedback, please contact: ArcGIScomNationalMaps@esri.comU.S. Department of Education (ED)Per ED, "ED's mission is to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access.ED was created in 1980 by combining offices from several federal agencies." ED's employees and budget "are dedicated to:Establishing policies on federal financial aid for education, and distributing as well as monitoring those funds.Collecting data on America's schools and disseminating research.Focusing national attention on key educational issues.Prohibiting discrimination and ensuring equal access to education."

The data here is from the report entitled Trends in Enrollment, Credit Attainment, and Remediation at Connecticut Public Universities and Community Colleges: Results from P20WIN for the High School Graduating Classes of 2010 through 2016. The report answers three questions: 1. Enrollment: What percentage of the graduating class enrolled in a Connecticut public university or community college (UCONN, the four Connecticut State Universities, and 12 Connecticut community colleges) within 16 months of graduation? 2. Credit Attainment: What percentage of those who enrolled in a Connecticut public university or community college within 16 months of graduation earned at least one year’s worth of credits (24 or more) within two years of enrollment? 3. Remediation: What percentage of those who enrolled in one of the four Connecticut State Universities or one of the 12 community colleges within 16 months of graduation took a remedial course within two years of enrollment? Notes on the data: School Credit: % Earning 24 Credits is a subset of the % Enrolled in 16 Months. School Remediation: % Enrolled in Remediation is a subset of the % Enrolled in 16 Months.

Please cite the following paper when using this dataset: N. Thakur, “A Large-Scale Dataset of Twitter Chatter about Online Learning during the Current COVID-19 Omicron Wave,” Journal of Data, vol. 7, no. 8, p. 109, Aug. 2022, doi: 10.3390/data7080109 Abstract The COVID-19 Omicron variant, reported to be the most immune evasive variant of COVID-19, is resulting in a surge of COVID-19 cases globally. This has caused schools, colleges, and universities in different parts of the world to transition to online learning. As a result, social media platforms such as Twitter are seeing an increase in conversations, centered around information seeking and sharing, related to online learning. Mining such conversations, such as Tweets, to develop a dataset can serve as a data resource for interdisciplinary research related to the analysis of interest, views, opinions, perspectives, attitudes, and feedback towards online learning during the current surge of COVID-19 cases caused by the Omicron variant. Therefore this work presents a large-scale public Twitter dataset of conversations about online learning since the first detected case of the COVID-19 Omicron variant in November 2021. The dataset files contain the raw version that comprises 52,868 Tweet IDs (that correspond to the same number of Tweets) and the cleaned and preprocessed version that contains 46,208 unique Tweet IDs. The dataset is compliant with the privacy policy, developer agreement, and guidelines for content redistribution of Twitter and the FAIR principles (Findability, Accessibility, Interoperability, and Reusability) principles for scientific data management. Data Description The dataset comprises 7 .txt files. The raw version of this dataset comprises 6 .txt files (TweetIDs_Corona Virus.txt, TweetIDs_Corona.txt, TweetIDs_Coronavirus.txt, TweetIDs_Covid.txt, TweetIDs_Omicron.txt, and TweetIDs_SARS CoV2.txt) that contain Tweet IDs grouped together based on certain synonyms or terms that were used to refer to online learning and the Omicron variant of COVID-19 in the respective tweets. The cleaned and preprocessed version of this dataset is provided in the .txt file - TweetIDs_Duplicates_Removed.txt. The dataset contains only Tweet IDs in compliance with the terms and conditions mentioned in the privacy policy, developer agreement, and guidelines for content redistribution of Twitter. The Tweet IDs need to be hydrated to be used. For hydrating this dataset the Hydrator application (link to download the application: https://github.com/DocNow/hydrator/releases and link to a step-by-step tutorial: https://towardsdatascience.com/learn-how-to-easily-hydrate-tweets-a0f393ed340e#:~:text=Hydrating%20Tweetsr) may be used. The list of all the synonyms or terms that were used for the dataset development is as follows: COVID-19: Omicron, COVID, COVID19, coronavirus, coronaviruspandemic, COVID-19, corona, coronaoutbreak, omicron variant, SARS CoV-2, corona virus online learning: online education, online learning, remote education, remote learning, e-learning, elearning, distance learning, distance education, virtual learning, virtual education, online teaching, remote teaching, virtual teaching, online class, online classes, remote class, remote classes, distance class, distance classes, virtual class, virtual classes, online course, online courses, remote course, remote courses, distance course, distance courses, virtual course, virtual courses, online school, virtual school, remote school, online college, online university, virtual college, virtual university, remote college, remote university, online lecture, virtual lecture, remote lecture, online lectures, virtual lectures, remote lectures A description of the dataset files is provided below: TweetIDs_Corona Virus.txt – Contains 321 Tweet IDs correspond to tweets that comprise the keywords – "corona virus" and one or more keywords/terms that refer to online learning TweetIDs_Corona.txt – Contains 1819 Tweet IDs correspond to tweets that comprise the keyword – "corona" or "coronaoutbreak" and one or more keywords/terms that refer to online learning TweetIDs_Coronavirus.txt – Contains 1429 Tweet IDs correspond to tweets that comprise the keywords – "coronavirus" or "coronaviruspandemic" and one or more keywords/terms that refer to online learning TweetIDs_Covid.txt – Contains 41088 Tweet IDs correspond to tweets that comprise the keywords – "COVID" or "COVID19" or "COVID-19" and one or more keywords/terms that refer to online learning TweetIDs_Omicron.txt – Contains 8198 Tweet IDs correspond to tweets that comprise the keywords – "omicron" or "omicron variant" and one or more keywords/terms that refer to online learning TweetIDs_SARS CoV2.txt – Contains 13 Tweet IDs correspond to tweets that comprise the keyword – "SARS-CoV-2" and one or more keywords/terms that refer to online learning TweetIDs_Duplicates_Removed.txt - A collection of 46208 unique Tweet IDs from all the 6 .txt files mentioned above after...

Data from the Ministry of Colleges and Universities' College Enrolment Statistical Reporting system.

Provides aggregated key enrolment data for college students, such as:

• Fall term headcount enrolment by campus, credential pursued and level of study
• Fall term headcount enrolment by program and Classification of Instructional Program
• Fall term headcount enrolment by student status in Canada and country of citizenship by institution
• Fall term headcount enrolment by student demographics (e.g., gender, age, first language)

To protect privacy, numbers are suppressed in categories with less than 10 students.

Related

• College enrolments - 1996 to 2011
• University enrolment
• Enrolment by grade in secondary schools
• School enrolment by gender
• Second language course enrolment
• Course enrolment in secondary schools
• Enrolment by grade in elementary schools

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.

This paper explores a unique dataset of all the SET ratings provided by students of one university in Poland at the end of the winter semester of the 2020/2021 academic year. The SET questionnaire used by this university is presented in Appendix 1. The dataset is unique for several reasons. It covers all SET surveys filled by students in all fields and levels of study offered by the university. In the period analysed, the university was entirely in the online regime amid the Covid-19 pandemic. While the expected learning outcomes formally have not been changed, the online mode of study could have affected the grading policy and could have implications for some of the studied SET biases. This Covid-19 effect is captured by econometric models and discussed in the paper. The average SET scores were matched with the characteristics of the teacher for degree, seniority, gender, and SET scores in the past six semesters; the course characteristics for time of day, day of the week, course type, course breadth, class duration, and class size; the attributes of the SET survey responses as the percentage of students providing SET feedback; and the grades of the course for the mean, standard deviation, and percentage failed. Data on course grades are also available for the previous six semesters. This rich dataset allows many of the biases reported in the literature to be tested for and new hypotheses to be formulated, as presented in the introduction section. The unit of observation or the single row in the data set is identified by three parameters: teacher unique id (j), course unique id (k) and the question number in the SET questionnaire (n ϵ {1, 2, 3, 4, 5, 6, 7, 8, 9} ). It means that for each pair (j,k), we have nine rows, one for each SET survey question, or sometimes less when students did not answer one of the SET questions at all. For example, the dependent variable SET_score_avg(j,k,n) for the triplet (j=Calculus, k=John Smith, n=2) is calculated as the average of all Likert-scale answers to question nr 2 in the SET survey distributed to all students that took the Calculus course taught by John Smith. The data set has 8,015 such observations or rows. The full list of variables or columns in the data set included in the analysis is presented in the attached filesection. Their description refers to the triplet (teacher id = j, course id = k, question number = n). When the last value of the triplet (n) is dropped, it means that the variable takes the same values for all n ϵ {1, 2, 3, 4, 5, 6, 7, 8, 9}.Two attachments:- word file with variables description- Rdata file with the data set (for R language).Appendix 1. Appendix 1. The SET questionnaire was used for this paper. Evaluation survey of the teaching staff of [university name] Please, complete the following evaluation form, which aims to assess the lecturer’s performance. Only one answer should be indicated for each question. The answers are coded in the following way: 5- I strongly agree; 4- I agree; 3- Neutral; 2- I don’t agree; 1- I strongly don’t agree. Questions 1 2 3 4 5 I learnt a lot during the course. ○ ○ ○ ○ ○ I think that the knowledge acquired during the course is very useful. ○ ○ ○ ○ ○ The professor used activities to make the class more engaging. ○ ○ ○ ○ ○ If it was possible, I would enroll for the course conducted by this lecturer again. ○ ○ ○ ○ ○ The classes started on time. ○ ○ ○ ○ ○ The lecturer always used time efficiently. ○ ○ ○ ○ ○ The lecturer delivered the class content in an understandable and efficient way. ○ ○ ○ ○ ○ The lecturer was available when we had doubts. ○ ○ ○ ○ ○ The lecturer treated all students equally regardless of their race, background and ethnicity. ○ ○

The schools, districts, and other educational institutions in the Detroit Educational Institutions datasets were identified from the State of Michigan Center for Educational Performance and Information (CEPI) Educational Entity Master (EEM) database. Schools of all statuses (Open - Active; Open - Pending; Open - Inactive; Open - Under construction/remodeling; Open - Vacant/empty; Closed – Pending; Closed) are included in the dataset to provide access to information about schools that currently and previously operated in Detroit. Educational institutions with a mailing address in Detroit but a physical location outside the City are not included in this dataset. Each record in the dataset represents an educational entity, which may be a school, a district, or other entity directly associated with an educational institution. The word, "entity" is used in field (i.e., column) names and descriptions when a field is applicable to multiple types units associated with an educational entity (e.g., if applicable to schools, districts, and other facilities).Link to metadata: https://cepi.state.mi.us/eem/Documents/ColumnDescriptions.pdf

This Public Schools feature dataset is composed of all Public elementary and secondary education facilities in the United States as defined by the Common Core of Data (CCD, https://nces.ed.gov/ccd/ ), National Center for Education Statistics (NCES, https://nces.ed.gov ), US Department of Education for the 2017-2018 school year. This includes all Kindergarten through 12th grade schools as tracked by the Common Core of Data. Included in this dataset are military schools in US territories and referenced in the city field with an APO or FPO address. DOD schools represented in the NCES data that are outside of the United States or US territories have been omitted. This feature class contains all MEDS/MEDS+ as approved by NGA. 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 release includes the addition of 3065 new records, modifications to the spatial location and/or attribution of 99,287 records, and removal of 2996 records not present in the NCES CCD data.

The Colleges and Universities dataset is composed of any type of Post Secondary Education such as: colleges, universities, technical schools, trade schools, business schools, satellite (branch) campuses, etc. that grant First Professional, Associate, Bachelors, Masters, or Doctoral degrees. Text fields in this dataset have been set to all upper case to facilitate consistent database engine search results. All diacritics (e.g. the German umlaut or the Spanish tilde) have been replaced with their closest equivalent English character to facilitate use with database systems that may not support diacritics. The currentness of this dataset is indicated by the [CONTDATE] attribute. Based upon this attribute, the oldest record dates from 07/09/2007 and the newest record dates from 07/26/2007.

This table gives an overview of expenditure on regular education within the Netherlands.

The government finances schools, colleges and universities. It pays for research which is done by universities on its behalf. Furthermore it provides student grants and loans, allowances for school costs, provisions for students with a disability and child care allowances as well as subsidies to companies and non-profit organisations. The government reclaims unjustified payments for student grants and loans and allowances for school costs. It also receives interest and repayments on student loans as well as EU subsidies for education.

Parents and/or students have to pay tuition fees for schools, colleges and universities, parent contributions and contributions for school activities. They also have to purchase books and materials, pay for transport from home to school and back for students who are not eligible for subsidised transport, pay for private tutoring, pay interest and repayments on student loans, and repay wrongfully received student grants, loans and allowances for school costs. Parents and/or students receive child care allowances, provisions for students with a disability and an allowance for school costs as well as student grants and loans and scholarships of companies.

Companies and non-profit organisations incur costs for supervising trainees and apprentices who combine learning with work experience. They also contribute to the cost of work related education of their employees and spend money on research that is outsourced to colleges for higher professional education and universities. Furthermore they contribute to the childcare allowances given to households and provide scholarships to students. Companies receive subsidies and tax benefits for the creation of apprenticeship places and trainee placements and for providing transport for pupils.

Organisations abroad contract universities in the Netherlands to undertake research for them. The European Union provides funds and subsidies for education to schools, colleges and universities as well as to the Dutch government. Foreign governments contribute to international schools in the Netherlands that operate under their nationality.

The table also contains various indicators used nationally and internationally to compare expenditure on education and place it in a broader context. The indicators are compounded on the basis of definitions of Statistics Netherlands and/or the OECD (Organisation for Economic Cooperation and Development). All figures presented have been calculated according to the standardised definitions of the OECD.

In this table tertiary education includes research and development, except for the indicator Expenditure on education institutions per student, excluding R&D.

The statistic on Education spending is compiled on a cash basis. This means that the education expenditure and revenues are allocated to the year in which they are paid out or received. However, the activity or transaction associated with the payment or receipt can take place in a different year.

Statistics Netherlands published the revised National Accounts in June 2024. Among other things, GDP and total government expenditures have been adjusted upwards as a result of the revision.

Data available from: 1995

Status of the figures: The figures from 1995 to 2022 are final. The 2023 figures are provisional.

Changes as of 31 December 2024: The final figures of 2021 and 2022 and the provisional figures of 2023 have been added. As a result of the revision of the National Accounts, among other things, GDP and total government expenditures have been adjusted upwards. The indicators in this table that are expressed as a percentage of GDP and total government expenditure have been updated for the entire time series from 1995 on the basis of the revised figures.

When will new figures be published? The final figures for 2023 and the provisional figures for 2024 will be published in December 2025. More information on the revision policy of National Accounts can be found under 'relevant articles' under paragraph 3.

About this dataset

Context

The dataset tabulates the University Park population distribution across 18 age groups. It lists the population in each age group along with the percentage population relative of the total population for University Park. The dataset can be utilized to understand the population distribution of University Park by age. For example, using this dataset, we can identify the largest age group in University Park.

Key observations

The largest age group in University Park, IA was for the group of age 15 to 19 years years with a population of 91 (12.93%), according to the ACS 2019-2023 5-Year Estimates. At the same time, the smallest age group in University Park, IA was the 80 to 84 years years with a population of 1 (0.14%). Source: U.S. Census Bureau American Community Survey (ACS) 2019-2023 5-Year Estimates

Content

When available, the data consists of estimates from the U.S. Census Bureau American Community Survey (ACS) 2019-2023 5-Year Estimates

Age groups:

• Under 5 years
• 5 to 9 years
• 10 to 14 years
• 15 to 19 years
• 20 to 24 years
• 25 to 29 years
• 30 to 34 years
• 35 to 39 years
• 40 to 44 years
• 45 to 49 years
• 50 to 54 years
• 55 to 59 years
• 60 to 64 years
• 65 to 69 years
• 70 to 74 years
• 75 to 79 years
• 80 to 84 years
• 85 years and over

Variables / Data Columns

• Age Group: This column displays the age group in consideration
• Population: The population for the specific age group in the University Park is shown in this column.
• % of Total Population: This column displays the population of each age group as a proportion of University Park total population. Please note that the sum of all percentages may not equal one due to rounding of values.

Good to know

Margin of Error

Data in the dataset are based on the estimates and are subject to sampling variability and thus a margin of error. Neilsberg Research recommends using caution when presening these estimates in your research.

Custom data

If you do need custom data for any of your research project, report or presentation, you can contact our research staff at research@neilsberg.com for a feasibility of a custom tabulation on a fee-for-service basis.

Inspiration

Neilsberg Research Team curates, analyze and publishes demographics and economic data from a variety of public and proprietary sources, each of which often includes multiple surveys and programs. The large majority of Neilsberg Research aggregated datasets and insights is made available for free download at https://www.neilsberg.com/research/.

Recommended for further research

This dataset is a part of the main dataset for University Park Population by Age. You can refer the same here

This series of 11 datasets is drawn from Rhoads, Edward J. M. Stepping Forth into the World: The Chinese Educational Mission to the United States, 1872-81. Hong Kong University Press, 2011.

They document the 120 young Chinese who participated in the pioneering Chinese Educational Mission (CEM) in the United States (1872-1881). The first 8 files are drawn directly from the tables in Rhoads:

1. Table 2.1 CEM students, by detachment (p.14-17)
2. Table 5.1. Initial host family assignments (p.51-54)
3. Table 7.1. CEM students in middle schools (by state and locality) (p. 90-94)
4. Table 7.2 CEM students in public high schools (by state and locality) (p.96-99)
5. Table 7.3 CEM students in private academies (by state and locality) (p.99-100)
6. Table 8.1 CEM students in colleges (by academic year of enrollment) (p.116-118)
7. Table 9.1 Deaths, dismissals, and withdrawals from the CEM (by date) (p.136)
8. Table 9.2 CEM students in the June 1880 census (p.138-142)

Based on these tables, I created three synthetic datasets which can be used for statistical and network analyses:

1. cem_attributes: students' vital attributes, including their multiple names and transliteration, date and place of birth, and other attribute data (one row for each individual).
2. cem_host: students' host families in the United States
3. cem_education: students' educational curricula

Each file contains two tabs, one for the data (data), one for the description of variables (key). Grey columns refer to the unstructured information given in the original source.

This dataset shows the location of Higher Education (HE) and Further Education (FE) institutes in the Great Britain. This should cover Universities and Colleges. Many institutes have more than one campus and where possible this is refelcted in the data so a University may have more than one entry. Postcodes have also been included for instities where possible. This data was collected from various sources connected with HEFE in the UK including JISC and EDINA. This represents the fullest list that the author could compile from various sources. If you spot a missing institution, please contact the author and they will add it to the dataset. GIS vector data. This dataset was first accessioned in the EDINA ShareGeo Open repository on 2011-02-01 and migrated to Edinburgh DataShare on 2017-02-21.

This dataset provides average cost data for colleges and universities in Iowa by academic year and sector. Costs include tuition and room & board for both on and off campus. Data begins with academic year 2007-08 (year ending 6/30/2008). Sectors include regent universities, private for-profit colleges and universities, private not for-profit colleges and universities and community colleges.

Abstract copyright UK Data Service and data collection copyright owner.The National Pupil Database (NPD) is one of the richest education datasets in the world. It is a longitudinal database which links pupil characteristics to information about attainment for those who attend schools and colleges in England. There are a range of data sources in the NPD providing detailed information about children's education at different stages (pre-school, primary and secondary education and further education). Pupil level information was first collected in January 2002 as part of the Pupil Level Annual Schools Census (PLASC). The School Census replaced the PLASC in 2006 for secondary schools and in 2007 for nursery, primary and special schools. The School Census is carried out three times a year in the spring, summer and autumn terms (January, May and October respectively) and provides the Department for Education with both pupil and school-level data. The NPD is available through the UK Data Archive in three tiers. Tiers two and three are the most sensitive and must be accessed via the Archive's safe room, whereas tier four can be accessed remotely through the Archive's Secure Lab. Tier two contains individual pupil level data which is identifiable and sensitive. Individual pupil level extracts include sensitive information about pupils and their characteristics, including items described as 'sensitive personal data' within the UK Data Protection Act 1998 which have been recoded to become less sensitive. Examples of sensitive data items include ethnic group major, ethnic group minor, language group major, language group minor, Special Educational Needs and eligibility for Free School Meals. Tier three represents aggregated school level data which is identifiable and sensitive. Included are aggregated extracts of school level data from the Department of Education's School Level Database which include items described as 'sensitive personal data' within the Data Protection Act 1998 and could include small numbers and single counts. For example, there is 1 white boy eligible for Free School Meals in school x who did not achieve level 4 in English and maths at Key Stage 2. Tier four represents less sensitive data than tiers two and three. Included are individual pupil level extracts that do not contain information about pupils and their characteristics which are considered to be identifying or described as sensitive personal data within the Data Protection Act 1998. For example, the extracts may include information about pupil attainment, prior attainment, progression and pupil absences but do not include any identifying data items like names and addresses and any information about pupil characteristics other than gender. Extracts from the NPD are also available directly from the Department of Education through GOV.UK's National pupil database: apply for a data extract web page. The fourth edition (September 2017) includes a data file and documentation for the year 2016.

United Arab Emirates Number of Schools data was reported at 1,226.000 Unit in 2017. This records a decrease from the previous number of 1,230.000 Unit for 2016. United Arab Emirates Number of Schools data is updated yearly, averaging 1,027.000 Unit from Jun 1976 (Median) to 2017, with 41 observations. The data reached an all-time high of 1,238.000 Unit in 2005 and a record low of 227.000 Unit in 1976. United Arab Emirates Number of Schools data remains active status in CEIC and is reported by Ministry of Education. The data is categorized under Global Database’s United Arab Emirates – Table AE.G005: Education Statistics.

This project's goal was to maximise the returns of investing in the lives of young people by deriving specific lessons for inclusion policies in education and disseminating the findings among key policy makers. This dataset provides information on how classrooms are formed in 127 Chilean schools.Equality of opportunity is considered by many a basic human right. It is achieved when everybody can reach their full potential, and nobody is limited by the circumstances of their own birth. However, today millions of youths around the world face persistent gaps in opportunity. This is both a social and an economic issue, because economic potential is lost when many of our youth do not have access to safe environments, high quality education and employment opportunities. This project focuses on ways to eradicate disparities in education and their consequences for labour market opportunities. In particular, it uses data from innovative inclusion policies in Chile, a country characterized by high income inequality, to find ways to close these opportunity gaps early on, i.e., before university enrolment and labour market entry. The goal of this research is not only to provide a scientific evaluation of educational policies in Chile, but also to draw practical public policy lessons that can be useful to any country. To achieve this, the project combines exceptionally detailed data with structural modelling. Most of the data have already been or will be collected by the Chilean Ministry of Education in Chile. They will be complemented with a small data collection carried out by the candidate at a minimal cost, leveraging on established relationships with research users in-country. Structural modelling is the analysis of the mechanisms through which policies work. It is what allows us to extrapolate, from specific contexts, general conclusions that are applicable to many countries. The project addresses three related research questions. First, it evaluates an affirmative action programme called PACE (Programa de Acceso Efectivo y Acompanamiento a la Educacion Superior), which guarantees admission to university to the best students in disadvantaged high schools in Chile. The study will use a Randomized Control Trial that exploits the planned programme roll-out to scientifically evaluate programme effectiveness and to identify the key ingredients for inclusion policy success. Second, it determines if differences exist in the effectiveness of the pilot programme for PACE, the Propedeutico programme, between high schools that do and that do not stream students of similar ability into the same classes. In doing so, the study extends our understanding of the role of tracking and peers in the production of achievement. For example, findings will determine if students compete more fiercely for university admission when they are in classrooms with similar peers. Third, it evaluates the impact of higher education on disadvantaged youth. To do so, it uses cut-off rules for university admission to apply a policy evaluation technique known as regression discontinuity. The benefits of higher education on the academic and labour market outcomes of disadvantaged youths are not well understood because very few poor students are observed enrolling in university. Because these are the very students that inclusion policies target, evaluating the benefits for them is of paramount importance for policy makers and researchers. This project's goal is to maximise the returns of investing in the lives of young people. This not only reduces the vast human cost of inequality, but it also increases aggregate earnings and economic growth. Due to the candidate's network in academia and in the public sector in Chile (including in the Chilean Ministry of Education), the results of the study can have a direct and immediate impact on the educational policy discourse in Chile. Over the years, the Chilean Governments have shown willingness to enact reforms that have a strong evidence-base. Therefore, potentially hundreds of thousands of poor children in Chile can be directly affected in the short term. Other countries could then follow the Chilean example, amplifying the potential impact to millions of underprivileged and talented children around the world. 127 head-teachers in Chile, spread around the country.

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.

This is a dataset updated annually the description below relates to the first year of online release, since updates have taken place in 2018 (data 2008-2017) and 2019 (data 2009-2018).

Paris 13 University recorded data on student registration in its information system (Apogee software) for each academic year between 2006(-2007) and 2015(-2016). These data relate to the diplomas prepared, the steps to achieve this, the scheme (if it concerns initial training or apprenticeship), the relevant components (UFR, IUT, etc.), and the origin of students (type of baccalaureate, academy of origin, nationality). Each entry concerns the main enrollment of a student at the university for a year. The attributes of this data are as follows.

— CODE_INDIVIDU Hidden Data — ANNEE_INSCRIPTION Year of registration:2006 for 2006-2007, etc. — LIB_DIPLOME Diploma Name — LEVEAU_DANS_LE_DIPLOME 1, 2,... for master 1, license 2, etc. — LEVEAU_APRES_BAC 1, 2,... for Bac+ 1, Bac+ 2,... — LIBELLE_DISCIPLINE_DIPLOME Attachment of the diploma to a discipline — CODE_SISE_DIPLOME Student Tracking Information System Code — CODE_ETAPE Internal code of a stage (year, course) of diploma — LIBELLE_COURT_ETAPE Short name of step — LIBELLE_LONG_ETAPE More intelligible name of the step — LIBELLE_COURT_COMPOSANT Name of component (UFR, IUT etc.) — CODE_COMPOSANT Number code of component (unused) — REGROUPEMENT_BAC Type of Bac (L, ES, S, techno STMG, techno ST2S,...) — LIBELLE_ACADEMIE_BAC Academy of Bac (Creteil, Versailles, foreigner,...) — Continent Deduced of nationality which is masked data — LIBELLE_REGIME Initial training, continuing, pro, learning

Paris 13 University publishes part of this dataset through several resources, while respecting the anonymity of its students.

Starting from 213,289 entries that correspond to all enrolments of the 106,088 individuals who studied at Paris 13 University during the ten academic years between 2006(2007) and 2015(-2016), we selected several resources each corresponding to a part of the data. To produce each resource we chose a small number of attributes, then removed a small proportion of the inputs, in order to satisfy a k-anonymisation constraint with k = 5, i.e. to ensure that, in each resource, each entry appears at least 5 times identical (otherwise the input is deleted). The four resources produced are materialised by the following files.

— The file ‘up13_etapes.csv’ concerns the diploma steps, it contains the attributes “CODE_ETAPE”, “LIBELLE_COURT_ETAPE”, “LIBELLE_LONG_ETAPE”, “NIVEAU_APRES_BAC”, “LIBELLE_COURT_COMPOSANTE”, “LIBELLE_DISCIPLINE_DIPLOME”, “CODE_SISE_DIPLOME”, “NIVEAU_DANS_LE_DIPLOME” and its anonymisation causes a loss of 918 entries.

— The file ‘up13_Academie.csv’ concerns the Bac Academy and it contains the attributes “LIBELLE_ACADEMIE_BAC”, “NIVEAU_APRES_BAC”, “NIVEAU_DANS_DIPLOME”, “CONTINENT”, “LIBELLE_REGIME”, “LIB_DIPLOME”, “LIBELLE_COURT_COMPOSANTE” and its anoymisation causes the loss of 7525 entries.

— The file ‘up13_Bac.csv’ concerns the type of Bac and the level reached after the Bac, it contains the columns “REGROUPEMENT_BAC”, “NIVEAU_APRES_BAC”, “LIBELLE_REGIME”, “CONTINENT”, “LIBELLE_COURT_COMPOSANTE”, “LIB_DIPLOME”, “NIVEAU_DANS_LE_DIPLOME” and its anonymisation causes the loss of 3,933 entries.

— The file ‘up13_annees_etapes.csv’ concerns enrolment in the diploma stages year after year, it contains the columns “ANNEE_INSCRIPTION”, “LIBELLE_COURT_COMPOSANTE”, “NIVEAU_APRES_BAC”, “LIB_DIPLOME”, “CODE_ETAPE” and its anonymisation causes the loss of 3,532 entries.

Other tables extracted from the same initial data and constructed using the same method of anonymisation can be provided on request (specify the desired columns).

A second set of resources offers the follow-up of students year after year, from degree stage to degree stage. In this dataset, we call trace such tracking when the registration year has been forgotten and only the sequence remains. And we call cursus a data describing this succession of steps over the years. For anonymisation we have grouped the traces or the same paths and as soon as there were less than 10 we do not indicate their number, or, what amounts to the same, we put this number to 1 (the information being that there is at least one student who left this trace or followed this course). This leads to forgetting a number of too specific study paths and keeping only one as a witness.

Starting from 106,088 trails or tracks, we produce the following resources.

— The file ‘up13_traces.csv’ contains the sequence of diploma step codes (a trace) and anonymisation makes us forget 10 089 traces.

— The file ‘up13_traces_wt_etape.csv’ contains similar traces, but without the step code. That is to say, only the diploma, the level after baccalaureate and the component concerned remain. Anonymisation makes us forget 4,447 traces.

— The file ‘up13_traces_bac_wt_etape.csv’ contains the same data as in the file ‘up13_traces_wt_etape.c