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Higher Education Graduate Outcomes Statistics: UK, 2020/21 This Statistical Bulletin is the annual first release of Graduate Outcomes survey data. These experimental statistics cover UK higher education providers (HEPs) including alternative providers (APs) and further education colleges (FECs) in England, Wales and Northern Ireland. Data is collected approximately 15 months after HE course completion. The 2020/21 Graduate Outcomes cohort finished their qualifications in the second academic year affected by COVID-19. While Cohort A finished their qualifications during late summer and early autumn 2020, in a period of relatively loose restrictions, restrictions began to increase over the course of the academic year. Cohort B graduated into a period of short national lockdowns, followed by the start of the second national lockdown in January 2021. Cohort C likewise graduated in lockdown, but the progress of the vaccination programme led to a gradual easing of restrictions as spring progressed; by the time Cohort D, the largest Graduate Outcomes cohort, began to finish their qualifications in May 2021, most adults had been offered a first vaccine dose, and restrictions were gradually being phased out across the UK. The circumstances under which 2020/21 graduates were surveyed were quite different. As surveying for Cohort A opened in December 2021, Omicron variant cases were rising and new guidance was being issued requiring masks in indoor spaces and encouraging people to work from home where possible, the new restrictions were considerably more lenient than those which were introduced a year previously. By the time the Cohort B survey period opened in March 2022, all legal restrictions had been lifted in England, and remaining restrictions were phased out in other nations over the next few months. Although COVID cases rose from the start of June to a summer peak in early July, no legal restrictions were in place during the survey periods for Cohorts C and D. An insight briefing provides further detail on analysis undertaken to explore the impact of the pandemic, and the conclusions identified. This statistical bulletin has been produced by HESA in collaboration with statisticians from the Office for Students, the Department for Education, 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.
There are errors in this release due to a coding error. Please do not use figures reported in this publication for these countries:
We have correct data in the graduate outcomes (LEO): 2018 to 2019 publication and corrected the outcomes and earnings data for all previously reported tax years and graduating cohorts.
The longitudinal education outcomes (LEO) data includes:
This experimental release uses LEO data to look at employment and earnings outcomes of higher education graduates 1, 2, 5 and 10 years after graduation in the tax years 2014 to 2015 and 2015 to 2016.
The outcomes update previously published figures by including data for the 2015 to 2016 tax year. This publication also includes outcomes for EU and overseas students for the first time and extends the coverage to include those that studied first degrees in further education colleges.
Higher education statistics team (LEO)
Matthew Bridge
Department for Education
2 St. Paul's Place
125 Norfolk Street
Sheffield
S1 2FJ
Email mailto:he.leo@education.gov.uk">he.leo@education.gov.uk
Phone 07384 456648
Abstract copyright UK Data Service and data collection copyright owner.This study, designed to asses the quality of postgraduate education, has three parts: a survey of full-time research students; a survey of advanced course students and a survey of part-time graduate students. Main Topics: Variables Variables are as for SN:66026, with the addition of a battery of indicators specific to part-time study. These include: type of present employment and salary obtained, whether the respondent feels that he will be able to complete his degree goal, whether he has ever applied for a full-time grant, extra expenses incurred by part-time study and how these are met, and amount of contact the respondent has with his institute. Simple random sample 1 in 4 of the part-time graduate student population of above colleges: from lists at fixed interval
The longitudinal education outcomes (LEO) data includes:
This release uses LEO data to look at employment and earnings outcomes of higher education graduates from English HE providers one, 3, 5 and 10 years after graduation.
The outcomes are categorised by the geographical location of graduates in the 2016 to 2017 tax year as well as the region in which they attended university and where they lived prior to attending university. These are new experimental statistics utilising new geographical location data that has been matched to the LEO dataset.
This publication also includes a comparison with students who achieved Level 2 but did not go on to complete a degree.
Higher education statistics team (LEO)
Thomas Fisher
Department for Education
2 St. Paul's Place
125 Norfolk Street
Sheffield
S1 2FJ
Email mailto:he.leo@education.gov.uk">he.leo@education.gov.uk
Phone 07384 456 648
At the end of 2019 the Greater London Authority (GLA) commissioned the Social Market Foundation (SMF) to conduct research focusing on how the outcomes of graduates who have studied in London and those from London vary, by a range of different characteristics. This research uses a range of methods to gain insight into the outcomes of graduates who were domiciled in London prior to university and those who studied at a London institution. In particular, the SMF undertook a literature review of academic, government and policy papers on degree outcomes and the factors that interact with these; conducted descriptive analysis of data provided by the Higher Education Statistics Agency (HESA); and ran a series of logit regression models to look further into how different characteristics influence graduate outcomes when controlling for other variables. The data includes young first degree students studying at a Higher Education Institution within London and students domiciled in London prior to university who study outside of the capital. The data includes four cohorts from the academic years 2010/11 to 2013/14.
Abstract copyright UK Data Service and data collection copyright owner. This study aimed to explore the ways in which male students calculated the costs and benefits of higher education in England in the 1930s, before the establishment of mandatory grants and awards; together with an analysis of the strategies used for meeting the costs of this investment. It was designed to complement the researcher's earlier study of women graduates of the same period, which was carried out in 1995 with support from the Spencer Foundation in Chicago. Main Topics: A total of 1085 four page questionnaires were distributed to men who had graduated from eight English universities and university colleges before 1939. Respondents were asked to give information about their social background and the ways in which they had met the expense of their years at college. They were also asked about their subsequent careers. A total of 577 completed questionnaires were obtained. This database contains only that material, extracted from the completed questionnaires, which could be effectively anonymised. Entries give information about family of origin and family of destination. They give some indication of reasons for going to university. The bulk of the information relates to family support and type of funding. Main variables: institution, father's occupation, mother's occupation, family of origin size, reasons for going to university, arts or sciences, subject, degree result, extent of family funding, state scholarship, local authority scholarship, board of education grant, school scholarship, university/college scholarship, loans taken out, other sources of support, teaching qualification, place of residence, vacation work, first occupation, other occupations, marital status, number of children, wife's occupation before marriage, wife's employment status after marriage, notes. The original questionnaires remain in the possession of the depositor and access is embargoed. Please note: this study does not include information on named individuals and would therefore not be useful for personal family history research. Volunteer sample
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This bulletin has been produced by HESA and has been released according to the arrangements approved by the UK Statistics Authority. The data presented in this bulletin is based on the 2017/18 Graduate Outcomes survey. The statistics in this bulletin are derived by HESA from data collected from all publicly funded HE providers in the UK (including The Open University), alternative providers that submit student data to HESA and further education colleges in England, Wales and Northern Ireland. For the 2017/18 release of Graduate Outcomes, the dataset was initially coded using SOC 2010, which was the current framework during census week for all four cohorts of the first year of data collection. SOC 2020, which updated the SOC framework to reflect a changing labour market, was released on 14 February 2020, after the SOC coding of 2017/18 data to SOC 2010 was largely complete. HESA rapidly analysed the new framework and determined that it was suitable for use with the Graduate Outcomes survey. Given the scale of work involved it was not possible to introduce SOC 2020 in time for the initial dissemination of the 2017/18 results. In order to ensure that graduates are coded according to the most up-to-date framework, HESA committed to adopt SOC 2020 from the 2018/19 Graduate Outcomes dataset. At the same time, we undertook to recode the 2017/18 dataset to SOC 2020 to ensure a consistent time-series. We have now completed the work of re-basing our coding approach to follow the SOC 2020 framework, and have re-coded the data and quality-assured our results.
Abstract copyright UK Data Service and data collection copyright owner.This study, designed to asses the quality of postgraduate education, has three parts: a survey of full-time research students; a survey of advanced course students and a survey of part-time graduate students. Main Topics: Attitudinal/Behavioural Questions The quality of the postgraduate education being received is assessed: indicators include method by which degree is sought; amount of formal training being received (courses, seminars, supervisor aid); whether or not present work is part of larger project; and amount of perceived freedom the respondent had to choose topic/area; access to resource materials and persons, including supervisor and other staff members. Consideration is given to behavioural indicators of isolation. Linkage to the immediate environment is assessed by use of indicators of intensity of social contacts with supervisors and peers, and by membership in voluntary organisations (information therefore available on hobbies, cultural interests, participation in formal religion) by assessing formal university duties such as demonstrating and teaching. Educational history includes: whether eleven-plus was taken, type, class and place of first and subsequent degrees, reasons for any gaps in educational process, interim occupations, reasons for choice of postgraduate institution, and motivation for continuation of studies (ie. amount and type of 'sponsorship' from faculty). Financial information includes: type, value and source of support; spouse's income; ownership of large consumer goods; rent expenditure and amount spent on books and cigarettes. Background Variables Nationality; religion; parents' occupations; marital status (spouse's characteristics have been obtained, as well as length of marriage, whether respondent was a student at time of marriage, place of meeting spouse, whether there are children and, if so, whether they were planned, and whether respondent sees marriage as a benefit or detriment to work). Simple random sample constant interval from lists of students Face-to-face interview
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This file set is the basis of a project in which Stephanie Pywell from The Open University Law School created and evaluated some online teaching materials – Fundamentals of Law (FoLs) – to fill a gap in the knowledge of graduate entrants to the Bachelor of Laws (LLB) programme. These students are granted exemption from the Level 1 law modules, from which they would normally acquire the basic knowledge of legal principles and methods that is essential to success in higher-level study. The materials consisted of 12 sessions of learning, each covering one key topic from a Level 1 law module.The dataset includes a Word document that consists of the text of a five-question, multiple-choice Moodle poll, together with the coding for each response option.The rest of the dataset consists of spreadsheets and outputs from SPSS and Excel showing the analyses that were conducted on the cleaned and anonymised data to ascertain students' use of, and views on, the teaching materials, and to explore any statistical association between students' studying of the materials and their academic success on Level 2 law modules, W202 and W203.Students were asked to complete the Moodle poll at the end of every session of study, of which there were 1,013. Only one answer from each of the 240 respondents was retained for Questions 3, 4 and 5, to avoid skewing the data. Some data are presented as percentages of the number of sessions studied; some are presented as percentages of the number of respondents, and some are presented as percentage of the number of respondents who meet specific criteria.Student identifiers, which have been removed to ensure anonymity, are as follows: Open University Computer User code (OUCU) and Personal Identifier (PI). These were used to collate the output from the Moodle poll with students' Level 2 module results.
These are student workflows created from the qualitative information created as part of the Loughborough University and Taylor and Francis project looking at the Postgraduate Researcher User Experience in the Digital Library (2015-2016).The workflows have been anonymised to disguise the subject area and identity of the student involved. All the participants were post graduate research students (PGRs) at Loughborough University.The workflows identify how the students accessed information over the course of an eight month period.A number of abbreviations have been used to save space:GS - Google ScholarBL - British LibraryGB - Google BooksThe original workflows were created in Microsoft Visio 2010 and have also been made available as PDFs.Please contact the project team in Loughborough University Library for additional information on the project and/or workflows.
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Employment, unemployment and economic inactivity levels and rates by age group, UK, rolling three-monthly figures, seasonally adjusted. Labour Force Survey. These are official statistics in development.
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Vacancies by industry.
This data collection relates to project 3.4 of the Centre for Global Higher Education: The transformative potential of MOOCs and contrasting online pedagogies. The response of higher education systems to the possibilities of digital technologies has been sporadic and localised. System-level initiatives relate more to administration and research than to education, while institution-level responses focus mainly on installing virtual learning environments. One area where digital innovation in HE has been rapid and large-scale is the phenomenon of the spread of massive, open, online courses (MOOCs). The top universities in the US, a few in the UK, the EU, the Far East, Australia, and now also in parts of the Global South, have experimented with this form of HE. The transformative potential of MOOCs, while widely forecast, is still uncertain, for several reasons: MOOCs have done little to transform undergraduate education, as some 80 per cent of participants are highly qualified professionals. MOOC affordances and the large-scale participation rates are incompatible with the personal nurturing and scaffolding that supports high quality student learning. Universities and platform developers are still developing the business models they need to make MOOCs sustainable, and financially viable. In order to explore what features of MOOCs have most potential to transform Higher Education, in depth interviews with MOOC participants were conducted online.The last two generations have seen a remarkable world-wide transformation of higher education (HE) into a core social sector with continually expanding local and global reach. Most nations are moving towards, or have already become, 'high participation' HE systems in which the majority of people will be educated to tertiary level. In the UK HE is at the same time a pillar of science and the innovation system, a primary driver of productivity at work, a major employer and a mainstay of cities and regions, and a national export industry where 300,000 non-EU students generated over £7 billion in export-related earnings for the UK in 2012-13. In 2012, 60 per cent of UK school leavers were expected to graduate from tertiary education over the lifetime, 45 per cent at bachelor degree level, compared to OECD means of 53/39 per cent. Higher education and the scientific research associated with universities have never been more important to UK society and government. HE is large and inclusive with a key role in mediating the future. Yet it is poorly understood. Practice has moved ahead of social science. There has been no integrated research centre dedicated to this important part of the UK. The Centre for Engaged Global Higher Education (CEGHE), which has been funded initially for five years by the Economic and Social Research Council (ESRC), now fills that gap. On behalf of the ESRC CEGHE conducts and disseminates research on all aspects of higher education (HE), in order to enhance student learning and the contributions of Higher Education Institutions (HEIs) to their communities; develop the economic, social and global engagement of and impacts of UK HE; and provide data resources and advice for government and stakeholder organisations in HE in the four nations of the UK and worldwide. CEGHE is organised in three closely integrated research programmes that are focused respectively on global, national-system and local aspects of HE. CEGHE's team of researchers work on problems and issues with broad application to the improvement of HE; develop new theories about and ways of researching HE and its social and economic contributions; and respond also to new issues as they arise, within the framework of its research programmes. An important part of CEGHE's work is the preparation and provision of data, briefings and advice to national and international policy makers, for HEIs themselves, and for UK organisations committed to fostering HE and its engagement with UK communities and stakeholders. CEGHE's seminars and conferences are open to the public and it is dedicated to disseminating its research findings on a broad basis through published papers, media articles and its website and social media platform. CEGHE is led by Professor Simon Marginson, one of the world's leading researchers on higher education matters with a special expertise in global and international aspects of the sector. It works with partner research universities in Sheffield, Lancaster, Ireland, Australia, South Africa, Netherlands, China, Hong Kong SAR, Japan and USA. Among the issues currently the subject of CEGHE research projects are inquiries into ways and means of measuring and enhancing HE's contribution to the public good, university-industry collaboration in research, the design of an optimal system of tuition loans, a survey of the effects of tuition debt on the life choices of graduates such as investment in housing and family formation, the effects of widening participation on social opportunities in HE especially for under-represented social groups, trends and developments in HE in Europe and East Asia and the implications for UK HE, the emergence of new HE providers in the private and FE sectors, the future academic workforce in the UK and the skills that will be needed, student learning and knowledge in science and engineering, and developments in online HE
This data deposit includes qualitative and quantitative data that help answer the question: Which people do the public think should be classified as 'incapacitated'? How should this be assessed? And should they be threatened with benefit sanctions if they don't do what Jobcentres ask them to do? More people claim out-of-work incapacity benefits than unemployment benefits in the UK, and this has been true throughout the recent recession - but we know little about what the public think about incapacity benefits. The data collection consists of: (1) Quantitative data: includes a comparative YouGov study of the UK and Norway, giving each respondent three pen-portraits ('vignettes') of different sorts of disabled and non-disabled benefit claimant to see which factors influence the public's responses. It also includes a follow-up study in the UK using the NatCen online panel. (2) Qualitative data include the results from six focus groups with the general public in the England in 2016, which also used vignettes but allowed a deeper investigation of how the public debated the situation of each one.Over a million older people claim incapacity benefits in Britain, on the grounds that their health or disability stops them from working - four times as many as those claiming unemployment benefits, despite the downturn. But what does it actually mean to say that someone is 'incapacitated'? Take two people with identical impairments: a London-based graduate and an unskilled person in Merthyr Tydfil. The graduate may have better working conditions, an employer who is more willing to change the job to fit them, or be able to find another job that their health permits them to do. The unskilled worker may have none of these options, particularly if they are older and therefore more likely to have lower qualifications, to be biologically 'slowing down', and to face age-related discrimination. It is these ‘non-medical factors’ that are the focus of this project. The research firstly involves a statistical analysis of working conditions, adjustments and the availability of work in the UK and Europe. It then looks at whether the public and elites think that non-medical factors should be taken into account in assessing incapacity, using both a new survey and a series of workshops with different groups. This data deposit includes three data sources: 1. YouGov UK/Norway survey, sampled from YouGov's opt-in panel 2. NatCen UK survey, sampled from the NatCen online follow-up of the representative British Social Attitudes survey 3. Focus groups from the UK
Antimicrobial resistance (AMR) is an urgent global one health challenge and irrational and over use of antimicrobials in livestock production and human medicine is contributing to this problem. This online questionnaire was part of a large interdisciplinary research project on the drivers for AMR and the role of livestock and poultry production in India (see www.liverpool.ac.uk/infection-and-global-health/research/darpi/) involving multiple UK and Indian partners, with this specific survey led by the University of Liverpool, University of Edinburgh and the Karnataka Veterinary, Animal and Fisheries Sciences University. This study was designed to help us understand how and what veterinary students are taught, their knowledge and attitudes around AMR and antimicrobial use. Participates were invited to take part in this study if they had recently graduated or were near to the completion of their veterinary course and will be a future prescriber and therefore represent a important stakeholder.The aim of this study is to first to map antimicrobial use (AMU) and the antimicrobial resistance (AMR) that is driven by inappropriate use, across the entire poultry meat supply chain from farm to table in India. The study provides [1] a unique opportunity to map AMU, [2] to understand entry points for development of AMR and [3] the contribution by inappropriate AMU in poultry, and [4] suggests potential solutions to address the huge AMR burden in India. AMR is a major global health risk, particularly in developing countries, threatening human and animal health. Contributing to this problem is the inappropriate use of antimicrobials in people and livestock production. India has a high burden of infectious disease, and bacteria from human clinical infections are becoming increasingly difficult to treat, with fewer treatment options available. Studies suggest that livestock may commonly carry resistant bacteria in their gut, with poultry and poultry meat also identified as a source of such bacteria. However, there is a complete lack of data on the scale of the problem, or on what antimicrobials are being used in poultry meat production, how they are used, and how this contributes to the carriage of AMR bacteria that may be a threat to human and animal health. Poultry meat is one of the main protein sources in Indian and is the fastest growing livestock sector. Increasingly, poultry meat in India is produced through more intensive integrated or semi-integrated farming systems where antimicrobials are used for various purposes, including for growth promotion, to prevent and treat disease. To date there have been no comprehensive studies on AMU or AMR through the poultry meat supply chain. Our interdisciplinary project aims to address these data gaps by studying the poultry meat food supply in its entirety to determine: behaviours that drive AMU and how these contribute to the selection and transmission of AMR, to inform better use; to design with farmers and other stakeholders interventions to reduce AMU/AMR, which are cost-effective and easy to implement; determine the economic impact from changing AMU practices, or using alternatives. The project will involve working closely with the poultry industry, policy makers and other stakeholders throughout to ensure the findings have impact. This project is timely in providing crucial data to inform antimicrobial stewardship: the trajectory of the Indian poultry industry is shifting towards intensive farming and AMU is predicted to rise substantially. Therefore, this is an opportunity to intervene through working closely with stakeholders to provide alternative strategies for sustainable AMU. The project also offers other benefits, with a strong social science component providing unique insights into behaviours driving AMU, as well as service design enabling visualization of AMU and AMR, and co-design strategies. Indian researchers will be trained in these methods, building capacity for social science in Indian agricultural and veterinary research that will have value long after the conclusion of this project. The study will be the first to map AMU and AMR in the entire poultry meat supply chain from farm to table in India. The study provides a unique opportunity to map AMU, understand entry points for development of AMR and the contribution by inappropriate AMU in poultry, and suggest potential solutions to address the huge AMR burden in India.
Graeae Theatre is a renowned British theatre company that has significantly contributed to the performing arts world, particularly in promoting disability-led theatre. Graeae was founded in 1980 by Nabil Shaban and Richard Tomlinson after they met at a university in Coventry. It has since become a platform for disabled artists to showcase their talents and challenge societal norms surrounding disability. Both shared a vision of staging productions with disabled people. In May 1980, an ensemble of disabled performers performed the first Graeae play, Sideshow. Today, Graeae is a disability-led theatre company that highlights the skills of actors, writers, and directors with physical and sensory impairments. The company develops artistic, aesthetically accessible productions that appeal to disabled and non-disabled audiences. They work with more than 7,000 people each year, delivering projects across the UK and internationally. What started as a platform for disabled artists to be involved in theatre productions has now become a pioneer in reimagining what an inclusive space should look like. A compliment from Andrew Hayton (Postcards from the Gods) sums up what a force to reckon the theatre has become ‘Pretty much the blueprint for what I wish mainstream British Theatre was like.’ They have managed to capture the hearts and praise domestically and garnered international acclaim with their international tours and themes that resonate with global audiences. Graeae is a registered charity whose extensive work is made possible through the support of grantors, sponsors, and donations from the public. Under the artistic direction of Jenny Sealey, Graeae’s work varies from intimate and poignant studio performances to large-scale, breathtaking outdoor spectacles. All performances are accessible and provide audiences with subtitles and/or British Sign Language and an audio description at each performance. Accessibility is fundamental to Graeae’s work, providing an inclusive working practise for artists and staff and an accessible theatrical experience for audiences. Since 1980, Graeae has earned an international reputation as a pioneer of accessibility in world-class theatre while still focusing on the original impulse of its founders. Graeae Theatre has produced an impressive range of productions, including original plays, adaptations, and musicals. They have collaborated with several renowned theatre companies, including the National Theatre and the Royal Shakespeare Company. One of their most notable productions is “Reasons to be Cheerful,” a musical tribute to the iconic British band Ian Dury and the Blockheads. The show was a huge success and went on a national tour in the UK and abroad. Another notable production by Graeae Theatre is “Blindsided,” a play that explores the experiences of a blind woman navigating the world of love and relationships. The play was praised for its honesty and sensitivity towards the experiences of blind individuals, and it was performed at the Edinburgh Festival Fringe in 2017. Training & Learning is a bold and ambitious part of Graeae’s core work. As Hana Pascal Keegan, an ensemble Graduate, indicates: “Graeae’s training for Deaf and disabled artists is radical. Training with Ensemble equaled empowerment, guiding me on how to get the support I need to work as an emerging theatre director.” The training and learning opportunities include a young ensemble, artistic residencies in schools, professional artist development, production-related workshops, and consulting and training for change in the sector. Deaf and disabled artists, children, and young people are at the heart of Graeae’s Training & Learning projects. Graeae has an excellent track record of creating work for and with young people and artists at all stages of their careers. The company ensures that learning environments provide a level playing field for all and encourage imagination, curiosity, and creativity. “Write to Play” is Graeae Theatre’s flagship programme dedicated to developing the skills and experience of emerging writers in collaboration with some of the most exciting theatres in the United Kingdom. The programme has nurtured the careers of 30 deaf and disabled playwrights, including Jackie Hagan, whose play “Cosmic Scallies” was co-produced by Graeae and the Royal Exchange Manchester in August 2017 was co-produced. In addition to “Write to Play,” half-day workshops are held for beginners, while Play Labs offers theatre makers of all levels a day of research and development in Graeae’s safe and accessible spaces. In addition to its productions, Graeae Theatre is also involved in community outreach and education programs. They work with schools and community groups to provide workshops and training in disability-led theatre, promoting inclusivity and diversity in the performing arts. Graeae Theatre’s commitment to disability-led theatre has earned them several awards and accolades. They won a special award in the Evening Standards Awards in 1984, Promotion of Diversity at the UK Theatre Awards in 2012, and Euan’s Guide Most Accessible production for Jack Thorne’s The Solid Life of Sugar Water at the 2015 Edinburgh Festival Fringe, among others. In addition, Jenny Sealey MBE, the artistic director, and CEO since 1997, was awarded the Liberty Human Rights Art Award.
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Proportion of workers in part-time employment by graduate type (postgraduates, graduates and non-graduates) and detailed age band in 2007-2023.
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Graduate nominal salaries for those of working age and the young population by gender and industry in 2023.
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A level student counts by grade achieved, subject and region or local authority.Includes students triggered for inclusion in performance tables who completed A levels during 16-18 study, after discounting of exams.
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This data is available through the ‘Explore data and files’ section in the file called ‘Time series - A level subject entries and grade by gender’.In addition it is accessible through the dashboard linked below. The dashboard combines data from this statistical release (covering the latest 2022/23 provisional data ) with selected older data compiled from previous versions of the ‘A level and other 16 to 18 results’ statistical release: 16-18 Time-series attainment and single year entriesOn the left-hand side, clicking on the link ‘A level entries and grade distribution' brings up the dashboard with A level entries and A level grades - comparison by subject and gender.These data cover A level entries by students aged 16 to 18 within each academic year from 1995/96.
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Higher Education Graduate Outcomes Statistics: UK, 2020/21 This Statistical Bulletin is the annual first release of Graduate Outcomes survey data. These experimental statistics cover UK higher education providers (HEPs) including alternative providers (APs) and further education colleges (FECs) in England, Wales and Northern Ireland. Data is collected approximately 15 months after HE course completion. The 2020/21 Graduate Outcomes cohort finished their qualifications in the second academic year affected by COVID-19. While Cohort A finished their qualifications during late summer and early autumn 2020, in a period of relatively loose restrictions, restrictions began to increase over the course of the academic year. Cohort B graduated into a period of short national lockdowns, followed by the start of the second national lockdown in January 2021. Cohort C likewise graduated in lockdown, but the progress of the vaccination programme led to a gradual easing of restrictions as spring progressed; by the time Cohort D, the largest Graduate Outcomes cohort, began to finish their qualifications in May 2021, most adults had been offered a first vaccine dose, and restrictions were gradually being phased out across the UK. The circumstances under which 2020/21 graduates were surveyed were quite different. As surveying for Cohort A opened in December 2021, Omicron variant cases were rising and new guidance was being issued requiring masks in indoor spaces and encouraging people to work from home where possible, the new restrictions were considerably more lenient than those which were introduced a year previously. By the time the Cohort B survey period opened in March 2022, all legal restrictions had been lifted in England, and remaining restrictions were phased out in other nations over the next few months. Although COVID cases rose from the start of June to a summer peak in early July, no legal restrictions were in place during the survey periods for Cohorts C and D. An insight briefing provides further detail on analysis undertaken to explore the impact of the pandemic, and the conclusions identified. This statistical bulletin has been produced by HESA in collaboration with statisticians from the Office for Students, the Department for Education, 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.