There were approximately 63,300 head teachers and principals working in the United Kingdom as of the third quarter of 2024, compared with 50,700 in the previous quarter.

The folder contains datasets from a teacher survey of primary school grade 4. The data was collected in Vietnam in 2021.

United Kingdom UK: Secondary Education: Teachers data was reported at 412,358.719 Person in 2015. This records a decrease from the previous number of 414,227.000 Person for 2014. United Kingdom UK: Secondary Education: Teachers data is updated yearly, averaging 383,207.000 Person from Dec 1993 (Median) to 2015, with 18 observations. The data reached an all-time high of 476,337.000 Person in 1996 and a record low of 353,098.000 Person in 2000. United Kingdom UK: Secondary Education: Teachers data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s UK – Table UK.World Bank: Education Statistics. Secondary education teachers includes full-time and part-time teachers.; ; UNESCO Institute for Statistics; Sum; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

Abstract copyright UK Data Service and data collection copyright owner.

The British Crime Survey 2007-2008: Unrestricted Access Teaching Dataset is based on the British Crime Survey, 2007-2008 (available from the UK Data Archive under SN 6066) and constitutes real data which are used by the Home Office and are behind many media headlines. The teaching dataset is a subset which has been subjected to certain simplifications and additions for the purpose of learning and teaching. (Note that the main British Crime Survey has now become the Crime Survey for England and Wales, but titles of older studies in the series remain the same.)

The main differences are:

• only respondents who completed Module B (attitudes to the Criminal Justice System) of the BCS, 2007-2008 are included
• the number of variables has been reduced
• weighting has been simplified
• a reduced codebook is provided
• additional continuous variables have been created (using factor analysis of pre-existing variables) in order to facilitate their use in quantitative methods classes

Further information is available in the study documentation (below) which includes a dataset user guide and additional notes for teachers.

Differences between the unrestricted dataset and the standard access BCS teaching dataset:
Note that SN 6561, the British Crime Survey 2007-2008: Teaching Dataset contains a larger subset of BCS 2007-2008 variables than the unrestricted version, and is only available to registered users of the UK Data Service.


Main Topics:

The variables cover:

• fear of crime
• opinions about crime and anti-social behaviour in the area
• experience of crime
• socio-demographics
• accommodation and area characteristics

In the 2023/24 academic there were 32,149 schools in the United Kingdom, 601 schools fewer than there were in the 2010/11 academic year. Throughout most of this period, there has been a steady decline in the number of schools, with a slight uptick noticeable after 2019/20, when there were just 32,028 schools. Concrete crisis at UK schools in 2023 Due to its affordability, many schools built in the UK from the 1950s to the 1990s used reinforced autoclaved aerated concrete (RAAC). Although not inherently unsafe, RAAC is a less durable version of standard concrete, and has a typically shorter lifespan. The issue of RAAC in schools suddenly became more urgent in 2018, when a school roof collapsed, confirming fears that RAAC structures weakened over time. Just before schools returned for the 2023/24 academic year, 147 schools in England were confirmed as having issues with RAAC, with 19 of these forced to delay the start of the school year, and a further four opting for fully remote learning. Number of UK pupils falls in 2023/24 After reaching a peak of 10.7 million in the 2022/23 academic year, the number of school pupils in the UK fell to 10.63 million in the following academic year. In the same year, the number of full-time teachers in the UK reached a high of 643,491, up from just 621,718 in the 2017/18 academic year. Although the pupil to teacher ratio at UK schools has overall been quite stable in recent years, there was a surge in the pupil to teacher ratio at nursery schools between 2012/13 and 2018/19, rising from 17.5 teachers per pupil, to 22.9

United Kingdom UK: School Enrollment: Secondary: Female: % Net data was reported at 99.329 % in 2015. This records an increase from the previous number of 98.349 % for 2014. United Kingdom UK: School Enrollment: Secondary: Female: % Net data is updated yearly, averaging 92.734 % from Dec 1971 (Median) to 2015, with 41 observations. The data reached an all-time high of 99.329 % in 2015 and a record low of 70.787 % in 1971. United Kingdom UK: School Enrollment: Secondary: Female: % Net data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s United Kingdom – Table UK.World Bank.WDI: Education Statistics. Net enrollment rate is the ratio of children of official school age who are enrolled in school to the population of the corresponding official school age. Secondary education completes the provision of basic education that began at the primary level, and aims at laying the foundations for lifelong learning and human development, by offering more subject- or skill-oriented instruction using more specialized teachers.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

This dataset is published as Open Data and replaces any previously published dataset.Information about Scottish schools are updated by the Scottish Government annually for the purposes of monitoring overall performance, equality and individual policies. This dataset provides the current geocoded location, contact address, roll numbers, teacher numbers, denomination, and proportion of pupils from minority and ethnic groups for each primary, secondary and special school in Scotland. Until 2019, these updates were reflective of the previous September. The SG School Roll 2023 is reflective of the July 2023 schools locations data (published 25th September 2023) and July 2023 school roll, FTE teachershttps://www.data.gov.uk/dataset/9a6f9d86-9698-4a5d-a2c8-89f3b212c52c/scottish-school-roll-and-locations

Abstract copyright UK Data Service and data collection copyright owner.

As the statistical branch of the United Nations Educational, Scientific and Cultural Organisation (UNESCO), the Institute for Statistics (UIS) produces cross-nationally comparable statistics on education, science and technology, culture, and communication for more than 200 countries and territories.

The UNESCO Education Statistics dataset includes data from 1970 onwards. From pre-primary school enrolment to tertiary graduation rates, it covers all education levels and addresses key policy issues such as gender parity, teachers and education financing.

Main Topics:

• Out-of-school children
• Entry
• Participation
• Progression
• Completion
• Literacy
• Educational attainment
• International student mobility in tertiary education
• Human resources
• Financial resources
• School resources and teaching conditions (Africa only)
• Adult education (Latin America and the Carribbean only)
• Disparities in teacher's training, deployment, characteristics and working conditions at sub-national level (East and South West Asia only).

Abstract copyright UK Data Service and data collection copyright owner.

The Active Lives Children and Young People Survey, which was established in September 2017, provides a world-leading approach to gathering data on how children engage with sport and physical activity. This school-based survey is the first and largest established physical activity survey with children and young people in England. It gives anyone working with children aged 5-16 key insight to help understand children's attitudes and behaviours around sport and physical activity. The results will shape and influence local decision-making as well as inform government policy on the PE and Sport Premium, Childhood Obesity Plan and other cross-departmental programmes. More general information about the study can be found on the Sport England Active Lives Survey webpage and the Active Lives Online website, including reports and data tables.

The Active Lives Children and Young People Survey, 2017-2018 commenced during school academic year 2017 / 2018. It ran from autumn term 2017 to summer term 2018 and excludes school holidays. The survey identifies how participation varies across different activities and sports, by regions of England, between school types and terms, and between different demographic groups in the population. The survey measures levels of activity (active, fairly active and less active), attitudes towards sport and physical activity, swimming capability, the proportion of children and young people that volunteer in sport, sports spectating, and wellbeing measures such as happiness and life satisfaction. The questionnaire was designed to enable analysis of the findings by a broad range of variables, such as gender, family affluence and school year.

The following datasets are available:

1) Main dataset includes responses from children and young people from school years 3 to 11, as well as responses from parents of children in years 1-2. The parents of children in years 1-2 provide behavioural answers about their child's activity levels, they do not provide attitudinal information. Using this main dataset, full analyses can be carried out into sports and physical activity participation, levels of activity, volunteering (years 5 to 11), etc. Weighting is required when using this dataset (wt_gross / wt_set1.csplan).

2) Year 1-2 pupil dataset includes responses from children in school years 1-2 directly, providing their attitudinal responses (e.g. whether they like playing sport and find it easy). Analysis can be carried out into feelings towards swimming, enjoyment for being active, happiness etc. Weighting is required when using this dataset (wt_gross / wt_set1.csplan).

3) Teacher dataset includes responses from the teachers at schools selected for the survey. Analysis can be carried out into school facilities available, length of PE lessons, whether swimming lessons are offered, etc. Weighting was formerly not available, however, as Sport England have started to publish the Teacher data, from December 2023 we decide to apply weighting to the data. The Teacher dataset now includes weighting by applying the ‘wt_teacher’ weighting variable.

For further information about the variables available for analysis, and the relevant school years asked survey questions, please see the supporting documentation. Please read the documentation before using the datasets.

Latest edition information

For the second edition (January 2024), the Teacher dataset now includes a weighting variable (‘wt_teacher’). Previously, weighting was not available for these data.

Main Topics:

Topics covered in the Active Lives Children and Young People Survey include:

• Sport and physical activity participation
• Well-being
• Health

Abstract copyright UK Data Service and data collection copyright owner. The British Crime Survey 2007-2008: Teaching Dataset is based on the British Crime Survey, 2007-2008 (available from the UK Data Archive under SN 6066) and constitutes real data which are used by the Home Office and are behind many headlines. The teaching dataset is a subset, which has been subjected to certain simplifications and additions for the purpose of learning and teaching. (Note that the main British Crime Survey has now become the Crime Survey for England and Wales, but titles of older studies in the series remain the same.) The main differences are:only respondents who completed Module B (attitudes to the Criminal Justice System) of the BCS, 2007-2008 are includedthe number of variables has been reducedweighting has been simplifieda reduced codebook is providedadditional continuous variables have been created (using factor analysis of pre-existing variables) in order to facilitate their use in quantitative methods classesFurther information is available in the study documentation (below) which includes a dataset user guide and additional notes for teachers. Main Topics: The main topics covered are:experience of crimeperceptions of crimecharacteristics of local areaattitudes to police and Criminal Justice System socio-demographics Multi-stage stratified random sample Face-to-face interview Compilation or synthesis of existing material The BCS is collected by a face-to-face interview but the teaching dataset has been created by simplifying and altering the original data.

Abstract copyright UK Data Service and data collection copyright owner. The purpose of this study was to determine which fields of education were thought by teachers to need research and development. Main Topics: Attitudinal/Behavioural Questions This study is divided into two main parts. The first deals with six main topics of educational research - teaching methods, curriculum, grouping children, assessment and examination; psychological/sociological research, and teachers and training. Under each leading sub-division, areas of possible research are described, respondents being asked to indicate desired priority, with provision for entry of topics not listed. A final section determines an overall priority. The second part is designed to give an idea of the nature and extent of the 'communication gap' between researchers and practising teachers. Knowledge of current research is assessed through familiarity with list of research workers, institutions and publications. Readership of a given list of scholarly publications containing results of research work gives a further indication of the extent of this familiarity. Teachers' involvement in curriculum development and in educational research is determined, and opinion is sought on the most effective means of disseminating the results of research and development. Background Variables Sex, marital status, number of dependents, age when entered teaching, years' experience, pupils taught at present, main teaching subject (if secondary teacher), grading of teaching post for salary purposes and professional data (i.e. whether graduate, graduate with certificate, non-graduate with certificate or unqualified). Stratified by size and type of school, age taught (primary) and subject taught (secondary)

As of September 2024, social media users in the United Kingdom with a secondary level education made up 21 percent of users in the country. Overall, 22 percent of social media users had achieved further education, and 29 percent were of bachelor's degree education or equivalent.

Abstract copyright UK Data Service and data collection copyright owner.

The purpose of this study was to examine the effects of streaming and non-streaming on the personality, and social and intellectual development of junior school pupils. The data are held under nine separate study numbers; one for each of the eight surveys and one for the merged file. The study covers a four-year period. In the first year, 1964 (Surveys SN:008 and SN:009), a cross-sectional study of 84 schools, 42 matched pairs of streamed and non-streamed schools, was made. In the succeeding three years, this number was reduced as schools dropped out due to changes in organisation or to reductions in numbers of pupils or staff. In the end, only schools that had completed the full research programme were considered in the longitudinal study, that is, data from 72 schools or 36 matched pairs. The longitudinal study was concerned, therefore, with those children who were in their first year in 1964 and who remained in the school throughout the whole of the junior course - 5521 pupils in all. The data are of two main types, those concerned with pupils and those concerned with teachers. SN:261 is a merged file of datasets for pupils (SN:007, SN:008, SN:010, SN:012).
Main Topics:
Teachers (SN:006, SN:009, SN:011, SN:013)
To assess the further variables relating to teachers in the schools, three questionnaires were employed. In one, Questionnaire S1, 14 types of lessons were listed together with six possible frequencies ranging from 'everyday' to 'less than once a term or never'. Teachers were asked to indicate their frequency of use for each type of lesson. For the purpose of scoring, the lesson types were divided into two categories: 'traditional' and 'progressive'. In addition, two further questions were included, one dealing with grouping within the class and the other with seating arrangements. In the second questionnaire, S3, attitudes of teachers towards seven aspects of teaching in junior schools were examined. A list of 40 statements was prepared and given to teachers who were asked to indicate their degree of agreement or disagreement with each statement. The responses were grouped in seven attitude areas: permissive/non-permissive, attitude to physical punishment, to 11+ selection, to noise in the classroom, to A-streams, and to the less able child. In addition, in a personal data questionnaire, teachers gave information about themselves, their sex, age, qualifications and number of years teaching experience. A parental attitudes questionnaire was sent to parents of pupils in 28 schools in 1966 and 1967.
Pupils (SN:007, SN:008, SN:010, SN:012, SN:261).
To measure achievement, pupils were given a battery of tests at the end of each of the four junior school years. The tests were specially devised to be suitable for all ages from seven to ten-plus. Two parallel versions of each test were administered, one version to half the matched pairs, the second to the other half. Tests administered followed this schedule:
1964 (SN:008)
Reading
English
Problem Arithmetic
Mechanical Arithmetic
Number Concept
1965 (SN:010)
Reading
English
Problem Arithmetic
Mechanical Arithmetic
Verbal Reasoning
1966 (SN:012)
Reading
English
Problem Arithmetic
Mechanical Arithmetic
Number Concept
Verbal/Non-Verbal
Reasoning
Free Writing SA1 & SB2
1967 (SN:007)
Reading
English
Problem Arithmetic
Mechanical Arithmetic
Number Concept
Verbal/Non-verbal
Reasoning
Free writing SA1 & SB2
To measure the effects of school organisation on personality, attitudes and social adjustment, a number of non-cognitive variables were considered, following the schedule below:
1964
Sociometric data
School activities

1966
Sociometric data
Interests
Aspirations
Pupils' Attitudes & Parents' Attitudes in 28 Schools
Sociometric data
Interests
School Activities
Pupils' Attitudes in 28 Schools
The sociometric questionnaire provided information on the `popularity' of a pupil and identified those who were 'neglected', In 1964, teachers indicated the first and second choice of friends for each pupil; in 1966 and 1967, the pupil himself completed the questionnaire, including two new criteria, 'who would you like to play with?' and 'who would you like to work with?' In 1966 and 1967, an interests questionnaire was administered, dividing interests into two categories, 'creative' and 'logical/analytical'. Also included were a teacher-rating of behaviour on a four-point scale on five isolated behaviour traits; a teacher rating of school achievement, including attitude to school work, class position in reading and class position in arithmetic; a general ability rating in all years on a five-point scale; and, in 1964 and 1967, a teacher assessment of individual pupil's...

Abstract copyright UK Data Service and data collection copyright owner.

This is a qualitative teaching data collection.

Dr Jo Haynes (Lecturer in Sociology at the University of Bristol) has been using numerous data collections from ESDS Qualidata to support her teaching of qualitative research methods for several years. A key motivation was her desire to provide students with data, enabling more teaching time to focus on developing skills in data analysis. SN 5271 has been used in this way. This collection represents the subset of interviews specifically selected for teaching purposes.

The British Migrants in Spain: the Extent and Nature of Social Integration, 2003-2005: Teaching Data study is based on British Migrants in Spain: the Extent and Nature of Social Integration, 2003-2005 (available under SN 5271). The teaching data collection is a subset of the interviews in SN 5271 and was created for learning and teaching purposes.

The interviews comprising the teaching data collection were selected based on criteria such as the data quality and the ability to divide the data collection into subsamples of a manageable size (e.g. by participant characteristics, geography, or other features) for student projects. Characteristics used to define this subset were gender and employment status (retired, self-employed and employee).

Students were then asked to write 4,000 word reports based on their analyses of these subsamples. Dr Haynes believes that the key benefits of re-using data for students are the opportunities to evaluate critically the design, execution and conclusions of the original study and to practice developing their own new rationales for reinterpreting data. Her presentation included in the user guide, entitled The Use of Qualidata Datasets in PG Unit, contains more examples of data used, details on how to use the materials for teaching, and examples of original research questions paired with students' new research questions.

Further information is available in the study documentation (below) which includes the original data collection user guide and additional notes for teachers.


Main Topics:

Main topics include: social and economic integration; political integration; reasons for migration; language difficulties; schooling; work situation; health and fitness; official registration.

The PACE (Primary Assessment, Curriculum and Experience) project aimed to study the impact on English primary schools of the introduction, following the 1988 Education Reform Act, of the National Curriculum and its associated assessment procedures. Questionnaires and interviews with heads and infant teachers in forty-eight schools in eight varied areas, provided background data for a closer focus on nine schools. Children as well as teachers in primary school classes were interviewed. These randomly selected pupils formed a cohort who have taken part in the subsequent years of the study. New assessment procedures were also observed and analysed as they were introduced. The project consisted of three phases: phase 1 (SN:3486) was carried out in 1990-1992, phase 2 (SN:3470) in 1993-1994 and phase 3(SN:3969) in 1995-1996. Pupils of the original cohort, continued to be observed and interviewed, as did their teachers into year 6 (phase 3). In addition, teachers and heads in the wider sample of schools have again been interviewed; in this phase both Key Stage 1 and Key Stage 2 teachers provide material on the degree and kind of change experienced in primary schools during a period of unprecedented innovation.

This dataset is published as Open Data and replaces any previously published dataset.Information about Scottish schools are updated by the Scottish Government annually for the purposes of monitoring overall performance, equality and individual policies. This dataset provides the current geocoded location, contact address, roll numbers, teacher numbers, denomination, and proportion of pupils from minority and ethnic groups for each primary, secondary and special school in Scotland. Until 2019, these updates were reflective of the previous September. The SG School Roll 2023 is reflective of the July 2023 schools locations data (published 25th September 2023) and July 2023 school roll, FTE teachershttps://www.data.gov.uk/dataset/9a6f9d86-9698-4a5d-a2c8-89f3b212c52c/scottish-school-roll-and-locations

Abstract copyright UK Data Service and data collection copyright owner.

UNESCO is a major collector and disseminator of statistical data on education and related subjects. Its statistical activities are aimed at providing relevant, reliable and current information for development and policy-making purposes, both at the national and international levels, and the production of reliable statistical indicators for education. These indicators cover four main areas: educational population; access and participation; the efficiency and effectiveness of education; human and financial resources.
The UNESCO Education Database covers a wide range of these areas, at four main educational levels: pre-primary, primary, secondary and tertiary, in accordance with the International Standard Classification of Education (ISCED) system. This system provides standard definitions for each of the four levels of education examined. UNESCO collects and collates education data according to these definitions from approximately 200 countries, and compiles them into the Education Database time series, which is published annually.

Main Topics:

Tertiary' education is defined by UNESCO as education above secondary (school) level, and is referred to asthird' level education, according to ISCED (International Standard Classification of Education). Education at this ISCED level includes both further and higher education, and generally takes place at institutions other than schools. These educational institutions are classified in three categories: universities and equivalent degree granting institutions, distance learning' universities (similar to the <i>Open University</i> in the United Kingdom), and other third level educational institutes. <br> Topics covered in this data collection include: numbers of students and teachers, students' field of study (subject group), students and teachers by institution type (as per three categories above), andforeign' students (see also Foreign Students Statistics, SN:3698). All data are definable by gender.

Abstract copyright UK Data Service and data collection copyright owner.

UNESCO is a major collector and disseminator of statistical data on education and related subjects. Its statistical activities are aimed at providing relevant, reliable and current information for development and policy-making purposes, both at the national and international levels, and the production of reliable statistical indicators for education. These indicators cover four main areas: educational population; access and participation; the efficiency and effectiveness of education; human and financial resources.
The UNESCO Education Database covers a wide range of these areas, at four main educational levels: pre-primary, primary, secondary and tertiary, in accordance with the International Standard Classification of Education (ISCED) system. This system provides standard definitions for each of the four levels of education examined. UNESCO collects and collates education data according to these definitions from approximately 200 countries, and compiles them into the Education Database time series, which is published annually.

Main Topics:

Data are available in this collection for various topics related to primary education - the first ISCED level (ISCED = International Standard Classification of Education). Primary education usually begins at age five, six or seven years and lasts for about 5 or 6 years. However, in some countries, what is termed basic' education provided at this level may last longer. Primary education programmes are designed to give pupils a sound basic education in reading, writing and arithmetic along with an elementary understanding of other subjects such as natural history, geography, natural science, social science, art and music. From the year 1994, these data also includespecial' education at primary level as part of overall totals.
Topics covered here include : number of institutions and private pupils, pupils in primary education (total, by age and by grade), total numbers of teachers (part- and full-time), and pupils repeating' grades at this level. All data are further defined by gender. <br> Users should note that 15 countries have reported an automatic promotion policy to the next grade, whether pupils have completed their education at the previous grade or not. Thus, there will be no data values forrepeaters' for these countries : Bahamas, Denmark, Japan, Republic of Korea, Malaysia, Montserrat, Norway, Papua New Guinea, Saint Kitts and Nevis, Saint Lucia, Seychelles, Sudan, Sweden, Turks and Caicos Islands, United Kingdom and Zimbabwe.

Data set originated for the study with the same name: This study contributes to the debate about the relative benefits of two pervasive resources used by teachers to support children's learning: actions with manipulatives and gestures (represented actions). It does so by examining how these resources influence children's visual attention and subsequent learning. Eighty-one children (4-6yrs) watched a video of a teacher explaining a numerical relationship in one of three conditions: using manipulatives (Action), using hands (Gesture) or no hand movements (Control). All children solved a related numerical problem and provided their own explanation both before and after the teacher's explanation. As predicted, teacher's actions attracted greater visual attention to their hands than gestures, and both more than control. Subsequent learning effects were not found, although may be attributable to task type and duration. Notwithstanding, the study demonstrates the methodological value for revealing embodied learning mechanisms, and potential to inform the pedagogical use of gesture and action in teaching. The database includes all the variables collected as well as the Rscripts used to analyse and report the data from the article