This dataset is about book subjects and is filtered where the books is The K-12 educator's data guidebook : reimagining practical data use in schools, featuring 10 columns including authors, average publication date, book publishers, book subject, and books. The preview is ordered by number of books (descending).

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.

This dataset is about books and is filtered where the book is A grammar of classical Latin : for use in schools and colleges, featuring 7 columns including author, BNB id, book, book publisher, and ISBN. The preview is ordered by publication date (descending).

This dataset mainly consists of textbooks for elementary and junior high schools, which adopt the principle of using one framework for multiple books. They are compiled by private publishers based on the nine-year integrated curriculum guidelines for elementary and junior high schools, and submitted to the National Academy for Educational Research for review. After approval, they are issued a license for use as reference books for schools.

The dataset contains a list of 11906 words (lemmas with part of speech information) and their frequency of occurrence in a corpus of Slovenian textobooks, covering elementary school (Grade 1 to 9) and secondary school (Year 1 to 4). The corpus contains 4,302,857 words (5,373,268 tokens), and consists of 127 textbooks from 16 different subjects. The distribution per school level is as follows: - Grade 1: 17949 tokens - Grade 2: 46317 tokens - Grade 3: 84222 tokens - Grade 4: 305454 tokens - Grade 5: 357400 tokens - Grade 6: 351463 tokens - Grade 7: 537359 tokens - Grade 8: 592068 tokens - Grade 9: 765574 tokens - Year 1: 665093 tokens - Year 2: 200267 tokens - Year 3: 149442 tokens - Year 4: 23406 tokens - Year 1-4: 206843 tokens (these are textbooks that are used in all the years of secondary school and were not divided according to different years) The purpose of the dataset is to facilitate research into vocabularly use at different levels of education, and to enable comparative studies of student language reception and production in Slovene.

Survey among pupils of secondary schools with a great number of detailed questions about their life, work, income and consumption patterns. Living situation / pocket money / income / jobs / holiday work / money spending / saving / education / type of school / grades / relations at school with pupils and teachers / changed schools / problems at home, at school / use of computer at school, at home, what for / time spending / books read / music / cultural exposure / going out, how often, how late, how much money spent / independence / physical and mental health / smoking / alcohol / drugs / gambling / crime / political preference, activities / religion / organizational membership / sport / volunteer work / where born, age at which r. came to the Netherlands. R.'s ideas about life after school: further education / work, how many hours / type of work / what is important in work / will there be work / marriage, cohabitation / children, how many / how many hours work when children. Parents: income / education / work / where born / religion / cultural activities / parents agree with r.'s lifestyle.The data- and documentation files of this dataset can be downloaded via the option Data Files.

Abstract

In a joint effort with various donors and the World Bank, the Government of Tanzania launched the Primary Education Development Plan (PEDP) in order to boost student enrollment and to raise the quality of primary education. Large increase in funding for primary education, together with the abolition of school fees and other levies in 2001, resulted in significant improvement in enrollment (1.6 million children against the target of 1.5 million in 2002).

Two revenue sources compensate the schools for the abolition of fees and other levies: community initiatives that provide either in-kind or cash contributions, and capitation and investment grants from the PEDP fund. The capitation grant allows the local government authorities to finance recurrent costs of schools. This grant is US$10 per pupil, including US$4 for textbooks, and US$6 to support other teaching and learning materials, and school operation and administration. In addition, the schools will receive an investment grant, covering costs for construction of new classrooms and major rehabilitation of existing buildings.

A Public Expenditure Tracking Survey (PETS) evaluates the flow of resources through different administrative hierarchies in order to determine how much of the originally allocated funds reach each level. It is therefore useful as a device for locating and quantifying leakage of funds or problems in the deployment of human resources and in-kind supplies, such as textbooks.

The Public Expenditure Tracking survey in Primary Education in Tanzania had two broad objectives. First, it was designed to generate new type of information on pro-poor public expenditures on primary education for policymakers in the central and local governments to help them improve resource allocation, access, quality, and learning outcomes in the sector. Second, the PETS can help empower parents, pupils, and watchdog organizations by providing them with relevant information and hence by equipping them to better monitor service providers and demand for better services.

The research focused on three main flows of resources: capitation grants (cash and books), development grants and capacity building grants for school committees. From February 27 to April 20, 2004, information was collected at the central government, council and school levels. Data covered years 2002 and 2003. Two hundred and ten primary schools from seven regions were surveyed.

Geographic coverage

Regions: Dar es Salaam, Kilimanjaro, Coast Region, Mara, Mbeya, Rukwa and Singida

Kind of data

Sample survey data [ssd]

Sampling procedure

Seven regions were selected for the study, Dar es Salaam, Kilimanjaro, Lindi, Mara, Mbeya, Rukwa, and Singida, according to a stratification based on the Human Development Index (URT (2003c)). Due to bad weather conditions, the Coast Region replaced Lindi. Within each region, three councils were sampled according to their proximity to the regional headquarters and within each council 10 schools were sampled. Hence, in total, the study covered 210 schools throughout Tanzania.

A stratified sampling of the schools was conducted by dividing them into three categories based on distance to the council headquarters; (a) schools in walking distance from council headquarter, (b) schools in intermediate distance from council headquarter and (c) remote schools. In each council, four schools were randomly sampled from category (a), four schools from category (b) and two schools from category (c). The exact definitions of these three categories varied somewhat between regions, and in Nkasi researchers excluded from the sampling procedure some schools along Lake Tanganyika that only could have been reached by boat.

Sampling deviation

Due to bad weather conditions, the Coast Region replaced Lindi.

Mode of data collection

Face-to-face [f2f]

Research instrument

For this study, four different questionnaires were designed: - Questionnaire for the central level on disbursements to councils, - Questionnaire for the sampled councils on aggregate inflows from the central level and aggregate outflows to the schools in the council, - Questionnaire for the sampled councils on disbursements to sampled schools, - Questionnaire for the sampled schools (in Kiswahili) on received funds.

Cleaning operations

In the final stage of this study, from April 20 - June 2, the senior researchers, together with some of the field researchers, worked extensively on quality checking the data. All councils were requested to provide further information, in many cases several times. This was mainly done by phone or fax, but some of the nearby councils were also visited a second time. Some schools were also contacted for clarifications, both by phone and physical visits, though it was more difficult to reach the school by phone, because most of them do not have a phone.

In total, two senior researchers and two field researchers spent almost two months on data cleaning. This was necessary in order to establish a robust and representative dataset. In this process, two schools were removed from the dataset due to poor records at the school level. The final dataset therefore contains 208 schools.

Shown in seven columns are the values of the year of implementation, school form, subject, domain, average resolution frequency and the number of pupils. Results of pupils who do not speak enough German or are taught in a different way are not included in the evaluations for the Land values. Since it is for the students of the 6th century. The average solution frequency (in percent) is shown in the file. In VERA 6, the schools generally have two test book variants (medium and extended test book), which differ in their difficulty of the tasks. Since most study groups in community schools (GemS) use the middle test book, while grammar schools always use the extended test book, only the results for this assignment are listed in the data. The procedure could often be carried out voluntarily in the past, so only a part of the pupils were tested in Schleswig-Holstein (taking into account the number of SuS).

Survey among pupils of secondary schools with a great number of detailed questions about their life, work, income and consumption patterns. Living situation / pocket money / income / jobs / holiday work / money spending / saving / education / type of school / grades / relations at school with pupils and teachers / changed schools / problems at home, at school / use of computer at school, at home, what for / time spending / books read / music / cultural exposure / going out, how often, how late, how much money spent / independence / physical and mental health / smoking / alcohol / drugs / gambling / crime / political preference, activities / religion / organizational membership / sport / volunteer work / where born, age at which r. came to the Netherlands. R.'s ideas about life after school: further education / work, how many hours / type of work / what is important in work / will there be work / marriage, cohabitation / children, how many / how many hours work when children. Parents: income / education / work / where born / religion / cultural activities / parents agree with r.'s lifestyle.
The data- and documentation files of this dataset can be downloaded via the option Data Files.

Abstract

Niger remains one of the poorest countries in the world and has consistently scored very low on all social indicators. The civilian government that came into power in 2000 has expended considerable effort to improve the country's fiscal and economic management, including structural measures aimed at improving public expenditures and financial management.

Public Expenditure Tracking Survey in Nigeria, launched by country's government with the World Bank assistance in 2008, focused on identifying the discrepancies, inefficiencies and delays in public spending execution for selected expenditures in the education and health sectors. The medium to long-term goal of this PETS is to launch a process aimed at continuous improvements in public expenditure efficiency and equity by focusing on capacity building in this area in the ministries of education and health and in the Institute of National Statistics.

Based on requests from the respective ministries, the PETS tracked selected government expenditures in education (textbooks, notebooks and drawing books for students) and in health (food expenditure, hospital supplies, and essential medicines). As customary, the PETS focused on the amount and delivery timing of public resources distributed to end-users facilities.

Documented here is the survey of public expenditure in Niger education sector. Three regions - Dosso, Tillabéri and CU Niamey - were selected based on their close proximity to the capital. Investigators decided to survey only primary schools because primary education is free and accounts for a large proportion of the total education budget. Data was collected from three regional education offices, 21 district education offices and 299 primary schools.

A field survey was conducted in May and June 2008. The data was then analyzed by matching and comparing budget allocated, credit released, resources distributed and received. Whenever such a detailed comparison was not possible due to the scarcity of data, average amounts were compared between each node. Thus, all resource flows were reconciled in and out of each spending channels node.

Geographic coverage

Dosso, Tillabéri and CU Niamey regions

Analysis unit

• Ministry of Basic Education;
• district education offices;
• primary schools.

Kind of data

Sample survey data [ssd]

Sampling procedure

The general methodology of a PETS is intuitively simple, consisting of charting budget flows and release mechanisms (funds and materials) through various government agencies and facilities. The in- and out-financial and material flows are compared (ideally reconciled) at each of the consecutive nodes of the observed spending channels that correspond to the specific resource distribution mechanisms. This is often referred to as vertical tracking. In practice, a PETS is inheritably complicated and cumbersome to implement due to the complexity of the financial management system and the generally low quality and availability of data. When a vertical tracking is not possible due to lack of information, an alternative approach, relying less on detailed data, is simply to compare per capita resource flows at each administrative node.

The PETS sample design was regionally, but not nationally representative. Such an approach was successfully implemented in Mali (with a PETS in the health sector sampling Bamako, Segou, and Mopti). This choice was made jointly with the authorities and driven primarily by budget and logistic considerations. For the sample to be nationally representative, one would have required to survey remote regions which are sparsely populated. Given that this was the first PETS in Niger, the National Statistical Office (Institut National de la Statistique, INS) decided to increase the quality of data collection by limiting geographical coverage. Three regions - Dosso, Tillabéri and CU Niamey - were selected based on their close proximity to the capital. These are three relatively well populated regions, accounting for 38 percent of total population.

Within each region, districts and service providers were randomly selected to ensure data were regionally representative.

Mode of data collection

Face-to-face [f2f]

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Education Personal Computer And Tablet Market Size 2025-2029

The education personal computer (PC) and tablet market size is forecast to increase by USD 37.4 billion at a CAGR of 13.5% between 2024 and 2029.

The education PC and tablet market witnessed significant growth due to the strong demand for online learning and the shift towards cloud-based solutions. This trend is driven by the flexibility and convenience offered by technology in education, enabling students to access learning materials from anywhere at any time. Additionally, budget constraint issues with educational institutes are leading them to invest in cost-effective devices like tablets and affordable PCs. Digital learning tools like Virtual Reality (VR), Augmented Reality (AR), Artificial Intelligence(AI), and great learning experiences offer unique opportunities for creativity, skill development, and career decisions. Cloud-based solutions also help reduce infrastructure costs and offer scalability, making them an attractive option for schools and universities. However, challenges such as data security concerns and the need for reliable internet connectivity persist, requiring ongoing efforts from market players to address these issues and ensure the successful adoption of technology in education.

What will be the Size of the Education Personal Computer (PC) And Tablet Market During the Forecast Period?

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The education PC and tablet market continues to evolve, driven by the increasing adoption of digital learning methods in educational institutions. Students and teachers rely on personal computers and tablets for animated videos, presentations, e-books, and other digital content. Personalized knowledge delivery and smart training methods enhance student engagement and facilitate informed career decisions.



High-speed internet and broadband connections are essential infrastructure for effective digital learning, enabling access to vast amounts of information. Initial investment in education PCs and tablets can yield significant long-term benefits for primary, secondary, and higher education. Microsoft, among other leading technology companies, offers innovative solutions such as Surface devices, docks, and USB-C connectors, catering to the business and education sectors. The integration of 5G technology is poised to further revolutionize digital learning, offering faster connectivity and more great educational experiences.

How is this Education Personal Computer (PC) And Tablet Industry segmented and which is the largest segment?

The education personal computer (PC) and tablet industry research report provides comprehensive data (region-wise segment analysis), with forecasts and estimates in 'USD billion' for the period 2025-2029, as well as historical data from 2019-2023 for the following segments.

End-user

  K-12
  Higher education


Product

  Laptop
  Tablet
  Desktop


Geography

  North America

    Canada
    US


  Europe

    Germany
    UK
    France
    Italy


  APAC

    China
    India
    Japan


  South America

    Brazil


  Middle East and Africa

By End-user Insights

The k-12 segment is estimated to witness significant growth during the forecast period.

The educational sector has witnessed a significant shift towards the use of technology in recent years, particularly in K-12 learning. This trend is fueled by the need for quality education, government initiatives, population growth, and parental expectations. Digital learning methods, such as animated videos, presentations, e-books, and interactive modules, offer personalized knowledge, student engagement, and real-time dissemination of information. They also provide convenience and flexibility, enabling students to learn at their own pace and collaborate with peers. Additionally, technology integration facilitates creativity, communication, and career decision-making. Educational institutions have adopted PCs, laptops, and tablets as essential tools for teaching purposes, replacing traditional methodologies with digital learning tools.

Further, consumer electronic products, including desktops, laptops, and tablets, have become integral to the digital learning infrastructure. High-speed internet and smart training methods have further enhanced the benefits of education PCs in primary, secondary, and higher education. The integration of virtual reality (VR), augmented reality (AR), artificial intelligence (AI), and great learning experiences offers innovative educational opportunities. Despite initial investment requirements, the benefits of education PCs far outweigh the costs, as evidenced by numerous case studies and the success of domestic brands. The convenience and flexibility of PCs and tablets make them indispensable tools for students, teachers, and educational institutes.

Get a glance at the Education Personal Computer (PC

The purpose of the American Indian and Alaska Native Land Area Representation (AIAN-LAR) Geographic Information System (GIS) dataset is to depict the external extent of federal Indian reservations and the external extent of associated land held in “trust” by the United States, “restricted fee” or “mixed ownership” status for federally recognized tribes and individual Indians. This dataset includes other land area types such as Public Domain Allotments, Dependent Indian Communities and Homesteads. This GIS Dataset is prepared strictly for illustrative and reference purposes only and should not be used, and is not intended for legal, survey, engineering or navigation purposes. No warranty is made by the Bureau of Indian Affairs (BIA) for the use of the data for purposes not intended by the BIA. This GIS Dataset may contain errors. There is no impact on the legal status of the land areas depicted herein and no impact on land ownership. No legal inference can or should be made from the information in this GIS Dataset. The GIS Dataset is to be used solely for illustrative, reference and statistical purposes and may be used for government to government Tribal consultation. Reservation boundary data is limited in authority to those areas where there has been settled Congressional definition or final judicial interpretation of the boundary. Absent settled Congressional definition or final judicial interpretation of a reservation boundary, the BIA recommends consultation with the appropriate Tribe and then the BIA to obtain interpretations of the reservation boundary. The land areas and their representations are compilations defined by the official land title records of the Bureau of Indian Affairs (BIA) which include treaties, statutes, Acts of Congress, agreements, executive orders, proclamations, deeds and other land title documents. The trust, restricted, and mixed ownership land area shown here, are suitable only for general spatial reference and do not represent the federal government’s position on the jurisdictional status of Indian country. Ownership and jurisdictional status is subject to change and must be verified with plat books, patents, and deeds in the appropriate federal and state offices. Included in this dataset are the exterior extent of off reservation trust, restricted fee tracts and mixed tracts of land including Public Domain allotments, Dependent Indian Communities, Homesteads and government administered lands and those set aside for schools and dormitories. There are also land areas where there is more than one tribe having an interest in or authority over a tract of land but this information is not specified in the AIAN-LAR dataset. The dataset includes both surface and subsurface tracts of land (tribal and individually held) “off reservation” tracts and not simply off reservation “allotments” as land has in many cases been subsequently acquired in trust. These data are public information and may be used by various organizations, agencies, units of government (i.e., Federal, state, county, and city), and other entities according to the restrictions on appropriate use. It is strongly recommended that these data be acquired directly from the BIA and not indirectly through some other source, which may have altered or integrated the data for another purpose for which they may not have been intended. Integrating land areas into another dataset and attempting to resolve boundary differences between other entities may produce inaccurate results. It is also strongly recommended that careful attention be paid to the content of the metadata file associated with these data. Users are cautioned that digital enlargement of these data to scales greater than those at which they were originally mapped can cause misinterpretation. The BIA AIAN-LAR dataset’s spatial accuracy and attribute information are continuously being updated, improved and is used as the single authoritative land area boundary data for the BIA mission. These data are available through the Bureau of Indian Affairs, Office of Trust Services, Division of Land Titles and Records, Branch of Geospatial Support.

The dataset contains the results of the comparative work in class 6 from Schleswig-Holstein. Shown in seven columns are the values of the implementation year, school form, subject, domain, middle resolution frequency and the number of students. Because it is for the students of the 6th If there is no suitable competence level model, the file shows the average solution frequency (in percent). In VERA 6, schools usually have two test booklets available (intermediate and extended test booklets), which differ in their difficulty of tasks. Since most study groups at community schools (GemS) use the middle test book, while high schools always use the extended test booklet, only the results for this assignment are listed in the data. In mathematics, a basic booklet has been provided to community schools since 2021. Until 2021, the procedure could often be carried out voluntarily, which is why only part of the pupils in Schleswig-Holstein were tested (number of SuS included). Since 2022, participation in the tests in German and mathematics has been mandatory. The results of the evaluation were excluded from the evaluation of students who do not speak enough German or who are taught goal-differently.

The current landscape of book censorship and divisive concept laws have targeted diversity, equity, and social justice (SJ) in curricula. This has created substantial fear that ultimately impacts pre-service teachers (PSTs). Despite opportunities to engage with critical frameworks and culturally sustaining practices, PSTs often default to neutral or “safe” terms to avoid divisive topics that could result in repercusions. Censoring rhetoric that is pervasive in schools and states, limits teachers' ability to make curricular choices around classroom texts, particularly those that address diversity or social justice (SJ) issues. This study examines how PSTs select, perceive, and anticipate using SJ-oriented content-area texts in their future teaching practices. Using mixed-methods, this study examines PSTs' construction of a content-area text set and their analysis of SJ topics using the Curricular Noticing framework. This study found that PSTs included wide range of SJ topics in text selections, but avoided deeper discussions of diversity and equity. Text descriptions addressed these SJ issues symbolically prioritizing shallow representation. PSTs expressed cautious optimism about using SJ texts in their future classrooms, but concerns about potential pushback from school leaders and parents led to hesitancy in integrating them into instruction. The research suggests that further support is needed in teacher education to help PSTs navigate and engage with SJ topics in ways that foster inclusivity and critical thinking, despite the challenges posed by divisive concept laws.

The Statistical Abstract is the Nation's best known and most popular single source of statistics on the social, political, and economic organization of the country. The print version of this reference source has been published since 1878 while the compact disc version first appeared in 1993. This disc is designed to serve as a convenient, easy-to-use statistical reference source and guide to statistical publications and sources. The disc contains over 1,400 tables from over 250 different gove rnmental, private, and international organizations. The 1999 CD reflects improved and enhanced data on the disc and the software used for accessing the information. The enrichments to the data and their access include: a link for table of contents page to a PDF of The Census web site. This enable the user to have direct links to the Statistical Abstract and its supplements and other features, such as Statistics in Brief and Frequently Requested Tables. A link to the table of contents from the first text page of each section facilitates quick movement between sections of the book. New PDFs provide more explanation of several major economic series including the Federal Budget, the National Income and Product Accounts (NIPA), the Consumer Price Index (CPI)and Producer Price Index (PPI), and the new North American Industry Classification System (NAICS). Another PDF provides information on the Federal court system. Links to these supplemental materials are provided from each appropriate table. A separate PDF presents a compilation of tables showing major economic indices, as selected by the Council of Economic Advisors. Maps of each state and their metro areas and component counties, maps outlining National Park sites throughout the country, a map of the United States with major transportation facilities and routes, a U.S.map locating coal mines and facilities, and one depicting the distribution of forest land have been added. As usual, updates have been made to most of the more than 1,500 tables and charts that were on the previous disc with new or more recent data. The spreadsheet files, which are available in both Excel and Lotus formats, will usually have more information than the tables displayed in the book or Adobe Acrobat files. The 1999 year introduced over 100 new tables covering a wide range of subject areas. Several sections have preliminary data from the 1997 Economic Census, which presents industry statistics for the first time based on the North American Industry Classification System (NAICS). Comparative data for 1992 and 1997, based on the Standard Industrial Classification (SIC), are also presented. Tables 872 and 873 in Section 17, Business, present summary data for industries. Other new tables cover such topics as the foreign-born population, health care expenditures, the medicare trust fund, violence in schools, presale handgun checks, recycling programs, defense- related employment and spending, workplace violence, ownership of mutual funds, computer use, results of the 1997 Census of Agriculture, and mail order catalogue sales. In addition to the above new tables, a new section has been developed, the 20th Century Statistics. This section introduces data beginning in 1900 on a broad range of subjects, including population, vital statistics, health, education, income, labor force, communications, agriculture, defense, and other areas. The Industrial Outlook tables, previously in Section 31, have been deleted for lack of updates. For a complete list of new tables, see Appendix VI,p.947. The Adobe Acrobat Reader and Search engine, Version 4.0, is on the disc. The Acrobat Reader allows users to view, navigate, search, and print on demand any of the pages from the book. Note to Users: This CD is part of a collection located in the Data Archive of the Odum Institute for Research in Social Science, at the University of North Carolina at Chapel Hill. The collection is located in Room 10, Manning Hall. Users may check the CDs out subscribing to the honor system. Items can be checked out for a period of two weeks. Loan forms are located adjacent to the collection.

Snapshot img

Europe E-Books Market Size 2024-2028

The Europe e-books market size is forecast to increase by USD 1.1 billion at a CAGR of 7.1% between 2023 and 2028.

The Europe e-books market is experiencing significant growth, primarily driven by the high prices of printed books, which are encouraging more readers to turn to digital alternatives. E-books offer a more affordable and convenient way for readers to access literature, contributing to the market's expansion. 
Among the various genres, the fiction segment is expected to witness notable growth during the forecast period. With the increasing popularity of e-readers and digital platforms, fiction lovers are increasingly opting for e-books due to their easy accessibility, lower cost, and the ability to store large collections of books in one device. This trend highlights the growing shift toward digital reading in Europe.

What will be the size of the Europe E-Books Market during the forecast period?

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E-books are also cloud-based, allowing users to access their library from anywhere, and are lightweight and storage-efficient compared to print books. Despite these advantages, some users still prefer the tactile experience and authenticity of print books, including paper comic books. The European e-books market is expected to continue growing as technology advances and digital users seek more convenient, functional, and shareable content.

How is this market segmented and which is the largest segment?

The market research report provides comprehensive data (region-wise segment analysis), with forecasts and estimates in 'USD billion' for the period 2024-2028, as well as historical data from 2018-2022 for the following segments.

Genre

  Fiction
  Non-fiction and education
  Others


Geography

  Europe

    Germany
    UK
    France
    Italy

By Genre Insights

The fiction segment is estimated to witness significant growth during the forecast period.

Get a glance at the market share of various segments Request Free Sample

The Fiction segment was valued at USD 1.27 billion in 2018 and showed a gradual increase during the forecast period.

Market Dynamics

The European e-books market is experiencing significant growth as tech-savvy consumers and educational institutions increasingly embrace digital books. The debate between printed and digital books continues, with digital books offering convenience, portability, and offline accessibility. Schools and corporate organizations are adopting digital publishing for training purposes, while print publishers adapt to the digital era by offering both print versions and digital versions of content. Authenticity and functional shareability are key considerations for digital users, leading to the development of augmented reality experiences, read-aloud features, and interactive elements.

Our researchers analyzed the data with 2023 as the base year, along with the key drivers, trends, and challenges. A holistic analysis of drivers will help companies refine their marketing strategies to gain a competitive advantage.

What are the key market drivers leading to the rise in adoption of Europe E-Books Market?

High prices of printed books is the key driver of the market.

In Europe's publishing industry, the shift from printed books to electronic books (e-books) continues to gain momentum. The high cost of printed books, particularly for higher education segments, has driven consumers towards more affordable digital alternatives. E-books offer numerous advantages, including convenience, portability, and offline accessibility. With a single digital device, users can store thousands of e-books, eliminating the need for physical storage space. Digitizing services have become increasingly functional, with e-books offering shareable content, read-aloud features, and interactive elements. Schools and corporate organizations are embracing digital publishing for training purposes, as e-books offer flexibility and ease of use.
The digital era has transformed the way we read, with e-books accessible on computers, e-book readers, tablets, smartphones, and even CDs and websites. E-books offer authenticity, with numbered pages and high-quality photographs and graphics. However, concerns regarding authenticity and the user experience are being addressed through advanced technology, such as augmented reality (AR) experiences and immersive environments. AR can provide a 3D image, enhancing the user experience and offering a more engaging reading experience. E-books offer self-assessments, quizzes, and exercises, making them ideal for assessment purposes. Sustainability is another advantage of e-books, as they do not require the manufacturing and publishing of print versions, reducing the carbon footprint.
In conclusion, the European e-books market is thriving, with e-books offering numerous advantages over traditional printed books.

Snapshot img

Distance Learning Market Size 2024-2028

The distance learning market size is forecast to increase by USD 149.23 billion at a CAGR of 9.65% between 2023 and 2028.

The growing demand for distance learning, fueled by the continuous development of technology, is a key driver of the distance learning market. As technology improves, online education becomes more accessible, engaging, and effective, allowing students to learn remotely with ease. The integration of advanced tools such as video conferencing, AI-driven assessments, and interactive content is further enhancing the appeal of distance learning.
In North America, the market is experiencing significant growth due to the integration of advanced technologies and shifting educational preferences. With a growing emphasis on flexible, personalized learning experiences, including self-paced e-learning, institutions are increasingly offering distance learning programs that cater to diverse student needs. This trend is expected to continue, contributing to the market's expansion in the region.

What will be the Size of the Distance Learning Market During the Forecast Period?

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The market is experiencing significant growth due to the increasing adoption of remote learning solutions among K-12 students and higher education students. Online assessments, video conferencing sessions, and virtual schools are becoming popular flexible education options for students who require flexibility in their learning schedules. Website-based mediums and application-based mediums, such as e-learning platforms, are increasingly being used to deliver educational programs. Internet access is essential for distance learning, making online learning platforms an indispensable tool for universities and colleges.

Market Segmentation

The market research report provides comprehensive data (region-wise segment analysis), with forecasts and estimates in 'USD Billion' for the period 2024-2028, as well as historical data from 2018 - 2022 for the following segments.

Type

  Traditional
  Online


Method

  Synchronous distance learning
  Asynchronous distance learning


Geography

  North America

    Canada
    US


  Europe

    Germany
    UK


  APAC

    China


  Middle East and Africa



  South America

By Type Insights

The traditional segment is estimated to witness significant growth during the forecast period. The market encompasses various methods and technologies, including gamification, personalized learning pathways, educational environments, and remote learning techniques. Traditional distance learning, characterized by asynchronous online courses, pre-recorded lecture books, and minimal instructor interaction, remains a significant revenue contributor. This approach caters to a broad audience, particularly those with limited access to digital devices or high-internet connectivity. Academic institutions and the government sector continue to offer traditional distance learning programs, such as those provided by the Open University in the UK via mail. However, corporate blended learning, online education solutions, and personalized learning solutions are gaining popularity due to their interactive and technologically advanced nature.

These methods include learning management systems, virtual classrooms, mobile e-learning platforms, and cloud-based e-Learning platforms. Moreover, the use of intranet connection, computers, tutorials, podcasts, recorded lectures, e-books, and machine learning technology enhances the learning experience. The market also serves academic users and corporate users through service providers and content providers. The increasing literacy rate, internet penetration, and the need for continuous skill upgrading further fuel the market's growth.

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The traditional segment accounted for USD 152.29 billion in 2018 and showed a gradual increase during the forecast period.

Regional Insights

North America is estimated to contribute 34% to the growth of the global market during the forecast period. Technavio's analysts have elaborately explained the regional trends and drivers that shape the market during the forecast period.

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The market in North America is experiencing significant growth due to the integration of advanced technologies and shifting educational preferences. With the rise of gamification, personalized learning pathways, and educational environments, online education solutions have become increasingly popular. Academic institutions and the government sector are expanding their digital services, offering distance learning programs through Learning Management Systems and cloud-based e-Learning platforms. Remote learning methods, such as pre-recorded lectures, tutorials

The results of the Grades 4 and 7 BC Foundation Skills Assessments in Numeracy, Reading and Writing from 2007/2008 to 2020/2021, and in Numeracy and Literacy for 2021/2022 onward. The results are considered a new dataset for 2021/2022 since the assessment combines reading and writing skills to form the Literacy component, and because a new vendor administered the assessment resulting in a different user experience.

Abstract

The Household Budget Survey has been regularly conducted since July 1995 by Statistics Estonia (formerly known as the Statistical Office of Estonia).

The goals of Estonia Household Budget Survey are: to get information about the economic situation of households; to calculate indicators reflecting socio-economic development of the society (standards of living, cost of living, inequality, poverty, etc.); to project socio-political measures and estimate their effectiveness.

In addition to income and expenditure, the survey provides information about the housing conditions of households, availability of durable goods and additional sources of income. It was also surveyed how the households estimated their economic possibilities and how large income the households would like to receive in order to manage comfortably without excessive luxury.

The methodology of the survey, which was worked out by the scientists of the Family Laboratory and the Institute of Mathematical Statistics of Tartu University, is close to the methodology of surveys conducted in other European countries. Population of Household Budget Survey is all Estonian non-institutional households.

Geographic coverage

National

Analysis unit

• Households,
• Individuals.

Universe

Population of Household Budget Survey is all Estonian non-institutional households. Inhabitants of the nursing homes, prisons, boarding schools and monasteries do not belong to the population of HBS.

Kind of data

Sample survey data [ssd]

Mode of data collection

Face-to-face [f2f]

Research instrument

The following survey instruments are used in the study:

1) Household Picture (Household Picture - Changes) filled in by the interviewer at the first meeting with the household. At the second and third visit to the household the interviewer fills in the "Household Picture - Changes", where changes in the household which have taken place during three months are recorded.

Household Picture contains general data about the size and composition of the household (number of members, age, gender, relationship to the head of the household, nationality, educational level, ability to work, relation to work, area of occupation, form of ownership of enterprise, social group and group of occupation of household members).

Part A of the Household Picture contains data about the economic situation of the household: housing conditions, estimation of the sufficiency of the household's income, possibilities of using free services, use of land, purchasing power of the household, ownership of technical items (durable goods) and desirable income needed in order to manage comfortably without luxury.

2) The diary book of food expenditure contains data about the food expenditure of the household during half a month (half of the sample fills in the diary in the first half of the month - from 1st to 15th day - and half of the sample does it in the second half of the month - from 16th to 30th (31st) day of the month). Eating out and the consumption of self-produced or free food products are registered as well.

3) The diary book of income, taxes and expenditure contains data about monetary and non-monetary income of the surveyed month, taxes paid by the household and goods and services bought by the household. The separate parts in the diary are for recording the expenditure on construction and renovation activities and expenditure related to the household's economic and production activities and lastly expenditure on the investment of money and other transactions (depositing, borrowing, lending of money, etc).