According to a 2022 survey, an increasing share of learning and development (L&D) professionals intended to deploy large scale upskilling or reskilling programs compared to 2021. Furthermore, ********* of respondents said that they intended to deploy data analysis or analytics training programs at their organizations in 2022.

In 2022, the biggest reason for employee training not reaching its desired outcome was ************************************************************************. This meant that new employees had to find a balance between their work schedule and training, with this often proving to be a challenge.

Between 2021 and 2022, organizations' talent strategies changed significantly, with ** percent claiming they at least had on in 2021, with this figure dropping to ** percent in 2022. In 2022, approximately ** percent of respondents said that their talent strategy completely aligned with their business strategy, an increase of almost ** percent since 2021.

In 2022, approximately ** percent of learning and development (L&D) professionals in the United States cited leadership and management training as their top priority. During the same period, tracking skills development was also regarded as a top priority for ** percent of U.S.-based L&D professionals.

Workplace learning and development spending per employee has seen fluctuations over the years, with a notable decrease in 2022. Despite this recent dip, the overall trend shows a commitment to employee growth, with spending reaching ***** U.S. dollars per worker in 2023. This investment in human capital reflects the growing importance of continuous learning in today's rapidly evolving work environment. Adapting to new technologies As companies navigate the integration of artificial intelligence into their operations, learning and development strategies are evolving. In 2023, U.S. companies planned to invest in online courses as a primary method for AI training, while also valuing face-to-face training and live events. This balanced approach to learning reflects the complex nature of new technologies and the need for diverse training methods. Interestingly, by 2024, AI had become a significant tool in human resources, with ** percent of HR professionals reporting its use in recruiting, interviewing, and hiring processes. (1413448, 1500122) Measuring impact and optimizing resources Organizations are increasingly focused on measuring the impact of their learning and development initiatives. In 2023, L&D professionals identified performance reviews as the most useful method for assessing the impact on overall business performance, followed by employee productivity metrics. This emphasis on measurable outcomes aligns with the need to optimize training expenditures, especially in light of fluctuations in corporate training budgets. For instance, U.S. corporate training expenditure decreased by almost **** billion U.S. dollars in 2024 compared to the previous year, highlighting the importance of efficient and effective learning strategies. (1472187, 788521)

In 2022, learning and development professionals considered ************************* to be the most important aspect of workplace training. Between 2021 and 2022, two new areas of focus deemed to be important were introduced into the survey in diversity, equity, and inclusion, and digital upskilling/digital transformation.

Number of practitioners registered by setting type from June 2022 to December 2023.

OECD Education statistics database includes the UNESCO/OECD/EUROSTAT (UOE) database on education covering the outputs of educational institutions, the policy levers that shape educational outputs, the human and financial resources invested in education, structural characteristics of education systems, and the economic and social outcomes of education, learning and training throughout life, including on employment and unemployment. Also included in the database are the PISA 2015 dataset, Teaching and Learning International Survey (TALIS) data, the annual Education at a Glance data and data relating to Gender equality in education.

🇸🇦 사우디아라비아

Number of practitioners registered by setting type. Phase 2 took place between September 2021 and June 2022. Phase 3 took place between November 2022 and December 2023.

Will all children be able to read by 2030? The ability to read with comprehension is a foundational skill that every education system around the world strives to impart by late in primary school—generally by age 10. Moreover, attaining the ambitious Sustainable Development Goals (SDGs) in education requires first achieving this basic building block, and so does improving countries’ Human Capital Index scores. Yet past evidence from many low- and middle-income countries has shown that many children are not learning to read with comprehension in primary school. To understand the global picture better, we have worked with the UNESCO Institute for Statistics (UIS) to assemble a new dataset with the most comprehensive measures of this foundational skill yet developed, by linking together data from credible cross-national and national assessments of reading. This dataset covers 115 countries, accounting for 81% of children worldwide and 79% of children in low- and middle-income countries. The new data allow us to estimate the reading proficiency of late-primary-age children, and we also provide what are among the first estimates (and the most comprehensive, for low- and middle-income countries) of the historical rate of progress in improving reading proficiency globally (for the 2000-17 period). The results show that 53% of all children in low- and middle-income countries cannot read age-appropriate material by age 10, and that at current rates of improvement, this “learning poverty” rate will have fallen only to 43% by 2030. Indeed, we find that the goal of all children reading by 2030 will be attainable only with historically unprecedented progress. The high rate of “learning poverty” and slow progress in low- and middle-income countries is an early warning that all the ambitious SDG targets in education (and likely of social progress) are at risk. Based on this evidence, we suggest a new medium-term target to guide the World Bank’s work in low- and middle- income countries: cut learning poverty by at least half by 2030. This target, together with improved measurement of learning, can be as an evidence-based tool to accelerate progress to get all children reading by age 10.

For further details, please refer to https://thedocs.worldbank.org/en/doc/e52f55322528903b27f1b7e61238e416-0200022022/original/Learning-poverty-report-2022-06-21-final-V7-0-conferenceEdition.pdf

1. Reference Year: 2022/20232. Continuous Professional Development of Teachers (CPD) is provided to teachers and schools through three core services: Professional Development Service for Teachers (PDST), Junior Cycle for Teachers (JCT) and National Induction Programme for Teachers (NIPT)3. The indicators included focus on the CPD provided by PDST only and do not include individual teacher engagements with seminars or online courses provided by PDST or cover teacher training provided through the other services4. As such, these indicators should be considered as being under development5. CPD is essential to ensure all teachers are equipped with the knowledge and skills for an evolving teaching and learning environment, in particular it is required to support major areas of curricular development and reform6. ICT: Information and Communications Technology

BZ: School Enrollment: Secondary: Male: % Gross data was reported at 82.528 % in 2023. This records a decrease from the previous number of 85.415 % for 2022. BZ: School Enrollment: Secondary: Male: % Gross data is updated yearly, averaging 74.462 % from Dec 1986 (Median) to 2023, with 29 observations. The data reached an all-time high of 87.448 % in 2021 and a record low of 59.099 % in 1991. BZ: School Enrollment: Secondary: Male: % Gross data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Belize – Table BZ.World Bank.WDI: Social: Education Statistics. Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. 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 (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;Weighted average;

According to learning and development and HR professionals, ****************************** was the most important factor when considering a new job position for those age ** and older. The most important factor for the ** to ** demographic was career growth.

General Description:

The development set for task 5 of DCASE 2022 "Few-shot Bioacoustic Event Detection" consists of 209 audio files acquired from different bioacoustic sources. The dataset is split into training and validation sets.

Multi-class annotations are provided for the training set with positive (POS), negative (NEG) and unkwown (UNK) values for each class. UNK indicates uncertainty about a class.

Single-class (class of interest) annotations are provided for the validation set, with events marked as positive (POS) or unkwown (UNK) provided for the class of interest.

Folder Structure:

Development_Set.zip

|_Development_Set/

|_Training_Set/


  |_JD/


    |_*.wav


    |_*.csv


  |_HT/


    |_*.wav


    |_*.csv


  |_BV/


    |_*.wav


    |_*.csv


  |_MT/


    |_*.wav


    |_*.csv


  |_WMW/


    |_*.wav


    |_*.csv





|_Validation_Set/


  |_HB/


    |_*.wav


    |_*.csv


  |_PB/


    |_*.wav


    |_*.csv


  |_ME/


    |_*.wav


    |_*.csv


  |_ML/


    |_*.wav


    |_*.csv

Development_Set_AnnotationsOnly.zip has the same structure but contains only the *.csv files

Dataset statistics

Some statistics on this dataset are as follows, split between training and validation set and their sub-folders:

TRAINING SET

Number of audio recordings | 174 Total duration | 21 hours Total classes | 47

Total events | 14229

TRAINING SET/BV

Number of audio recordings | 5 Total duration | 10 hours Total classes | 11 Total events | 9026 Ratio event/duration | 0.04

Sampling rate | 24000 Hz

TRAINING SET/HT

Number of audio recordings | 5 Total duration | 5 hours Total classes | 5 Total events | 611 Ratio event/duration | 0.05

Sampling rate | 6000 Hz

TRAINING SET/JD

Number of audio recordings | 1 Total duration | 10 mins Total classes | 1 Total events | 357 Ratio event/duration | 0.06

Sampling rate | 22050 Hz

TRAINING SET/MT

Number of audio recordings | 2 Total duration | 1 hour and 10 mins Total classes | 4 Total events | 1294 Ratio event/duration | 0.04

Sampling rate | 8000 Hz

TRAINING SET/WMW

Number of audio recordings | 161 Total duration | 4 hours and 40 mins Total classes | 26 Total events | 2941 Ratio event/duration | 0.24

Sampling rate | various sampling rates

VALIDATION SET

Number of audio recordings | 35 Total duration | 6 hours and 17 minutes Total classes | 22

Total events | 2007

VALIDATION SET/HB

Number of audio recordings | 10 Total duration | 2 hours and 38 minutes Total classes | 1 Total events | 607 Ratio event/duration | 0.7

Sampling rate | 44100 Hz

VALIDATION SET/PB

Number of audio recordings | 6 Total duration | 3 hours Total classes | 2 Total events | 292 Ratio event/duration | 0.003

Sampling rate | 44100 Hz

VALIDATION SET/ME

Number of audio recordings | 2 Total duration | 20 minutes Total classes | 2 Total events | 73 Ratio event/duration | 0.01

Sampling rate | 48000 Hz

VALIDATION SET/ML

Number of audio recordings | 17 Total duration | 20 minutes Total classes | 17 Total events | 1035 Ratio event/duration | 0.18

Sampling rate | 44100 Hz

Annotation structure

Each line of the annotation csv represents an event in the audio file. The column descriptions are as follows:

TRAINING SET

Audiofilename, Starttime, Endtime, CLASS_1, CLASS_2, ...CLASS_N

VALIDATION SET

Audiofilename, Starttime, Endtime, Q

Classes

DCASE2022_task5_training_set_classes.csv and DCASE2022_task5_validation_set_classes.csv provide a table with class code correspondence to class name for all classes in the Development set.

DCASE2022_task5_training_set_classes.csv

dataset, class_code, class_name

DCASE2022_task5_validation_set_classes.csv

dataset, recording, class_code, class_name

Evaluation Set

The Evaluation set for this task will be released on the 1st of June 2022

Open Access:

This dataset is available under a Creative Commons Attribution 4.0 International (CC BY 4.0) license.

Contact info:

Please send any feedback or questions to:

Ines Nolasco - i.dealmeidanolasco@qmul.ac.uk

HR: School Enrollment: Secondary: Female: % Gross data was reported at 108.496 % in 2022. This records a decrease from the previous number of 108.877 % for 2021. HR: School Enrollment: Secondary: Female: % Gross data is updated yearly, averaging 100.791 % from Dec 1993 (Median) to 2022, with 28 observations. The data reached an all-time high of 108.877 % in 2021 and a record low of 79.224 % in 1995. HR: School Enrollment: Secondary: Female: % Gross data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Croatia – Table HR.World Bank.WDI: Social: Education Statistics. Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. 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 (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;Weighted average;

CZ: School Enrollment: Secondary: % Gross data was reported at 102.936 % in 2022. This records an increase from the previous number of 102.090 % for 2021. CZ: School Enrollment: Secondary: % Gross data is updated yearly, averaging 94.936 % from Dec 1971 (Median) to 2022, with 51 observations. The data reached an all-time high of 106.875 % in 2013 and a record low of 84.306 % in 1998. CZ: School Enrollment: Secondary: % Gross data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Czech Republic – Table CZ.World Bank.WDI: Social: Education Statistics. Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. 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 (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;Weighted average;

This publication provides the timeliest picture available of people using NHS funded secondary mental health, learning disabilities and autism services in England. These are experimental statistics which are undergoing development and evaluation. This information will be of use to people needing access to information quickly for operational decision making and other purposes. More detailed information on the quality and completeness of these statistics is made available later in our Mental Health Bulletin: Annual Report publication series.

This national level table contains the number of postgraduate candidates applying to ITT by subject and ITT route. The data in this table covers courses that start in 2022/23 and 2023/24 (official statistics in development).

Proportion of centre-based, licensed home-based and unlicensed home-based providers with employees participating in various child care-related professional development training, Territories.