In the academic year of 2021/22, about 880,250 students were awarded a Master's degree in the United States. This figure is projected to increase by the academic year of 2031/32, when it is forecasted that 1,000,460 students will be awarded a Master's degree.

China Number of Graduate: Postgraduate: Master Degree data was reported at 927.629 Person th in 2023. This records an increase from the previous number of 779.845 Person th for 2022. China Number of Graduate: Postgraduate: Master Degree data is updated yearly, averaging 334.613 Person th from Dec 1997 (Median) to 2023, with 27 observations. The data reached an all-time high of 927.629 Person th in 2023 and a record low of 38.051 Person th in 1998. China Number of Graduate: Postgraduate: Master Degree data remains active status in CEIC and is reported by Ministry of Education. The data is categorized under China Premium Database’s Socio-Demographic – Table CN.GD: No of Graduate: Higher Education: By Region.

According to an online survey conducted in February 2025 in the United States, ********* of LinkedIn users held a bachelor degree or equivalent. Additionally, ** percent of LinkedIn users in the U.S. held a masters degree or equivalent.

A file that holds the master records for all online training courses nominated for reimbursement.

Key indicators of the availability of internet service choice and speed based on publicly available data from the Federal Communications Commission Data Limitations: Data accuracy is limited as of the date of publication and by the methodology and accuracy of the original sources. The City shall not be liable for any costs related to, or in reliance of, the data contained in these datasets.

In an impressive increase from years past, 40.1 percent of women in the United States had completed four years or more of college in 2024. This figure is up from 3.8 percent of women in 1940. A significant increase can also be seen in males, with 37.1 percent of the U.S. male population having completed four years or more of college in 2024, up from 5.5 percent in 1940. 4- and 2-year colleges In the United States, college students are able to choose between attending a 2-year postsecondary program and a 4-year postsecondary program. Generally, attending a 2-year program results in an Associate’s Degree, and 4-year programs result in a Bachelor’s Degree. Many 2-year programs are designed so that attendees can transfer to a college or university offering a 4-year program upon completing their Associate’s. Completion of a 4-year program is the generally accepted standard for entry-level positions when looking for a job. Earnings after college Factors such as gender, degree achieved, and the level of postsecondary education can have an impact on employment and earnings later in life. Some Bachelor’s degrees continue to attract more male students than female, particularly in STEM fields, while liberal arts degrees such as education, languages and literatures, and communication tend to see higher female attendance. All of these factors have an impact on earnings after college, and despite nearly the same rate of attendance within the American population between males and females, men with a Bachelor’s Degree continue to have higher weekly earnings on average than their female counterparts.

ABSTRACT The health care model based on the Family Health Strategy, created in the early 1990s, encouraged changes in health education, highlighting the need to create lato and stricto sensu postgraduate courses aimed at empowering professionals that foster comprehensive health care. Periodic evaluations are carried out and encouraged by Capes/MEC in order to maintain the quality of postgraduate courses, but evaluations of recently-introduced professional master’s degree courses in family health remain scarce. Objectives To describe the academic profile, contribution, motivations and expectations of graduates of a Professional Master’s in Family Health. Method Cross-sectional and quantitative study to analyze the results of 102 questionnaires answered by graduates of the Professional Master’s Degree in Family Health of the Estácio de Sá University (RJ), who had concluded the course between 2007 and 2012. The instrument consisted of open-ended and closed-ended questions, sent by e-mail and made available online through the electronic platform Survey Monkey. The study evaluated age, gender, regional origin, academic background, as well as the contributions, expectations and motivations related to the course. Results The survey sample was formed predominantly by female graduates, aged over 30, from 13 Brazilian states and, mainly from Medicine and Nursing courses. The contribution of the master’s degree to the graduate’s professional life was evaluated as excellent by 77% of the interviewees. The expectations regarding the course were positively evaluated and the main reasons for seeking the qualification were scientific-technical improvement and personal satisfaction, rather than better salaries or job stability. Conclusion The course was evaluated positively by the graduates, having exceeded their expectations and satisfied the interests that led them to it, thus producing changes to their personal and professional life. A longitudinal analysis of the impact of the professional master’s degree in the career of graduates will require a sequence of similar studies, as has been stimulated by Capes/MEC in recent years.

IntroductionThe assessment of student outcomes is essential for monitoring the quality of graduate programs in healthcare sciences. As such, this study focused on developing a self-employed questionnaire that allowed for the evaluation of elements focused on career impact and levels of satisfaction regarding graduate program education. Following, this instrument was utilized in a cross-sectional study design with alumni that had obtained their degree (MSc or PhD) over a 25-year span (1995–2020) from a graduate program in dentistry located in Brazil.MethodsThe employed instrument comprised a total of 43 questions presenting a mix of both close and open-ended questions coupled with 5-point Likert scales. The questionnaire was hosted online and a total of 528 alumni were invited to participate through e-mail and social media outreach.Results376 alumni answered the questionnaire (71.2% response rate). The majority were female (69.9%), and with a MSc (58.5%). Levels of satisfaction towards the program as well the impact in career and life were higher in alumni that had obtained a PhD degree compared to MSc. After obtaining the degree, an increase in involvement in teaching/research positions (3.4% vs 21.5%, p < 001) and a decrease in unemployment (21.9% vs 2.1%, p < 001) were observed. The highest levels of impact were observed regarding the achievement of the professional goals as nearly 90% of the population agreed with this statement.ConclusionsThis study highlighted the creation and employment of an assessment tool that can be utilized to monitor the perceptions of student outcomes. Among the findings, a decrease in unemployment and a high degree of career impact and satisfaction were observed in the population of this study. Moving forward, it is essential that monitoring educational outcomes remains a priority worldwide.

Key indicators of broadband adoption, service and infrastructure in New York City. Data Limitations: Data accuracy is limited as of the date of publication and by the methodology and accuracy of the original sources. The City shall not be liable for any costs related to, or in reliance of, the data contained in these datasets.

This dataset provides Census 2021 estimates that classify usual residents aged 16 years and over in Northern Ireland by their highest level of qualification, and by broad age bands. The estimates are as at census day, 21 March 2021.

The census collected information on the usually resident population of Northern Ireland on census day (21 March 2021). Initial contact letters or questionnaire packs were delivered to every household and communal establishment, and residents were asked to complete online or return the questionnaire with information as correct on census day. Special arrangements were made to enumerate special groups such as students, members of the Travellers Community, HM Forces personnel etc. The Census Coverage Survey (an independent doorstep survey) followed between 12 May and 29 June 2021 and was used to adjust the census counts for under-enumeration.

'Age' is age at last birthday.

Qualification

• No qualifications: No academic or professional qualifications.
• Level 1: 1-4 GCSEs, O Levels, CSEs (any grades); NVQ level 1; or equivalent qualifications.
• Level 2: 5+ GCSEs (Grades A*-C, 9-4), O Levels (Passes), CSEs (Grade 1); 1 A Level, 2-3 AS Levels; NVQ level 2, BTEC General, City and Guilds Craft; or equivalent qualifications. Apprenticeship.
• Level 3: 2+ A Levels, 4+ AS Levels; NVQ Level 3, BTEC National, OND or ONC, City and Guilds Advanced Craft; or equivalent qualifications.
• Level 4+: Degree (for example BA, BSc), foundation degree, HND, HNC, NVQ Level 4-5, professional qualifications (for example teaching, nursing), or equivalent qualifications.
• Other: Any other qualifications, equivalent unknown.

Quality assurance report can be found here

Abstract The aim of this paper is to understand students’ experience of research methodology teaching, through a survey with students enrolled in the Master’s Degree Program in Information Management, Libraries and Archives at the Complutense University of Madrid. The analyzed themes included the students’ perception of collaborative work, influence of emotions, implications of research competencies at the professional level, and the role of supervisors. Twenty-six master’s students, both online and on-site, were surveyed among those enrolled in the academic years 2014-2015 and 2013-2014. Results show the need to foster collaborative work with individual work in a balanced way. Furthermore, emotions, especially positive ones, appear to intertwine heavily with the learning experience. It is more difficult to appreciate the implications of research competencies for the professional sphere because of differences in the professional context of all students involved. The activities that students perceive as more creative include discussions of one’s own work (especially with the supervisor) as well as discussions of other students’ work (attendance at Master Thesis Defenses). Finally, supervisors stand out as important figure during the learning of research methodology, as their area of expertise is particularly relevant.

The global massive open online course (MOOC) market size is calculated to advance at a CAGR of 32% through 2034, which is set to increase its market value from US$ 13.2 billion in 2024 to US$ 212.7 billion by the end of 2034.

Report Attribute	Detail
MOOC Market Size (2024E)	US$ 13.2 Billion
Projected Market Value (2034F)	US$ 212.7 Billion
Global Market Growth Rate (2024 to 2034)	32% CAGR
China Market Value (2034F)	US$ 23.3 Billion
Japan Market Growth Rate (2024 to 2034)	32.6% CAGR
North America Market Share (2024E)	23.9%
East Asia Market Value (2034F)	US$ 49.1 Billion
Key Companies Profiled	Alison; Coursera Inc; edX Inc; Federica.EU; FutureLearn; Instructure; Intellipaat; iverity; Jigsaw Academy; Kadenze.

Country Wise Insights

Attribute	United States
Market Value (2024E)	US$ 1.4 Billion
Growth Rate (2024 to 2034)	32.5% CAGR
Projected Value (2034F)	US$ 23.6 Billion

Attribute	China
Market Value (2024E)	US$ 1.5 Billion
Growth Rate (2024 to 2034)	32% CAGR
Projected Value (2034F)	US$ 23.3 Billion

Category-wise Insights

Attribute	xMOOC
Segment Value (2024E)	US$ 9.3 Billion
Growth Rate (2024 to 2034)	30.8% CAGR
Projected Value (2034F)	US$ 136.1 Billion

Attribute	Degree & Master Programs
Segment Value (2024E)	US$ 6.4 Billion
Growth Rate (2024 to 2034)	30.2% CAGR
Projected Value (2034F)	US$ 89.3 Billion

Table View of Master_OP_EXP - Budgets and Actuals from FY 2016, 2017, 2018, 2019, and FYTD 2020. This View is the data source for Expense Dashboards. Update Schedule: Once per Month.

Descriptive statistics-aggregate data.

In 2023, around *** million students were enrolled in master's and doctor's degree programs at colleges and universities in China. This figure increased steadily in recent years. Besides these graduate and postgraduate students, around ***** million undergraduate students were enrolled at colleges and universities in China in 2023.

This data set illustrates three issues relating to water pollution across the globe. Suspended solids, freshwater pollution, and dissolved oxygen concentration are these issues. A value of -1 means that no data was available. http://www.nationmaster.com/graph/env_wat_sus_sol-environment-water-suspended-solids http://www.nationmaster.com/graph/env_wat_fre_pol-environment-water-freshwater-pollution http://www.nationmaster.com/graph/env_wat_dis_oxy_con-environment-water-dissolved-oxygen-concentration September 17, 2007

1. Provides public access to real-time instantatenous water level collected at over 1800 active locations in Canada. These data are collected under a national program jointly administered under federal-provincial and federal-territorial cost-sharing agreements; 2. Provides public access to archived daily water level for stations of interest using search criteria. These data include: daily and monthly mean, max and min of water levels. For some sites, annual peaks and extremes are also recorded. Archived water level data are disseminated online; 3. Provides public access to a MS Access database file containing archived daily water level that users can download to their desktop. These data include: daily and monthly mean, max and min of water level. For some sites, annual peaks and extremes are also recorded. MS Access file is updated quarterly; 4. Provides public access to water level statistics for stations of interest using search criteria.

Since 2016, the Sustainable Development Report (SDR) has provided the most up-to-date data available to track and rank the performance of all UN member states on the SDGs. Eighty years after the creation of the UN system, the report also provides improved and updated measures to track countries' efforts to support UN-based multilateralism. In total, more than 200,000 individual data points are used to produce 200+ country and regional SDG profiles. This year's edition was authored by a group of independent experts at the SDG Transformation Center, an initiative of the SDSN.This year's SDR emphasizes the following eight key message:Global commitment to the SDGs is strong: 190 out of 193 countries have presented national action plans for advancing sustainable development. A decade after the adoption of Agenda 30 and the SDGs, 190 of the 193 UN member states have participated in the Voluntary National Review (VNR) process, presenting their SDG implementation plans and sustainable development priorities to the international community. The European Union and State of Palestine have also presented VNRs. Most UN member states have presented two or more VNRs, and 39 countries volunteered to present one in 2025. Only three UN member states have not taken part in the VNR process: Haiti, Myanmar, and the United States. Additionally, a growing number of regional and local leaders have prepared Voluntary Local Reviews (VLRs) to report on SDG implementation at the subnational level. As of March 2025, 249 VLRs were listed on the dedicated UN websiteEast and South Asia has outperformed all other regions in SDG progress since 2015. This year's SDR introduces a streamlined SDG Index (SDGi), which uses 17 headline indicators to track overall SDG progress. On average, East and South Asia has shown the fastest progress on the SDGs since 2015, driven notably by rapid progress on the socioeconomic targetOther countries that have progressed more rapidly than their peers include the following: Benin (Sub-Saharan Africa), Nepal (East and South Asia), Peru (Latin America and the Caribbean), the United Arab Emirates (Middle East and North Africa), Uzbekistan (Eastern Europe and Central Asia), Costa Rica (OECD), and Saudi Arabia (G20)European countries continue to top the SDG Index. Finland ranks first this year and 19 of the top 20 countries are in Europe. Yet even these countries face significant challenges in achieving at least two goals, including those related to climate and biodiversity. In this year's SDG Index, China (#49) and India (#99) have entered the top 50 and top 100 performers respectivelyOn average globally, the SDGs are far off-track. At the global level, none of the 17 goals are currently on course to be achieved by 2030. Conflicts, structural vulnerabilities, and limited fiscal space impede SDG progress in many parts of the world. But while only 17 percent of the targets are on track to be achieved worldwide, most UN member states have made strong progress on targets related to access to basic services and infrastructure, including mobile broadband use (SDG 9), access to electricity (SDG 7), internet use (SDG 9), under-5 mortality rate (SDG 3), and neonatal mortality (SDG 3)Barbados ranks first and the United States ranks last in UN-based multilateralism. Barbados stands out as the country most committed to UN-based multilateralism, while the United States ranks last in this year's Index of countries' support for UN-based multilateralism (UN-Mi). In early 2025, the United States announced its withdrawal from the Paris Climate Agreement and the World Health Organization (WHO) and formally declared its opposition to the SDGs and the 2030 Agenda. Among G20 countries, Brazil is the most committed to UN-based multilateralism, with Chile leading among OECD countries For many developing countries, a lack of fiscal space is the major obstacle to SDG progress. Roughly half the world's population lives in countries that cannot invest adequately in sustainable development due to debt burdens and a lack of access to affordable, long-term capital. Global public goods are vastly under-financed. UN member states gathering at the 4th International Conference on Financing for Development (FfD4) in Seville, Spain (June 30 – July 3, 2025) have an enormous responsibility, not only to their own citizens but to all of humanitySustainable development offers high returns: capital should flow to the emerging and developing countries on more favourable terms. The Global Financial Architecture (GFA) is broken. Money flows readily to rich countries and not to the emerging and developing economies (EMDEs) that offer higher growth potential and rates of return. At the top of the agenda at FfD4 is the need to reform the GFA so that capital flows in far larger sums to the EMDEs. Part 1 of this report (also published online by the SDSN in May 2025) offers practical recommendations to scale up and align international financing flows to support global public goods and achieve sustainable development.About the AuthorsProf. Jeffrey Sachs, Director, SDSN; Project Director of the SDG IndexJeffrey D. Sachs is a world-renowned professor of economics, leader in sustainable development, senior UN advisor, bestselling author, and syndicated columnist whose monthly newspaper columns appear in more than 100 countries. He is the co-recipient of the 2015 Blue Planet Prize, the leading global prize for environmental leadership, and many other international awards and honors. He has twice been named among Time magazine’s 100 most influential world leaders. He was called by the New York Times, “probably the most important economist in the world,” and by Time magazine, “the world’s best known economist.” A survey by The Economist in 2011 ranked Professor Sachs as amongst the world’s three most influential living economists of the first decade of the 21st century.Professor Sachs serves as the Director of the Center for Sustainable Development at Columbia University. He is University Professor at Columbia University, the university’s highest academic rank. During 2002 to 2016 he served as the Director of the Earth Institute. Sachs is Special Advisor to United Nations Secretary-General António Guterres on the Sustainable Development Goals, and previously advised UN Secretary-General Ban Ki-moon on both the Sustainable Development Goals and Millennium Development Goals and UN Secretary-General Kofi Annan on the Millennium Development Goals.Guillaume Lafortune Director, SDSN Paris; Scientific Co-Director of the SDG IndexGuillaume Lafortune took up his duties as Director of SDSN Paris in January 2021. He joined SDSN in 2017 to coordinate the production of the Sustainable Development Report and other projects on SDG data and statistics.Previously, he has served as an economist at the Organisation for Economic Co-operation and Development (OECD) working on public governance reforms and statistics. He was one of the lead advisors for the production of the 2015 and 2017 flagship statistical report Government at a Glance. He also contributed to analytical work related to public sector efficiency, open government data and citizens’ satisfaction with public services. Earlier, Guillaume worked as an economist at the Ministry of Economic Development in the Government of Quebec (Canada). Guillaume holds a M.Sc in public administration from the National School of Public Administration (ENAP) in Montreal and a B.Sc in international economics from the University of Montreal.Contact: guillaume.lafortune@unsdsn.org Grayson Fuller Manager, SDG Index & Data team, SDSNGrayson Fuller is the lead statistician and senior manager for the SDG Index, and of the team working on SDG data and statistics at SDSN. He is co-author of the Sustainable Development Report, for which he manages the data, coding, and statistical analyses. He also coordinates the production of regional and subnational editions of the SDG Index, in addition to other statistical reports, in collaboration with national governments, NGOs and international organizations such as the WHO, UNDP and the European Commission. Grayson received his Masters degree in Economic Development at Sciences Po Paris. He holds a Bachelors in Romance Languages and Latin American Studies from Harvard University, where he graduated cum laude. Grayson has lived in several Latin American countries and speaks English, Spanish, French, Portuguese and Italian. He enjoys playing the violin, rock-climbing and taking care of his numerous plants in his free time.Contact: grayson.fuller@unsdsn.orgGuilherme Iablonovski GIS Specialist, SDG Index & Data team, SDSNGuilherme Iablonovski is a Geospatial Data Specialist at SDSN, where he conceptualizes and develops new geospatial indicators to measure important aspects of the Sustainable Development Goals. He holds a M.Sc in Urban and Environmental Planning from the Ecole d'Urbanisme de Paris, where his research focused on urban metabolism, environmental sustainability and universal scaling laws. Before joining SDSN, Guilherme worked as a solutions engineer for Esri and as geospatial data scientist for humanitarian organizations such as the World Bank, the Red Cross and UNEP. He also teaches GIS at the Peace Studies Master Programme at Université Paris-Dauphine PSL.Contact: guilherme.iablonovski@unsdsn.org---About the PublishersDublin University Press Dublin University Press is Ireland’s oldest printing and publishing house with its origins in Trinity College Dublin in 1734. The mission of Dublin University Press is to benefit society through scholarly communication, education, research and discourse. To further this goal, the Press operates as an open, innovative and inclusive channel for high quality scholarly publishing with an emphasis on equity, diversity and inclusion and with full support for author copyright retention, open access and open scholarship. As an independent, non-profit,

This database stores wage data and self-employment income data that date back to 1937.

In the winter semester 2024/25, around 2.87 million students were enrolled in German universities. This was a slight decrease compared to the previous year, but still around 250,000 more than ten years ago, demonstrating that higher education is becoming a more popular option for people in Germany. Students at German universities The majority of students in Germany are studying to get a bachelor’s degree, however, a significant growing number of students also go on to do a master’s degree. German universities offer students the opportunity to study a wide range of subjects - humanities as well as sciences. The most popular subjects to study among German students in recent years have been law, economics, and social sciences, followed by engineering. Although there are different institutions at which students in Germany can pursue higher education, most students opt to study at a university or university of applied sciences. These types of institutions also offer the most courses for students to choose from. Private universities As well as having state-funded universities, there are also private universities in Germany. As the name suggests, this means that they are not funded by the state, and therefore students must pay the fees for each semester themselves. This model of higher education is more similar to the one found in England or the U.S. Despite the higher tuition fees, the most popular university in Germany is currently a private one, suggesting that there are possibly some advantages to paying more for your education. It is important to note that comparatively only a very small percentage of students attend private universities. This is likely since they are more expensive, and shows the importance of keeping university affordable so that everyone can have the opportunity to pursue further education.