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

In 2021, the most popular applications and programs for video conferencing among Polish companies were Zoom, Skype, and MS Teams, respectively.

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

According to the survey, 41 percent of the software developers had bachelor degrees and just over 25 percent had attained a Master's degree of some form as of 2024. Additionally, around 4.9 percent had obtained some sort of professional degree.

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.

The pie chart showcases the distribution of app/software spending by store category in Montserrat, providing insights into how eCommerce stores allocate their resources on the app or software they utilize. Among the store categories, Apparel exhibits the highest spending, with a total expenditure of $1.00K units representing 100.00% of the overall spending. Following closely behind is Gifts & Special Events with a spend of $0.00 units, comprising <0.01% of the total. Sports also contributes significantly with a spend of $0.00 units, accounting for <0.01% of the overall app/software spending. This data sheds light on the investment patterns of eCommerce stores within each category, reflecting their priorities and resource allocation towards app or software solutions.

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.

These data files contain detailed information about each public and nonpublic school in New York State, and about each school district and BOCES district in New York State. Included in the file for individual schools is information on: enrollment by race and grade, professional staff by race, professional development, para-professional staff by race and employment status, students repeating 9th grade, Title 1 status, television for instruction, internet connectivity, business/employee/community involvement, incidences of prohibited conduct, career awareness/exploration, graduate distribution, volunteer staff, free and reduced lunch, number of dropouts and GEDs, percent on welfare, limited English proficiency, special services, library media resources, computer resources, student suspension. Included for the file on each school district is information on: location, enrollment of schools within the district, counts of staff by categories, bilingual service, staff development for IT, student information systems, home to school telecommunications, children in home school, child care and early childhood programs, etc. Included in the file for each BOCES district is information on: counts of staff by categories, part-time staff, and enrollment of schools within the district.

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.

Data on the top universities for Computer Science in 2025.

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.

Twenty European Universities currently offering specific mining engineering curricula were found: 16 bachelor’s programmes, 18 master’s programmes: in total 34 programmes. 968 courses both from bachelor’s and master’s mining degrees from european universities are listed and categorised using following keywords:

Basic engineering, Economics and Law courses (BEEL) Mathematics, Physics, Chemistry, Basic Computer training, Thermodynamics, Technical drawing, General Science, Orientational Courses, Robotics, Hydraulics, Economy, Accounting, Taxation, Legislation, Licensing and Intellectual Property Mining Engineering specific courses (MESC) Geomatics: Surveying, Geodesy, Deposit Modelling, Data Management; Geomechanics: Rock and Soil Mechanics, Geophysics, Numerical analysis; Geosciences: Geology, Mineralogy, Petrology, Earth science, Deposits, Hydrogeology; Materials: Metals, Ceramics, Building materials, High temperature processes; Operations: Open pit mining, Underground mining, Drilling & Blasting, Ventilation and Water Management, Equipment and Machines, Transport Systems, Historic and Worldwide mining; Processing: Waste treatment, Recycling, Plant operations, Sampling and analysis; Elective Courses specific to mining; Health, Safety, Environment and Sustainability courses (HSES) Occupational Health and Safety, Security and Risk Analysis, Sustainability, Environment, Rehabilitation, Reclamation, Recovery, Post Mining and Remediation; Social Skills, Problem based Learning, Scientific work (SPBLS) Project work, Studies, Seminars, Languages, Sociology, Politics, Organization and Strategy, Management, Internships, Field trips, Excursions, Scientific writing, Bachelors and Master Thesis and preparatory courses therefore; Digitalisation Information technology, Automation, Computer Science, Programming, CAD, Robotics, Algorithms, Data Handling, Data Structure, Simulations, Geo- and engineering statistics, Internet, computer, control engineering and numerical methods; Modelling: this keyword is not included here but courses containing the keyword could be using CAD and or geologic modelling software

List of Abbreviations:

MUL , Montanuniversität Leoben ; ULiège , Université de Liège ; UniZg , University of Zagreb ; VŠB-TUO , Technická univerzita Ostrava ; RWTH Aachen , Rheinisch-Westfälische Technische Hochschule Aachen ; TU Clausthal , Technische Universität Clausthal ; TUBAF , Technische Universität Bergakademie ; NTUA , Freiberg ; Miskolc , National Technical University Of Athens ; Torino , University of Miskolc ; AGH , Politecnico di Torino ; PolSl , Akademia Górniczo-Hutnicza im. Stanisława Staszica w Krakowie ; , Politechnika Śląska ; ULisboa , Universidade de Lisboa ; UPet , University of Petrosani ; TUKE , Technická univerzita v Košiciach ; UniLJ , Univerza v Ljubljani ; ULE , Universidad de León ; UPC , Universitat Politècnica de Catalunya · BarcelonaTech ; UPM , Universidad Politécnica de Madrid ; LTU , Lulea university of technology ; , ; BEEL , Basic engineering, Economics and Law courses ; MESC , Mining Engineering specific courses ; HSES , Health, Safety, Environment, Sustainability courses ; SPBLS , Social Skills, Problem based Learning, Scientific work courses ; ELEC , Elective Courses not specific to mining ;

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.