In 2022/23, the Open University, which focuses on remote learning, had approximately ******* students enrolled on courses, the highest in the UK during that academic year. After the Open University, University College London had the highest number of students in the UK, at ******, while the University of Manchester had the second-highest, at ******. The UK's oldest university, The University of Oxford, had approximately ****** students studying there.

The University of Cambridge was listed as the best university in the United Kingdom in 2025 with an overall score of 1000, compared with the University of Oxford, which came in second-place with a score of 965.

In 2022/23 there were estimated to be over **** million students enrolled in higher education courses in the United Kingdom, which was the highest number of enrolled students during this provided time period. Although the number of students in the UK fell from *** million in 2011/12 to **** by 2014/15, this trend reversed in subsequent years, reaching the peak in the most recent year. Largest UK universities At ******* students, the mainly remote, Open University had the largest number of students enrolled among UK-based higher education institutions in 2022/23. University College London had the second-highest number of students at ******, followed by the University of Manchester at ******. At the UK's two oldest and most prestigious universities, Oxford and Cambridge, there were ******, and ****** students respectively. The university with the most students in Scotland was the University of Glasgow at *******students, with Wales' being Cardiff University at ****** students, and Northern Ireland's Ulster University having ****** students. Student Debt in the UK For students that graduated from English universities in 2024, the average student loan debt incurred over the course of their studies was over ****** British pounds. Although students graduated with less debt from universities in Wales, Northern Ireland, and especially Scotland, this too has been growing recently. In 2024, students from Scottish Universities graduated with an average of ****** pounds of debt, compared with ****** in Wales, and ****** in Northern Ireland. The overall outstanding student loan debt in the UK reached over *** billion pounds in 2023/24, with the vast majority of this debt from students who studied in England.

This dataset shows the location of Higher Education (HE) and Further Education (FE) institutes in the Great Britain. This should cover Universities and Colleges. Many institutes have more than one campus and where possible this is refelcted in the data so a University may have more than one entry. Postcodes have also been included for instities where possible. This data was collected from various sources connected with HEFE in the UK including JISC and EDINA. This represents the fullest list that the author could compile from various sources. If you spot a missing institution, please contact the author and they will add it to the dataset. GIS vector data. This dataset was first accessioned in the EDINA ShareGeo Open repository on 2011-02-01 and migrated to Edinburgh DataShare on 2017-02-21.

Market Size statistics on the Universities industry in United Kingdom

Out of the ten highest-ranked universities in the United Kingdom, The University of Edinburgh had the most residential buildings for the calendar year 2021/2022, with a total of 193 at that time. The University of Bristol and the University of Manchester constituted the remainder of the top three, with 106 and 86 buildings, respectively.

The student sample for this research was selected from YouthSight’s Student Panel. Based on HESA statistics, the sample comprises national representation of gender, course year, and university type. The data is weighted on these factors. After fieldwork, the sample collected was checked for quality, and any ‘straight-liners’ were removed from the final total. The total student sample size is 2,153 respondents.Fieldwork was carried out between 29th July and 2nd August 2019.The survey instrument was developed by reviewing the limited number of studies and surveys on freedom of expression, consultations with colleagues and informed by our own experience. This resulted in the inclusion of seven comparative statements that are routinely used in surveys on freedom of expression in US universities, and a 15-item Moral Foundations Questionnaire, which enables the data to be interrogated by underlying moral profile. The definition of freedom of expression uses the framing adopted by King’s College London, which was developed through extensive consultation with the Students’ Union.

UK Student Loan Market size was valued at USD 3009.63 Billion in 2024 and is projected to reach USD 5394.76 Billion by 2032, growing at a CAGR of 7.56% from 2026 to 2032.Key Market DriversRising Higher Education Enrollment and Tuition Costs: The consistent growth in UK higher education participation rates combined with increasing tuition fees has significantly expanded the demand for student loans. This fundamental driver reflects both demographic trends and the continued perceived value of university education despite rising costs. UCAS data showed that 560,030 students were accepted into UK universities for the 2022/23 academic year, representing a 3.8% increase since 2019/20. The Student Loans Company reported that the average loan balance for borrowers who began repayment in 2022 was 45,060, a 17% increase from 2019 levels.International Student Growth and Specialized Financing: The UK has experienced substantial growth in international student numbers, creating expanded opportunities for private student lending as these students typically cannot access the same government-backed loans as domestic students. UCAS data showed international student acceptances increased by 12.3% between 2020 and 2023, with 70,055 non-UK students accepted in the 2022/23 academic year. Private student loan providers reported a 37% increase in lending to international students between 2020 and 2022, according to a Financial Conduct Authority market review.

Contains figures on class sizes in maintained primary and secondary schools in England.

Source agency: Education

Designation: National Statistics

Language: English

Alternative title: Pupil Characteristics and Class Sizes in Maintained Schools in England

Market Size statistics on the Driving Schools industry in United Kingdom

Over the five years through 2024-25, revenue is expected to increase at a compound annual rate of 2.1% to £4.1 billion. The numerous benefits of online education and training (e.g. reduced learning and development costs, time savings and flexibility and promotion of continuous development) have spurred growth. Recognising its advantages, the government has implemented a series of measures to hasten the uptake of educational technology by investing in improving household internet connections across the UK. The rise in student numbers has supported demand for additional training courses for those looking to boost their grades. The COVID-19 pandemic hiked revenue during 2020-21, with the forced closure of schools and universities pushing many courses online. Many universities are now committed to ensuring lectures and course material are uploaded online, a legacy of the COVID-19 technological wave. However, revenue is only anticipated to grow by 0.5% over 2024-25, with growth naturally slowing following the surge in demand during the pandemic and encouragement from many critics to return to face-to-face learning to improve the learning experience and re-connect classmates. Over the five years through 2029-30, revenue is forecast to climb at a compound annual rate of 2.5% to £4.7 billion. The COVID-19 pandemic has hastened the adoption of online education and training, as lockdown periods normalised the use of technology and individuals have become accustomed to a new learning method. Unemployment rates are low, but a high number of vacancies remain, despite falling from COVID-19 highs, that aren't being met with the right skills, which is encouraging online learning and training. The number of UK 16- to 18-year-olds participating in full-time education is high, with record university applications that will boost online learning too. The growing skills gap will sustain demand as online platforms look to adapt to the changing job market and provide employees with the skills needed to secure work. The rise of free educational content through social media platforms like YouTube and LinkedIn will constrain future growth. The average profit margin is expected to expand to 18.4% in 2029-30.

Following significant government support, 81.9% of secondary schools are now academies according to the government, with maintained schools increasingly converting. Both types remain under strict government guidelines, but academies can decide term dates, curriculums, subject choices and budget decisions. Despite several years of economic turmoil, government funding has remained strong because of the importance of maintaining and improving UK education standards. Secondary education revenue is expected to have grown at a compound annual rate of 1.4% to £66.1 billion over the five years through 2024-25, growing by 2.1% in 2024-25. The COVID-19 outbreak severely disrupted the day-to-day running of schools throughout 2020-21, with temporary closures forcing pupils to stay at home and learn online. The Educational Recovery Fund has supported educational catch-up, totalling around £5 billion in February 2022, preventing a significant drop in revenue during the COVID-19 outbreak. In cash terms, total funding for all state-funded schools totalled £60.7 billion in 2024-25 due to a £3.9 billion funding increase in 2024-25. Private school pupil numbers have marginally dipped, with the ISC recording a 0.1% decline in independent secondary school pupil numbers over the year through January 2024, with the cost-of-living crisis having squeezed some parents' purse strings. For the start of the 2024-25 academic year, private school enrolments were down, especially for new starters in their first year of secondary school, with the potenital for fee hikes if VAT is added in January 2025 looming. This could pose a threat to profit and place more pressure on state schools to open up available places. Secondary education revenue is projected to grow at a compound annual rate of 2% to £72.9 billion over the five years through 2029-30. The number of international students attending independent schools has not fallen with immigration policies, as many independent schools hold Student Visa Sponsors. With school costs still continuing to grow by 4% in 2024-25, according to the Institute for Fiscal Studies, school funding per pupil will remain stretched.

The Private Schools in the UK report contains historic and forward looking analysis written by our in-house team of industry analysts. This includes industry revenue and profit figures, available in table and chart format, with accompanying insights explaining the underlying industry trends.

As with other forms of public building construction, London was the most expensive region in the United Kingdom to build an educational building in. Universities proved to be the most expensive across all regions. The average price per square meter of internal area for a university in London was 3,320 British pounds in 2018. This was an increase of 16 percent compared to the previous year. By comparison, educational facilities located in Northern Ireland were the least costly.

Kier Construction leading contractor

Kier Construction Limited-Building UK was the leading contractor for educational facilities in the UK. In 2018, the construction firm was awarded projects with a combined value of 723 million British pounds. This was 43 percent more than the second entry.

Number of universities stable

The number of universities in the country has stayed stable since 2012/13. In the past two years, there were 142 institutions of higher education. While having been relatively constant in the past five years, there was a noticeable jump in the number of universities at the beginning of the century.

Over the five years through 2024-25, revenue has grown at a compound annual rate of 4.4%. Growth has been largely driven by record student enrolment numbers, both from international students and applications from 18-year-olds living in the UK. It is the large increase in international enrolment numbers that is driving growth and demand for quality student accommodation. The growing middle classes in emerging nations such as China, as well as demand for studies outstripping supply in these home countries, is behind Chinese students, accounting for 5.3% of university enrolments in HESA's most recent 2021-22 figures. Revenue plummeted in 2020-21 by 18.7% because of the COVID-19 outbreak. Following the outbreak in March 2020, numerous students moved and opted to stay at home as classes were taught online. Major accommodation providers refunded students and made booking terms and cancellation policies more flexible, curtailing revenue and profit. Brexit continues to weigh on demand as EU applications have tumbled since students are no longer entitled to home-fee status. There were 22,400 applications from the EU in 2023, which pales in comparison to 51,310 in 2019, according to UCAS. Demand to study at UK universities has remained very high throughout the three years through 2024-25 from domestic and non-EU students, and the complete return to campuses has boosted revenue. With demand for student housing outstripping the supply, occupancy levels are strong, and rent is high, growing by 7.6% in 2024. Revenue is growing by 5% in 2024-25, reaching £6.6 billion. Over the five years through 2029-30, revenue is expected to grow at a compound annual rate of 4.4%, reaching £8.3 billion. Purpose-built student accommodation will face intense competition from students who rent private accommodation or live at home. The ongoing cost of living crisis will leave more students unable to afford student accommodation as rent prices continue to soar. Demand for and supply of student accommodation will continue to rise, spurred by increasing enrolment numbers and the persistent undersupply and shortage of purpose-built student accommodation.

Presents results from the Class Size Count which was carried out in all maintained primary schools in Wales.

Source agency: Welsh Government

Designation: National Statistics

Language: English

Alternative title: Class Sizes in Primary Schools, Wales

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Higher Education Testing And Assessment Market Size 2025-2029

The higher education testing and assessment market size is forecast to increase by USD 7.57 billion at a CAGR of 6.6% between 2024 and 2029.

The market is witnessing significant shifts as educational institutions increasingly adopt formative assessment methods. This transition signifies a move away from traditional summative assessments towards ongoing evaluation of student progress, enabling educators to identify and address learning gaps in real-time. Moreover, the role of educational technologies in testing and assessment is evolving, with advancements in artificial intelligence, machine learning, and data analytics enabling more personalized and effective assessments. However, challenges persist in this market. One major obstacle is the weak assessment mechanism of online tests, which has become increasingly prevalent due to the shift towards remote learning. Ensuring the validity and reliability of online assessments is a significant challenge, as issues such as test security, proctoring, and test-taker authenticity must be addressed to maintain the integrity of the assessment process. Additionally, ensuring equal access to technology and internet connectivity for all students is crucial to prevent disparities in testing outcomes. Companies seeking to capitalize on market opportunities in this space must focus on developing robust and secure online assessment solutions while addressing these challenges effectively.

What will be the Size of the Higher Education Testing And Assessment Market during the forecast period?

Request Free SampleThe market continues to evolve, driven by advancements in technology and shifting educational priorities. Machine learning and artificial intelligence are increasingly utilized in test development and administration, enabling personalized learning and competency-based education. Colleges and universities employ these technologies to assess student performance, ensure test security, and improve test scoring. K-12 schools also adopt assessment solutions to enhance instructional design and facilitate career readiness. Test bias remains a critical concern, with natural language processing and data analysis used to mitigate its impact. Faculty development programs focus on integrating assessment for learning into the curriculum, while test administration becomes more flexible with online and computer-based options. Graduate students and international students benefit from summative and diagnostic assessments, while undergraduate students engage in formative assessments for proficiency and achievement. Continuous improvement in test development and assessment software ensures test validity and reliability, with adaptive learning and learning analytics providing valuable insights for curriculum alignment. Professional development opportunities for educators and administrators are essential to keep pace with the evolving market dynamics and effectively implement these innovative assessment strategies.

How is this Higher Education Testing And Assessment Industry segmented?

The higher education testing and assessment industry research report provides comprehensive data (region-wise segment analysis), with forecasts and estimates in 'USD million' for the period 2025-2029, as well as historical data from 2019-2023 for the following segments. ProductAcademicNon-academicEnd-userEducational institutionsUniversitiesTraining organizationsOthersGeographyNorth AmericaUSCanadaEuropeFranceGermanyItalyUKAPACChinaIndiaJapanSouth AmericaBrazilRest of World (ROW)

By Product Insights

The academic segment is estimated to witness significant growth during the forecast period.In the realm of higher education, the academic segment encompasses assessments for STEM subjects, a crucial component of the curriculum. Historically, pen and paper tests dominated this area. However, the integration of Learning Management Systems (LMS) and Content Management Systems (CMS) and the escalating preference for personalized learning technologies, including adaptive learning, have significantly boosted the utilization of digital tools in higher education institutions for testing and assessment. The proliferation of technology in classrooms is further fueled by students' increasing use of smartphones, tablets, and e-libraries. Machine learning and artificial intelligence are also playing pivotal roles in creating immersive, harmonious learning experiences. Formative assessments, such as diagnostic tests and quizzes, are increasingly being used to gauge student progress and inform instructional design. Test security and reliability remain paramount, with test development, administration, and scoring being critical components. Competency-based education, career readiness, and achievement tests are also gaining traction. K-12 schools are also adopting similar testing and assessmen

This is a nationally representative cross-sectional survey of Chinese international students in the UK, with a comparison group of UK home students. It is part of a wider study with other surveys in Germany and China. The study population are taught (undergraduate and postgraduate) Chinese students studying in UK universities. Areas covered in the questionnaires: Socio-demographic characteristics and course details; family background (parental education, occupation, household income, siblings); prior education (academic achievement and educational migration); motivations for study abroad and decision-making process; personality traits and values (e.g., risk-taking attitude); study experience in current course; health and wellbeing; future life course aspirations; cosmopolitan vs national orientations.

Young people moving away from home to seek 'bright futures' through higher education are a major force in the urbanization of China and the internationalization of global higher education. Chinese students constitute the largest single group of international students in the richer OECD countries of the world, making up 20 percent of the total student migration to these countries. Yet systematic research on a representative sample of these student migrants is lacking, and theoretical frameworks for migration more generally may not always apply to students moving for higher education. Bright Futures is a pioneering study that investigates key dimensions of this educational mobility through large-scale, representative survey research in China, the UK and Germany. We explore this phenomenon in two related aspects: the migration of students from the People's Republic of China to the UK (this data collection) and Germany for higher education, and internal migration for studies within China. This research design enables an unusual set of comparisons, between those who stay and those who migrate, both within China and beyond its borders. We also compare Chinese students in the UK and Germany with domestic students in the two countries. Through such comparisons we are able to address a number of theoretical questions such as selectivity in educational migrations, aspirations beyond returns, the impact of transnationalization of higher education on individual orientations and life-course expectations, and the link between migration and the wellbeing of the highly educated. Bright Futures is a collaborative project, involving researchers from University of Essex, University of Edinburgh, UNED, University of Bielefeld and Tsinghua University. The research was funded by the Economic and Social Research Council (UK), German Research Foundation (Germany) and the National Natural Science Foundation (China).