The rate of employment for social sciences graduates from higher education institutions in South Korea in 2017 was around 63 percent overall. Business and economics graduates had the highest figures, around 64 percent, while graduates from law department had the lowest, only around 52 percent. In general, postgraduate students had the highest employment rates among all social sciences graduates.

National Center for Education Statistics (NCES) dataset of 127 political science MA programs from the College Navigator tool with program website information added.

The field of social sciences, commercial education and law was the most popular area of studies among master candidates in Peru in 2017. Almost 36 thousand university students were enrolled in master programs in that field, whereas 9.4 thousand chose to enroll in a master course in the field of education.

Dataset includes PDFs of Moroccan statistical yearbooks from the years: 1917-2021. Files in this dataset include PDFs for the years 1925-1958. Missing years: 1923, 1938. For the years 1917-1922, 1924, 1929-1931, & 1959-2021, direct links to online access are available below, sometimes in addition to the pdf included as a file here: 1917: https://gallica.bnf.fr/ark:/12148/bpt6k9105759n 1918-1919: https://gallica.bnf.fr/ark:/12148/bpt6k9105764z 1920-1921: https://gallica.bnf.fr/ark:/12148/bpt6k91057609 1921-1922: https://gallica.bnf.fr/ark:/12148/bpt6k9105761q 1924: https://gallica.bnf.fr/ark:/12148/bpt6k9105763j 1929: https://gallica.bnf.fr/ark:/12148/bpt6k91057624 1930: https://gallica.bnf.fr/ark:/12148/bpt6k8950128 1931: https://gallica.bnf.fr/ark:/12148/bpt6k895013n 1959: https://www.hcp.ma/file/233897 1960: https://www.hcp.ma/file/233898 1961: https://www.hcp.ma/file/233899 1962-1963https://www.hcp.ma/file/233900 1964-1965:https://www.hcp.ma/file/233901 1966-1967: https://www.hcp.ma/file/233902 1968: https://www.hcp.ma/file/233903 1969: https://www.hcp.ma/file/233904 1970: https://www.hcp.ma/file/233905 1971: https://www.hcp.ma/file/233906 1972: https://www.hcp.ma/file/233907 1973: https://www.hcp.ma/file/233908 1974: https://www.hcp.ma/file/233909 1975: https://www.hcp.ma/file/233910 1976: https://www.hcp.ma/file/233911 1977: https://www.hcp.ma/file/233912 1978: https://www.hcp.ma/file/233913 1979: https://www.hcp.ma/file/233914 1982: https://www.hcp.ma/file/233917 1983: https://www.hcp.ma/file/233918 1984: https://www.hcp.ma/file/233921 1985:https://www.hcp.ma/file/233922 1985: https://www.hcp.ma/file/233923 1986: https://www.hcp.ma/file/233927 1987: https://www.hcp.ma/file/233928 1988: https://www.hcp.ma/file/233930 1989: https://www.hcp.ma/file/233932 1990: https://www.hcp.ma/file/233934 1991: https://www.hcp.ma/file/233936 1992: https://www.hcp.ma/file/233937 1993: https://www.hcp.ma/file/233939 1994: https://www.hcp.ma/file/233941 1995: https://www.hcp.ma/file/235328 1996: https://www.hcp.ma/file/235394/ 1997: https://www.hcp.ma/file/235396/ 1998: https://www.hcp.ma/file/235398/ 2000: https://www.hcp.ma/file/235400/ 2001: https://www.hcp.ma/file/235406/ 2002: https://www.hcp.ma/file/235408/ 2003: https://www.hcp.ma/file/235409/ 2004: https://www.hcp.ma/file/235410/ 2005: https://www.hcp.ma/file/235411/ 2006: https://www.hcp.ma/file/235412/ 2007: https://www.hcp.ma/file/235413/ 2008: https://www.hcp.ma/file/235414/ 2009: https://www.hcp.ma/file/235415/ 2010: https://www.hcp.ma/file/235416/ 2011: https://www.hcp.ma/file/235417/ 2012: https://www.hcp.ma/file/235418/ 2013: https://www.hcp.ma/file/235419/ 2014: https://www.hcp.ma/file/235420/ 2015: https://www.hcp.ma/file/235421/ 2016: https://www.hcp.ma/file/235422/ 2017: https://www.hcp.ma/file/235423 2018: https://www.hcp.ma/file/235424 2019: https://www.hcp.ma/file/235426 2020: https://www.hcp.ma/file/235428 2021: https://www.hcp.ma/file/236828

Graduation of master's degree students, within the field of study grouping (Variant of the Classification of Instructional Programs (CIP) Canada 2021 Version 1.0 for Science, technology, engineering and mathematics (STEM) and Business, humanities, health, arts, social science and education (BHASE) groupings) and province or territory of first enrolment, by demographic characteristics. The STEM grouping includes fields of study in science, technology, engineering, and mathematics and computer sciences. The BHASE grouping includes fields of study in business, humanities, health, arts, social science, education, legal studies, trades, services, natural resources and conservation.

This pie chart illustrates the distribution of degrees—Bachelor’s, Master’s, and Doctoral—among PERM graduates from Applied Statistics, Social Sciences And Humanities. It shows the educational composition of students who have pursued and successfully obtained permanent residency through their qualifications in Applied Statistics, Social Sciences And Humanities. This visualization helps to understand the diversity of educational backgrounds that contribute to successful PERM applications, reflecting the major’s role in fostering students’ career paths towards permanent residency in the U.S.

Morocco MA: School Enrollment: Primary: Female: % Net data was reported at 94.315 % in 2016. This records an increase from the previous number of 92.845 % for 2014. Morocco MA: School Enrollment: Primary: Female: % Net data is updated yearly, averaging 54.691 % from Dec 1975 (Median) to 2016, with 41 observations. The data reached an all-time high of 94.315 % in 2016 and a record low of 30.479 % in 1975. Morocco MA: School Enrollment: Primary: Female: % Net data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Morocco – Table MA.World Bank: Education Statistics. Net enrollment rate is the ratio of children of official school age who are enrolled in school to the population of the corresponding official school age. Primary education provides children with basic reading, writing, and mathematics skills along with an elementary understanding of such subjects as history, geography, natural science, social science, art, and music.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

Please note: This is a Synthetic data file, also known as a Dummy file - it is not real data. This synthetic file should not be used for purposes other than to develop an test computer programs that are to be submitted by remote access. Each record in the synthetic file matches the format and content parameters of the real Statistics Canada Master File with which it is associated, but the data themselves have been 'made up'. They do NOT represent responses from real individuals and should NOT be used for actual analysis. These data are provided solely for the purpose of testing statistical package 'code' (e.g. SPSS syntax, SAS programs, etc.) in preperation for analysis using the associated Master File in a Research Data Centre, by Remote Job Submission, or by some other means of secure access. If statistical analysis 'code' works with the synthetic data, researchers can have some confidence that the same code will run successfully against the Master File data in the Resource Data Centres. In the fall of 1991, the National Health Information Council recommended that an ongoing national survey of population health be conducted. This recommendation was based on consideration of the economic and fiscal pressures on the health care systems and the requirement for information with which to improve the health status of the population in Canada. Commencing in April 1992, Statistics Canada received funding for development of a National Population Health Survey (NPHS). The NPHS collects information related to the health of the Canadian population and related socio-demographic information to: aid in the development of public policy by providing measures of the level, trend and distribution of the health status of the population, provide data for analytic studies that will assist in understanding the determinants of health, and collect data on the economic, social, demographic, occupational and environmental correlates of health. In addition the NPHS seeks to increase the understanding of the relationship between health status and health care utilization, including alternative as well as traditional services, and also to allow the possibility of linking survey data to routinely collected administrative data such as vital statistics, environmental measures, community variables, and health services utilization. The NPHS collects information related to the health of the Canadian population and related socio-demographic information. It is composed of three components: the Households, the Health Institutions, and the North components. The Household component started in 1994/1995 and is conducted every two years. The first two cycles (1994/1995, 1996/1997) were both cross-sectional and longitudinal. The NPHS longitudinal sample includes 17,276 persons from all ages in 1994/1995 and these same persons are to be interviewed every two years. Each cycle, a common set of health questions is asked to the respondents. This allows for the analysis of changes in the health of the respondents over time. In addition to the common set of questions, the questionnaire does include focus content and supplements that change from cycle to cycle. Health Canada, Public Health Agency of Canada and provincial ministries of health use NPHS longitudinal data to plan, implement and evaluate programs and health policies to improve health and the efficiency of health services. Non-profit health organizations and researchers in the academic fields use the information to move research ahead and to improve health.

The most popular field of study among master and doctorate students in Peru was social sciences, commercial education and law. There were more than 40 thousand postgraduate students enrolled in such fields in Peru in 2017, followed by education, with around 11,400 enrolled students. The leading career choice by enrollment in the undergraduate level was administrative and commercial sciences.

Morocco MA: School Enrollment: Primary: Female: % Gross data was reported at 107.342 % in 2016. This records an increase from the previous number of 106.246 % for 2015. Morocco MA: School Enrollment: Primary: Female: % Gross data is updated yearly, averaging 64.575 % from Dec 1971 (Median) to 2016, with 46 observations. The data reached an all-time high of 107.740 % in 2012 and a record low of 33.521 % in 1971. Morocco MA: School Enrollment: Primary: Female: % Gross data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Morocco – Table MA.World Bank.WDI: 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. Primary education provides children with basic reading, writing, and mathematics skills along with an elementary understanding of such subjects as history, geography, natural science, social science, art, and music.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

In 2019, some of the most common fields of study of full-time master students in Nigeria were administration and management, education, sciences, and social sciences. Generally, male students represented the majority. In the faculties for administration and management, for instance, there were 23 thousand males and 15 thousand females.

Proportion of Canadian and international student graduates, by International Standard Classification of Education (ISCED), institution type, Classification of Instructional Programs (CIP) 2021, STEM (science, technology, engineering and mathematics) and BHASE (business, humanities, health, arts, social science and education) groupings, gender and age group.

The NGS Class of 2020 was collected in 2023 and focuses on the education and labour market experiences of persons who graduated from Canadian public postsecondary educational institutions in 2020. The survey includes questions about academic paths, funding for postsecondary education, and the transition into the labour market. It also explores the impact of the COVID-19 pandemic on the education and employment of graduates. A sample of 60,000 graduates was selected for this cycle and the NGS Class of 2020 master microdata file includes 26,808 records and 462 variables. The data will be used by Statistics Canada, Employment and Social Development Canada (ESDC), provincial and territorial ministries of education, researchers, and other interested organizations to examine various topics such as educational pathways, postsecondary funding, mobility, school-to-work transitions, labour market outcomes and pursuits of further postsecondary studies.

Please note: This is a Synthetic data file, also known as a Dummy file - it is not real data. This synthetic file should not be used for purposes other than to develop an test computer programs that are to be submitted by remote access. Each record in the synthetic file matches the format and content parameters of the real Statistics Canada Master File with which it is associated, but the data themselves have been 'made up'. They do NOT represent responses from real individuals and should NOT be used for actual analysis. These data are provided solely for the purpose of testing statistical package 'code' (e.g. SPSS syntax, SAS programs, etc.) in preperation for analysis using the associated Master File in a Research Data Centre, by Remote Job Submission, or by some other means of secure access. If statistical analysis 'code' works with the synthetic data, researchers can have some confidence that the same code will run successfully against the Master File data in the Resource Data Centres. The Workplace and Employee Survey (WES) is designed to explore a broad range of issues relating to employers and their employees. The survey aims to shed light on the relationships among competitiveness, innovation, technology use and human resource management on the employer side and technology use, training, job stability and earnings on the employee side. The survey is unique in that employers and employees are linked at the micro data level; employees are selected from within sampled workplaces. Thus, information from both the supply and demand sides of the labour market is available to enrich studies on either side of the market. To create the best conditions for growth in the knowledge-based economy, governments need to fine-tune their policies on education, training, innovation, labour adjustment, workplace practices, industrial relations and industry development. The results from the survey will help clarify many of these issues and will assist in policy development. The Workplace and Employee Survey offers potential users several unique innovations: chief among these is the link between events occurring in workplaces and the outcomes for workers. In addition, being longitudinal, it allows for a clearer understanding of changes over time. There are two reference periods used for the WES. Questions concerning employment breakdown use the last pay period of March for the reference year while other questions refer to the last 12-month period ending in March of the reference year.

Characteristics and median employment income of postsecondary graduates two years after graduation, by educational qualification (Classification of programs and credentials - professional degree variant), field of study (Classification of Instructional Programs (CIP) Canada 2016 - STEM (science, technology, engineering and mathematics and computer sciences) and BHASE (business, humanities, health, arts, social science and education) groupings), gender, age group and status of student in Canada (cross-sectional analysis).

Participants’ total knowledge and practice.

In 2019, Polish graduates in engineering and technical sciences and social sciences earned the most (4.6 thousand zloty gross), while graduates in the arts earned the least (2.7 thousand zloty gross).

In the academic year 2021/22, the largest number of the graduates in higher education in Sweden finished a degree in social sciences, law, business, and administration. Nearly 18,000 of the total 47,250 students who graduated that year held a degree in one of these subjects. The second largest number of graduations were registered in health and social care, whereas technology and manufacturing followed in third. More than half of the students enrolled in higher education institutions in Sweden are enrolled in law and social sciences.

Portugal's graduate unemployment landscape between 2018 and 2022 reveals a striking imbalance across fields of study. Business sciences, administration, and law graduates faced the highest unemployment rate at 25.7 percent, while information and communication technologies (ICT) graduates experienced the lowest at 1.3 percent. The social sciences, journalism, and information field and arts and humanities presented the second and third-highest shares of unemployed graduates registered in employment centers, with 17 and 15.5 percent, respectively. Rising graduate numbers, persistent gender gap  The number of higher education graduates in Portugal has more than doubled since the late 1990s, reaching over 95,600 in the 2022/2023 academic year. Women consistently outnumbered men among graduates, with nearly 56,000 female graduates compared to 40,000 male graduates in the most recent year. However, this gender gap reversed in science, technology, engineering, and mathematics (STEM) fields, where men accounted for 65 percent of graduates across all study cycles during the 2022/2023 academic year. Improving employment prospects amid growing higher education enrollment  Despite the increasing number of graduates, the risk of unemployment for recent higher education graduates in Portugal has decreased to 3.3 percent in 2022, the lowest in recent years. This improvement comes even after a pandemic-induced rise in 2020. The positive trend occurred as higher education enrollment continues to grow, with over 446,000 students in the 2022/2023 academic year. Universities attract more students than polytechnic institutes across all regions, with Greater Lisbon hosting the largest student population of over 147,000, despite not being the country’s region with the highest number of higher education establishments.

Please note: This is a Synthetic data file, also known as a Dummy file - it is not real data. This synthetic file should not be used for purposes other than to develop an test computer programs that are to be submitted by remote access. Each record in the synthetic file matches the format and content parameters of the real Statistics Canada Master File with which it is associated, but the data themselves have been 'made up'. They do NOT represent responses from real individuals and should NOT be used for actual analysis. These data are provided solely for the purpose of testing statistical package 'code' (e.g. SPSS syntax, SAS programs, etc.) in preperation for analysis using the associated Master File in a Research Data Centre, by Remote Job Submission, or by some other means of secure access. If statistical analysis 'code' works with the synthetic data, researchers can have some confidence that the same code will run successfully against the Master File data in the Resource Data Centres. The Workplace and Employee Survey (WES) is designed to explore a broad range of issues relating to employers and their employees. The survey aims to shed light on the relationships among competitiveness, innovation, technology use and human resource management on the employer side and technology use, training, job stability and earnings on the employee side. The survey is unique in that employers and employees are linked at the micro data level; employees are selected from within sampled workplaces. Thus, information from both the supply and demand sides of the labour market is available to enrich studies on either side of the market. To create the best conditions for growth in the knowledge-based economy, governments need to fine-tune their policies on education, training, innovation, labour adjustment, workplace practices, industrial relations and industry development. The results from the survey will help clarify many of these issues and will assist in policy development. The Workplace and Employee Survey offers potential users several unique innovations: chief among these is the link between events occurring in workplaces and the outcomes for workers. In addition, being longitudinal, it allows for a clearer understanding of changes over time. There are two reference periods used for the WES. Questions concerning employment breakdown use the last pay period of March for the reference year while other questions refer to the last 12-month period ending in March of the reference year.