Capital expenditure for the Department of Education in England was 4.9 billion British pounds in the 2021/22 financial year, with planned expenditure for 2022/23 rising to 6.4 billion pounds. This type of expenditure concerns the purchasing, investment, and maintenance of fixed assets such as buildings. Although education capital spending amounted to over nine billion pounds per year prior to 2011/12, this was cut to 6.4 billion pounds in 2011/12, and has gradually declined further since that financial year.

In 2024, Glasgow had higher construction costs for primary and secondary education buildings than the other cities in the United Kingdom included in this list. The construction costs for this type of building were also quite high in London, at 3,375 British pounds. On the other side of the spectrum, Birmingham was the city in the ranking with the lowest construction costs for this type of building.

In 2022, the construction output for public schools and colleges in Great Britain was valued at 3.9 billion British pounds. The output of the construction of facilities for private schools and universities was slightly higher than that for public school, colleges, and universities combined. The output value of new public university construction in Great Britain decreased in the past couple of years.

These data show the percentage of pupils at state funded schools who live more than 2 miles from school (for those aged under 8) or 3 miles from school (for those aged over 8), 2018.

Warning: These data are taken from analysis used to create the GLA London Schools Atlas which is based on data from the DfE National Pupil Database. These rates are taken from the variable 'SC_Pupil.DistCurrSch - Distance in miles from pupil postcode to current school'. This is not exactly the same as the nearest walking distance used for eligibility for local authority funding for free travel to school.

Further information about the NPD data can be found here: https://data.london.gov.uk/dataset/london-schools-atlas

https://find-npd-data.education.gov.uk/en/datasets/8f8bb519-0d73-4150-997b-f10227d5df31

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.

Abstract copyright UK Data Service and data collection copyright owner.

This group of six surveys assesses children's attainments in a sample of English and Welsh primary and secondary schools. The children in each age group were given a battery of tests and the results related to detailed information on the schools attended and to background, biographical and personal information on each child. In the case of Welsh children, linguistic information was also included.
Main Topics:

This survey covers children aged 14 years or over in English secondary schools. Information consists of test scores on a variety of tests (specific test content is confidential and not deposited with the Data Archive, but summary descriptions follow): Mathematics: an 85 item test (divided into 2 sections, the first consisting of 22 mathematical problems to be answered within 30 minute time limit, and the second consisting of 63 items covering mensuration - 20 minutes allowed). Mathematical Insight: 77 items designed to measure understanding of basic mathematical concepts (4 sections each separately timed - overall time limit 45 minutes). Mechanical Arithmetic: this is the same test as used for the 10+ group (see SN:60007 for description). English: 80 item test, covering vocabulary, comprehension, grammar usage and written expression (2 sections, first of 20 minutes duration and second of 30 minutes). English reading: description as for 10+ group (see SN:60007).
Background information on child includes: sex; date of birth; school class; parental encouragement assessed on a three-point scale; rating of parental occupation (i.e. professional - managerial - unskilled etc.); subjects taken at school; number of these to be taken at GCE. Also included are mathematics and English attitude scales.
Information on school includes: type, size, denomination of school, character of school locality, age of school buildings, amenities provided, sex of mathematics teacher and of English teacher and percentage of pupils leaving school at fifteen.

In 2023, the cost of building a primary or secondary school in London nearly 4,000 U.S. dollar per square meters. Other major European cities such as Amsterdam, Dublin, or Munich had construction costs ranging from 2,000 to 3,300 U.S. dollars. London also had one of the highest office construction costs in Europe.

Abstract

The Young Lives survey is an innovative long-term project investigating the changing nature of childhood poverty in four developing countries. The purpose of the project is to improve understanding of the causes and consequences of childhood poverty and examine how policies affect children's well-being, in order to inform the development of future policy and to target child welfare interventions more effectively. The study is being conducted in Ethiopia, India (in Andhra Pradesh), Peru and Vietnam. These countries were selected because they reflect a range of cultural, geographical and social contexts and experience differing issues facing the developing world; high debt burden, emergence from conflict, and vulnerability to environmental conditions such as drought and flood.

The Young Lives study aims to track the lives of 12,000 children over a 15-year period, surveyed once every 3-4 years. Round 1 of Young Lives surveyed two groups of children in each country, at 1 year old and 5 years old. Round 2 returned to the same children who were then aged 5 and 12 years old. Round 3 surveyed the same children again at aged 7-8 years and 14-15 years, and Round 4 surveyed them at 12 and 19 years old. Thus the younger children are being tracked from infancy to their mid-teens and the older children through into adulthood, when some will become parents themselves.

The survey consists of three main elements: a child questionnaire, a household questionnaire and a community questionnaire. The household data gathered is similar to other cross-sectional datasets (such as the World Bank's Living Standards Measurement Study). It covers a range of topics such as household composition, livelihood and assets, household expenditure, child health and access to basic services, and education. This is supplemented with additional questions that cover caregiver perceptions, attitudes, and aspirations for their child and the family. Young Lives also collects detailed time-use data for all family members, information about the child's weight and height (and that of caregivers), and tests the children for school outcomes (language comprehension and mathematics). An important element of the survey asks the children about their daily activities, their experiences and attitudes to work and school, their likes and dislikes, how they feel they are treated by other people, and their hopes and aspirations for the future. The community questionnaire provides background information about the social, economic and environmental context of each community. It covers topics such as ethnicity, religion, economic activity and employment, infrastructure and services, political representation and community networks, crime and environmental changes. The Young Lives survey is carried out by teams of local researchers, supported by the Principal Investigator and Data Manager in each country.

Further information about the survey, including publications, can be downloaded from the Young Lives website.

School surveys were introduced into Young Lives in 2010 in order to capture detailed information about children’s experiences of schooling, and to improve our understanding of: - the relationships between learning outcomes, and children's home backgrounds, gender, work, schools, teachers and class and school peer-groups. - school effectiveness, by analysing factors explaining the development of cognitive and non-cognitive skills in school, including value-added analysis of schooling and comparative analysis of school-systems. - equity issues (including gender) in relation to learning outcomes and the evolution of inequalities within education

The survey allows us to link longitudinal information on household and child characteristics from the household survey with data on the schools attended by the Young Lives children and children's achievements inside and outside the school. It provides policy-relevant information on the relationship between child development (and its determinants) and children’s experience of school, including access, quality and progression. This combination of household, child and school-level data over time constitutes the comparative advantage of Young Lives. Findings are all available on our Education theme pages and our publications page. Further information is available from the Young Lives http://www.younglives.org.uk/content/school-survey-0" title="School Survey">School Survey webpages.

Geographic coverage

The Young Lives study traced the lives of 3,000 children in 20 sentinel sites located in five regions of the country (Addis Ababa, Amhara, Oromia, SNNP and Tigray). The second school survey extended beyond the 20 Young Lives sites to include ten newly selected sites in the developing regions of Somali and Afar, where historically poor access to and participation in services, including education, is of particular concern to government, donors and NGOs.

Analysis unit

Individuals Institutions/organisations

Kind of data

Sample survey data [ssd]

Sampling procedure

Multi-stage stratified random sample

The final sample included 94 ‘schools’ and 280 classes (142 Grade 4 and 134 Grade 5) making a sample size of 13,724. The majority of surveyed schools are government-owned (75 out of 94), but 19 nongovernment-owned schools were also surveyed in sites in Addis Ababa, SNNP and Somali regions.

The second school survey in Ethiopia sampled all pupils (including both Young Lives Younger Cohort children and non-Young Lives children) studying in all Grade 4 and Grade 5 classes in all schools located within the geographic boundaries of each survey sentinel site. The survey therefore constitutes a site-level census of all Grade 4 and 5 pupils attending school within the geographic boundaries of the 30 sentinel sites.

The survey was conducted at both the beginning (Wave 1) and end (Wave 2) of the school year. At Wave 1, the pupil-level sample included all pupils present on the first day of the survey visit to the school. These pupils were then followed up at Wave 2, without replacement of absent pupils.

The twenty main Young Lives sites (in the regions of Addis Ababa, Amhara, Oromia, SNNP and Tigray) were selected purposely in 2001 to ensure that the household survey reflected the cultural and geographic diversity of the country, including urban-rural differences, but with a pro-poor bias and a focus on areas with food insecurity (see Outes-Leon and Sanchez 2008 for further details). Between three and five sites were selected in each region to represent diversity across zones and ethnicities. The ten new sites in Somali and Afar were selected according to the same criteria as in the household survey, but with additional considerations for fieldworker safety and security.

While not statistically representative at the national or regional levels, the survey includes a range of community settings illustrative of the diversity of the country. Appendix 1 of the survey report (provided under related materials) provides a description of the 30 school-survey sites.

Mode of data collection

Face-to-face interview; Self-completion; Educational measurements; Observation

Research instrument

The instruments included in the survey are:

• Principal questionnaire: Administered individually by fieldworkers to principals.
• School site observation: Fieldworker completed through observation of school site during their time in the school.
• Teacher questionnaire: Administered individually by fieldworkers to teacher of YL child's class.
• Pupil questionnaire: Administered to the whole class. Fieldworker led and directed. Collected background data on the Pupil, as well as information on attitudes to school.
• Pupil assessments in Maths and Amharic: Administered to the whole class. Fieldworker led and directed.

Survey documentation and questionnaires are provided as related materials, and can also be downloaded from http://www.younglives.org.uk/content/ethiopia-school-survey

Chagrin Falls Exempted Village Schools (CFEVS) is undertaking the construction of an educational building in Geauga County, Ohio, the US.The project involves the construction of a new 5,295m2 three-story school building. It includes the demolition of 6,689m2 1940 section of Intermediate School, the renovation of 1,588m2 1914 section of the building, the construction of a parking facility for 59 vehicles, classrooms, staff rooms, laboratories, a cafeteria, gym, auditorium and the installation of safety and security systems.Stantec has been appointed as the planner, 21st Century Concrete as enabling contractor and Gilbane Construction as general contractor. On October 14, 2017, a groundbreaking ceremony was held for the project. Construction is underway and scheduled for completion in the third quarter of 2019. Read More

United Kingdom New Construction Order Val: NW: CT: PC: School & Universities data was reported at 547.000 GBP mn in Jun 2018. This records a decrease from the previous number of 625.000 GBP mn for Mar 2018. United Kingdom New Construction Order Val: NW: CT: PC: School & Universities data is updated quarterly, averaging 249.000 GBP mn from Mar 1985 (Median) to Jun 2018, with 134 observations. The data reached an all-time high of 1,241.000 GBP mn in Jun 2006 and a record low of 17.000 GBP mn in Dec 1987. United Kingdom New Construction Order Val: NW: CT: PC: School & Universities data remains active status in CEIC and is reported by Office for National Statistics. The data is categorized under Global Database’s United Kingdom – Table UK.EA003: New Construction Order: Value: By Type of Work.

Abstract copyright UK Data Service and data collection copyright owner.

The purpose of this study was to collect follow-up data on the children included in the national sample interviewed in the 1964 survey of primary school children for the Plowden Central Advisory Council for Education in England and Wales, using questionnaires to gather information on school characteristics, teachers' assessments and educational achievement for each child.
Main Topics:

There were five questionnaires. These were:
1. (administered to teachers of children still in primary school)
Class: sex of pupils; size of class; whether streamed and, if so, at what level, age range.
Child: friendship network; leadership behaviour; popularity; punctuality and attendance record; reasons for absences; discussions with parents on child's work and at whose instigation; extent of parental interest; child's attitude to school work and reaction to criticism/punishment; child's temperament (e.g. nervous, shy, aggressive, etc.); participation in sports and school events; general level of involvement in school life; any handicaps and type.
2. (administered to teachers of children in secondary schools).
Class: sex of pupils; number of children; whether streamed and at what level; age range.
Child: assessment of child's ability (whether would obtain 'O' and `A' levels or CSE in various subjects, whether would benefit from extra year beyond school leaving age). Further questions as Questionnaire 1.
3. (administered to all pupils).
Whether homework set, how much time spent on it and whether helped by anyone; intended school leaving age, preferred age of leaving if free choice available, intended post-school activity, book borrowing activity from library, three favourite subjects, spare-time activities, whether intend to sit examination and which type, intended career or job, agreement or disagreement (on a five point scale) with a number of statements about child's school experiences, attitudes to school in general, friendship networks, own personality.
4. (administered to heads of primary schools attended by children in sample in 1968).
Facts about School: age range and sex of pupils; type of funding; denomination; number of junior pupils on roll; age of school and school buildings; occupational background of pupil's father in percentages; number of top juniors eligible for academic secondary education; whether school has boarders.
Continuity from Primary to Secondary School: information supplied to secondary schools about pupils; attempts to acclimatise juniors to future secondary schools; school involvement in parental choice of secondary school.
School-Parent Interaction: number of parental invitations to school and for what purpose; how invitations made; parental attendance records. Whether school provides (and in what form): booklet or newsletter on school for parents; information on kinds of educational principles and practices of school; advice on suitable reading and television viewing for parents. Whether school has parent-teacher association, steps taken to encourage parental involvement with school work at home, visits by staff to pupils' homes.
Curriculum and Pupil Activities: how curriculum developed; type of teaching used (e.g. short lessons on specific sections, large blocks allocated to projects etc.); any reference to local community in curriculum; extent of day trips outside school.
Aspects of School Order: school uniform; corporal punishment; other punishments.
Accommodation and Equipment: specifically equipped rooms for activities, library provision; audio-visual equipment available; outdoor games; accommodation for gymnastics; dining & school assembly.
Head: length of tenure; previous appointments; length and type of teaching service; educational background; age; sex.
Teaching Staff: number full and part-time; number of male, graduate, unqualified and graded-post staff; age distribution of full-time staff; length of service of full-time staff.
5. (administered to heads of secondary schools attended by children in sample).
As above (4) with following additions: percentages of pupils staying on at school for 5th year and 6th year.
Pupil Activities: activities provided for out of school hours; support of such activities and reasons; any joint activities with other schools; social welfare work in community by students; day trips; longer trips.
Aspects of School Order: attitude to alternative dress and make-up; schools council; prefect system.
Accommodation and equipment: swimming pool and playing fields on site.

This dataset shows secondary school place allocations based on distance (in miles).

Dataset Guidance

• Nearest: The furthest distance from which a pupil was admitted if it was their nearest school.
• Non nearest: The furthest distance from which a pupil was admitted if it was not their nearest school.

Information

• Distances are measured using the midpoint of the main school building and the Royal Mail Postcode Address File (PAF) which creates a set of o/s coordinates for each property in Leeds and the surrounding area. These coordinates are unique to each individual property and are used to then measure the distance, in a straight line, from a property to the central point on the main school building.
• Please go to http://www.leeds.gov.uk/residents/Pages/Admissions.aspx for further information.

Basel City Council (BCC) is undertaking the expansion of the Wasgenring primary school facility project in Basel, Switzerland.The project involves the construction of a two-story school building, two small buildings, a hall with a seating capacity of 300 to 400 students, classrooms, staff rooms, indoor game facilities, office rooms and related facilities.In June 2014, Sven Richter Architekt GmbH has been appointed as the design contractor for the project, design activities are underway.Planning activities are underway. Read More

This survey covers ten to thirteen year olds inclusive in primary schools. Information consists of test scores on a variety of tests (specific test content is confidential and not deposited with the Data Archive, but summary descriptions follow): Concept Arithmetic: an experimental test designed to measure basic mathematical understanding (2 scores obtained - one consisted of 15 items dealing with understanding of rules and operations, the other consisted of 83 items dealing with understanding of number structure, place, value etc. - total time allotted was 45 minutes). Problem Arithmetic: 35 item test of simple problems (untimed). Mechanical Arithmetic: 25 item test covering the 4 rules, units of conversion and simple fractions and decimals (untimed). English: a 100 item test covering vocabulary, comprehension, grammar usage and written composition; total time allotted was 50 minutes. English Reading: 60 item test of reading comprehension (pupils asked to complete sentences by underlining one of five words placed in brackets at end of each sentence - a 20 minute test). Background information on child includes: sex; birth date and school class of child; parental encouragement given (3-point scale); rating of parental occupation on a 5-point scale (professional-managerial-unskilled etc.); ability rating of child (6-point scale); whether any remedial work in arithmetic or reading pursued. Information on school includes: type; size; denomination of school; character of school locality; age of school buildings; amenities provided; pupil-teacher ratio; Size of child's class together with age range. Data also on allocation to secondary schools (9 categories), and information on class teacher (i.e. sex, marital status, graduate/non-graduate and years teaching experience).

This statistic shows a ranking of the leading contractors for educational institution construction in the United Kingdom (UK) in 2018. That year, Kier Construction Limited-Building UK was the largest educational buildings contractor, with projects worth 723 million British pounds awarded to the company.

K-12 International Schools Market size was valued at USD 67,654.38 Million in 2024 and is projected to reach USD 106,022.96 Million by 2032, growing at a CAGR of 6.63% from 2026 to 2032.

Global K-12 International Schools Market Overview

The global K-12 education landscape is undergoing significant transformation, driven by technological advancements, policy reforms, and demographic shifts. The COVID-19 pandemic significantly hastened the integration of digital technologies in education, prompting governments and global organizations to prioritize innovation in response to disruptions. In the UK, the adoption of Artificial Intelligence (AI) in classrooms is rapidly advancing, with initiatives such as the creation of an AI-compatible content repository and the introduction of AI-driven lesson-planning tools like Aila, now utilized by 20,000 educators.

Landratsamt Nürnberger Land (LNL) is undertaking the refurbishment and the construction of the Leibniz Gymnasium School Buildings with a total gross floor area of 14,000m2 in Nurnberg, Bavaria, Germany.The project will be developed in the three phases.The first phase involves the construction of Haus A and Haus B halls with total seating capacity of 30 students, class rooms, and administration facilities.The phase second involves the construction of an auditorium, natural sciences area, music department, workroom, an administration facility, staff room and library.The third phase involves the renovation of old natural sciences facility and staff rooms.In September 2013, design tender was issued.In July 2014, Design contract was awarded to Dömges Architekten AGBohnZirlewagen GmbH & Co. KG has been appointed as planner for the project.Project management contract tender has been issued on December 5, 2015 with submission deadline is January 18, 2016.In August 2016 the construction tender issued.In the fourth quarter of 2016, the demolition work was commenced.In July 2017, the construction work was commenced for the first phase and will be completed by 2018.The construction for the second phase scheduled to commence in April 2019 and will be completed in July 2021.The construction for the third phase scheduled to commence in August 2021 will be completed in July 2023. Read More

The Active Lives Children and Young People Survey, which was established in September 2017, provides a world-leading approach to gathering data on how children engage with sport and physical activity. This school-based survey is the first and largest established physical activity survey with children and young people in England. It gives anyone working with children aged 5-16 key insight to help understand children's attitudes and behaviours around sport and physical activity. The results will shape and influence local decision-making as well as inform government policy on the PE and Sport Premium, Childhood Obesity Plan and other cross-departmental programmes. More general information about the study can be found on the Sport England Active Lives Survey webpage and the Active Lives Online website, including reports and data tables.

The Active Lives Children and Young People Survey, 2017-2018 commenced during school academic year 2017 / 2018. It ran from autumn term 2017 to summer term 2018 and excludes school holidays. The survey identifies how participation varies across different activities and sports, by regions of England, between school types and terms, and between different demographic groups in the population. The survey measures levels of activity (active, fairly active and less active), attitudes towards sport and physical activity, swimming capability, the proportion of children and young people that volunteer in sport, sports spectating, and wellbeing measures such as happiness and life satisfaction. The questionnaire was designed to enable analysis of the findings by a broad range of variables, such as gender, family affluence and school year.

The following datasets are available:

1) Main dataset includes responses from children and young people from school years 3 to 11, as well as responses from parents of children in years 1-2. The parents of children in years 1-2 provide behavioural answers about their child's activity levels, they do not provide attitudinal information. Using this main dataset, full analyses can be carried out into sports and physical activity participation, levels of activity, volunteering (years 5 to 11), etc. Weighting is required when using this dataset (wt_gross / wt_set1.csplan).

2) Year 1-2 pupil dataset includes responses from children in school years 1-2 directly, providing their attitudinal responses (e.g. whether they like playing sport and find it easy). Analysis can be carried out into feelings towards swimming, enjoyment for being active, happiness etc. Weighting is required when using this dataset (wt_gross / wt_set1.csplan).

3) Teacher dataset includes responses from the teachers at schools selected for the survey. Analysis can be carried out into school facilities available, length of PE lessons, whether swimming lessons are offered, etc. Weighting was formerly not available, however, as Sport England have started to publish the Teacher data, from December 2023 we decide to apply weighting to the data. The Teacher dataset now includes weighting by applying the ‘wt_teacher’ weighting variable.

For further information about the variables available for analysis, and the relevant school years asked survey questions, please see the supporting documentation. Please read the documentation before using the datasets.

Latest edition information

For the second edition (January 2024), the Teacher dataset now includes a weighting variable (‘wt_teacher’). Previously, weighting was not available for these data.