As of the academic year 2024/25, the Ambrose Alli University in Nigeria had the highest number of registered students in terms of full-time equivalents worldwide, reaching 536,277. The Tribhuvan University in Nepal and the Payame Noor University in Iran, which followed on the places behind, had approximately 484,000 and 458,000 registered students, respectively. A high number of the universities with the highest number of students in the world are located in Egypt.

In 2024, around **** million students were enrolled in state universities or perguruan tinggi negeri (PTN) in Indonesia. State universities are under the purview of the Ministry of Higher Education, Science, and Technology. These universities exclude state universities with religious affiliations, which fall under the Ministry of Religion's responsibility. Admissions process to Indonesian state universities As of 2024, there were *** state universities in Indonesia. Entering state universities in Indonesia is arguably more competitive than private universities, as Indonesia's top universities are dominated by state universities. There are three ways to qualify for Indonesian state universities. The first is through the National Selection Based on Achievement, or SNBP (Seleksi Nasional Berdasarkan Prestasi). Students with outstanding academic records over the last five semesters of high school could be nominated by their schools for direct admission to universities of their choice. Those who do not receive an invitation through SNBP could still qualify by either sitting for the nationwide university entrance exams known as the National Selection Based on Test or SNBT (Seleksi Nasional Berbasis Tes) or by sitting for an independent entry selection examination offered by certain state universities. Tuition fees in Indonesian state universities Indonesian state universities charge a national semester tuition fee ranging from around ******* to ** million Indonesian rupiah based on students' financial situation. On top of that, depending on each state university’s policy, major, campus quality, and location, each student needs to pay operational tuition fees. The operational fees for the first semester at one of Indonesia's top public medical schools, for example, could reach over ** million Indonesian rupiah.

Over the past decade, the number of students in higher education increased in Norway. In 2010, there were approximately 240,000 students enrolled in higher educational institutions, but in 2023, the number had reached over 310,000. During the COVID-19 pandemic, which caused rising unemployment, more people chose to pursue a study, explaining the higher number of students in 2021. Over the last 10 years, there were consistently more female than male students, and the gender difference has only grown larger in recent years. Universities and studying abroad Higher education comprises different institutions such as universities, university colleges, and scientific colleges in Norway. For Norwegians, universities are by far the most common institution when attaining a higher education. Most higher education systems are state-run, and the largest university is the Norwegian University of Science and Technology, located in the city of Trondheim. Whilst studying, many students choose to study abroad for a period of time, with the United Kingdom being the most popular destination in 2022. Highest completed education Because of the significant rise in the number of people who have acquired a higher education in recent years, this is now the highest education completed among the largest share of Norwegians.

Laos Vocational Education: Number of Students: University data was reported at 54,458.000 Person in 2017. This records a decrease from the previous number of 62,316.000 Person for 2016. Laos Vocational Education: Number of Students: University data is updated yearly, averaging 37,849.000 Person from Dec 1985 (Median) to 2017, with 20 observations. The data reached an all-time high of 80,342.000 Person in 2013 and a record low of 3,425.000 Person in 1990. Laos Vocational Education: Number of Students: University data remains active status in CEIC and is reported by Lao Statistics Bureau. The data is categorized under Global Database’s Laos – Table LA.G017: Education Statistics.

This dataset provides the number of students enrolled in private colleges and universities in Qatar, categorized by educational institution, nationality, and gender. The data includes institutions such as Education City Universities, Hamad Bin Khalifa University, and Lusail University. It allows for the analysis of student enrollment trends across different institutions, nationalities (Qatari and Non-Qatari), and genders. This dataset is useful for understanding the distribution of students in Qatar's higher education institutions, as well as the participation of male and female students within these institutions.

The number of students and graduates from Hong Kong and Macao in Taiwan's universities and colleges by gender, institution, and place of residence overseas

The Colleges and Universities feature class/shapefile is composed of all Post Secondary Education facilities as defined by the Integrated Post Secondary Education System (IPEDS, http://nces.ed.gov/ipeds/), National Center for Education Statistics (NCES, https://nces.ed.gov/), US Department of Education for the 2018-2019 school year. Included are Doctoral/Research Universities, Masters Colleges and Universities, Baccalaureate Colleges, Associates Colleges, Theological seminaries, Medical Schools and other health care professions, Schools of engineering and technology, business and management, art, music, design, Law schools, Teachers colleges, Tribal colleges, and other specialized institutions. Overall, this data layer covers all 50 states, as well as Puerto Rico and other assorted U.S. territories. This feature class contains all MEDS/MEDS+ as approved by the National Geospatial-Intelligence Agency (NGA) Homeland Security Infrastructure Program (HSIP) Team. Complete field and attribute information is available in the ”Entities and Attributes” metadata section. Geographical coverage is depicted in the thumbnail above and detailed in the "Place Keyword" section of the metadata. This feature class does not have a relationship class but is related to Supplemental Colleges. Colleges and Universities that are not included in the NCES IPEDS data are added to the Supplemental Colleges feature class when found. This release includes the addition of 175 new records, the removal of 468 no longer reported by NCES, and modifications to the spatial location and/or attribution of 6682 records.

The dataset overview contains The dataset contains academic year- and gender-wise compiled data on number of students enrolled in educational universities, their teaching departments, constituent units and off-campus centers and other affiliated institutions for certificate, diploma, integrated, pg diploma, undergraduate, post graduate, m.phil, ph.d studies from the year 2010-11 to 2020-21

The number of registered students in Switzerland has almost doubled since 2000/01. In the 2018/19 academic year, the number of students was over 313 thousand, compared with 160 thousand in 2001/01.

Vietnam University & College: Student data was reported at 2,118.500 Person th in 2015. This records a decrease from the previous number of 2,363.900 Person th for 2014. Vietnam University & College: Student data is updated yearly, averaging 1,131.022 Person th from Sep 1991 (Median) to 2015, with 25 observations. The data reached an all-time high of 2,363.900 Person th in 2014 and a record low of 106.900 Person th in 1991. Vietnam University & College: Student data remains active status in CEIC and is reported by General Statistics Office. The data is categorized under Global Database’s Vietnam – Table VN.G050: Education Statistics.

The number of university students in the Netherlands grew annually, with enrollment especially increasing between 2019 and 2021. In 2022, ******* students were registered at universities around the country. The largest share of these students was studying degrees related to behavior and social sciences, at around ******. By comparison, roughly ***** students were enrolled in a teaching program.  Internationalization of higher education    The growth in the number of university students is mostly the result of an increased number of international students finding their way to the Netherlands. In the last decade, the number of enrolled international students more than doubled. Whereas in 2008 less than ****** international students were studying in the Netherlands, by 2018 this had grown to just under ******.  Netherlands especially popular among German students    In the academic year 2018/2019, over ****** German students were enrolled at universities in the Netherlands. Germans formed by far the largest international student community in the country. In 2018/2019, the number of German students in the Netherlands was nearly twice as large as the second, third and fourth-largest communities (Italian, Chinese and Belgian students) combined.

This paper explores a unique dataset of all the SET ratings provided by students of one university in Poland at the end of the winter semester of the 2020/2021 academic year. The SET questionnaire used by this university is presented in Appendix 1. The dataset is unique for several reasons. It covers all SET surveys filled by students in all fields and levels of study offered by the university. In the period analysed, the university was entirely in the online regime amid the Covid-19 pandemic. While the expected learning outcomes formally have not been changed, the online mode of study could have affected the grading policy and could have implications for some of the studied SET biases. This Covid-19 effect is captured by econometric models and discussed in the paper. The average SET scores were matched with the characteristics of the teacher for degree, seniority, gender, and SET scores in the past six semesters; the course characteristics for time of day, day of the week, course type, course breadth, class duration, and class size; the attributes of the SET survey responses as the percentage of students providing SET feedback; and the grades of the course for the mean, standard deviation, and percentage failed. Data on course grades are also available for the previous six semesters. This rich dataset allows many of the biases reported in the literature to be tested for and new hypotheses to be formulated, as presented in the introduction section. The unit of observation or the single row in the data set is identified by three parameters: teacher unique id (j), course unique id (k) and the question number in the SET questionnaire (n ϵ {1, 2, 3, 4, 5, 6, 7, 8, 9} ). It means that for each pair (j,k), we have nine rows, one for each SET survey question, or sometimes less when students did not answer one of the SET questions at all. For example, the dependent variable SET_score_avg(j,k,n) for the triplet (j=Calculus, k=John Smith, n=2) is calculated as the average of all Likert-scale answers to question nr 2 in the SET survey distributed to all students that took the Calculus course taught by John Smith. The data set has 8,015 such observations or rows. The full list of variables or columns in the data set included in the analysis is presented in the attached filesection. Their description refers to the triplet (teacher id = j, course id = k, question number = n). When the last value of the triplet (n) is dropped, it means that the variable takes the same values for all n ϵ {1, 2, 3, 4, 5, 6, 7, 8, 9}.Two attachments:- word file with variables description- Rdata file with the data set (for R language).Appendix 1. Appendix 1. The SET questionnaire was used for this paper. Evaluation survey of the teaching staff of [university name] Please, complete the following evaluation form, which aims to assess the lecturer’s performance. Only one answer should be indicated for each question. The answers are coded in the following way: 5- I strongly agree; 4- I agree; 3- Neutral; 2- I don’t agree; 1- I strongly don’t agree. Questions 1 2 3 4 5 I learnt a lot during the course. ○ ○ ○ ○ ○ I think that the knowledge acquired during the course is very useful. ○ ○ ○ ○ ○ The professor used activities to make the class more engaging. ○ ○ ○ ○ ○ If it was possible, I would enroll for the course conducted by this lecturer again. ○ ○ ○ ○ ○ The classes started on time. ○ ○ ○ ○ ○ The lecturer always used time efficiently. ○ ○ ○ ○ ○ The lecturer delivered the class content in an understandable and efficient way. ○ ○ ○ ○ ○ The lecturer was available when we had doubts. ○ ○ ○ ○ ○ The lecturer treated all students equally regardless of their race, background and ethnicity. ○ ○

Nepal Number of Student: Tribhuvan University data was reported at 367,427.000 Person in 2017. This records an increase from the previous number of 360,254.000 Person for 2016. Nepal Number of Student: Tribhuvan University data is updated yearly, averaging 123,233.000 Person from Jul 1975 (Median) to 2017, with 43 observations. The data reached an all-time high of 604,437.000 Person in 2013 and a record low of 21,459.000 Person in 1975. Nepal Number of Student: Tribhuvan University data remains active status in CEIC and is reported by Ministry of Finance. The data is categorized under Global Database’s Nepal – Table NP.G020: Education Statistics.

The dataset contains ranking-and-academic-year-, state-, and university/institute-wise compiled data on the total number of students who have graduated in different courses of part and full time doctorate of philosophy (Ph.D), as per the National Institutional Ranking Framework (NIRF) data

The University of Washington - Beyond High School (UW-BHS) project surveyed students in Washington State to examine factors impacting educational attainment and the transition to adulthood among high school seniors. The project began in 1999 in an effort to assess the impact of I-200 (the referendum that ended Affirmative Action) on minority enrollment in higher education in Washington. The research objectives of the project were: (1) to describe and explain differences in the transition from high school to college by race and ethnicity, socioeconomic origins, and other characteristics, (2) to evaluate the impact of the Washington State Achievers Program, and (3) to explore the implications of multiple race and ethnic identities. Following a successful pilot survey in the spring of 2000, the project eventually included baseline and one-year follow-up surveys (conducted in 2002, 2003, 2004, and 2005) of almost 10,000 high school seniors in five cohorts across several Washington school districts. The high school senior surveys included questions that explored students' educational aspirations and future career plans, as well as questions on family background, home life, perceptions of school and home environments, self-esteem, and participation in school related and non-school related activities. To supplement the 2000, 2002, and 2003 student surveys, parents of high school seniors were also queried to determine their expectations and aspirations for their child's education, as well as their own educational backgrounds and fields of employment. Parents were also asked to report any financial measures undertaken to prepare for their child's continued education, and whether the household received any form of financial assistance. In 2010, a ten-year follow-up with the 2000 senior cohort was conducted to assess educational, career, and familial outcomes. The ten year follow-up surveys collected information on educational attainment, early employment experiences, family and partnership, civic engagement, and health status. The baseline, parent, and follow-up surveys also collected detailed demographic information, including age, sex, ethnicity, language, religion, education level, employment, income, marital status, and parental status.

In the 2022/2023 academic year, the leading university by number of students in Tunisia was the University of Sfax, with roughly ****** enrolled students. The University of Carthage and the University of Sousse followed with approximately ****** and ****** students, respectively. The Virtual University had the least reported number of enrolled students, ***** in total.

Historical Dataset of University High School is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (1987-2023),Total Classroom Teachers Trends Over Years (1987-2023),Distribution of Students By Grade Trends,Student-Teacher Ratio Comparison Over Years (1987-2023),Asian Student Percentage Comparison Over Years (2003-2023),Hispanic Student Percentage Comparison Over Years (2005-2023),Black Student Percentage Comparison Over Years (1993-2023),White Student Percentage Comparison Over Years (1993-2023),Two or More Races Student Percentage Comparison Over Years (2013-2023),Diversity Score Comparison Over Years (1993-2023),Free Lunch Eligibility Comparison Over Years (1993-2023),Reduced-Price Lunch Eligibility Comparison Over Years (1999-2023),Reading and Language Arts Proficiency Comparison Over Years (2010-2022),Math Proficiency Comparison Over Years (2012-2023),Science Proficiency Comparison Over Years (2021-2022),Overall School Rank Trends Over Years (2012-2023),Graduation Rate Comparison Over Years (2013-2023)

's Number of university students (Male) is 102,196person which is the 3rd highest in Japan (by Prefecture). Transition Graphs and Comparison chart between Kanagawa and Tokyo(Tokyo) and Osaka(Osaka)(Closest Prefecture in Population) are available. Various data can be downloaded and output in csv format for use in EXCEL free of charge.

The survey, conducted by the University of Tampere for its second-year students in 2012, examines tutoring, progress with studies, and planning of studies. Studies were first charted by asking the respondents to what extent they agreed with a number of statements relating to studies and study progress (e.g. "University studies have met my expectations", "I have progressed in my studies according to my plans"). Satisfaction with student tutoring was surveyed. Planning of studies was examined with questions about the usefulness of the personal study plan (HOPS), support received from the university when planning studies, and own initiative in searching for information supporting planning. Things that had negatively affected progress of studies were charted. Regarding employment, the respondents were asked whether they had worked during the previous academic year and how many hours per week. Finally, the respondents were asked whether they studied full-time or part-time and whether they planned to go on student exchange. Background variables included the respondent's age, gender, education prior to university studies, field of study, school, and number of credits.