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美利坚合众国

  • 总统:Donald J. Trump
  • 副总统:Mike Pence
  • 首都:Washington, D.C.
  • 语言:English 79.2%, Spanish 12.9%, other Indo-European 3.8%, Asian and Pacific island 3.3%, other 0.9% (2011 est.) note: data represents the language spoken at home; the US has no official national language, but English has acquired official status in 31 of the 50 states; Hawaiian is an official language in the state of Hawaii
  • 政府
  • 国家统计局
  • 人口,人口:327,167,434 (2018)
  • 面积,平方公里:9,147,420
  • 人均国内生产总值,美元:62,641 (2018)
  • GDP,目前美元十亿美元:20,494.1 (2018)
  • 基尼系数:No data
  • 经商容易度排名:8

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所有数据集:  A B C D E F G H I M N O P R S T U
  • A
    • 十月 2019
      来源: Organisation for Economic Co-operation and Development
      上传者: Knoema
      访问日期: 04 十月, 2019
      选择数据集
      Chapter C includes indicators that are a mixture of outcome indicators, policy levers and context indicators. Internationalisation of education and progression rates are, for instance, outcome measures to the extent that they indicate the results of policies and practices at the classroom, school and system levels. But they can also provide contexts for establishing policy by identifying areas where policy intervention is necessary, for example, to address issues of inequity.
    • 八月 2015
      来源: U.S. National Center for Education Statistics
      上传者: Shakthi Krishnan
      访问日期: 21 九月, 2015
      选择数据集
      The National Center for Education Statistics (NCES) is now conducting the Academic Libraries Survey as part of the Integrated Postsecondary Education Data System (IPEDS). The Academic Libraries component for IPEDS replaced the previous Academic Libraries Survey, which was collected from degree-granting postsecondary institutions every other year in even-numbered years. The new Academic Libraries component is mandatory and will be collected annually in the spring starting with the 2014-15 data collection cycle.
    • 八月 2015
      来源: U.S. National Center for Education Statistics
      上传者: Shakthi Krishnan
      访问日期: 21 九月, 2015
      选择数据集
      The National Center for Education Statistics (NCES) is now conducting the Academic Libraries Survey as part of the Integrated Postsecondary Education Data System (IPEDS). The Academic Libraries component for IPEDS replaced the previous Academic Libraries Survey, which was collected from degree-granting postsecondary institutions every other year in even-numbered years. The new Academic Libraries component is mandatory and will be collected annually in the spring starting with the 2014-15 data collection cycle.
    • 十二月 2018
      来源: U.S. Census Bureau
      上传者: Knoema
      访问日期: 04 一月, 2019
      选择数据集
      The American Community Survey (ACS) is an ongoing survey that provides data every year -- giving communities the current information they need to plan investments and services. Information from the survey generates data that help determine how more than $400 billion in federal and state funds are distributed each year. Social Characteristics – ancestry, disability, educational attainment, fertility, grandparents, household, language spoken, marital status, place of birth, region of birth, relationships, residence, school enrollment, US citizenship status, veteran status, and year of entry
    • 十一月 2019
      来源: Eurostat
      上传者: Knoema
      访问日期: 14 十一月, 2019
      选择数据集
      This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.
    • 十月 2018
      来源: Eurostat
      上传者: Knoema
      访问日期: 03 十一月, 2018
      选择数据集
      The annual expenditure on public and private educational institutions per pupil/student compared to GDP per capita relates the resources (e.g. expenditure for personnel, other current and capital expenditure) being devoted to education in public and private educational institutions to the overall economic welfare of a country. It is based on full-time equivalent enrolment. The use of GDP per capita allows the comparison of levels of economic activity of different sized economies (per capita) irrespective of their price levels (in PPS).
    • 十月 2018
      来源: Eurostat
      上传者: Knoema
      访问日期: 03 十一月, 2018
      选择数据集
      Expenditure per pupil/student in public and private institutions measures how much central, regional and local levels of government, private households, religious institutions and firms spent per pupil/student. It includes expenditure for personnel, other current and capital expenditure.
    • 十月 2019
      来源: Organisation for Economic Co-operation and Development
      上传者: Knoema
      访问日期: 10 十月, 2019
      选择数据集
      This dataset presents the average number of students in a class by type of institution.
  • B
  • C
    • 十二月 2018
      来源: Editorial Projects in Education
      上传者: Knoema
      访问日期: 31 十二月, 2018
      选择数据集
      Chance for Success Index Indicators, United States
    • 七月 2019
      来源: Eurostat
      上传者: Knoema
      访问日期: 03 八月, 2019
      选择数据集
      This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.
    • 九月 2019
      来源: Eurostat
      上传者: Knoema
      访问日期: 04 十月, 2019
      选择数据集
      This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.
    • 十二月 2010
      来源: U.S. National Center for Education Statistics
      上传者: Sandeep Reddy
      访问日期: 28 十二月, 2018
      选择数据集
      Common Core of Data: State Dropout and Completion Data "For Numeric Data: -1 denotes missing, not available, or not reported data items. -2 denotes data points that are not applicable (1st graders in high schools). -9 denotes responses to items that have been suppressed from the file because they do not meet NCES data quality standards. For Character Data: No character, string, or categorical fields on this file have any missing, not applicable, or suppressed values."
    • 九月 2018
      来源: U.S. National Center for Education Statistics
      上传者: Knoema
      访问日期: 27 九月, 2018
      选择数据集
      Program Overview:The Common Core of Data (CCD) nonfiscal surveys consist of data submitted annually to the National Center for Education Statistics (NCES) by state education agencies (SEAs) in the 50 states, the District of Columbia, Puerto Rico, the four U.S. Island Areas (American Samoa, Guam, the Commonwealth of the Northern Mariana Islands, and the U.S. Virgin Islands), the Department of Defense Education Activity (DoDEA), and the Bureau of Indian Education (BIE). In order to provide data comparable across states, NCES and representatives of SEAs have worked since the 1950s to develop and accept common data items and definitions. SEAs report school-, agency-, and state-level education data for the CCD through the U.S. Department of Education’s EDFacts collection system. CCD survey staff edits the data to produce the final data file, which NCES uses to construct general-purpose publications and specialized reports. The principal users of CCD nonfiscal data are the federal government; the education research community; state and local government officials, including school boards and LEA administrators; and the general public.   Guidelines for Missing, Not Applicable, and Suppression Code Values: For Numeric Data: -1 denotes missing, not available, or not reported data items. -2 denotes "not applicable" data items. -9 indicates suppressed data because it failed the multi-year edit.        
    • 十二月 2009
      来源: Eurostat
      上传者: Knoema
      访问日期: 27 五月, 2014
      选择数据集
      Eurostat Dataset Id:educ_bo_ou_comp The Bologna declaration was signed in 1999 by 29 European ministers responsible for higher education. Today, 46 signatory countries are engaged in the process towards a European Higher Education Area (EHEA). The Bologna Process is an intergovernmental initiative which also involves the European Commission, the Council of Europe and UNESCO-CEPES, as well as representatives of higher education institutions, students, staff, employers and quality assurance agencies. It aims to create a European Higher Education Area by 2010, and to promote the European system of higher education worldwide. More information on the Bologna process is available on http://ec.europa.eu/education/higher-education/doc1290_en.htm. Many indicators on social dimension and mobility in the Bologna process come from the UOE data collection in the education statistics domain. The completion rate (educ_bo_ou_comp) was computed in the framework of the UOE data collection (jointly carried out by Unesco, OECD and Eurostat), but is usually disseminated by OECD only. The methodology for estimating completion rates varies across countries. They can use three methods: the cross-section method, the true cohort method, or the synthetic cohort method (see section 11.1 below for more details). The year of reference gives the reference year for the number of graduates. The estimation assumes constant student flows at the tertiary level, owing to the need for consistency between the graduate cohort in the reference year and the entrant cohort n years before. This assumption may be an oversimplification. Results are less reliable in systems in which enrolments fluctuate markedly, or students are faced with many different options as regards the length of courses for which they may enrol or in which there are many changes in programmes between the years of admission and graduation respectively. The inclusion of foreign students in the new entrant questionnaire can have an impact on the completion rates indicator. In some countries, the proportion of foreign students represents a large part of tertiary population, and all of them are considered as new entrants in tertiary education (as advised in UOE Guidelines) whereas most of them won't be graduated at this level of education. The consequence is to underestimate the completion rates in those countries with relatively large proportions of foreign students enrolled in tertiary education.
    • 三月 2019
      来源: Eurostat
      上传者: Knoema
      访问日期: 18 三月, 2019
      选择数据集
      Eurostat Dataset Id:educ_igen The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes by pupils and students, personnel in education and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Context - School-aged population, overall participation rates in educationDistribution of pupils/students by levelParticipation/enrolment in education (ISCED 0-4)Tertiary education participationTertiary education graduatesTeaching staff (ISCED 1-3)Pupil/students-teacher ratio and average class size (ISCED 1-3)Language learning (ISCED 1-3)Regional enrolmentsExpenditure on education in current pricesExpenditure on education in constant pricesExpenditure on education as % of GDP or public expenditureExpenditure on public and private educational institutionsFinancial aid to studentsFunding of education Other tables, used to measure progress towards the Lisbon objectives in education and training, are gathered in the Thematic indicators tables. They contain the following indicators: - Teachers and trainers - Mathematics, science and technology enrolments and graduates - Investments in education and training - Participation rates in education by age and sex - Foreign language learning - Student mobility
    • 八月 2019
      来源: Organisation for Economic Co-operation and Development
      上传者: Knoema
      访问日期: 13 八月, 2019
      选择数据集
      The country statistical profiles provide a broad selection of indicators, illustrating the demographic, economic, environmental and social developments, for all OECD members. The dataset also covers the five key partner economies with which the OECD has developed an enhanced engagement program with (Brazil, China, India, Indonesia and South Africa) ,accession countries (Colombia, Costa Rica and Lithuania) , Peru and the Russian Federation. The user can easily compare indicators across all countries. Total fertility rates - Unit of measure used: Number of children born to women aged 15 to 49
  • D
    • 四月 2019
      来源: Organisation for Economic Co-operation and Development
      上传者: Knoema
      访问日期: 15 四月, 2019
      选择数据集
      Graduates/new entrants in each educational field as a percentage of the sum of graduates/new entrants in all fields.
    • 三月 2019
      来源: Eurostat
      上传者: Knoema
      访问日期: 18 三月, 2019
      选择数据集
      Eurostat Dataset Id:educ_ilev The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes by pupils and students, personnel in education and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Context - School-aged population, overall participation rates in educationDistribution of pupils/students by levelParticipation/enrolment in education (ISCED 0-4)Tertiary education participationTertiary education graduatesTeaching staff (ISCED 1-3)Pupil/students-teacher ratio and average class size (ISCED 1-3)Language learning (ISCED 1-3)Regional enrolmentsExpenditure on education in current pricesExpenditure on education in constant pricesExpenditure on education as % of GDP or public expenditureExpenditure on public and private educational institutionsFinancial aid to studentsFunding of education Other tables, used to measure progress towards the Lisbon objectives in education and training, are gathered in the Thematic indicators tables. They contain the following indicators: - Teachers and trainers - Mathematics, science and technology enrolments and graduates - Investments in education and training - Participation rates in education by age and sex - Foreign language learning - Student mobility
    • 七月 2019
      来源: Eurostat
      上传者: Knoema
      访问日期: 03 八月, 2019
      选择数据集
      This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.
    • 四月 2019
      来源: Organisation for Economic Co-operation and Development
      上传者: Knoema
      访问日期: 12 四月, 2019
      选择数据集
      Distribution of teachers by gender and different age groups.
    • 一月 2012
      来源: Eurostat
      上传者: Knoema
      访问日期: 28 十一月, 2015
      选择数据集
      Data presented concerns the Careers of Doctorate Holders (CDH) survey. This survey is a joint project of three organisations, the Organisation for Economic Co-operation and Development (OECD), the UNESCO Institute for Statistics (UIS) and Eurostat. The first data collection was carried out in 2006 and the second in 2009 in most European countries and some of the most important other members of the OECD, such as the United States. CDH statistics measure important characteristics of doctorate holders, i.e. holders of ISCED6 research qualification. The main topics covered within this collection are the following: - personal characteristics - employment situation - work perceptions - inward international mobility Being the first round of the CDH survey, the 2006 data collection had a certain element of ‘pilot exercise’. Significant comparability issues between countries, mainly due to coverage inconsistencies, resulted in the request for new data under the following two restrictions: - ISCED6 graduates aged below 70 years old - ISCED6 graduates having awarded their degree after 1990. The restricted data was gathered in March 2009 based on the 2006 data collection. CDH data presented here refer to both data collections, the core collection (total) and the restricted collection (graduates after 1990). The CDH 2009 collection covers by definition the holders of ISCED 6 qualification aged below 70 years old. No restriction in the year of graduation has been implemented. However, CDH 2009 figures are also published for the two populations (core and restricted) for reasons of comparability between the two rounds. For more information on the CDH project, please see Organisation for Economic Co-operation and Development - Careers of Doctorate Holders (CDH) project.
    • 四月 2013
      来源: Eurostat
      上传者: Knoema
      访问日期: 28 十一月, 2015
      选择数据集
      Data presented concerns the Careers of Doctorate Holders (CDH) survey. This survey is a joint project of three organisations, the Organisation for Economic Co-operation and Development (OECD), the UNESCO Institute for Statistics (UIS) and Eurostat. The first data collection was carried out in 2006 and the second in 2009 in most European countries and some of the most important other members of the OECD, such as the United States. CDH statistics measure important characteristics of doctorate holders, i.e. holders of ISCED6 research qualification. The main topics covered within this collection are the following: - personal characteristics - employment situation - work perceptions - inward international mobility Being the first round of the CDH survey, the 2006 data collection had a certain element of ‘pilot exercise’. Significant comparability issues between countries, mainly due to coverage inconsistencies, resulted in the request for new data under the following two restrictions: - ISCED6 graduates aged below 70 years old - ISCED6 graduates having awarded their degree after 1990. The restricted data was gathered in March 2009 based on the 2006 data collection. CDH data presented here refer to both data collections, the core collection (total) and the restricted collection (graduates after 1990). The CDH 2009 collection covers by definition the holders of ISCED 6 qualification aged below 70 years old. No restriction in the year of graduation has been implemented. However, CDH 2009 figures are also published for the two populations (core and restricted) for reasons of comparability between the two rounds. For more information on the CDH project, please see Organisation for Economic Co-operation and Development - Careers of Doctorate Holders (CDH) project.
    • 十二月 2018
      来源: National Science Foundation
      上传者: Knoema
      访问日期: 03 四月, 2019
      选择数据集
      U.S.: National Science Foundation Survey of Earned Doctorates   This dataset contains Major indicators related to Earned Doctorates which is collected from "Survey of Earned Doctorates (SED)"   Courtesy: National Science Foundation
  • E
    • 二月 2019
      来源: Editorial Projects in Education
      上传者: Sandeep Reddy
      访问日期: 25 六月, 2019
      选择数据集
      Early-Childhood Education of United States
    • 五月 2013
      来源: Editorial Projects in Education
      上传者: Knoema
      访问日期: 15 十月, 2014
      选择数据集
      Education Accountability of United States, 2012
    • 十一月 2019
      来源: Eurostat
      上传者: Knoema
      访问日期: 14 十一月, 2019
      选择数据集
      This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learning Data and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.
    • 十月 2017
      来源: Editorial Projects in Education
      上传者: Knoema
      访问日期: 16 十一月, 2017
      选择数据集
      Education Demographics Indicators United States, 2015
    • 一月 2019
      来源: Editorial Projects in Education
      上传者: Sandeep Reddy
      访问日期: 08 二月, 2019
      选择数据集
      United States : Finance Statistics
    • 十二月 2015
      来源: United Nations Development Programme
      上传者: Misha Gusev
      选择数据集
      Calculated using Mean Years of Schooling and Expected Years of Schooling.
    • 二月 2019
      来源: National Center for Homeless Education
      上传者: Knoema
      访问日期: 29 三月, 2019
      选择数据集
      This report marks the thirteenth school year for which the U.S. Department of Education (ED) has collected annual performance data from all states for the Education for Homeless Children and Youth (EHCY) program. The EDFacts Submission System allows for the collection of un-duplicated data on students who experienced homelessness and were reported as enrolled in public schools, even if they attend more than one local educational agency (LEA) during the school year. This report draws from that data to provide the only publicly available compilation of un-duplicated data for the EHCY program. The number of homeless students enrolled in public school districts and reported by state educational agencies (SEAs) during School Year (SY) 2016-17 was 1,355,821. This total is not intended to indicate the prevalence of children and youth experiencing homelessness, as it only includes those students who are enrolled in public school districts or LEAs. It does not capture school-aged children and youth who experience homelessness during the summer only, those who dropped out of school, or young children who are not enrolled in preschool programs administered by LEAs.
    • 八月 2019
      来源: World Bank
      上传者: Knoema
      访问日期: 02 八月, 2019
      选择数据集
      Data cited at: The World Bank https://datacatalog.worldbank.org/ Topic:Education Statistics Publication: https://datacatalog.worldbank.org/dataset/education-statistics License: http://creativecommons.org/licenses/by/4.0/   The World Bank EdStats All Indicator Query holds over 4,000 internationally comparable indicators that describe education access, progression, completion, literacy, teachers, population, and expenditures. The indicators cover the education cycle from pre-primary to vocational and tertiary education.
    • 五月 2011
      来源: Editorial Projects in Education
      上传者: Knoema
      访问日期: 22 十月, 2014
      选择数据集
      Education Technology United States, 2007
    • 十月 2019
      来源: Organisation for Economic Co-operation and Development
      上传者: Knoema
      访问日期: 04 十月, 2019
      选择数据集
      This indicator presents internationally comparable data regarding the labour force status and the educational attainment level by the National Educational Attainment Categories (NEAC) as reported by the labour force survey (LFS) and published in OECD Education at a Glance 2017. For trend data, the Education at a Glance Database includes data from 1981 to 2016 (or years with available data).
    • 五月 2019
      来源: United Nations Economic Commission for Europe
      上传者: Knoema
      访问日期: 07 五月, 2019
      选择数据集
      Source: UNECE Statistical Database, compiled from national official sources. Definition:Educational attainment is defined as the highest level successfully completed by the person, in the educational system of the country where the education was received. The levels of education are defined according to the International Standard Classification of Education (ISCED): - Primary: ISCED level 1 - Lower secondary: ISCED level 2 - Upper and post secondary non-tertiary: ISCED levels 3-4 - Tertiary: ISCED 1997 levels 5-6 or ISCED 2011 levels 5-8. In this table the upper secondary level includes post-secondary non-tertiary education. For most countries the transition from ISCED 1997 to ISCED 2011 is from the scool year 2013-2014. For more details see Country Footnotes. .. - data not available Country: Armenia Change in definition (1980 - 1990): Level of education ?not stated? includes population without education attainment. Country: Armenia Reference period (1980): Data refer to 1979 Country: Armenia Reference period (1990): Data refer to 1989 Country: Austria Break in methodology (2004): In 2014 a new weighting procedure for the LFS was introduced. Following this change in the weighting procedure, data was revised back to 2004. Country: Austria ISCED-11 (2014 onwards): Break in series due to the reclassification of a programme spanning levels: the qualification acquired upon successful completion of higher technical and vocational colleges is allocated in ISCED 2011 to ISCED level 5; under ISCED 1997 the same qualification was reported on ISCED level 4, but earmarked as equivalent to tertiary education Country: Austria Change in definition (1980 - 2000): Data before 2000 do not comply with ISCED97 as regards distinction between upper secondary and tertiary. ISCED97 5B mainly included in Upper Secondary. Country: Austria Change in definition (2004 - 2015): Data include ISCED Level 3c short in lower secondary level. Country: Azerbaijan Reference period (1980 - 2013): Data refer to end of year. Country: Belarus Additional information (1990 - 2013): Total includes population without education. Country: Belarus Break in methodlogy (1990): Data refer to 1989 census Country: Belarus Break in methodlogy (2000): Data refer to 1999 census Country: Belgium 2010: break in series: change in methodology. Measurement: Persons , Country: Bosnia and Herzegovina Population by educational attainment, educational level not stated refers to the population with no primary schooling and some primary. Country: Bulgaria Break in methodlogy (1980): Data are from 1985 census Country: Bulgaria Break in methodlogy (1990): Data are from 1992 census Country: Bulgaria Break in methodlogy (2001): Data are from 2001 census Country: Bulgaria Reference period (1995 - 2002): Data refer to June of respective year Country: Canada Additional information (1990 - onwards): Data cover non-institutionalized population in the 10 provinces, i.e. excluding the three Territories. Country: Croatia Change in definition (1980 - 1990): Data refer to population with permanent residence irrespective of actual residence and duration. "Education level-not stated" comprises persons with unknown education level as well as persons with no school at all. Country: Croatia Change in definition (2001 - 2013): "Education level-not stated" comprises persons with unknown education level as well as persons with no school at all. Country: Croatia Reference period (1980): Data refer to 1981 Country: Croatia Reference period (1990): Data refer to 1991 Country: Cyprus Change in definition (1990): Lower secondary level is included in upper secondary level Country: Cyprus Reference period (1990): Data refer to 1989 Country: Cyprus Reference period (1995): Data refer to 1992 Country: Cyprus Data cover only government controlled area Country: Cyprus From 2014, data compiled using ISCED 2011 classification. Country: Cyprus From 2000, persons who have not attended or finished primary education also included in primary education level. Country: Estonia Change in definition (1980 - 2000): Data are from censuses and refer to population aged 25+ Data for primary level attainment include persons who have not completed the primary level education. Country: Estonia Change in definition (2001 - 2013): Age group 25+ refers to 25-74, age group 50+ refers to 50-74. Data for primary level attainment include persons who have not completed the primary level education. Country: Estonia Change in definition (2012): Data is from census 2011. Data refer to 31.december 2011 Data for primary level attainment include persons who have not completed the primary level education. Country: Estonia Reference period (1980): Data refer to 1979 Country: Estonia Reference period (1990): Data refer to 1989 Country: Finland Data for lower secondary level include primary level. Country: Georgia Change in definition (1980 - 2013): Level of education ?not stated? includes population without education attainment Country: Georgia Reference period (1980): Data refer to 1979 Country: Georgia Reference period (1990): Data refer to 1989 Country: Germany Data from 1990 to 1998 are classified according to ISCED-76, data from 1999 to 2013 according to ISCED 97, data from 2014 on are classified according to ISCED 2011. Country: Greece Break in methodology (2000): From 2000, data refer to population residing in private households Country: Greece Change in definition (2001 - 2013): "Primary" includes also persons that did not completed ISCED 1 programs Country: Greece Data refer to annual averages. From 2014, estimates use ISCED-2011 classification. Country: Hungary Break in methodlogy (1995): Before 1995, data are from population censuses. From 2000, from Country: Hungary Change in definition (2000 - 2008): Data refer to population aged 25-74. Country: Iceland Break in methodology (2003): Change in data collection procedure. Data classified according to ISCED 2011. Country: Iceland Reference period (1990): 1990 refers to 1991 Country: Ireland From 2000, data refer to age group 25-64. From 2014, data are compiled according to ISCED-2011. As a result data breakdown by education level not fully comparable with previous years. Country: Ireland Reference period (1980): Data refer to1981 Country: Ireland Reference period (1990): Data refer to 1991 Country: Ireland Reference period (1995): Data refer to 1996 Country: Israel Break in methodlogy (2001): Changes in the weighting method. Country: Israel Break in methodlogy (2009): Transition to the 2008 Population Census estimates. Country: Israel Break in methodlogy (2012): Transitiom from a quarterly to a monthly LFS. Country: Israel From 2012, using ISCED-2011. Totals include population by educational attainment, pre-primary. Country: Italy Break in methodology (2004): Change in data collection procedure. From 2014, data classified by ISCED 2011. Country: Italy Change in definition (1980 - 1990): Data for primary level attainment include persons who have not completed the primary level education Country: Kyrgyzstan Break in methodlogy (2000): Data refer to 1999 Census Country: Kyrgyzstan Break in methodlogy (2009): Data refer to 2009 Census Country: Kyrgyzstan Reference period (1990): Data refer to 1989 Census Country: Latvia Change in definition (1995 - 2001): Population aged 15+. Data for primary level refers to level 0 and 1 of ISCED 1997 classification. Country: Latvia Change in definition (2002 onward): Population 15-74 age group. For 2002-2013, data for primary level refers to level 0 and 1 of ISCED 1997 classification. From 2014, data for primary level refers to level 0 and 1 of ISCED 2011 classification. Country: Latvia Reference period (1995): Data refer to 1996 Country: Luxembourg Additional information (1990 - onwards): Data for age group 25+ refer to 25-74. Country: Luxembourg Break in methodlogy (2003): Switch from a face-to-face to a telephone survey Country: Luxembourg Break in methodlogy (2009): Random Digit Dialing has replaced the register-based sampling Country: Luxembourg Change in definition (1990 - 2012): The categroy `Lower secodnary` also includes persons who have at most attained the primary level Country: Luxembourg Reference period (1990): Data refer to 1992 Country: Malta Some data not shown due to lack of reliability. Country: Moldova, Republic of Territorial change (2000 onward): Data exclude the territory of the Transnistria and municipality of Bender Country: Netherlands Since 2003, ''Primary'' includes also ISCED level 0 (persons who have not successfully completed ISCED 1 programs). Country: Norway Break in methodology (2007): As of 2007, the results of a survey on education completed abroad before immigration to Norway is included. As a result , the proportion of & 39;educational level not stated& 39; was reduced. All data compiled according ISCED 2011. Country: Poland Change in definition (1990 - 2002): Upper secondary level includes lower secondary level. Country: Poland Reference period (1990): Data refer to 1988 Country: Portugal Data from 2011 onwards are not directly comparable with data for the previous years due to new data collection methods used in the Portuguese Labour Force Survey series. Data from 2014 onward are compiled according to ISCED-2011. Data for ''educational level not stated'' refer to individuals who have not successfully completed ISCED level 1. Country: Romania Break in methodology (2002): Data series of 2002-2012 are not perfectly comparable with data series of previous years. For years 2014 onward data were estimated using the resident population. For year 2013 data were estimated based on revised population figures (resident population) in accordance to the 2011 Census results. Starting with year 2014 educational attainment collected according to ISCED 2011. Educational level not stated includes persons without any formal education graduated. Country: Serbia Data for education level not stated include population without education attainment. Country: Slovakia Change in definition (1995): data for total of education levels include only secondary and tertiary levels. Country: Slovakia Change in definition (2001 - 2011): data on primary education according to ISCED 97, level 1 is not available Country: Slovenia From 2014 data are compiled according to ISCED-2011 and persons with ISCED level 0 are excluded. Country: Spain Data are annual averages of the four quarters of the year. From 2014 data are compiled according to ISCED-2011 Country: Sweden Break in methodlogy (2002): Quality improvement and change in classification from ISCED 1976 to ISCED 1997. Country: Sweden Change in definition (1990 - 2013): Data refer to population aged 25-74 Country: Switzerland Break in methodlogy (2010): Major changes in data collection procedures (quaterly data instead of annual data). Country: Switzerland Change in definition (1990 - 2001): Lower sedondary education includes primary education Country: Switzerland Change in definition (2002): Change in definition of educational attainment levels Country: Switzerland Reference period (1990): Data refer to 1991 Country: Switzerland Since 2014, data are compiled according to ISCED-2011 Country: United States Change in definition (1980): Primary refers to grades 5-8, Lower Secondary refers to grade 9 in High School, no diploma, Upper Secondary refers to High School, college graduate, Tertiary refers to people who have completed Associate& 39;s degree through Doctorate degree, Not stated refers to people who didn& 39;t complete any schooling through 4th grade. Data based on completed schooling years. Country: United States Change in definition (1990 - 2015): Primary refers to grades 5-8, Lower Secondary refers to grade 9 in High School, no diploma, Upper Secondary refers to High School, college graduate, Tertiary refers to people who have completed Associate`s degree through Doctorate degree, Not stated refers to people who did not complete any schooling through 4th grade. Data based on degrees.
    • 九月 2018
      来源: U.S. Census Bureau
      上传者: Sandeep Reddy
      访问日期: 04 十二月, 2018
      选择数据集
      United States: Educational Attainment
    • 四月 2019
      来源: Organisation for Economic Co-operation and Development
      上传者: Knoema
      访问日期: 29 四月, 2019
      选择数据集
      The nature of expenditure distinguishes between current and capital expenditure. The resource category refers to service provider (public institutions, government-dependent private institutions, and independent private institutions, i.e. both educational and other institutions). These expenditure figures are intended to represent the total cost of services provided by each type of institution, without regard to sources of funds (whether they are public or private).
    • 四月 2019
      来源: Organisation for Economic Co-operation and Development
      上传者: Knoema
      访问日期: 12 四月, 2019
      选择数据集
      All entities that provide funds for education, either initially or as final payers, are classified as either governmental (public) sources or non-governmental (private) sources, the sole exception being "international agencies and other foreign sources", which are treated as a separate category. There are three types of financial transactions: Direct expenditure on educational institutions; Transfers to students or households and to other private entities; and Households' expenditure on education outside educational institutions.
    • 四月 2019
      来源: Organisation for Economic Co-operation and Development
      上传者: Knoema
      访问日期: 12 四月, 2019
      选择数据集
      These indicators on expenditure on education are published in chapter C of Education at a Glance, which covers financial and human resources invested in education.They are either policy levers or provide context information on education systems, or sometimes both. For example, expenditure per student is a key policy measure that most directly affects the individual learner, as it acts as a constraint on the learning environment in schools and learning conditions in the classroom.The data set “educational finance indicators” provides the main indicators computed for three levels of education : primary, secondary and post-secondary non-tertiary levels combined; tertiary level; and primary to tertiary levels combined. Other datasets provide more breakdowns for each specific indicator.
    • 七月 2019
      来源: Organisation for Economic Co-operation and Development
      上传者: Knoema
      访问日期: 02 七月, 2019
      选择数据集
      The classification of personnel is based on functions and organises staff into four main functional categories: 1) Instructional Personnel; including two sub-groups: A. Classroom Teachers (ISCED 0-4) and Academic Staff (ISCED 5-6); and B. Teacher Aides (ISCED 0-4) and Teaching / Research Assistants (ISCED 5-6); 2) Professional Support for Students; including two sub-groups: A. Pedagogical Support (ISCED 0-4) and Academic Support (ISCED 5-6); B. Health and Social Support (ISCED 0-6); 3) Management/Quality Control/Administration; including four subgroups: A. School Level Management (ISCED 0-6); B. Higher Level Management (ISCED 0-6); C. School Level Administrative Personnel (ISCED 0-6); and D. Higher Level Administrative Personnel (ISCED 0-6); 4) Maintenance and Operations Personnel.
    • 四月 2019
      来源: Organisation for Economic Co-operation and Development
      上传者: Knoema
      访问日期: 12 四月, 2019
      选择数据集
      This dataset presents the average number of teachers by sex and age.
    • 四月 2019
      来源: Organisation for Economic Co-operation and Development
      上传者: Knoema
      访问日期: 12 四月, 2019
      选择数据集
      This dataset presents the average number of teachers by sex and type of institution.
    • 四月 2019
      来源: U.S. National Center for Education Statistics
      上传者: Knoema
      访问日期: 29 五月, 2019
      选择数据集
    • 五月 2010
      来源: Editorial Projects in Education
      上传者: Knoema
      访问日期: 15 十月, 2014
      选择数据集
      English-language learners (ELL) United States, 2009
    • 四月 2019
      来源: The National Institute for Early Education Research
      上传者: Knoema
      访问日期: 24 四月, 2019
      选择数据集
      The State Preschool Yearbook is an annual publication which has tracked the funding, access, and policies of state-funded preschool programs since the 2001-2002 school year. The Yearbook seeks to improve the public’s knowledge and understanding of state efforts to expand the availability of high-quality education to young children in the 21st century. We hope that this report will serve as a resource for policymakers, advocates, and researchers to make more informed decisions as state-funded preschool education moves forward to further decades of progress.
    • 九月 2019
      来源: Organisation for Economic Co-operation and Development
      上传者: Knoema
      访问日期: 17 九月, 2019
      选择数据集
      Number of students enrolled in different education programmes by age and sex.
    • 五月 2019
      来源: Organisation for Economic Co-operation and Development
      上传者: Knoema
      访问日期: 21 五月, 2019
      选择数据集
      This dataset presents the number of students enrolled in different education programmes by field and sex.
    • 四月 2019
      来源: Organisation for Economic Co-operation and Development
      上传者: Knoema
      访问日期: 12 四月, 2019
      选择数据集
      This indicator examines the share of students by gender, programme orientation and mode of study over the total number of students.
    • 八月 2019
      来源: Organisation for Economic Co-operation and Development
      上传者: Knoema
      访问日期: 06 八月, 2019
      选择数据集
      Number of students enrolled in different education programmes by type of institution and sex.
    • 四月 2019
      来源: Organisation for Economic Co-operation and Development
      上传者: Knoema
      访问日期: 12 四月, 2019
      选择数据集
      Number of students by level of education, adjusted to the financial year. When financial year, school year and calendar year differs, adjustments are made to ease comparison.
    • 三月 2019
      来源: Organisation for Economic Co-operation and Development
      上传者: Knoema
      访问日期: 15 三月, 2019
      选择数据集
      This dataset presents the number of students enrolled in different education programmes by country of origin and sex.
    • 十月 2019
      来源: Organisation for Economic Co-operation and Development
      上传者: Knoema
      访问日期: 08 十月, 2019
      选择数据集
      Enrolment rate per age is the percentage of students enrolled in each type of institution over the total of students
    • 四月 2019
      来源: United Nations Economic Commission for Europe
      上传者: Knoema
      访问日期: 22 四月, 2019
      选择数据集
      UNECE Statistical Database, compiled from national and international (UNESCO Institute for Statistics) official sources. The net enrollment ratio is the number of students of the official school-age group (defined by each country) enrolled in secondary-level education per 100 persons of the same age group. The gross enrollment ratio is the number of students enrolled in secondary level education (regardless of their age) per 100 persons of the official school-age group corresponding to secondary-level education. The secondary level consists of lower and upper secondary levels of ISCED 2011. .. - data not availableMeasurement: Gross enrollment ratio , Country: ArmeniaSince the school year 2013-2014, the data have been compiled according ISCED 2011.Country: AustriaChange in definition (1995 - 2012): NER: data include ISCED level 4 programmes and refer to official school age group assumed to be 10-17 years.Country: AustriaBreak in series (2013): From school year 2013-2014 onwards use of ISCED 2011.Country: BulgariaNER data refer to students aged 11-20 and include a small number of ISCED level 4 students aged 19 to 20.Country: CroatiaNER data refer to students aged 11-18.Country: CyprusData cover only government controlled area. Data refer to level 3 of ISCED 1997 only. 1980/1981, 1990/1991, 1995/1996: data refer to ISCED 1976 classification. 2000/2001: data refer to 1999/2000.Country: CzechiaChange in definition (1995 - 2012): Data refer to full-time study only and exclude part-time studyCountry: EstoniaNER data refer to students aged 13-17.Country: Finland 1990/1991: data refer to ISCED 1976 classification.Country: GeorgiaData refer to beginning of the school year.Country: Germany Data cover the territory of Germany after reunification. 1980/1981, 1990/1991, 1995/1996: data refer to ISCED 1976 classification. For school years 2000/2001 - 2013/2014: data refer to ISCED 1997 classification. Data on students refer to beginning of the school year and data on population refer to beginning of the calendar year.Country: Hungary2000/2001: data refer to 1999/2000. NER data refer to students aged 14-17. Data refer to levels 3 and 4 of ISCED classification.Country: Iceland1980/1981-1995/1996: data refer to ISCED 1976 classification.Country: Ireland 1995/1996: data refer to ISCED 1976 classification. From 2000/2001: data refer to levels 2,3 and 4 of ISCED 1997 classification. Data refer to students aged 11-19.Country: IsraelData refer to level 3 of ISCED classification. 2000/2001: data exclude students registered in Ministry of Religious Affairs.Country: ItalyData refer to level 3 of ISCED classification and refer to the school year.Country: LatviaBreak in methodology (2006): Changes in national education classification. Started from school year 2006/2007 level 2 includes grades 1-6, level 3 includes grades 7-12.Country: LithuaniaData refer to 1 January of the school year. NER data refer to students aged 11-18.Country: Moldova, Republic ofAdditional information (2006 - 2012): Stable population used during the enrollment rates calculation, because the actual population does not reflect the real situation of migration.Country: Moldova, Republic ofChange in definition (1990 - 2005): Data refer to age group 11-17 years.Country: Moldova, Republic ofChange in definition (2006 - 2012): Data refer to age group 11-18 years.Country: MontenegroData refer to level 3 of ISCED classification.Country: Netherlands1990/1991: data do not include special secondary education.Country: PolandData refer to level 3 of ISCED 1997.Country: RomaniaData refer to 1 July of the school year.Country: SerbiaTerritorial change (2003 - 2012): The Statistical Office of the Republic of Serbia has no available data on the AP Kosovo and Metohija.Country: SloveniaData refer to 15 September of the school year.Country: Spain2000/2001: data refer to 1999/2000. 1990/1991: NER data refer to students aged 11-18. From 1995: NER data refer to students aged 12-18. Data refer to October - September of the school year.Country: The former Yugoslav Republic of MacedoniaBreak in methodology (2010): From 2010/2011 implementation of the Law on Primary and Lower Secondary educationCountry: TurkeyChange in definition (2000 onwards): From 1997/1998: compulsory education was expanded to 8 years by law.
    • 十二月 2009
      来源: Eurostat
      上传者: Knoema
      访问日期: 27 五月, 2014
      选择数据集
      Eurostat Dataset Id:educ_bo_ac_gent The Bologna declaration was signed in 1999 by 29 European ministers responsible for higher education. Today, 46 signatory countries are engaged in the process towards a European Higher Education Area (EHEA). The Bologna Process is an intergovernmental initiative which also involves the European Commission, the Council of Europe and UNESCO-CEPES, as well as representatives of higher education institutions, students, staff, employers and quality assurance agencies. It aims to create a European Higher Education Area by 2010, and to promote the European system of higher education worldwide. More information on the Bologna process is available on http://ec.europa.eu/education/higher-education/doc1290_en.htm. Many indicators on social dimension and mobility in the Bologna process come from the UOE data collection in the education statistics domain. The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes, personnel in education and the cost and type of resources dedicated to education. The main source of data is the joint UIS (UNESCO Institute of Statistics)/OECD/Eurostat (UOE) questionnaires on education statistics, which constitute the core database on education. Data on regional enrolments and foreign language learning are collected additionally by Eurostat. Countries provide data, coming from administrative records, on the basis of commonly agreed definitions. From the UOE data collection, the following datasets on the Bologna Process are available: A. Widening access educ_bo_ac_ent2: Net entry rate (ISCED 5A) by age and sexeduc_bo_ac_ent3: Female entrants by field of education (ISCED 5A)educ_bo_ac_gent: Entrants at ISCED 5A and qualifying graduates of secondary schooling (ISCED 3A - 4A)educ_bo_ac_el1t: Students (ISCED 5A) studying part-time, by age B. Study framework educ_bo_fi_fgdp: Public expenditure on tertiary education (ISCED 5-6), as % of GDP or total public expenditureeduc_bo_fi_ftot: Annual total expenditure on educational institutions (ISCED 5-6) per full-time equivalent student with and without expenditure on research and ancillary serviceseduc_bo_fi_ffun: Tertiary education institutions' income from private sources (households and other private entities) as % of all public and private sourceseduc_bo_fi_fiaid: Public financial aid to tertiary students (ISCED 5-6), by type of aid, as % of public expenditure on tertiary education C. Student and staff mobility educ_bo_mo_el8o: Students (ISCED 5A and 6) who are nationals of a given country, studying in another country (EU-27, EFTA and CC) as % of the total enrolment in that countryeduc_bo_mo_el8i: Number of foreign students (world and Bologna Area) studying in a given country, as % of the total enrolment in that country, ISCED 5A and 6educ_bo_mo_gr4: Graduates (ISCED 5A and 6) from abroad (non-citizens, permanent residence and prior education outside the country) D. Effective outcomes and employability educ_bo_ou_gren: Gross graduation rate and net entry rate, ISCED 5A   The data for some countries which do not participate in the UOE data collection were provided to Eurostat specifically for the monitoring of the Bologna Process. Not being fully integrated in the UOE, the data sometimes might not be as comparable as the data for the remaining countries, due to differences in the underlying data sources and definitions. These data were provided by the following entities: Andorra (AD): data provided by the University of Andorra (indicators educ_bo_ac_ent3, educ_bo_fi_ffun, educ_bo_mo_el8i, educ_bo_mo_gr4)Armenia (AM): data provided by the Ministry of Education and Science (educ_bo_ac_gent, educ_bo_ac_el1t, educ_bo_mo_gr4, educ_bo_ou_gren)Georgia (GE): data provided by the NSI, Statistics Georgia (educ_bo_ac_ent3, educ_bo_ac_el1t, educ_bo_fi_fgdp, educ_bo_mo_gr4)Serbia (RS): data provided by the NSI, Statistical Office of the Republic of Serbia (educ_bo_mo_el8i)Ukraine (UA): data provided by the NSI, State Statistics Committee for Ukraine (educ_bo_ou_gren, educ_bo_ac_el1t, educ_bo_mo_el8i, educ_bo_mo_gr4, educ_bo_ou_gren)
    • 九月 2017
      来源: Statistics Canada
      上传者: Knoema
      访问日期: 19 九月, 2018
      选择数据集
      Estimated average scores and percent distribution of 15-year-old students, science, by proficiency level, Programme for International Student Assessment (PISA), Canada, provinces and participating countries, Council of Ministers of Education Canada (CMEC). This table is included in Section C: Elementary-secondary education: Student achievement of the Pan Canadian Education Indicators Program (PCEIP). PCEIP draws from a wide variety of data sources to provide information on the school-age population, elementary, secondary and postsecondary education, transitions, education finance and labour market outcomes. The program presents indicators for all of Canada, the provinces, the territories, as well as selected international comparisons and comparisons over time. PCEIP is an ongoing initiative of the Canadian Education Statistics Council, a partnership between Statistics Canada and the Council of Ministers of Education, Canada that provides a set of statistical measures on education systems in Canada.
    • 九月 2014
      来源: Organisation for Economic Co-operation and Development
      上传者: Knoema
      访问日期: 04 十月, 2014
      选择数据集
      Countries report expenditures by sources of funds: Governement (central, regional, local); International agencies and other foreign sources; Households and Other private entities (including firms and religious institutions and other non-profit organisations). Three types of financial transactions can be distinguished: -direct expenditure/payments on educational institutions -Intergovernmental transfers for education -Transfers to students or households and to other private entities.
    • 十二月 2009
      来源: Eurostat
      上传者: Knoema
      访问日期: 06 七月, 2014
      选择数据集
      Eurostat Dataset Id:educ_bo_fi_ftot The Bologna declaration was signed in 1999 by 29 European ministers responsible for higher education. Today, 46 signatory countries are engaged in the process towards a European Higher Education Area (EHEA). The Bologna Process is an intergovernmental initiative which also involves the European Commission, the Council of Europe and UNESCO-CEPES, as well as representatives of higher education institutions, students, staff, employers and quality assurance agencies. It aims to create a European Higher Education Area by 2010, and to promote the European system of higher education worldwide. More information on the Bologna process is available on http://ec.europa.eu/education/higher-education/doc1290_en.htm. Many indicators on social dimension and mobility in the Bologna process come from the UOE data collection in the education statistics domain. The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes, personnel in education and the cost and type of resources dedicated to education. The main source of data is the joint UIS (UNESCO Institute of Statistics)/OECD/Eurostat (UOE) questionnaires on education statistics, which constitute the core database on education. Data on regional enrolments and foreign language learning are collected additionally by Eurostat. Countries provide data, coming from administrative records, on the basis of commonly agreed definitions. From the UOE data collection, the following datasets on the Bologna Process are available: A. Widening accesseduc_bo_ac_ent2: Net entry rate (ISCED 5A) by age and sexeduc_bo_ac_ent3: Female entrants by field of education (ISCED 5A)educ_bo_ac_gent: Entrants at ISCED 5A and qualifying graduates of secondary schooling (ISCED 3A - 4A)educ_bo_ac_el1t: Students (ISCED 5A) studying part-time, by age   B. Study frameworkeduc_bo_fi_fgdp: Public expenditure on tertiary education (ISCED 5-6), as % of GDP or total public expenditureeduc_bo_fi_ftot: Annual total expenditure on educational institutions (ISCED 5-6) per full-time equivalent student with and without expenditure on research and ancillary serviceseduc_bo_fi_ffun: Tertiary education institutions' income from private sources (households and other private entities) as % of all public and private sourceseduc_bo_fi_fiaid: Public financial aid to tertiary students (ISCED 5-6), by type of aid, as % of public expenditure on tertiary education   C. Student and staff mobilityeduc_bo_mo_el8o: Students (ISCED 5A and 6) who are nationals of a given country, studying in another country (EU-27, EFTA and CC) as % of the total enrolment in that countryeduc_bo_mo_el8i: Number of foreign students (world and Bologna Area) studying in a given country, as % of the total enrolment in that country, ISCED 5A and 6educ_bo_mo_gr4: Graduates (ISCED 5A and 6) from abroad (non-citizens, permanent residence and prior education outside the country)   D. Effective outcomes and employabilityeduc_bo_ou_gren: Gross graduation rate and net entry rate, ISCED 5A     The data for some countries which do not participate in the UOE data collection were provided to Eurostat specifically for the monitoring of the Bologna Process. Not being fully integrated in the UOE, the data sometimes might not be as comparable as the data for the remaining countries, due to differences in the underlying data sources and definitions. These data were provided by the following entities:Andorra (AD): data provided by the University of Andorra (indicators educ_bo_ac_ent3, educ_bo_fi_ffun, educ_bo_mo_el8i, educ_bo_mo_gr4)Armenia (AM): data provided by the Ministry of Education and Science (educ_bo_ac_gent, educ_bo_ac_el1t, educ_bo_mo_gr4, educ_bo_ou_gren)Georgia (GE): data provided by the NSI, Statistics Georgia (educ_bo_ac_ent3, educ_bo_ac_el1t, educ_bo_fi_fgdp, educ_bo_mo_gr4)Serbia (RS): data provided by the NSI, Statistical Office of the Republic of Serbia (educ_bo_mo_el8i)Ukraine (UA): data provided by the NSI, State Statistics Committee for Ukraine (educ_bo_ou_gren, educ_bo_ac_el1t, educ_bo_mo_el8i, educ_bo_mo_gr4, educ_bo_ou_gren)
    • 十一月 2019
      来源: Eurostat
      上传者: Knoema
      访问日期: 17 十一月, 2019
      选择数据集
      This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learning Data and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.
    • 十一月 2019
      来源: Eurostat
      上传者: Knoema
      访问日期: 14 十一月, 2019
      选择数据集
    • 三月 2019
      来源: Eurostat
      上传者: Knoema
      访问日期: 18 三月, 2019
      选择数据集
      Eurostat Dataset Id:educ_fitotin The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes by pupils and students, personnel in education and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Context - School-aged population, overall participation rates in educationDistribution of pupils/students by levelParticipation/enrolment in education (ISCED 0-4)Tertiary education participationTertiary education graduatesTeaching staff (ISCED 1-3)Pupil/students-teacher ratio and average class size (ISCED 1-3)Language learning (ISCED 1-3)Regional enrolmentsExpenditure on education in current pricesExpenditure on education in constant pricesExpenditure on education as % of GDP or public expenditureExpenditure on public and private educational institutionsFinancial aid to studentsFunding of education Other tables, used to measure progress towards the Lisbon objectives in education and training, are gathered in the Thematic indicators tables. They contain the following indicators: - Teachers and trainers - Mathematics, science and technology enrolments and graduates - Investments in education and training - Participation rates in education by age and sex - Foreign language learning - Student mobility
    • 三月 2019
      来源: Eurostat
      上传者: Knoema
      访问日期: 18 三月, 2019
      选择数据集
      Eurostat Dataset Id:educ_fipubin The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes by pupils and students, personnel in education and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Context - School-aged population, overall participation rates in educationDistribution of pupils/students by levelParticipation/enrolment in education (ISCED 0-4)Tertiary education participationTertiary education graduatesTeaching staff (ISCED 1-3)Pupil/students-teacher ratio and average class size (ISCED 1-3)Language learning (ISCED 1-3)Regional enrolmentsExpenditure on education in current pricesExpenditure on education in constant pricesExpenditure on education as % of GDP or public expenditureExpenditure on public and private educational institutionsFinancial aid to studentsFunding of education Other tables, used to measure progress towards the Lisbon objectives in education and training, are gathered in the Thematic indicators tables. They contain the following indicators: - Teachers and trainers - Mathematics, science and technology enrolments and graduates - Investments in education and training - Participation rates in education by age and sex - Foreign language learning - Student mobility
    • 十一月 2019
      来源: Eurostat
      上传者: Knoema
      访问日期: 14 十一月, 2019
      选择数据集
  • F
    • 八月 2019
      来源: Organisation for Economic Co-operation and Development
      上传者: Knoema
      访问日期: 12 八月, 2019
      选择数据集
      In view of the strong demand for cross-national indicators on the situation of families and children, the OECD Family Database was developed to provide cross-national indicators on family outcomes and family policies across the OECD countries, its enhanced engagement partners and EU member states. The database brings together information from various national and international databases, both from within the OECD and from external organisations. The database classifies indicators into four main dimensions: (i) structure of families, (ii) labour market position of families, (iii) public policies for families and children and (iv) child outcomes. Detailed information on the definitions, sources and methods used in the construction of the database can be found on the OECD Family Database webpage.
    • 十二月 2009
      来源: Eurostat
      上传者: Knoema
      访问日期: 27 五月, 2014
      选择数据集
      Eurostat Dataset Id:educ_bo_ac_ent3 The Bologna declaration was signed in 1999 by 29 European ministers responsible for higher education. Today, 46 signatory countries are engaged in the process towards a European Higher Education Area (EHEA). The Bologna Process is an intergovernmental initiative which also involves the European Commission, the Council of Europe and UNESCO-CEPES, as well as representatives of higher education institutions, students, staff, employers and quality assurance agencies. It aims to create a European Higher Education Area by 2010, and to promote the European system of higher education worldwide. More information on the Bologna process is available on http://ec.europa.eu/education/higher-education/doc1290_en.htm. Many indicators on social dimension and mobility in the Bologna process come from the UOE data collection in the education statistics domain. The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes, personnel in education and the cost and type of resources dedicated to education. The main source of data is the joint UIS (UNESCO Institute of Statistics)/OECD/Eurostat (UOE) questionnaires on education statistics, which constitute the core database on education. Data on regional enrolments and foreign language learning are collected additionally by Eurostat. Countries provide data, coming from administrative records, on the basis of commonly agreed definitions. From the UOE data collection, the following datasets on the Bologna Process are available: A. Widening access educ_bo_ac_ent2: Net entry rate (ISCED 5A) by age and sexeduc_bo_ac_ent3: Female entrants by field of education (ISCED 5A)educ_bo_ac_gent: Entrants at ISCED 5A and qualifying graduates of secondary schooling (ISCED 3A - 4A)educ_bo_ac_el1t: Students (ISCED 5A) studying part-time, by age B. Study framework educ_bo_fi_fgdp: Public expenditure on tertiary education (ISCED 5-6), as % of GDP or total public expenditureeduc_bo_fi_ftot: Annual total expenditure on educational institutions (ISCED 5-6) per full-time equivalent student with and without expenditure on research and ancillary serviceseduc_bo_fi_ffun: Tertiary education institutions' income from private sources (households and other private entities) as % of all public and private sourceseduc_bo_fi_fiaid: Public financial aid to tertiary students (ISCED 5-6), by type of aid, as % of public expenditure on tertiary education C. Student and staff mobility educ_bo_mo_el8o: Students (ISCED 5A and 6) who are nationals of a given country, studying in another country (EU-27, EFTA and CC) as % of the total enrolment in that countryeduc_bo_mo_el8i: Number of foreign students (world and Bologna Area) studying in a given country, as % of the total enrolment in that country, ISCED 5A and 6educ_bo_mo_gr4: Graduates (ISCED 5A and 6) from abroad (non-citizens, permanent residence and prior education outside the country) D. Effective outcomes and employability educ_bo_ou_gren: Gross graduation rate and net entry rate, ISCED 5A   The data for some countries which do not participate in the UOE data collection were provided to Eurostat specifically for the monitoring of the Bologna Process. Not being fully integrated in the UOE, the data sometimes might not be as comparable as the data for the remaining countries, due to differences in the underlying data sources and definitions. These data were provided by the following entities: Andorra (AD): data provided by the University of Andorra (indicators educ_bo_ac_ent3, educ_bo_fi_ffun, educ_bo_mo_el8i, educ_bo_mo_gr4)Armenia (AM): data provided by the Ministry of Education and Science (educ_bo_ac_gent, educ_bo_ac_el1t, educ_bo_mo_gr4, educ_bo_ou_gren)Georgia (GE): data provided by the NSI, Statistics Georgia (educ_bo_ac_ent3, educ_bo_ac_el1t, educ_bo_fi_fgdp, educ_bo_mo_gr4)Serbia (RS): data provided by the NSI, Statistical Office of the Republic of Serbia (educ_bo_mo_el8i)Ukraine (UA): data provided by the NSI, State Statistics Committee for Ukraine (educ_bo_ou_gren, educ_bo_ac_el1t, educ_bo_mo_el8i, educ_bo_mo_gr4, educ_bo_ou_gren)
    • 七月 2019
      来源: Eurostat
      上传者: Knoema
      访问日期: 01 八月, 2019
      选择数据集
      This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.
    • 七月 2019
      来源: Organisation for Economic Co-operation and Development
      上传者: Knoema
      访问日期: 05 七月, 2019
      选择数据集
      Chapter B includes indicators that are either policy levers or antecedents to policy, or sometimes both. For example, expenditure per student is a key policy measure that most directly affects the individual learner, as it acts as a constraint on the learning environment in schools and learning conditions in the classroom.
    • 九月 2014
      来源: Organisation for Economic Co-operation and Development
      上传者: Knoema
      访问日期: 04 十月, 2014
      选择数据集
      The number of students enrolled refers to the count of students studying in the reference period. Each student enrolled in the education programmes covered by the corresponding category is counted once and only once. National data collection systems permitting, the statistics reflect the number of students enrolled at the beginning of the school / academic year. Preferably, the end (or near-end) of the first month of the school / academic year is chosen (special arrangements are made for part-year students who may not start studies at the beginning of the school year). Students are classified as foreign students (non-citizens) if they are not citizens of the country in which the data are collected. While pragmatic and operational, this classification is inappropriate for capturing student mobility because of differing national policies regarding the naturalisation of immigrants. Countries that have lower propensity to grant permanent residence to its immigrant populations are likely to report second generation immigrants as foreign students. Therefore, for student mobility and bilateral comparisons, interpretations of data based on the concept of foreign students should be made with caution. Students are classified as international students if they left their country of origin and moved to another country for the purpose of study. Depending on country-specific immigration legislation, mobility arrangements, and data availability, international students may be defined as students who are not permanent or usual residents of their country of study or alternatively as students who obtained their prior education in a different country, including another EU country.
    • 三月 2019
      来源: Eurostat
      上传者: Knoema
      访问日期: 21 三月, 2019
      选择数据集
      Eurostat Dataset Id:educ_mofo_dst Statistics on student/graduate mobility and foreigners in tertiary education collected through the UOE data collection on education and training systems. Data concerning mobility and foreigners are collected as follows:Number of mobile and foreign enrolled students by level of education, programme destination and field of education.Number of mobile and foreign enrolled students by level of education, programme destination, EU/non EU/unknown membership and gender.Number of foreign enrolled students by level of education, programme destination and country of citizenship.Number of mobile enrolled students by level of education, programme destination, and country of origin (usual residence and/or country of prior education).Number of mobile and foreign graduates by level of education, programme destination, cumulative duration and gender. Data by both country of origin and country of destination of the students are disseminated. The absolute figures along with indicators are published.
    • 三月 2019
      来源: Eurostat
      上传者: Knoema
      访问日期: 20 三月, 2019
      选择数据集
      Eurostat Dataset Id:educ_mofo_orig Statistics on student/graduate mobility and foreigners in tertiary education collected through the UOE data collection on education and training systems. Data concerning mobility and foreigners are collected as follows:Number of mobile and foreign enrolled students by level of education, programme destination and field of education.Number of mobile and foreign enrolled students by level of education, programme destination, EU/non EU/unknown membership and gender.Number of foreign enrolled students by level of education, programme destination and country of citizenship.Number of mobile enrolled students by level of education, programme destination, and country of origin (usual residence and/or country of prior education).Number of mobile and foreign graduates by level of education, programme destination, cumulative duration and gender. Data by both country of origin and country of destination of the students are disseminated. The absolute figures along with indicators are published.
    • 十一月 2019
      来源: Eurostat
      上传者: Knoema
      访问日期: 14 十一月, 2019
      选择数据集
      This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.
    • 十一月 2019
      来源: Eurostat
      上传者: Knoema
      访问日期: 17 十一月, 2019
      选择数据集
  • G
    • 十一月 2019
      来源: World Bank
      上传者: Knoema
      访问日期: 06 十一月, 2019
      选择数据集
      Data cited at: The World Bank https://datacatalog.worldbank.org/ Topic: Gender Statistics Publication: https://datacatalog.worldbank.org/dataset/gender-statistics License: http://creativecommons.org/licenses/by/4.0/
    • 十二月 2018
      来源: World Economic Forum
      上传者: Knoema
      访问日期: 28 一月, 2019
      选择数据集
       Data cited at: The World Economic Forum https://www.weforum.org/ Topic: The Global Gender Gap Report 2018 Publication URL: https://www.weforum.org/reports/the-global-gender-gap-report-2018 License: https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode   This dataset provides education and skills related indicators that present in Global Gender Gap Report
    • 十二月 2018
      来源: Knowledge4All
      上传者: Sandeep Reddy
      访问日期: 18 三月, 2019
      选择数据集
      Data cited at: Knowledge4All,United Nations Development Programme & Mohammed Bin Rashid Al Maktoum Knowledge Foundation.   Note-Full Version can be checked here: https://knoema.com/WLDKALLGKI2018Dec/global-knowledge-index The GKI is a partnership initiative between the United Nations Development Programme (UNDP) and Mohammed Bin Rashid Al Maktoum Knowledge Foundation (MBRF), it was first announced during the Knowledge Summit in 2016. The Global Knowledge Index (GKI) is the index that measures knowledge on the global level, it highlights the strategic role of knowledge and the importance of developing objective and scientific tools to measure and evaluate it. The GKI aims at measuring knowledge as a broad concept that is intricately related to all aspects of modern human life, in a systematic approach that builds on solid conceptual and methodological principles. The Global Knowledge Index (GKI) is the only index that measures knowledge on the global level, it highlights the strategic role of knowledge and the importance of developing objective and scientific tools to measure and evaluate it. The GKI aims at measuring knowledge as a broad concept that is intricately related to all aspects of modern human life, in a systematic approach that builds on solid conceptual and methodological principles. The GKI is composed of six sectoral indices: 1) Pre - university education 2) Technical vocational education and training(TVET) 3) Higher education 4) Research, development and innovation(RDI) 5) Information and communications technology (ICT) 6) Economy in addition to a seventh supporting index on the General Enabling Environment. All values are normalized to a scale from 0 (worst) to 100 (best).
    • 一月 2019
      来源: INSEAD
      上传者: Knoema
      访问日期: 12 三月, 2019
      选择数据集
      This data presents high-level way of mapping individual countries in terms of talent competitiveness consists of comparing their GTCI scores to their GDP per capita for the selected indicators.In its first year, the GTCI model covers 103 countries,representing 86.3% of the world’s population and 96.7% of the world’s GDP (in current US dollars).It is a simplified manner of acquiring a first assessment about the ways in which competitiveness relates to overall level of economic development of a nation.
    • 三月 2017
      来源: International Youth Foundation
      上传者: Knoema
      访问日期: 14 十二月, 2017
      选择数据集
      The Global Youth Wellbeing Index details the performance and provides comparative analysis of 30 countries in terms of overall youth wellbeing and within six domains. The Index is designed to facilitate both thought and action by elevating youth needs and opportunities and young people’s participation on national and global agendas. It also provides public and private sector decision-makers an easier way to understand the big picture, guide actions and investments, and drive progress over time.   Wellbeing is a multidimensional concept that includes a person’s physical and mental health, educational status, economic position, physical safety, access to freedoms, and ability to participate in civic life, all components have again multiple aspects. It is, in a sense, the abundance or scarcity of opportunities available to an individual. The definition of wellbeing and the indicators selected to create a picture of wellbeing draw upon the body of work measuring quality of life and economic and social progress as well as the discipline of positive youth development, which is a framework that builds on young people’s assets while still addressing their deficits. Scores for countries are on a scale of 0 to 1, and ranks are assigned based on the numeric scores from highest to lowest.
    • 十一月 2019
      来源: International Monetary Fund
      上传者: Knoema
      访问日期: 12 十一月, 2019
      选择数据集
      This dataset provides a comprehensive view of the functions, or socioeconomic objectives, that government aims to achieve through various kinds of expenditure, comprising detailed classifications of general public service, defense, public order and safety, economic affairs, environment protection, housing and community services, health, recreation, culture and religion, education, and social protection services.
    • 十二月 2009
      来源: Eurostat
      上传者: Knoema
      访问日期: 27 五月, 2014
      选择数据集
      Eurostat Dataset Id:educ_bo_mo_gr4 The Bologna declaration was signed in 1999 by 29 European ministers responsible for higher education. Today, 46 signatory countries are engaged in the process towards a European Higher Education Area (EHEA). The Bologna Process is an intergovernmental initiative which also involves the European Commission, the Council of Europe and UNESCO-CEPES, as well as representatives of higher education institutions, students, staff, employers and quality assurance agencies. It aims to create a European Higher Education Area by 2010, and to promote the European system of higher education worldwide. More information on the Bologna process is available on http://ec.europa.eu/education/higher-education/doc1290_en.htm. Many indicators on social dimension and mobility in the Bologna process come from the UOE data collection in the education statistics domain. The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes, personnel in education and the cost and type of resources dedicated to education. The main source of data is the joint UIS (UNESCO Institute of Statistics)/OECD/Eurostat (UOE) questionnaires on education statistics, which constitute the core database on education. Data on regional enrolments and foreign language learning are collected additionally by Eurostat. Countries provide data, coming from administrative records, on the basis of commonly agreed definitions. From the UOE data collection, the following datasets on the Bologna Process are available: A. Widening access educ_bo_ac_ent2: Net entry rate (ISCED 5A) by age and sexeduc_bo_ac_ent3: Female entrants by field of education (ISCED 5A)educ_bo_ac_gent: Entrants at ISCED 5A and qualifying graduates of secondary schooling (ISCED 3A - 4A)educ_bo_ac_el1t: Students (ISCED 5A) studying part-time, by age B. Study framework educ_bo_fi_fgdp: Public expenditure on tertiary education (ISCED 5-6), as % of GDP or total public expenditureeduc_bo_fi_ftot: Annual total expenditure on educational institutions (ISCED 5-6) per full-time equivalent student with and without expenditure on research and ancillary serviceseduc_bo_fi_ffun: Tertiary education institutions' income from private sources (households and other private entities) as % of all public and private sourceseduc_bo_fi_fiaid: Public financial aid to tertiary students (ISCED 5-6), by type of aid, as % of public expenditure on tertiary education C. Student and staff mobility educ_bo_mo_el8o: Students (ISCED 5A and 6) who are nationals of a given country, studying in another country (EU-27, EFTA and CC) as % of the total enrolment in that countryeduc_bo_mo_el8i: Number of foreign students (world and Bologna Area) studying in a given country, as % of the total enrolment in that country, ISCED 5A and 6educ_bo_mo_gr4: Graduates (ISCED 5A and 6) from abroad (non-citizens, permanent residence and prior education outside the country) D. Effective outcomes and employability educ_bo_ou_gren: Gross graduation rate and net entry rate, ISCED 5A   The data for some countries which do not participate in the UOE data collection were provided to Eurostat specifically for the monitoring of the Bologna Process. Not being fully integrated in the UOE, the data sometimes might not be as comparable as the data for the remaining countries, due to differences in the underlying data sources and definitions. These data were provided by the following entities: Andorra (AD): data provided by the University of Andorra (indicators educ_bo_ac_ent3, educ_bo_fi_ffun, educ_bo_mo_el8i, educ_bo_mo_gr4)Armenia (AM): data provided by the Ministry of Education and Science (educ_bo_ac_gent, educ_bo_ac_el1t, educ_bo_mo_gr4, educ_bo_ou_gren)Georgia (GE): data provided by the NSI, Statistics Georgia (educ_bo_ac_ent3, educ_bo_ac_el1t, educ_bo_fi_fgdp, educ_bo_mo_gr4)Serbia (RS): data provided by the NSI, Statistical Office of the Republic of Serbia (educ_bo_mo_el8i)Ukraine (UA): data provided by the NSI, State Statistics Committee for Ukraine (educ_bo_ou_gren, educ_bo_ac_el1t, educ_bo_mo_el8i, educ_bo_mo_gr4, educ_bo_ou_gren)
    • 四月 2019
      来源: Organisation for Economic Co-operation and Development
      上传者: Knoema
      访问日期: 12 四月, 2019
      选择数据集
      This dataset contains the number of people who graduated from an education programme by field and sex.
    • 七月 2019
      来源: Organisation for Economic Co-operation and Development
      上传者: Knoema
      访问日期: 02 七月, 2019
      选择数据集
      Graduates are those who successfully complete an educational programme during the reference year of the data collection. One condition of a successful completion is that students should have enrolled in, and successfully completed, the final year of the corresponding educational programme, although not necessarily in the year of reference. Students who do not complete the final year of an educational programme, but later successfully complete a recognised "equivalency" examination based on knowledge learned outside of the education system, should not be counted as graduates. Successful completion is defined according to the graduation requirements established by each country: in some countries, completion occurs as a result of passing a final, curriculum-based examination or series of examinations. In other countries, completion occurs after a specific number of teaching hours has been accumulated (although completion of some or all of the course hours may also involve examinations).
    • 六月 2019
      来源: United Nations Economic Commission for Europe
      上传者: Knoema
      访问日期: 11 六月, 2019
      选择数据集
      Source: UNECE Statistical Database, compiled from national and international (Eurostat and OECD) official sources. Definition: Graduates from an ISCED level are individuals who entered and successfully completed an education programme which is classified as ‘level completion’. A new version of the International Standard Classification of Education (ISCED 2011) was adopted in 2011 by experts on Education Statistics. According to ISCED-11, the graduates refer to those who successfully completed levels 6, 7 or 8 of tertiary education. Programmes at ISCED-11 level 6, or Bachelor’s or equivalent level, are often designed to provide participants with intermediate academic and/or professional knowledge, skills and competencies, leading to a first university degree or equivalent qualification. Programmes at ISCED-11 level 7, or Master’s or equivalent level, provide participants with advanced academic and/or professional knowledge, skills and competencies, leading to a second degree or equivalent qualification. Such programmes may have a substantial research component but do not yet lead to the award of an advanced research qualification. Level 8 in ISCED-11, or doctoral or equivalent level, is reserved for tertiary programmes leading to the award of an advanced research qualification. According to ISCED-97 (previously in use), the ‘level completion’ programmes include levels 5A and 6. ISCED-97 level 5A corresponds to tertiary programmes that are largely theoretically based and are intended to provide sufficient qualifications for gaining entry into advanced research programmes and professions with high skill requirements. However, these programmes do not necessary distinguish between a first and second academic degree. Level 6 in ISCED-97 corresponds to level 8 in ISCED-11. For most countries the data on graduates in this table are shown according to ISCED-97 up to 2012 and according to ISCED-11 from 2013. However, for some countries the data were recalculated by the National Statistical Organizations according to ISCED-11 for earlier periods and provided both for ISCED-11 and ISCED-97 . In these particular cases, the sum of graduates at ISCED-11 levels 6 and 7 equals graduates at ISCED-97 level 5A, and, to avoid duplication, the data for every year are shown according to ISCED-11 only. Differences between ISCED-11 and ISCED-97 may affect time series data for some countries and result in breaks in series. With some exceptions, data on graduates refer to the calendar year. General note:The joint UOE (UNESCO-UIS, OECD, EUROSTAT) 2005 data collection on graduates by fields of education and training was changed to include graduates who were awarded more than one degree in different fields (not within the same field). In previous years, these graduates were reported only once and pro-rated over the fields. This change affected data in very few countries as multiple graduations in different fields for the same reference year are negligible in most countries. .. - data not available Country: Albania Advanced research programmes do not exist. Country: Armenia The transition to ISCED-2011 is from 2013-2014 school year. From 2012 backwards, the data have been recalculated by the NSO based on ISCED-2011. Country: Bulgaria Break in methodlogy (2000): Since 1997 the three-cycle degree structure (bachelor ? master ? doctoral) has been adopted following the Bologna process (due to changes in the national legislation) Country: Bulgaria Break in methodlogy (2007): The programs for training of medical nurses and maternity nurses have completed with qualification degree & 39;Bachelor& 39; since 2007 (due to changes in the national legislation). Medical nurses and maternity nurses education has moved from ISCED 5B to ISCED 5A since 2006. Country: Canada Reference period (1995 - 2013): Data refer to calendar year. e.g. data for graduates 2004-2005 refer to calendar year 2005. Country: Croatia Data refer to calendar year. Country: Cyprus Data cover only government controlled area. Country: Czechia 1980, 1990, 1995: data refer to graduates of full-time attendance only. Country: Estonia Up to 1990: advanced research programmes were not included in regular education. Country: Georgia Break in methodlogy (2010): Change in source Country: Georgia Territorial change (1980 onward): Data do not cover Abkhazia AR and Tskhinvali Region. Country: Germany 1980-1995: data refer to ISCED 1976 classification. 1980-1990: data refer to the former Federal Republic of Germany. From 1995: data refer to the territory of Germany after reunification. Country: Hungary Change in definition (1980 - 2000): data refer to ISCED 1976 classification Country: Iceland 2001-2005: data refer to calender year. Country: Kyrgyzstan Change in definition (1995 - onwards): Data refer to state and non-state educational institutions. Country: Kyrgyzstan Reference period (2000 - 2012): Data refer to the beginning of academic year. Country: Kyrgyzstan Reference period (2013): Since 2013 data refer to the end of an academic year. Country: Latvia 1990, 1995: data refer to ISCED 1976 classification. Country: Lithuania Data refer to calendar year. Country: Luxembourg Data refer to population aged 25-64. Country: Moldova, Republic of As of 2005/2006 school year, higher education, except medical and pharmaceutical, is carried out in two cycles (Licentiate and Master‘s). Students downcast to 2005/2006 academic year completed training on the rules according to the Bologna Declaration. In number of the graduates at the level 5A in 2008 includes those who received a diploma of higher education (before the adoption of the Bologna Declaration) and licentiate degree, and in 2010 and those who got master‘s diploma. Before 2009 data excluded foreigners. From 2012/2013 data are classified according to ISCED-2011. Country: Moldova, Republic of Data exclude the territory of the Transnistria and municipality of Bender Country: Romania Data are not available for advanced research programmes. Country: Serbia The Statistical Office of the Republic of Serbia has no available data on the AP Kosovo and Metohija. Country: Slovakia 1995: data do not refer to ISCED 1997 classification. Country: Slovenia Data refer to calendar year. Country: Spain 2005: Provisional data Country: Sweden 1995: data refer to ISCED 1976 classification. Country: Switzerland Break in methodlogy (2005): Break in series due to the growth in some fields of studies for women such as teacher training or health in Universities of Applied Sciences. Country: Switzerland Reference period (1995): Data refer to 1997 Country: Tajikistan Reference period (2000 - 2013): Data for advanced research programmes refer to end of year. Data for theoretical oriented programmes refer to June-July of reporting year. Country: Turkey Change in definition (1990 onwards): Data for theoretical oriented programmes include open education graduates. Data for advanced research programmes include medical interns and doctorate students. Country: Turkey Reference period (1990 onwards): Data refer to end of year. Country: Ukraine From 2014 data cover the territories under the government control. Country: Ukraine Data with year T in the headings refers to the beginning of the school year T/T+1. Transition from ISCED-1997 to ISCED-2011 since the school year 2012/2013.
    • 三月 2019
      来源: Eurostat
      上传者: Knoema
      访问日期: 18 三月, 2019
      选择数据集
      Eurostat Dataset Id:educ_momo_grd Statistics on student/graduate mobility and foreigners in tertiary education collected through the UOE data collection on education and training systems. Data concerning mobility and foreigners are collected as follows:Number of mobile and foreign enrolled students by level of education, programme destination and field of education.Number of mobile and foreign enrolled students by level of education, programme destination, EU/non EU/unknown membership and gender.Number of foreign enrolled students by level of education, programme destination and country of citizenship.Number of mobile enrolled students by level of education, programme destination, and country of origin (usual residence and/or country of prior education).Number of mobile and foreign graduates by level of education, programme destination, cumulative duration and gender. Data by both country of origin and country of destination of the students are disseminated. The absolute figures along with indicators are published.
    • 十一月 2014
      来源: Eurostat
      上传者: Knoema
      访问日期: 25 十一月, 2015
      选择数据集
      The Human Resources in Science and Technology (HRST) domain provides data on stocks and flows (where flows in turn are divided into job-to-job mobility and education inflows). Stocks and flows are the main statistics for HRST. Their methodologies interlink and are therefore presented together in one single metadata-file. This metadata-file is duplicated in the structure of Eurostat's online database, while statistics for stocks and flows are found in separate folders. Several breakdowns are available for stocks and flows indicators: sex, age, region, sector of economic activity, occupation, educational attainment, fields of education, although not all combinations are possible. The data on stocks and job-to-job mobility are obtained from the European Union Labour Force Survey (EU LFS). The National Statistical Institutes are responsible for conducting the surveys and forwarding the results to Eurostat. The data on education inflows are obtained from Eurostat's Education database and in turn obtained via the UNESCO/OECD/Eurostat questionnaire on education. The National Statistical Institutes are responsible for conducting the surveys, compiling the results and forwarding the results to Eurostat. Please note that for paragraphs where no metadata for regional data has been specified, the regional metadata is identical to the metadata provided for the national data.
    • 五月 2014
      来源: Editorial Projects in Education
      上传者: Knoema
      访问日期: 15 十月, 2014
      选择数据集
      Graduation Indicators of United States, 2013
    • 二月 2019
      来源: Massachusetts Department of Elementary and Secondary Education
      上传者: Sandeep Reddy
      访问日期: 15 三月, 2019
      选择数据集
      Graduation Rate for Massachusetts Note: Graduation rates are not reported for cohort counts fewer than 6
    • 四月 2019
      来源: Organisation for Economic Co-operation and Development
      上传者: Knoema
      访问日期: 12 四月, 2019
      选择数据集
      Graduation/entry rates represent an estimated percentage of an age group expected to graduate/enter a certain level of education at least once in their lifetime.
    • 十二月 2009
      来源: Eurostat
      上传者: Knoema
      访问日期: 27 五月, 2014
      选择数据集
      Eurostat Dataset Id:educ_bo_ou_gren The Bologna declaration was signed in 1999 by 29 European ministers responsible for higher education. Today, 46 signatory countries are engaged in the process towards a European Higher Education Area (EHEA). The Bologna Process is an intergovernmental initiative which also involves the European Commission, the Council of Europe and UNESCO-CEPES, as well as representatives of higher education institutions, students, staff, employers and quality assurance agencies. It aims to create a European Higher Education Area by 2010, and to promote the European system of higher education worldwide. More information on the Bologna process is available on http://ec.europa.eu/education/higher-education/doc1290_en.htm. Many indicators on social dimension and mobility in the Bologna process come from the UOE data collection in the education statistics domain. The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes, personnel in education and the cost and type of resources dedicated to education. The main source of data is the joint UIS (UNESCO Institute of Statistics)/OECD/Eurostat (UOE) questionnaires on education statistics, which constitute the core database on education. Data on regional enrolments and foreign language learning are collected additionally by Eurostat. Countries provide data, coming from administrative records, on the basis of commonly agreed definitions. From the UOE data collection, the following datasets on the Bologna Process are available: A. Widening access educ_bo_ac_ent2: Net entry rate (ISCED 5A) by age and sexeduc_bo_ac_ent3: Female entrants by field of education (ISCED 5A)educ_bo_ac_gent: Entrants at ISCED 5A and qualifying graduates of secondary schooling (ISCED 3A - 4A)educ_bo_ac_el1t: Students (ISCED 5A) studying part-time, by age B. Study framework educ_bo_fi_fgdp: Public expenditure on tertiary education (ISCED 5-6), as % of GDP or total public expenditureeduc_bo_fi_ftot: Annual total expenditure on educational institutions (ISCED 5-6) per full-time equivalent student with and without expenditure on research and ancillary serviceseduc_bo_fi_ffun: Tertiary education institutions' income from private sources (households and other private entities) as % of all public and private sourceseduc_bo_fi_fiaid: Public financial aid to tertiary students (ISCED 5-6), by type of aid, as % of public expenditure on tertiary education C. Student and staff mobility educ_bo_mo_el8o: Students (ISCED 5A and 6) who are nationals of a given country, studying in another country (EU-27, EFTA and CC) as % of the total enrolment in that countryeduc_bo_mo_el8i: Number of foreign students (world and Bologna Area) studying in a given country, as % of the total enrolment in that country, ISCED 5A and 6educ_bo_mo_gr4: Graduates (ISCED 5A and 6) from abroad (non-citizens, permanent residence and prior education outside the country) D. Effective outcomes and employability educ_bo_ou_gren: Gross graduation rate and net entry rate, ISCED 5A   The data for some countries which do not participate in the UOE data collection were provided to Eurostat specifically for the monitoring of the Bologna Process. Not being fully integrated in the UOE, the data sometimes might not be as comparable as the data for the remaining countries, due to differences in the underlying data sources and definitions. These data were provided by the following entities: Andorra (AD): data provided by the University of Andorra (indicators educ_bo_ac_ent3, educ_bo_fi_ffun, educ_bo_mo_el8i, educ_bo_mo_gr4)Armenia (AM): data provided by the Ministry of Education and Science (educ_bo_ac_gent, educ_bo_ac_el1t, educ_bo_mo_gr4, educ_bo_ou_gren)Georgia (GE): data provided by the NSI, Statistics Georgia (educ_bo_ac_ent3, educ_bo_ac_el1t, educ_bo_fi_fgdp, educ_bo_mo_gr4)Serbia (RS): data provided by the NSI, Statistical Office of the Republic of Serbia (educ_bo_mo_el8i)Ukraine (UA): data provided by the NSI, State Statistics Committee for Ukraine (educ_bo_ou_gren, educ_bo_ac_el1t, educ_bo_mo_el8i, educ_bo_mo_gr4, educ_bo_ou_gren)
  • H
    • 九月 2019
      来源: World Bank
      上传者: Knoema
      访问日期: 25 九月, 2019
      选择数据集
      Health Nutrition and Population Statistics database provides key health, nutrition and population statistics gathered from a variety of international and national sources. Themes include global surgery, health financing, HIV/AIDS, immunization, infectious diseases, medical resources and usage, noncommunicable diseases, nutrition, population dynamics, reproductive health, universal health coverage, and water and sanitation.
    • 十二月 2018
      来源: U.S. Census Bureau
      上传者: Sandeep Reddy
      访问日期: 05 十二月, 2018
      选择数据集
        PERCENT OF PEOPLE 25 YEARS AND OVER WHO HAVE COMPLETED HIGH SCHOOL (INCLUDES EQUIVALENCY) - United States -- States; and Puerto Rico Universe: Population 25 years and over  2017 American Community Survey 1-Year Estimates
    • 五月 2017
      来源: U.S. National Center for Education Statistics
      上传者: Knoema
      访问日期: 27 三月, 2019
      选择数据集
  • I
    • 九月 2015
      来源: Pearson
      上传者: Knoema
      访问日期: 15 十月, 2015
      选择数据集
      The Global Index of Cognitive Skills and Educational Attainment compares the performance of 39 countries and one region (Hong Kong) on two categories of education: Cognitive Skills and Educational Attainment. The Index provides a snapshot of the relative performance of countries based on their education outputs.List of indicators   Main sourceMain year1. Cognitive Skills  1.1  Grade 8  1.1.1  Reading Literacy - PISAOECD - PISA report20091.1.2  Mathematics Literacy - PISA and TIMSSEIU based on IEA and OECD data 1.1.2.1  PISA - Mathematics LiteracyOECD - PISA report20091.1.2.2  TIMSS - Mathematics AchievementIEA - TIMSS and PIRLS International Study Center20071.1.3  Science Literacy - PISA and TIMSSEIU based on IEA and OECD data 1.1.3.1  PISA - Science LiteracyOECD - PISA report20091.1.3.2  TIMSS - Science  AchievementIEA - TIMSS and PIRLS International Study Center20071.2  Grade 4  1.2.1  PIRLS - Reading Literacy AchievementIEA - TIMSS and PIRLS International Study Center20061.2.2  TIMSS - Mathematics  AchievementIEA - TIMSS and PIRLS International Study Center20071.2.3  TIMSS - Science  AchievementIEA - TIMSS and PIRLS International Study Center20072. Educational Attainment  2.1  Literacy rate  2.1.1  Literacy rate (15 and over), %UNESCO Institute for Statistics (UIS)20102.2  Graduation rate  2.2.1  Graduation rate at upper secondary level OECD 20102.2.2  Graduation rate at tertiary level OECD 2010
    • 十月 2019
      来源: Organisation for Economic Co-operation and Development
      上传者: Knoema
      访问日期: 18 十月, 2019
      选择数据集
      This dataset presents internationally comparable data on instruction time in full-time compulsory education. It covers primary and (lower and upper) secondary general education, but excludes pre-primary education, even if compulsory. Total number of instruction hours and the distribution of hours per subject is available either by level of education or by age.
    • 六月 2018
      来源: Barro-Lee
      上传者: Knoema
      访问日期: 12 十二月, 2018
      选择数据集
      Data cited at: Barro-Lee   The Barro-Lee Data set (2010) extends their previous estimates from 1950 to 2010, and provide more, improved data disaggregated by sex and and by 5-year age intervals. It provides educational attainment data for 146 countries in 5-year intervals from 1950 to 2010 as well as information about the distribution of educational attainment of the adult population over age 15 and over age 25 by sex at seven levels of schooling. Average years of schooling at all levels are also measured for each country and for regions in the world. Note: Cited at Barro, Robert and Jong-Wha Lee, April 2010, "A New Data Set of Educational Attainment in the World, 1950-2010." NBER Working Paper No. 15902
    • 七月 2019
      来源: Organisation for Economic Co-operation and Development
      上传者: Knoema
      访问日期: 14 七月, 2019
      选择数据集
      This dataset contains the number of people who graduated from an education programme by country of origin and sex.
    • 四月 2019
      来源: Organisation for Economic Co-operation and Development
      上传者: Knoema
      访问日期: 16 四月, 2019
      选择数据集
      This indicator reports the percentage of students of each country of origin over the total of international students.
    • 三月 2019
      来源: Eurostat
      上传者: Knoema
      访问日期: 18 三月, 2019
      选择数据集
      Eurostat Dataset Id:educ_thexp The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes by pupils and students, personnel in education and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Context - School-aged population, overall participation rates in educationDistribution of pupils/students by levelParticipation/enrolment in education (ISCED 0-4)Tertiary education participationTertiary education graduatesTeaching staff (ISCED 1-3)Pupil/students-teacher ratio and average class size (ISCED 1-3)Language learning (ISCED 1-3)Regional enrolmentsExpenditure on education in current pricesExpenditure on education in constant pricesExpenditure on education as % of GDP or public expenditureExpenditure on public and private educational institutionsFinancial aid to studentsFunding of education Other tables, used to measure progress towards the Lisbon objectives in education and training, are gathered in the Thematic indicators tables. They contain the following indicators: - Teachers and trainers - Mathematics, science and technology enrolments and graduates - Investments in education and training - Participation rates in education by age and sex - Foreign language learning - Student mobility
    • 十二月 2018
      来源: U.S. National Center for Education Statistics
      上传者: Knoema
      访问日期: 03 四月, 2019
      选择数据集
      This dataset contains the number of students enrolled in the fall, by distance education status and level of student. Institutions with traditional academic year calendar systems (semester, quarter, trimester or 4-1-4) report their enrollment as of October 15 or the official fall reporting date of the institution. Institutions with calendar systems that differ by program or allow continuous enrollment report students that are enrolled at any time between August 1 and October 31. This file has multiple records per institution. Records are uniquely defined by the variables IPEDS ID (UNITID), and level of student (EFDELEV). Each record will contain the total students enrolled, students enrolled exclusively in distance education courses, students enrolled in some education distance education courses and students not enrolled in any distance education courses. The number of students enrolled in exclusively distance education courses are also reported by the following location categories: located in the same state/jurisdiction as the institution; in a different state/jurisdiction than the institution; in the U.S. but the state/jurisdiction is unknown; and residing outside the U.S..  
    • 十二月 2018
      来源: U.S. National Center for Education Statistics
      上传者: Knoema
      访问日期: 30 一月, 2019
      选择数据集
      This dataset contains the number of first-time freshmen by state of residence, along with data on the number who graduated from high school the previous year.  Institutions with traditional academic year calendar systems (semester, quarter, trimester or  4-1-4) report their enrollment as of October 15 or the official fall reporting date of the institution. Institutions with calendar systems that differ by program or allow continuous enrollment report students that are enrolled at any time between August 1 and October 31. 
    • 十二月 2018
      来源: U.S. National Center for Education Statistics
      上传者: Knoema
      访问日期: 30 一月, 2019
      选择数据集
      This dataset contains data on the total entering class, first-year retention rates and the student-to-faculty ratio. The total entering class is the number of incoming students (students enrolling for the first time in a postsecondary institution versus students transferring in from another postsecondary institution) at an institution. This measure permits the calculation of the graduation rate cohort as a proportion of the total entering student body. This dataset contains data on the total entering class, first-year retention rates and the student-to-faculty ratio. The total entering class is the number of incoming students (students enrolling for the first time in a postsecondary institution versus students transferring in from another postsecondary institution) at an institution. This measure permits the calculation of the graduation rate cohort as a proportion of the total entering student body. The first-year retention rate data measure the percentage of first-year students who had persisted in or completed their educational program a year later (began in fall 2016 and persisted or completed in fall 2017). Institutions can exclude the number of students from the first-time cohort who left the institution for any of the following reasons: died or were totally and permanently disabled; to serve in the armed forces (including those called to active duty); to serve with a foreign aid service of the Federal Government (e.g. Peace Corps); or to serve on official church missions. Beginning with the fall 2016 data, instititions can include first-time bachelor’s-seeking (or equivalent) study abroad students who were excluded from the first-time cohort  but who have re-enrolled at the institution their second year. Student-to-faculty ratio is defined as  total FTE students (not in graduate or professional programs) divided by total FTE instructional staff (not teaching in graduate or professional programs). All data on this file is applicable only to institutions with undergraduate students. Institutions with traditional academic year calendar systems (semester, quarter, trimester or  4-1-4) report their enrollment as of October 15 or the official fall reporting date of the institution (academic year). Institutions with calendar systems that differ by program or allow continuous enrollment report students that are enrolled at any time between August 1 and October 31 (program year).  Only academic year institutions report entering class data. Institutions with short programs (less-than-one-year) will not have data on retention.
    • 十二月 2018
      来源: U.S. National Center for Education Statistics
      上传者: Knoema
      访问日期: 28 十二月, 2018
      选择数据集
    • 十二月 2018
      来源: U.S. National Center for Education Statistics
      上传者: Knoema
      访问日期: 27 十二月, 2018
      选择数据集
    • 十二月 2018
      来源: U.S. National Center for Education Statistics
      上传者: Knoema
      访问日期: 24 一月, 2019
      选择数据集
      This dataset contains institutional finance data for institutions that use accounting standards established by the Financial Accounting Standards Board (FASB) . All private not-for-profit institutions are included in this file. There are some public institutions that use the FASB model and are also included. Finance data includes institutional revenues by source, expenditures by functional categories, expenditures by natural classification categories, endowments, and assets and liabilities. This information provides context for understanding the cost and resources of providing postsecondary education. It is used to calculate the contribution of postsecondary education to the gross national product. Beginning with fiscal year 2016 detailed expenditures by function and the natural classifications of fringe benefits, operations and maintenance of plant, depreciation and interest are no longer available.
    • 十二月 2018
      来源: U.S. National Center for Education Statistics
      上传者: Knoema
      访问日期: 24 一月, 2019
      选择数据集
      This data file contains institutional finance data for private for-profit institutions that use accounting standards established by the Financial Accounting Standards Board (FASB). Finance data includes institutional revenues by source, expenditures by functional categories, expenditures by natural classification categories, and assets and liabilities. This information provides context for understanding the cost and resources of providing post secondary education. It is used to calculate the contribution of post secondary education to the gross national product. Beginning with fiscal year 2016 detailed expenditures by function and the natural classifications of fringe benefits, operations and maintenance of plant, depreciation and interest are no longer available.
    • 九月 2018
      来源: U.S. National Center for Education Statistics
      上传者: Knoema
      访问日期: 14 一月, 2019
      选择数据集
    • 十二月 2018
      来源: U.S. National Center for Education Statistics
      上传者: Knoema
      访问日期: 19 二月, 2019
      选择数据集
      This dataset contains the number of staff,  total salary outlays and average salaries of full-time, nonmedical, instructional staff by academic rank, number of months worked, and gender. The categories for number of months worked are 9-, 10-, 11- and 12-months. Number of staff working less than 9 months are also available, but salary data are not available for this group. Equated 9-month salary outlays and equated 9-month average salaries are also available by academic rank and gender. For details see the variables listed in the description tab. This data file has multiple records for each institution. Each record is uniquely defined by the variables IPEDS ID (UNITID), and the variable academic rank (ARANK) of full-time instructional staff."This dataset contains the number of staff,  total salary outlays and average salaries of full-time, nonmedical, instructional staff by academic rank, number of months worked, and gender. The categories for number of months worked are 9-, 10-, 11- and 12-months. Number of staff working less than 9 months are also available, but salary data are not available for this group. Equated 9-month salary outlays and equated 9-month average salaries are also available by academic rank and gender. For details see the variables listed in the description tab. This data file has multiple records for each institution. Each record is uniquely defined by the variables IPEDS ID (UNITID), and the variable academic rank (ARANK) of full-time instructional staff. Between 2012 and 2015 salary information were not available by number of months worked. Equated 9-month average salaries were available, but because of the lack of detailed salary data by the number of months worked, it is not consistent with equated 9-month salary data generated in 2016.  Prior to 2012, number of staff and salary information were available for 9/10 months worked and 11/12 months worked. Equated 9-month average salaries and equated 9-month salary outlays were available and is more consistent with the 2016 equated salaries. Prior to 2016 the number of months worked were referred to as contract lengths.  In 2016, the salary survey collection screens used the  ""number of months worked"" terminology.    This dataset also contains the number and salary outlays for full-time, nonmedical, non-instructional staff by occupational category
    • 十二月 2018
      来源: U.S. National Center for Education Statistics
      上传者: Knoema
      访问日期: 02 一月, 2019
      选择数据集
    • 四月 2018
      来源: U.S. National Center for Education Statistics
      上传者: Knoema
      访问日期: 26 九月, 2018
      选择数据集
      Unduplicated head count: Unduplicated head count of students enrolled over a 12-month period for both undergraduate and graduate levels. These enrollment data are particularly valuable for institutions that use non-traditional calendar systems and offer short-term programs. Because this enrollment measure encompasses an entire year, it provides a more complete picture of the number of students these schools serve. Instructional activity: Instructional activity measured in total credit and/or contact hours delivered by institutions during a 12-month period.  The credit hour and contact hour activity data are used to derive 12-month full-time equivalent (FTE) enrollments for both undergraduate and graduate levels. The graduate level does not include credit hours for doctoral professional practice students.
  • M
    • 四月 2019
      来源: Organisation for Economic Co-operation and Development
      上传者: Knoema
      访问日期: 12 四月, 2019
      选择数据集
      This dataset contains the number of Management personnel and teacher aides in educational institutions by sex and intensity.
    • 五月 2018
      来源: U.S. National Center for Education Statistics
      上传者: Knoema
      访问日期: 25 三月, 2019
      选择数据集
    • 三月 2019
      来源: Eurostat
      上传者: Knoema
      访问日期: 18 三月, 2019
      选择数据集
      Eurostat Dataset Id:educ_thflds The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes by pupils and students, personnel in education and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Context - School-aged population, overall participation rates in educationDistribution of pupils/students by levelParticipation/enrolment in education (ISCED 0-4)Tertiary education participationTertiary education graduatesTeaching staff (ISCED 1-3)Pupil/students-teacher ratio and average class size (ISCED 1-3)Language learning (ISCED 1-3)Regional enrolmentsExpenditure on education in current pricesExpenditure on education in constant pricesExpenditure on education as % of GDP or public expenditureExpenditure on public and private educational institutionsFinancial aid to studentsFunding of education Other tables, used to measure progress towards the Lisbon objectives in education and training, are gathered in the Thematic indicators tables. They contain the following indicators: - Teachers and trainers - Mathematics, science and technology enrolments and graduates - Investments in education and training - Participation rates in education by age and sex - Foreign language learning - Student mobility
    • 三月 2019
      来源: World Bank
      上传者: Knoema
      访问日期: 20 三月, 2019
      选择数据集
      Data cited at: The World Bank https://datacatalog.worldbank.org/ Topic: Millennium Development Goals Publication: https://datacatalog.worldbank.org/dataset/millennium-development-goals License: http://creativecommons.org/licenses/by/4.0/   Relevant indicators drawn from the World Development Indicators, reorganized according to the goals and targets of the Millennium Development Goals (MDGs). The MDGs focus the efforts of the world community on achieving significant, measurable improvements in people's lives by the year 2015: they establish targets and yardsticks for measuring development results. Gender Parity Index (GPI)= Value of indicator for Girls/ Value of indicator for Boys. For e.g GPI=School enrolment for Girls/School enrolment for Boys. A value of less than one indicates differences in favor of boys, whereas a value near one (1) indicates that parity has been more or less achieved. The greater the deviation from 1 greater the disparity is.
  • N
    • 十月 2019
      来源: Organisation for Economic Co-operation and Development
      上传者: Knoema
      访问日期: 08 十月, 2019
      选择数据集
      It provides a breakdown of government expenditure according to their function. To meet this end, economic flows of expenditure must be aggregated according to the Classification of the Functions of Government (COFOG).
    • 十月 2019
      来源: The Nation's Report Card
      上传者: Knoema
      访问日期: 05 十一月, 2019
      选择数据集
      "Difference from national public (NP)" measures the spread between national and respective state or area scores. If a score is higher than the national level, then the difference is positive; and if it is lower than the national level, it is negative.
    • 十二月 2009
      来源: Eurostat
      上传者: Knoema
      访问日期: 27 五月, 2014
      选择数据集
      Eurostat Dataset Id:educ_bo_ac_ent2 The Bologna declaration was signed in 1999 by 29 European ministers responsible for higher education. Today, 46 signatory countries are engaged in the process towards a European Higher Education Area (EHEA). The Bologna Process is an intergovernmental initiative which also involves the European Commission, the Council of Europe and UNESCO-CEPES, as well as representatives of higher education institutions, students, staff, employers and quality assurance agencies. It aims to create a European Higher Education Area by 2010, and to promote the European system of higher education worldwide. More information on the Bologna process is available on http://ec.europa.eu/education/higher-education/doc1290_en.htm. Many indicators on social dimension and mobility in the Bologna process come from the UOE data collection in the education statistics domain. The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes, personnel in education and the cost and type of resources dedicated to education. The main source of data is the joint UIS (UNESCO Institute of Statistics)/OECD/Eurostat (UOE) questionnaires on education statistics, which constitute the core database on education. Data on regional enrolments and foreign language learning are collected additionally by Eurostat. Countries provide data, coming from administrative records, on the basis of commonly agreed definitions. From the UOE data collection, the following datasets on the Bologna Process are available: A. Widening access educ_bo_ac_ent2: Net entry rate (ISCED 5A) by age and sexeduc_bo_ac_ent3: Female entrants by field of education (ISCED 5A)educ_bo_ac_gent: Entrants at ISCED 5A and qualifying graduates of secondary schooling (ISCED 3A - 4A)educ_bo_ac_el1t: Students (ISCED 5A) studying part-time, by age B. Study framework educ_bo_fi_fgdp: Public expenditure on tertiary education (ISCED 5-6), as % of GDP or total public expenditureeduc_bo_fi_ftot: Annual total expenditure on educational institutions (ISCED 5-6) per full-time equivalent student with and without expenditure on research and ancillary serviceseduc_bo_fi_ffun: Tertiary education institutions' income from private sources (households and other private entities) as % of all public and private sourceseduc_bo_fi_fiaid: Public financial aid to tertiary students (ISCED 5-6), by type of aid, as % of public expenditure on tertiary education C. Student and staff mobility educ_bo_mo_el8o: Students (ISCED 5A and 6) who are nationals of a given country, studying in another country (EU-27, EFTA and CC) as % of the total enrolment in that countryeduc_bo_mo_el8i: Number of foreign students (world and Bologna Area) studying in a given country, as % of the total enrolment in that country, ISCED 5A and 6educ_bo_mo_gr4: Graduates (ISCED 5A and 6) from abroad (non-citizens, permanent residence and prior education outside the country) D. Effective outcomes and employability educ_bo_ou_gren: Gross graduation rate and net entry rate, ISCED 5A   The data for some countries which do not participate in the UOE data collection were provided to Eurostat specifically for the monitoring of the Bologna Process. Not being fully integrated in the UOE, the data sometimes might not be as comparable as the data for the remaining countries, due to differences in the underlying data sources and definitions. These data were provided by the following entities: Andorra (AD): data provided by the University of Andorra (indicators educ_bo_ac_ent3, educ_bo_fi_ffun, educ_bo_mo_el8i, educ_bo_mo_gr4)Armenia (AM): data provided by the Ministry of Education and Science (educ_bo_ac_gent, educ_bo_ac_el1t, educ_bo_mo_gr4, educ_bo_ou_gren)Georgia (GE): data provided by the NSI, Statistics Georgia (educ_bo_ac_ent3, educ_bo_ac_el1t, educ_bo_fi_fgdp, educ_bo_mo_gr4)Serbia (RS): data provided by the NSI, Statistical Office of the Republic of Serbia (educ_bo_mo_el8i)Ukraine (UA): data provided by the NSI, State Statistics Committee for Ukraine (educ_bo_ou_gren, educ_bo_ac_el1t, educ_bo_mo_el8i, educ_bo_mo_gr4, educ_bo_ou_gren)
    • 十月 2019
      来源: Organisation for Economic Co-operation and Development
      上传者: Knoema
      访问日期: 08 十月, 2019
      选择数据集
      This dataset presents the number of new entrants in a given programme by age and sex.
    • 四月 2019
      来源: Organisation for Economic Co-operation and Development
      上传者: Knoema
      访问日期: 12 四月, 2019
      选择数据集
      This dataset presents the number of new entrants in a given programme by field and sex.
    • 四月 2019
      来源: Organisation for Economic Co-operation and Development
      上传者: Knoema
      访问日期: 12 四月, 2019
      选择数据集
      This dataset contains the number of people who graduated from an education programme by age and sex.
  • O
    • 六月 2019
      来源: Organisation for Economic Co-operation and Development
      上传者: Knoema
      访问日期: 04 六月, 2019
      选择数据集
      The OECD Science, Technology and Industry Outlook reviews key trends in STI policies and performance in OECD countries and major emerging economies. It is published every two years and draws on a unique international policy survey conducted by the OECD - with more than 45 countries involved in 2014 - and the latest OECD work on STI policy analysis and measurement. Following an overview of the recent STI global landscape, key current policy issues are discussed across a series of thematic policy profiles. Country profiles report the STI performance of individual countries and the most recent national policy developments.
    • 七月 2019
      来源: Organisation for Economic Co-operation and Development
      上传者: Knoema
      访问日期: 02 七月, 2019
      选择数据集
      This table contains statistics on research and development (R&D) expenditure performed in the higher education and private non-profit sectors by field of science (natural sciences, engineering, medical sciences, agricultural sciences, social sciences, and humanities) and type of costs (current expenditures, capital expenditures).
  • P
    • 七月 2016
      来源: Eurostat
      上传者: Knoema
      访问日期: 23 八月, 2016
      选择数据集
      Participation in early childhood education (discontinued)
    • 九月 2019
      来源: Eurostat
      上传者: Knoema
      访问日期: 07 九月, 2019
      选择数据集
      Indicator measures the share of the children between the age of four and the starting age of compulsory education participated in early childhood education and care (ECEC).
    • 十一月 2014
      来源: Eurostat
      上传者: Knoema
      访问日期: 25 十一月, 2015
      选择数据集
      The Human Resources in Science and Technology (HRST) domain provides data on stocks and flows (where flows in turn are divided into job-to-job mobility and education inflows). Stocks and flows are the main statistics for HRST. Their methodologies interlink and are therefore presented together in one single metadata-file. This metadata-file is duplicated in the structure of Eurostat's online database, while statistics for stocks and flows are found in separate folders. Several breakdowns are available for stocks and flows indicators: sex, age, region, sector of economic activity, occupation, educational attainment, fields of education, although not all combinations are possible. The data on stocks and job-to-job mobility are obtained from the European Union Labour Force Survey (EU LFS). The National Statistical Institutes are responsible for conducting the surveys and forwarding the results to Eurostat. The data on education inflows are obtained from Eurostat's Education database and in turn obtained via the UNESCO/OECD/Eurostat questionnaire on education. The National Statistical Institutes are responsible for conducting the surveys, compiling the results and forwarding the results to Eurostat. Please note that for paragraphs where no metadata for regional data has been specified, the regional metadata is identical to the metadata provided for the national data.
    • 十一月 2014
      来源: Eurostat
      上传者: Knoema
      访问日期: 25 十一月, 2015
      选择数据集
      The Human Resources in Science and Technology (HRST) domain provides data on stocks and flows (where flows in turn are divided into job-to-job mobility and education inflows). Stocks and flows are the main statistics for HRST. Their methodologies interlink and are therefore presented together in one single metadata-file. This metadata-file is duplicated in the structure of Eurostat's online database, while statistics for stocks and flows are found in separate folders. Several breakdowns are available for stocks and flows indicators: sex, age, region, sector of economic activity, occupation, educational attainment, fields of education, although not all combinations are possible. The data on stocks and job-to-job mobility are obtained from the European Union Labour Force Survey (EU LFS). The National Statistical Institutes are responsible for conducting the surveys and forwarding the results to Eurostat. The data on education inflows are obtained from Eurostat's Education database and in turn obtained via the UNESCO/OECD/Eurostat questionnaire on education. The National Statistical Institutes are responsible for conducting the surveys, compiling the results and forwarding the results to Eurostat. Please note that for paragraphs where no metadata for regional data has been specified, the regional metadata is identical to the metadata provided for the national data.
    • 三月 2019
      来源: Eurostat
      上传者: Knoema
      访问日期: 18 三月, 2019
      选择数据集
      Eurostat Dataset Id:educ_ipart The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes by pupils and students, personnel in education and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Context - School-aged population, overall participation rates in educationDistribution of pupils/students by levelParticipation/enrolment in education (ISCED 0-4)Tertiary education participationTertiary education graduatesTeaching staff (ISCED 1-3)Pupil/students-teacher ratio and average class size (ISCED 1-3)Language learning (ISCED 1-3)Regional enrolmentsExpenditure on education in current pricesExpenditure on education in constant pricesExpenditure on education as % of GDP or public expenditureExpenditure on public and private educational institutionsFinancial aid to studentsFunding of education Other tables, used to measure progress towards the Lisbon objectives in education and training, are gathered in the Thematic indicators tables. They contain the following indicators: - Teachers and trainers - Mathematics, science and technology enrolments and graduates - Investments in education and training - Participation rates in education by age and sex - Foreign language learning - Student mobility
    • 三月 2019
      来源: Eurostat
      上传者: Knoema
      访问日期: 19 三月, 2019
      选择数据集
      Eurostat Dataset Id:educ_ipart_s The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes by pupils and students, personnel in education and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Context - School-aged population, overall participation rates in educationDistribution of pupils/students by levelParticipation/enrolment in education (ISCED 0-4)Tertiary education participationTertiary education graduatesTeaching staff (ISCED 1-3)Pupil/students-teacher ratio and average class size (ISCED 1-3)Language learning (ISCED 1-3)Regional enrolmentsExpenditure on education in current pricesExpenditure on education in constant pricesExpenditure on education as % of GDP or public expenditureExpenditure on public and private educational institutionsFinancial aid to studentsFunding of education Other tables, used to measure progress towards the Lisbon objectives in education and training, are gathered in the Thematic indicators tables. They contain the following indicators: - Teachers and trainers - Mathematics, science and technology enrolments and graduates - Investments in education and training - Participation rates in education by age and sex - Foreign language learning - Student mobility
    • 四月 2018
      来源: United Nations Economic Commission for Europe
      上传者: Knoema
      访问日期: 21 十一月, 2018
      选择数据集
      .. - data not available Source: UNECE Statistical Database, compiled from national and international (Eurostat) official sources. Definition: Life-long learning data are shares of persons aged 25 to 64 who answered they received education or training in the four weeks preceding the survey. The denominator consists of the total population of the same age group, excluding no responses to the question ‘participation to education and training’. The numerator is formed by those persons who reported ‘participation in regular education’ and/or ‘participation in other taught activities’, while self learning activities are not included. General note: For most countries, data come from Labour Force Survey (LFS). Data for 2012: estimates. Country: Armenia Change in definition (2004 - 2007): Data exclude trainings Country: Armenia Change in definition (2008): Data exclude trainings Data refer to all ages Country: Armenia Reference period (2004): Data refer to period April 2004 to March 2005 Country: Israel Break in methodlogy (2009): Transition to the 2008 Population Census estimates. Country: Israel Break in methodlogy (2012): Transitiom from a quarterly to a monthly LFS. Country: Israel Change in definition (2007 - 2013): Data refer to present participation in education and not specifically to four weeks preceding the survey. Country: Moldova, Republic of Data exclude the territory of the Transnistria and municipality of Bender Country: Serbia Data do not cover Kosovo and Metohija. Break in series starting in 2014. Data not comparable with previous years. Country: Ukraine From 2014 data cover the territories under the government control. Country: United States Change in definition (1995 - 2015): Data refer to civilian, non-institutionalized population. Data include adults enrolled in regular school (i.e., schooling that may advance a person toward an elementary or high school diploma, a college, university, or professional school degree) or taking business, vocational, technical, secretarial, trade, or correspondence courses in the month of October.
    • 五月 2019
      来源: Editorial Projects in Education
      上传者: Knoema
      访问日期: 08 五月, 2019
      选择数据集
      Post Secondary Education of United States, 2015
    • 十一月 2019
      来源: Eurostat
      上传者: Knoema
      访问日期: 17 十一月, 2019
      选择数据集
      This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learning Data and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.
    • 十二月 2009
      来源: Eurostat
      上传者: Knoema
      访问日期: 27 五月, 2014
      选择数据集
      Eurostat Dataset Id:educ_bo_fi_ffun The Bologna declaration was signed in 1999 by 29 European ministers responsible for higher education. Today, 46 signatory countries are engaged in the process towards a European Higher Education Area (EHEA). The Bologna Process is an intergovernmental initiative which also involves the European Commission, the Council of Europe and UNESCO-CEPES, as well as representatives of higher education institutions, students, staff, employers and quality assurance agencies. It aims to create a European Higher Education Area by 2010, and to promote the European system of higher education worldwide. More information on the Bologna process is available on http://ec.europa.eu/education/higher-education/doc1290_en.htm. Many indicators on social dimension and mobility in the Bologna process come from the UOE data collection in the education statistics domain. The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes, personnel in education and the cost and type of resources dedicated to education. The main source of data is the joint UIS (UNESCO Institute of Statistics)/OECD/Eurostat (UOE) questionnaires on education statistics, which constitute the core database on education. Data on regional enrolments and foreign language learning are collected additionally by Eurostat. Countries provide data, coming from administrative records, on the basis of commonly agreed definitions. From the UOE data collection, the following datasets on the Bologna Process are available: A. Widening access educ_bo_ac_ent2: Net entry rate (ISCED 5A) by age and sexeduc_bo_ac_ent3: Female entrants by field of education (ISCED 5A)educ_bo_ac_gent: Entrants at ISCED 5A and qualifying graduates of secondary schooling (ISCED 3A - 4A)educ_bo_ac_el1t: Students (ISCED 5A) studying part-time, by age B. Study framework educ_bo_fi_fgdp: Public expenditure on tertiary education (ISCED 5-6), as % of GDP or total public expenditureeduc_bo_fi_ftot: Annual total expenditure on educational institutions (ISCED 5-6) per full-time equivalent student with and without expenditure on research and ancillary serviceseduc_bo_fi_ffun: Tertiary education institutions' income from private sources (households and other private entities) as % of all public and private sourceseduc_bo_fi_fiaid: Public financial aid to tertiary students (ISCED 5-6), by type of aid, as % of public expenditure on tertiary education C. Student and staff mobility educ_bo_mo_el8o: Students (ISCED 5A and 6) who are nationals of a given country, studying in another country (EU-27, EFTA and CC) as % of the total enrolment in that countryeduc_bo_mo_el8i: Number of foreign students (world and Bologna Area) studying in a given country, as % of the total enrolment in that country, ISCED 5A and 6educ_bo_mo_gr4: Graduates (ISCED 5A and 6) from abroad (non-citizens, permanent residence and prior education outside the country) D. Effective outcomes and employability educ_bo_ou_gren: Gross graduation rate and net entry rate, ISCED 5A   The data for some countries which do not participate in the UOE data collection were provided to Eurostat specifically for the monitoring of the Bologna Process. Not being fully integrated in the UOE, the data sometimes might not be as comparable as the data for the remaining countries, due to differences in the underlying data sources and definitions. These data were provided by the following entities: Andorra (AD): data provided by the University of Andorra (indicators educ_bo_ac_ent3, educ_bo_fi_ffun, educ_bo_mo_el8i, educ_bo_mo_gr4)Armenia (AM): data provided by the Ministry of Education and Science (educ_bo_ac_gent, educ_bo_ac_el1t, educ_bo_mo_gr4, educ_bo_ou_gren)Georgia (GE): data provided by the NSI, Statistics Georgia (educ_bo_ac_ent3, educ_bo_ac_el1t, educ_bo_fi_fgdp, educ_bo_mo_gr4)Serbia (RS): data provided by the NSI, Statistical Office of the Republic of Serbia (educ_bo_mo_el8i)Ukraine (UA): data provided by the NSI, State Statistics Committee for Ukraine (educ_bo_ou_gren, educ_bo_ac_el1t, educ_bo_mo_el8i, educ_bo_mo_gr4, educ_bo_ou_gren)
    • 十月 2018
      来源: Eurostat
      上传者: Knoema
      访问日期: 03 十一月, 2018
      选择数据集
      Expenditure on educational institutions from private sources comprises school fees; materials such as textbooks and teaching equipment; transport to school (if organised by the school); meals (if provided by the school); boarding fees; and expenditure by employers on initial vocational training.
    • 四月 2019
      来源: Organisation for Economic Co-operation and Development
      上传者: Knoema
      访问日期: 12 四月, 2019
      选择数据集
      Distribution of graduates/new entrants by gender, country of origin and age as well as the proportion of each tertiary educational level over the total of first-time graduates and new entrants at tertiary level.
    • 十二月 2009
      来源: Eurostat
      上传者: Knoema
      访问日期: 27 五月, 2014
      选择数据集
      Eurostat Dataset Id:educ_bo_fi_fgdp The Bologna declaration was signed in 1999 by 29 European ministers responsible for higher education. Today, 46 signatory countries are engaged in the process towards a European Higher Education Area (EHEA). The Bologna Process is an intergovernmental initiative which also involves the European Commission, the Council of Europe and UNESCO-CEPES, as well as representatives of higher education institutions, students, staff, employers and quality assurance agencies. It aims to create a European Higher Education Area by 2010, and to promote the European system of higher education worldwide. More information on the Bologna process is available on http://ec.europa.eu/education/higher-education/doc1290_en.htm. Many indicators on social dimension and mobility in the Bologna process come from the UOE data collection in the education statistics domain. The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes, personnel in education and the cost and type of resources dedicated to education. The main source of data is the joint UIS (UNESCO Institute of Statistics)/OECD/Eurostat (UOE) questionnaires on education statistics, which constitute the core database on education. Data on regional enrolments and foreign language learning are collected additionally by Eurostat. Countries provide data, coming from administrative records, on the basis of commonly agreed definitions. From the UOE data collection, the following datasets on the Bologna Process are available: A. Widening access educ_bo_ac_ent2: Net entry rate (ISCED 5A) by age and sexeduc_bo_ac_ent3: Female entrants by field of education (ISCED 5A)educ_bo_ac_gent: Entrants at ISCED 5A and qualifying graduates of secondary schooling (ISCED 3A - 4A)educ_bo_ac_el1t: Students (ISCED 5A) studying part-time, by age B. Study framework educ_bo_fi_fgdp: Public expenditure on tertiary education (ISCED 5-6), as % of GDP or total public expenditureeduc_bo_fi_ftot: Annual total expenditure on educational institutions (ISCED 5-6) per full-time equivalent student with and without expenditure on research and ancillary serviceseduc_bo_fi_ffun: Tertiary education institutions' income from private sources (households and other private entities) as % of all public and private sourceseduc_bo_fi_fiaid: Public financial aid to tertiary students (ISCED 5-6), by type of aid, as % of public expenditure on tertiary education C. Student and staff mobility educ_bo_mo_el8o: Students (ISCED 5A and 6) who are nationals of a given country, studying in another country (EU-27, EFTA and CC) as % of the total enrolment in that countryeduc_bo_mo_el8i: Number of foreign students (world and Bologna Area) studying in a given country, as % of the total enrolment in that country, ISCED 5A and 6educ_bo_mo_gr4: Graduates (ISCED 5A and 6) from abroad (non-citizens, permanent residence and prior education outside the country) D. Effective outcomes and employability educ_bo_ou_gren: Gross graduation rate and net entry rate, ISCED 5A   The data for some countries which do not participate in the UOE data collection were provided to Eurostat specifically for the monitoring of the Bologna Process. Not being fully integrated in the UOE, the data sometimes might not be as comparable as the data for the remaining countries, due to differences in the underlying data sources and definitions. These data were provided by the following entities: Andorra (AD): data provided by the University of Andorra (indicators educ_bo_ac_ent3, educ_bo_fi_ffun, educ_bo_mo_el8i, educ_bo_mo_gr4)Armenia (AM): data provided by the Ministry of Education and Science (educ_bo_ac_gent, educ_bo_ac_el1t, educ_bo_mo_gr4, educ_bo_ou_gren)Georgia (GE): data provided by the NSI, Statistics Georgia (educ_bo_ac_ent3, educ_bo_ac_el1t, educ_bo_fi_fgdp, educ_bo_mo_gr4)Serbia (RS): data provided by the NSI, Statistical Office of the Republic of Serbia (educ_bo_mo_el8i)Ukraine (UA): data provided by the NSI, State Statistics Committee for Ukraine (educ_bo_ou_gren, educ_bo_ac_el1t, educ_bo_mo_el8i, educ_bo_mo_gr4, educ_bo_ou_gren)
    • 十二月 2009
      来源: Eurostat
      上传者: Knoema
      访问日期: 06 七月, 2014
      选择数据集
      Eurostat Dataset Id:educ_bo_fi_faid The Bologna declaration was signed in 1999 by 29 European ministers responsible for higher education. Today, 46 signatory countries are engaged in the process towards a European Higher Education Area (EHEA). The Bologna Process is an intergovernmental initiative which also involves the European Commission, the Council of Europe and UNESCO-CEPES, as well as representatives of higher education institutions, students, staff, employers and quality assurance agencies. It aims to create a European Higher Education Area by 2010, and to promote the European system of higher education worldwide. More information on the Bologna process is available on http://ec.europa.eu/education/higher-education/doc1290_en.htm. Many indicators on social dimension and mobility in the Bologna process come from the UOE data collection in the education statistics domain. The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes, personnel in education and the cost and type of resources dedicated to education. The main source of data is the joint UIS (UNESCO Institute of Statistics)/OECD/Eurostat (UOE) questionnaires on education statistics, which constitute the core database on education. Data on regional enrolments and foreign language learning are collected additionally by Eurostat. Countries provide data, coming from administrative records, on the basis of commonly agreed definitions. From the UOE data collection, the following datasets on the Bologna Process are available: A. Widening accesseduc_bo_ac_ent2: Net entry rate (ISCED 5A) by age and sexeduc_bo_ac_ent3: Female entrants by field of education (ISCED 5A)educ_bo_ac_gent: Entrants at ISCED 5A and qualifying graduates of secondary schooling (ISCED 3A - 4A)educ_bo_ac_el1t: Students (ISCED 5A) studying part-time, by age   B. Study frameworkeduc_bo_fi_fgdp: Public expenditure on tertiary education (ISCED 5-6), as % of GDP or total public expenditureeduc_bo_fi_ftot: Annual total expenditure on educational institutions (ISCED 5-6) per full-time equivalent student with and without expenditure on research and ancillary serviceseduc_bo_fi_ffun: Tertiary education institutions' income from private sources (households and other private entities) as % of all public and private sourceseduc_bo_fi_fiaid: Public financial aid to tertiary students (ISCED 5-6), by type of aid, as % of public expenditure on tertiary education   C. Student and staff mobilityeduc_bo_mo_el8o: Students (ISCED 5A and 6) who are nationals of a given country, studying in another country (EU-27, EFTA and CC) as % of the total enrolment in that countryeduc_bo_mo_el8i: Number of foreign students (world and Bologna Area) studying in a given country, as % of the total enrolment in that country, ISCED 5A and 6educ_bo_mo_gr4: Graduates (ISCED 5A and 6) from abroad (non-citizens, permanent residence and prior education outside the country)   D. Effective outcomes and employabilityeduc_bo_ou_gren: Gross graduation rate and net entry rate, ISCED 5A     The data for some countries which do not participate in the UOE data collection were provided to Eurostat specifically for the monitoring of the Bologna Process. Not being fully integrated in the UOE, the data sometimes might not be as comparable as the data for the remaining countries, due to differences in the underlying data sources and definitions. These data were provided by the following entities:Andorra (AD): data provided by the University of Andorra (indicators educ_bo_ac_ent3, educ_bo_fi_ffun, educ_bo_mo_el8i, educ_bo_mo_gr4)Armenia (AM): data provided by the Ministry of Education and Science (educ_bo_ac_gent, educ_bo_ac_el1t, educ_bo_mo_gr4, educ_bo_ou_gren)Georgia (GE): data provided by the NSI, Statistics Georgia (educ_bo_ac_ent3, educ_bo_ac_el1t, educ_bo_fi_fgdp, educ_bo_mo_gr4)Serbia (RS): data provided by the NSI, Statistical Office of the Republic of Serbia (educ_bo_mo_el8i)Ukraine (UA): data provided by the NSI, State Statistics Committee for Ukraine (educ_bo_ou_gren, educ_bo_ac_el1t, educ_bo_mo_el8i, educ_bo_mo_gr4, educ_bo_ou_gren)
    • 十一月 2019
      来源: Eurostat
      上传者: Knoema
      访问日期: 17 十一月, 2019
      选择数据集
      This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learning   Data and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.
    • 四月 2019
      来源: U.S. Census Bureau
      上传者: Knoema
      访问日期: 27 五月, 2019
      选择数据集
    • 三月 2018
      来源: Eurostat
      上传者: Knoema
      访问日期: 17 三月, 2018
      选择数据集
      18.1. Source data
    • 十月 2018
      来源: Eurostat
      上传者: Knoema
      访问日期: 03 十一月, 2018
      选择数据集
      This indicator is defined as total public expenditure on education, expressed as a percentage of GDP. Generally, the public sector funds education either by bearing directly the current and capital expenses of educational institutions or by supporting students and their families with scholarships and public loans as well as by transferring public subsidies for educational activities to private firms or non-profit organisations. Both types of transactions together are reported as total public expenditure on education.
    • 四月 2019
      来源: U.S. National Center for Education Statistics
      上传者: Knoema
      访问日期: 09 八月, 2019
      选择数据集
    • 十一月 2019
      来源: Eurostat
      上传者: Knoema
      访问日期: 14 十一月, 2019
      选择数据集
    • 三月 2019
      来源: Eurostat
      上传者: Knoema
      访问日期: 18 三月, 2019
      选择数据集
      Eurostat Dataset Id:educ_iste The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes by pupils and students, personnel in education and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Context - School-aged population, overall participation rates in educationDistribution of pupils/students by levelParticipation/enrolment in education (ISCED 0-4)Tertiary education participationTertiary education graduatesTeaching staff (ISCED 1-3)Pupil/students-teacher ratio and average class size (ISCED 1-3)Language learning (ISCED 1-3)Regional enrolmentsExpenditure on education in current pricesExpenditure on education in constant pricesExpenditure on education as % of GDP or public expenditureExpenditure on public and private educational institutionsFinancial aid to studentsFunding of education Other tables, used to measure progress towards the Lisbon objectives in education and training, are gathered in the Thematic indicators tables. They contain the following indicators: - Teachers and trainers - Mathematics, science and technology enrolments and graduates - Investments in education and training - Participation rates in education by age and sex - Foreign language learning - Student mobility
    • 十月 2018
      来源: Eurostat
      上传者: Knoema
      访问日期: 03 十一月, 2018
      选择数据集
      The pupil-teacher ratio is calculated by dividing the number of full-time equivalent pupils by the number of full-time equivalent teachers teaching at ISCED level 1. Only teachers in service (including special education teachers) are taken into account. The pupil-teacher ratio should not be confused with average class size as it does not take into account special cases, like the small size of groups of special needs pupils or specialised/minority subject areas, or the difference between the number of hours of teaching provided by teachers and the number of hours of instruction prescribed for pupils for example in the case a teacher is working in a shift system.
    • 十月 2018
      来源: Eurostat
      上传者: Knoema
      访问日期: 03 十一月, 2018
      选择数据集
      This table includes the total number of persons who are enrolled in the regular education system in each country. It covers all levels of education from primary education to postgraduate studies (excluding pre-primary education). It corresponds to the target population for education policy.
    • 十一月 2019
      来源: Eurostat
      上传者: Knoema
      访问日期: 17 十一月, 2019
      选择数据集
      This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.
    • 九月 2019
      来源: Eurostat
      上传者: Knoema
      访问日期: 08 九月, 2019
      选择数据集
      This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.
  • R
    • 七月 2019
      来源: Eurostat
      上传者: Knoema
      访问日期: 27 七月, 2019
      选择数据集
      This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.
    • 五月 2018
      来源: U.S. National Center for Education Statistics
      上传者: Knoema
      访问日期: 25 三月, 2019
      选择数据集
    • 三月 2010
      来源: International Institute for Applied Systems Analysis
      上传者: Knoema
      访问日期: 31 十月, 2013
      选择数据集
      Using demographic multi-state, cohort-component methods, projections for 120 countries (covering 93% of the world population in 2005) by five-year age groups, sex, and four levels of educational attainment for the years 2005-2050 are produced. Taking into account differentials in fertility and mortality by education level, the first systematic global educational attainment projections according to four widely differing education scenarios are presented. The results show the possible range of future educational attainment trends around the world, thereby contributing to long-term economic and social planning at the national and international levels, and to the assessment of the feasibility of international education goals. Samir KC et al., Projection of populations by level of educational attainment, age, and sex for 120 countries for 2005-2050, Demographic Research, 22(15), P. 383-472, 16 March 2010: http://www.demographic-research.org/Volumes/Vol22/15/.
    • 七月 2019
      来源: Organisation for Economic Co-operation and Development
      上传者: Knoema
      访问日期: 02 七月, 2019
      选择数据集
      The Regional well-being dataset presents eleven dimensions central for well-being at local level and for 395 OECD regions, covering material conditions (income, jobs and housing), quality of life (education, health, environment, safety and access to services) and subjective well-being (social network support and life satisfaction). The set of indicators selected to measure these dimensions is a combination of people's individual attributes and their local conditions, and in most cases, are available over two different years (2000 and 2014). Regions can be easily visualised and compared to other regions through the interactive website [www.oecdregionalwellbeing.org]. The dataset, the website and the publications "Regions at a Glance" and "How’s life in your region?" are outputs designed from the framework for regional and local well-being. The Regional income distribution dataset presents comparable data on sub-national differences in income inequality and poverty for OECD countries. The data by region provide information on income distribution within regions (Gini coefficients and income quintiles), and relative income poverty (with poverty thresholds set in respect of the national population) for 2013. These new data complement international assessments of differences across regions in living conditions by documenting how household income is distributed within regions and how many people are poor relatively to the typical citizen of their country. For analytical purposes, the OECD classifies regions as the first administrative tier of sub-national government, so called Territorial Level 2 or TL2 in the OECD classification. This classification is used by National Statistical Offices to collect information and it represents in many countries the framework for implementing regional policies. Well-being indicators are shown for the 395 TL2 OECD regions, equivalent of the NUTS2 for European countries, with the exception for Estonian where well-being data are presented at a smaller (TL3) level and for the Regional Income dataset, where Greece, Hungary and Poland data are presented at a more aggregated (NUTS1) level.
    • 七月 2019
      来源: Organisation for Economic Co-operation and Development
      上传者: Knoema
      访问日期: 14 七月, 2019
      选择数据集
    • 九月 2019
      来源: American Legislative Exchange Council
      上传者: Knoema
      访问日期: 30 十月, 2019
      选择数据集
      The grade is based on six factors: state academic standards, charter schools, home school regulation burden, private school choice, teacher quality, and digital learning. Because the Education and Workforce Task Force at ALEC focuses the most on private school choice and charter schools, those factors were given double weight in the calculation over overall rank and grade. The weighted grades were converted into a GPA average and an individual rank. We calculated states’ education policy grades in the following manner. First, we converted all rankings into letter grades where possible. For example, we converted homeschooling regulation burden levels as such: none = A, low = B, moderate = C and high = D. Next, we converted all letter grades to a numerical score based on a GPA scale (A=4, B=3, C=2, D=1, F=0). Those scores were tallied and divided by the number of categories in which a score was present. In some categories, grades were awarded with pluses and minuses, and numerical conversions were altered appropriately. A grade of B-, for example, was converted to a numeric score of 2.667, while a C+ was converted to 2.333.)   Grade Value Grade Low Score High Score 1 A 3.834 4.166 2 A- 3.5 3.833 3 B+ 3.167 3.499 4 B 2.834 3.166 5 B- 2.5 2.833 6 C+ 2.167 2.499 7 C 1.834 2.166 8 C- 1.5 1.833 9 D+ 1.167 1.499 10 D 0.834 1.166 11 D- 0.5 0.833 12 F 0 0.499
    • 二月 2019
      来源: Editorial Projects in Education
      上传者: Knoema
      访问日期: 20 六月, 2019
      选择数据集
      Economy and workforce of United States
  • S
    • 五月 2011
      来源: Editorial Projects in Education
      上传者: Knoema
      访问日期: 15 十月, 2014
      选择数据集
      School Climate Indicator United States, 2010
    • 九月 2018
      来源: U.S. Census Bureau
      上传者: Sandeep Reddy
      访问日期: 04 十二月, 2018
      选择数据集
      United States: School Enrollment
    • 十月 2018
      来源: Eurostat
      上传者: Knoema
      访问日期: 03 十一月, 2018
      选择数据集
      School expectancy corresponds to the expected years of education over a lifetime and has been calculated adding the single-year enrolment rates for all ages. This type of estimate will be accurate if current patterns of enrolment continue in the future. Estimates are based on headcount data. To illustrate the meaning of school expectancy, let us take an example: school expectancy for the age of 10 would be one year if all 10-year-old students (in the year of the data collection) were enrolled. If only 50 % of 10-year-olds were enrolled, school expectancy for the age of 10 would be half a year.
    • 九月 2018
      来源: National Science Foundation
      上传者: Knoema
      访问日期: 14 六月, 2019
      选择数据集
      Educational attainment in a science, engineering, or technology (SET) field gives people greater opportunities to work in higher-paying technical jobs than are generally available to those in other fields of study. Earning an associate's degree in an SET field also prepares an individual for more advanced technical education. This indicator represents the extent to which a state provides associate's level training in SET fields, controlling for the size of its college-age population. The cohort 18–24 years old was chosen to approximate the age range of most students who are pursuing an associate's degree. The National Center for Education Statistics counts the number of associate's degrees awarded in SET fields; these data include degrees in science and engineering technology fields that are not included with other similar indicators where only S&E fields are included. Associate's degrees are awarded at both 2-year and 4-year institutions in the United States, and there may be regional variations in the degree awards, based on the relationship of these institutions to each other in each state. Estimates of the population aged 18–24 years old are provided by the U.S. Census Bureau. Small differences in the indicator value between states or across time generally are not meaningful. Because students may move across state lines after receiving their associate's degrees, this indicator does not necessarily predict the qualifications of a state's future technical workforce.
    • 十月 2018
      来源: National Science Foundation
      上传者: Knoema
      访问日期: 08 四月, 2019
      选择数据集
      The Survey of Science and Engineering Research Facilities is a congressional mandated, biennial survey that collects data on the amount, construction, repair, renovation, and funding of research facilities, as well as the computing and networking capacities at U.S. colleges and universities. The survey is an establishment-based survey completed by institutional coordinators at academic institutions and is a census of all research-performing colleges and universities in the United States that expended at least $1 million in research and development funds in the prior fiscal year.   Courtesy: National Science Foundation
    • 五月 2019
      来源: National Science Foundation
      上传者: Knoema
      访问日期: 24 六月, 2019
      选择数据集
      This dataset has indicators related to Graduate students and Postdoctoral appointees in US Science, Engineering and Health institutions. The Graduate Students and Post doctorates in Science and Engineering survey is an annual census of all U.S. academic institutions granting research-based master’s degrees or doctorates in science, engineering, and selected health fields as of fall of the survey year. The survey, sponsored by the National Science Foundation and the National Institutes of Health, collects the total number of graduate students, postdoctoral appointees, and doctorate-level non faculty researchers by demographic and other characteristic such as source of financial support. Results are used to assess shifts in graduate enrollment and postdoc appointments and trends in financial support.   Courtesy: National Science Foundation
    • 十月 2018
      来源: Eurostat
      上传者: Knoema
      访问日期: 03 十一月, 2018
      选择数据集
      The indicator "Tertiary graduates in science and technology" includes new tertiary graduates in a calendar year from both public and private institutions completing graduate and post graduate studies compared to an age group that corresponds to the typical graduation age in most countries. It does not correspond to the number of graduates in these fields who are available in the labour market in this specific year. The levels and fields of education and training used follow the 1997 version of the International Standard Classification of Education (ISCED97) and the Eurostat Manual of fields of education and training (1999).
    • 四月 2017
      来源: U.S. National Center for Education Statistics
      上传者: Knoema
      访问日期: 25 三月, 2019
      选择数据集
    • 八月 2019
      来源: Scimago Institutions Rankings
      上传者: Knoema
      访问日期: 02 九月, 2019
      选择数据集
      The SCImago Institutions Rankings (SIR) is a classification of academic and research-related institutions ranked by a composite indicator that combines three different sets of indicators based on research performance, innovation outputs and societal impact measured by their web visibility. It provides a friendly interface that allows the visualization of any customized ranking from the combination of these three sets of indicators. Additionally, it is possible to compare the trends for individual indicators of up to six institutions. For each large sector it is also possible to obtain distribution charts of the different indicators.  
    • 八月 2019
      来源: Scimago Institutions Rankings
      上传者: Knoema
      访问日期: 21 十月, 2019
      选择数据集
      Restrictions apply: https://www.scimagojr.com/aboutus.php   Citation: SCImago, (n.d.). SJR — SCImago Journal & Country Rank [Portal]. Retrieved Date you Retrieve, from http://www.scimagojr.com   SCImago Journal Rank: It expresses the average number of weighted citations received in the selected year by the documents published in the selected journal in the three previous years, --i.e. weighted citations received in year X to documents published in the journal in years X-1, X-2 and X-3. H Index: The h index expresses the journal's number of articles (h) that have received at least h citations. It quantifies both journal scientific productivity and scientific impact and it is also applicable to scientists, countries, etc. Total Documents: Output of the selected period. All types of documents are considered, including citable and non citable documents. Total Cites (3years): Number of citations received in the seleted year by a journal to the documents published in the three previous years, --i.e. citations received in year X to documents published in years X-1, X-2 and X-3. All types of documents are considered. Self Cites: Number of journal's self-citations in the selected year to its own documents published in the three previous years, --i.e. self-citations in year X to documents published in years X-1, X-2 and X-3. All types of documents are considered. Cited Documents: Number of documents cited at least once in the three previous years, --i.e. years X-1, X-2 and X-3 Cites per Document (2 years): Average citations per document in a 2 year period. It is computed considering the number of citations received by a journal in the current year to the documents published in the two previous years, --i.e. citations received in year X to documents published in years X-1 and X-2.
    • 十月 2019
      来源: Organisation for Economic Co-operation and Development
      上传者: Knoema
      访问日期: 16 十月, 2019
      选择数据集
      The percentage of students enrolled in each type of institution over the total of students.
    • 四月 2019
      来源: Organisation for Economic Co-operation and Development
      上传者: Knoema
      访问日期: 12 四月, 2019
      选择数据集
      This indicator shows the percentage of international students in each field of education.
    • 十月 2018
      来源: Eurostat
      上传者: Knoema
      访问日期: 03 十一月, 2018
      选择数据集
      This indicator presents the percentage of women among all students in tertiary education irrespective of field of education and among all students in the fields of mathematics, science and computing and in the fields of engineering, manufacturing and construction. The levels and fields of education and training used, follow the 1997 version of the International Standard Classification of Education (ISCED97) and the Eurostat manual of fields of education and training (1999).
    • 九月 2019
      来源: Social Progress Imperative
      上传者: Knoema
      访问日期: 14 十月, 2019
      选择数据集
        Data cited at: Social Progress Index https://www.socialprogress.org/download The Social Progress Index is a new way to define the success of our societies. It is a comprehensive measure of real quality of life, independent of economic indicators. The Social Progress Index is designed to complement, rather than replace, economic measures such as GDP. Each year, Social Progress Imperative conducts a comprehensive review of all indicators included in the Social Progress Index framework to check data updates (which frequently include retroactive revisions) and whether new indicators have been published that are well-suited to describing social progress concepts. Such a review necessitates a recalculation of previously published versions of the Social Progress Index, as any removal or additions of indicators to the framework or changes due to retroactive revisions in data from the original data sources prevent comparability between previously published versions of the Social Progress Index and the 2019 Social Progress Index. Therefore, using the 2019 Social Progress Index framework and methodology, we provide comparable historical data for additional five years of the Social Progress Index, from 2014 to 2018.
    • 十二月 2015
      来源: Office of National Statistics, Mauritania
      上传者: Knoema
      访问日期: 11 一月, 2019
      选择数据集
      Data cited at: https://mauritania.opendataforafrica.org/MRSCD2015
    • 五月 2011
      来源: Editorial Projects in Education
      上传者: Knoema
      访问日期: 21 十月, 2014
      选择数据集
      Special Education Indicator United States, 2004
    • 四月 2019
      来源: State Higher Education Executive Officers Association
      上传者: Sandeep Reddy
      访问日期: 04 六月, 2019
      选择数据集
      1. This data set contains substantial revisions to prior year data in several states. 2. Washington, D.C., is included in the data set from 2011-2019, but is never included in the U.S. Total. 3. Data prior to FY 2000 come from a different source but have the same definitions. Some of these data cannot be broken out into as much detail. For example, support for independent institutions, public student aid, and tuition used for debt service are not available in most states for years 1980-1999.   Note:- For the year 2018 data collected from here - https://education.illinoisstate.edu/grapevine/ Grapevine is an annual compilation of data on state fiscal support for higher education. This is a joint project of the Center for the Study of Education Policy at Illinois State University and the State Higher Education Executive Officers (SHEEO). Please click on "National Tables" to the left for data on initially approved state appropriations in fiscal year 2018-19.
    • 三月 2019
      来源: Riverside County Office of Education
      上传者: Knoema
      访问日期: 10 四月, 2019
      选择数据集
      Riverside County Education Statistics
    • 四月 2019
      来源: U.S. Department of Education
      上传者: Knoema
      访问日期: 25 四月, 2019
      选择数据集
      This Data set provide information about Federal Student Loan Portfolio by Borrower Location and Debt SizeThe office of Federal Student Aid is responsible for directly managing or overseeing an outstanding federal student loan portfolio comprised of billions of dollars in Title IV loans and representing millions of borrowers. This federal student loan portfolio Includes outstanding principal and interest balances.
    • 四月 2019
      来源: U.S. Department of Education
      上传者: Knoema
      访问日期: 02 五月, 2019
      选择数据集
      This Data set provide information about Federal Student Loan Portfolio by Borrower Location and Debt SizeThe office of Federal Student Aid is responsible for directly managing or overseeing an outstanding federal student loan portfolio comprised of billions of dollars in Title IV loans and representing millions of borrowers. This federal student loan portfolio includes Direct Loans, Federal Family Education Loans (FFEL), and Perkins Loans with outstanding balances.Includes outstanding principal and interest balances.
    • 四月 2019
      来源: U.S. Department of Education
      上传者: Knoema
      访问日期: 29 四月, 2019
      选择数据集
      This Data set provide information about the federal student loan portfolio.The office of Federal Student Aid is responsible for directly managing or overseeing an outstanding federal student loan portfolio comprised of billions of dollars in Title IV loans and representing millions of borrowers. This federal student loan portfolio includes Direct Loans, Federal Family Education Loans (FFEL), and Perkins Loans with outstanding balances. Includes outstanding principal and interest balances of Direct Loan borrowers in the Repayment status as identified in Direct Loan Portfolio by Loan Status Report.
    • 十月 2018
      来源: Eurostat
      上传者: Knoema
      访问日期: 03 十一月, 2018
      选择数据集
      This table includes the total number of persons who are enrolled in tertiary education (including university and non-university studies) in the regular education system in each country. It corresponds to the target population for policy in higher education. It provides an indication of the number of persons who had access to tertiary education and are expected to complete their studies, contributing to an increase of the educational attainment level of the population in the country in case they continue to live and work in the country at the end of their studies.
    • 十二月 2009
      来源: Eurostat
      上传者: Knoema
      访问日期: 27 五月, 2014
      选择数据集
      Eurostat Dataset Id:educ_bo_ac_el1t The Bologna declaration was signed in 1999 by 29 European ministers responsible for higher education. Today, 46 signatory countries are engaged in the process towards a European Higher Education Area (EHEA). The Bologna Process is an intergovernmental initiative which also involves the European Commission, the Council of Europe and UNESCO-CEPES, as well as representatives of higher education institutions, students, staff, employers and quality assurance agencies. It aims to create a European Higher Education Area by 2010, and to promote the European system of higher education worldwide. More information on the Bologna process is available on http://ec.europa.eu/education/higher-education/doc1290_en.htm. Many indicators on social dimension and mobility in the Bologna process come from the UOE data collection in the education statistics domain. The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes, personnel in education and the cost and type of resources dedicated to education. The main source of data is the joint UIS (UNESCO Institute of Statistics)/OECD/Eurostat (UOE) questionnaires on education statistics, which constitute the core database on education. Data on regional enrolments and foreign language learning are collected additionally by Eurostat. Countries provide data, coming from administrative records, on the basis of commonly agreed definitions. From the UOE data collection, the following datasets on the Bologna Process are available: A. Widening access educ_bo_ac_ent2: Net entry rate (ISCED 5A) by age and sexeduc_bo_ac_ent3: Female entrants by field of education (ISCED 5A)educ_bo_ac_gent: Entrants at ISCED 5A and qualifying graduates of secondary schooling (ISCED 3A - 4A)educ_bo_ac_el1t: Students (ISCED 5A) studying part-time, by age B. Study framework educ_bo_fi_fgdp: Public expenditure on tertiary education (ISCED 5-6), as % of GDP or total public expenditureeduc_bo_fi_ftot: Annual total expenditure on educational institutions (ISCED 5-6) per full-time equivalent student with and without expenditure on research and ancillary serviceseduc_bo_fi_ffun: Tertiary education institutions' income from private sources (households and other private entities) as % of all public and private sourceseduc_bo_fi_fiaid: Public financial aid to tertiary students (ISCED 5-6), by type of aid, as % of public expenditure on tertiary education C. Student and staff mobility educ_bo_mo_el8o: Students (ISCED 5A and 6) who are nationals of a given country, studying in another country (EU-27, EFTA and CC) as % of the total enrolment in that countryeduc_bo_mo_el8i: Number of foreign students (world and Bologna Area) studying in a given country, as % of the total enrolment in that country, ISCED 5A and 6educ_bo_mo_gr4: Graduates (ISCED 5A and 6) from abroad (non-citizens, permanent residence and prior education outside the country) D. Effective outcomes and employability educ_bo_ou_gren: Gross graduation rate and net entry rate, ISCED 5A   The data for some countries which do not participate in the UOE data collection were provided to Eurostat specifically for the monitoring of the Bologna Process. Not being fully integrated in the UOE, the data sometimes might not be as comparable as the data for the remaining countries, due to differences in the underlying data sources and definitions. These data were provided by the following entities: Andorra (AD): data provided by the University of Andorra (indicators educ_bo_ac_ent3, educ_bo_fi_ffun, educ_bo_mo_el8i, educ_bo_mo_gr4)Armenia (AM): data provided by the Ministry of Education and Science (educ_bo_ac_gent, educ_bo_ac_el1t, educ_bo_mo_gr4, educ_bo_ou_gren)Georgia (GE): data provided by the NSI, Statistics Georgia (educ_bo_ac_ent3, educ_bo_ac_el1t, educ_bo_fi_fgdp, educ_bo_mo_gr4)Serbia (RS): data provided by the NSI, Statistical Office of the Republic of Serbia (educ_bo_mo_el8i)Ukraine (UA): data provided by the NSI, State Statistics Committee for Ukraine (educ_bo_ou_gren, educ_bo_ac_el1t, educ_bo_mo_el8i, educ_bo_mo_gr4, educ_bo_ou_gren)
    • 十二月 2009
      来源: Eurostat
      上传者: Knoema
      访问日期: 27 五月, 2014
      选择数据集
      Eurostat Dataset Id:educ_bo_mo_el8o The Bologna declaration was signed in 1999 by 29 European ministers responsible for higher education. Today, 46 signatory countries are engaged in the process towards a European Higher Education Area (EHEA). The Bologna Process is an intergovernmental initiative which also involves the European Commission, the Council of Europe and UNESCO-CEPES, as well as representatives of higher education institutions, students, staff, employers and quality assurance agencies. It aims to create a European Higher Education Area by 2010, and to promote the European system of higher education worldwide. More information on the Bologna process is available on http://ec.europa.eu/education/higher-education/doc1290_en.htm. Many indicators on social dimension and mobility in the Bologna process come from the UOE data collection in the education statistics domain. The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes, personnel in education and the cost and type of resources dedicated to education. The main source of data is the joint UIS (UNESCO Institute of Statistics)/OECD/Eurostat (UOE) questionnaires on education statistics, which constitute the core database on education. Data on regional enrolments and foreign language learning are collected additionally by Eurostat. Countries provide data, coming from administrative records, on the basis of commonly agreed definitions. From the UOE data collection, the following datasets on the Bologna Process are available: A. Widening access educ_bo_ac_ent2: Net entry rate (ISCED 5A) by age and sexeduc_bo_ac_ent3: Female entrants by field of education (ISCED 5A)educ_bo_ac_gent: Entrants at ISCED 5A and qualifying graduates of secondary schooling (ISCED 3A - 4A)educ_bo_ac_el1t: Students (ISCED 5A) studying part-time, by age B. Study framework educ_bo_fi_fgdp: Public expenditure on tertiary education (ISCED 5-6), as % of GDP or total public expenditureeduc_bo_fi_ftot: Annual total expenditure on educational institutions (ISCED 5-6) per full-time equivalent student with and without expenditure on research and ancillary serviceseduc_bo_fi_ffun: Tertiary education institutions' income from private sources (households and other private entities) as % of all public and private sourceseduc_bo_fi_fiaid: Public financial aid to tertiary students (ISCED 5-6), by type of aid, as % of public expenditure on tertiary education C. Student and staff mobility educ_bo_mo_el8o: Students (ISCED 5A and 6) who are nationals of a given country, studying in another country (EU-27, EFTA and CC) as % of the total enrolment in that countryeduc_bo_mo_el8i: Number of foreign students (world and Bologna Area) studying in a given country, as % of the total enrolment in that country, ISCED 5A and 6educ_bo_mo_gr4: Graduates (ISCED 5A and 6) from abroad (non-citizens, permanent residence and prior education outside the country) D. Effective outcomes and employability educ_bo_ou_gren: Gross graduation rate and net entry rate, ISCED 5A   The data for some countries which do not participate in the UOE data collection were provided to Eurostat specifically for the monitoring of the Bologna Process. Not being fully integrated in the UOE, the data sometimes might not be as comparable as the data for the remaining countries, due to differences in the underlying data sources and definitions. These data were provided by the following entities: Andorra (AD): data provided by the University of Andorra (indicators educ_bo_ac_ent3, educ_bo_fi_ffun, educ_bo_mo_el8i, educ_bo_mo_gr4)Armenia (AM): data provided by the Ministry of Education and Science (educ_bo_ac_gent, educ_bo_ac_el1t, educ_bo_mo_gr4, educ_bo_ou_gren)Georgia (GE): data provided by the NSI, Statistics Georgia (educ_bo_ac_ent3, educ_bo_ac_el1t, educ_bo_fi_fgdp, educ_bo_mo_gr4)Serbia (RS): data provided by the NSI, Statistical Office of the Republic of Serbia (educ_bo_mo_el8i)Ukraine (UA): data provided by the NSI, State Statistics Committee for Ukraine (educ_bo_ou_gren, educ_bo_ac_el1t, educ_bo_mo_el8i, educ_bo_mo_gr4, educ_bo_ou_gren)
    • 九月 2014
      来源: Organisation for Economic Co-operation and Development
      上传者: Knoema
      访问日期: 04 十月, 2014
      选择数据集
      For data aligned to Finance, the year shown is the calendar year. For data aligned to personnel, the year shown is the year in which the end of the school year falls (e.g. 2002 refers to the school year 2001/2002), with the exceptions of Korea where the year refers to the year in which the school year begins and Australia and New Zealand where the school academic year corresponds to the calendar year.
    • 三月 2019
      来源: Eurostat
      上传者: Knoema
      访问日期: 19 三月, 2019
      选择数据集
      Statistics on student/graduate mobility and foreigners in tertiary education collected through the UOE data collection on education and training systems. Data concerning mobility and foreigners are collected as follows: Number of mobile and foreign enrolled students by level of education, programme destination and field of education.Number of mobile and foreign enrolled students by level of education, programme destination, EU/non EU/unknown membership and gender.Number of foreign enrolled students by level of education, programme destination and country of citizenship.Number of mobile enrolled students by level of education, programme destination, and country of origin (usual residence and/or country of prior education).Number of mobile and foreign graduates by level of education, programme destination, cumulative duration and gender. Data by both country of origin and country of destination of the students are disseminated. The absolute figures along with indicators are published.
    • 三月 2019
      来源: Eurostat
      上传者: Knoema
      访问日期: 19 三月, 2019
      选择数据集
      Eurostat Dataset Id:educ_momo_orig Statistics on student/graduate mobility and foreigners in tertiary education collected through the UOE data collection on education and training systems. Data concerning mobility and foreigners are collected as follows:Number of mobile and foreign enrolled students by level of education, programme destination and field of education.Number of mobile and foreign enrolled students by level of education, programme destination, EU/non EU/unknown membership and gender.Number of foreign enrolled students by level of education, programme destination and country of citizenship.Number of mobile enrolled students by level of education, programme destination, and country of origin (usual residence and/or country of prior education).Number of mobile and foreign graduates by level of education, programme destination, cumulative duration and gender. Data by both country of origin and country of destination of the students are disseminated. The absolute figures along with indicators are published.
    • 三月 2019
      来源: Eurostat
      上传者: Knoema
      访问日期: 18 三月, 2019
      选择数据集
      Eurostat Dataset Id:educ_momo_gen Statistics on student/graduate mobility and foreigners in tertiary education collected through the UOE data collection on education and training systems. Data concerning mobility and foreigners are collected as follows:Number of mobile and foreign enrolled students by level of education, programme destination and field of education.Number of mobile and foreign enrolled students by level of education, programme destination, EU/non EU/unknown membership and gender.Number of foreign enrolled students by level of education, programme destination and country of citizenship.Number of mobile enrolled students by level of education, programme destination, and country of origin (usual residence and/or country of prior education).Number of mobile and foreign graduates by level of education, programme destination, cumulative duration and gender. Data by both country of origin and country of destination of the students are disseminated. The absolute figures along with indicators are published.
    • 三月 2019
      来源: Eurostat
      上传者: Knoema
      访问日期: 20 三月, 2019
      选择数据集
      Eurostat Dataset Id:educ_momo_dst Statistics on student/graduate mobility and foreigners in tertiary education collected through the UOE data collection on education and training systems. Data concerning mobility and foreigners are collected as follows:Number of mobile and foreign enrolled students by level of education, programme destination and field of education.Number of mobile and foreign enrolled students by level of education, programme destination, EU/non EU/unknown membership and gender.Number of foreign enrolled students by level of education, programme destination and country of citizenship.Number of mobile enrolled students by level of education, programme destination, and country of origin (usual residence and/or country of prior education).Number of mobile and foreign graduates by level of education, programme destination, cumulative duration and gender. Data by both country of origin and country of destination of the students are disseminated. The absolute figures along with indicators are published.
    • 十月 2019
      来源: Organisation for Economic Co-operation and Development
      上传者: Knoema
      访问日期: 15 十月, 2019
      选择数据集
      Student-teacher ratio refers to the average number of students per teacher, while average class size is the average number of students in a classroom.
    • 六月 2019
      来源: Sustainable Development Solutions Network
      上传者: Knoema
      访问日期: 09 七月, 2019
      选择数据集
      Data Cited at - Sachs, J., Schmidt-Traub, G., Kroll, C., Lafortune, G., Fuller, G. (2019): Sustainable Development Report 2019. New York: Bertelsmann Stiftung and Sustainable Development Solutions Network (SDSN). The 2019 SDG Index and Dashboards report presents a revised and updated assessment of countries’ distance to achieving the Sustainable Development Goals (SDGs). It includes detailed SDG Dashboards to help identify implementation priorities for the SDGs. The report also provides a ranking of countries by the aggregate SDG Index of overall performance.
  • T
    • 三月 2019
      来源: Eurostat
      上传者: Knoema
      访问日期: 19 三月, 2019
      选择数据集
      The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes by pupils and students, personnel in education and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Context - School-aged population, overall participation rates in educationDistribution of pupils/students by levelParticipation/enrolment in education (ISCED 0-4)Tertiary education participationTertiary education graduatesTeaching staff (ISCED 1-3)Pupil/students-teacher ratio and average class size (ISCED 1-3)Language learning (ISCED 1-3)Regional enrolmentsExpenditure on education in current pricesExpenditure on education in constant pricesExpenditure on education as % of GDP or public expenditureExpenditure on public and private educational institutionsFinancial aid to studentsFunding of education Other tables, used to measure progress towards the Lisbon objectives in education and training, are gathered in the Thematic indicators tables. They contain the following indicators: - Teachers and trainers - Mathematics, science and technology enrolments and graduates - Investments in education and training - Participation rates in education by age and sex - Foreign language learning - Student mobility
    • 十月 2019
      来源: Organisation for Economic Co-operation and Development
      上传者: Knoema
      访问日期: 15 十月, 2019
      选择数据集
      This dataset presents internationally comparable data on (full-time) salaries of teachers and school heads in public institutions at pre-primary, primary and general (lower and upper) secondary education. Actual salaries are displayed by level of education, and data on actual salaries of teachers are also available by age and gender. Data also include other statistics related to salaries of teachers.
    • 三月 2019
      来源: Eurostat
      上传者: Knoema
      访问日期: 18 三月, 2019
      选择数据集
      Eurostat Dataset Id:educ_thpertch The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes by pupils and students, personnel in education and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Context - School-aged population, overall participation rates in educationDistribution of pupils/students by levelParticipation/enrolment in education (ISCED 0-4)Tertiary education participationTertiary education graduatesTeaching staff (ISCED 1-3)Pupil/students-teacher ratio and average class size (ISCED 1-3)Language learning (ISCED 1-3)Regional enrolmentsExpenditure on education in current pricesExpenditure on education in constant pricesExpenditure on education as % of GDP or public expenditureExpenditure on public and private educational institutionsFinancial aid to studentsFunding of education Other tables, used to measure progress towards the Lisbon objectives in education and training, are gathered in the Thematic indicators tables. They contain the following indicators: - Teachers and trainers - Mathematics, science and technology enrolments and graduates - Investments in education and training - Participation rates in education by age and sex - Foreign language learning - Student mobility
    • 四月 2019
      来源: United Nations Economic Commission for Europe
      上传者: Knoema
      访问日期: 22 四月, 2019
      选择数据集
      Source: UNECE Statistical Database, compiled from national and international (Eurostat and UNESCO Institute for Statistics) official sources. Definition:Teaching professionals teach the theory and practice of one or more disciplines at different educational levels, conduct research and improve or develop concepts, theories and operational methods pertaining to their particular discipline, and prepare scholarly papers and books. The number of teachers is disaggregated according to education levels of enrolment. From the academic year 2012-2013, for most countries in this table education levels are classified using the ISCED 2011 (previously ISCED 1997). Primary education corresponds to ISCED 2011 level 1, secondary education corresponds to levels 2, 3 and 4 and tertiary education corresponds to levels 5-8. In ISCED 2011 some programmes are classified at different levels than before. Such differences may affect time series data for some countries. For correspondance between ISCED 1997 and ISCED 2011 see here. .. - data not available Country: Albania Change in definition (1980 - 2008): Before 2007-2008, data on teachers in primary education refer to primary and lower secondary education and data on teachers in secondary education refer to teachers in upper secondary education only. Country: Armenia 2000: break in series; data include both public and private schools. Transition to ISCED-2011 is from the school year 2013-2014. Country: Bosnia and Herzegovina Break in series (2012): Until the school year 2011/2012 data on primary education include ISCED levels 1 and 2. Data on secondary education refer to ISCED level 3. Since the school year 2012/2013 data for primary education include only ISCED level 1, and data on secondary education include ISCED levels 2 and 3. Country: Bosnia and Herzegovina Reference period (2011/2012 backwards): Data refers to the end of the school year. Country: Bosnia and Herzegovina Reference period (2012/2013 onward): Data on teachers in primary and secondary education refer to the beginning of the school year. Country: Canada Change in definition (1990 - onwards): Data for secondary level include primary level. Data for post secondary non-tertiary education (ISCED 4 level) may include tertiary education. Groupings refer to NOC-S 2001 classification. Country: Canada Reference period (1990 - 2012): Data are averages of monthly data over the period September to April. i.e. September 2008 to April 2009 for 2008/2009. Country: Croatia Teachers teaching in both primary and secondary art schools are double counted. Teachers teaching in several schools (grammar schools, technical and industrial schools) are counted more than once. 2000/2001: data are not available by sex. Country: Cyprus Data cover only government controlled area. Country: Finland 1995/1996: data for primary level include secondary level. Country: Georgia Territorial change (1990 onward): Data do not cover Abkhazia AR and Tskhinvali Region. Country: Germany Before 1990/1991: data refer to the former territory of the Federal Republic of Germany. From 1995/1996: data refer to the territory of Germany after reunification. Country: Hungary 1980/1981, 1990/1991, 1995/1996: data for primary level include levels 1 and 2; data for secondary level include level 3 of ISCED 1997 classification. Country: Iceland 1980/1981-2009/2010: data for primary level include secondary level. 1995/1996-2009-2010: data for secondary level includes only upper secondary level. Country: Italy Teachers, secondary education: teachers at ISCED level 2 and 3 are included. Data at ISCED level 4 are ''missing''.From 2004-2005 to 2011-2012 at ISCED levels 1, 2 and 3 only public schools are included.Data are classified according to ISCED-11 since 2012-2013.Teachers, tertiary education: teachers at ISCED-11 level 6, 7, and 8 are included. Data at ISCED-11 level 5 are ''not applicable''. Country: Montenegro Change in definition (2000 - 2012): Data for primary level include levels 1 and 2, data for secondary level include level 3 of ISCED 1997 classification. Country: Norway 2000/2001: data for secondary level include primary level. Country: Poland 1980/1981-1995/1996: data include full-time teachers. From 2000/2001: data include full-time equivalents. 2003/2004: data for levels 1-4 and 5B (practically oriented tertiary programmes) are not available. 2004/2005: data are incomplete. Country: Portugal Data from school year 2012-2013 onwards are compiled using ISCED-11. Considering the data aggregation proposed there is no break in series to consider. Data include only those with teaching responsabilities at school (excludes personnel with administrative/management/research functions only). Country: Russian Federation Break in methodlogy (2008): As of 2008/09 school year, the total number of teachers in secondary education include teachers of educational institutions in primary special education (ISCED 4) Country: Russian Federation Break in methodlogy (2009): From the 2009/10 academic year, the total number of teachers at primary and secondary education does not include officials at managerial positions. Country: Serbia Break in methodlogy (2007 - 2012): As of 2006/07 data for primary level does not include teachers in lower- secondary education Country: Serbia Change in definition (1980 - 1990): Data for primary level include levels 1 and 2, data for secondary level include level 3 of ISCED 1997 classification, level 4 do not exist 1980/1981, 1990/1991: data for secondary level include teachers of schools for special and adult education. 1980/81-2006/07:data for primary level include teachers in lower- secondary education Country: Serbia Change in definition (1995 - 2001): Data for primary level include levels 1 and 2, data for secondary level include level 3 of ISCED 1997 classification, level 4 do not exist 1995/1996 - 2000/2001: data for secondary level include teachers of schools for special education. 1980/81-2006/07:data for primary level include teachers in lower- secondary education Country: Serbia Change in definition (2002 - 2007): Data for primary level include levels 1 and 2, data for secondary level include level 3 of ISCED 1997 classification, level 4 do not exist 1980/81-2006/07:data for primary level include teachers in lower- secondary education Country: Serbia Change in definition (2008 - 2012): Data for primary level include levels 1 and 2, data for secondary level include level 3 of ISCED 1997 classification, level 4 do not exist Country: Serbia Territorial change (1995 - 2012): The Statistical Office of the Republic of Serbia has no available data on the AP Kosovo and Metohija. Country: Slovenia 1980/1981 - 1995/1996: data for primary level include levels 1 and 2; data for secondary level include levels 3 and 4 of ISCED 1997 classification. Country: Spain The category of ''level of education not stated'' includes the ISCED 0 teachers Country: Ukraine Data prior to 2012-2013 use ISCED 1997 classification.
    • 四月 2019
      来源: Organisation for Economic Co-operation and Development
      上传者: Knoema
      访问日期: 12 四月, 2019
      选择数据集
      This dataset presents internationally comparable data on (full-time) salaries of teachers and school heads in public institutions at pre-primary, primary and general (lower and upper) secondary education. Statutory salaries are displayed by level of education, Data also include other statistics related to salaries of teachers.
    • 十月 2019
      来源: Organisation for Economic Co-operation and Development
      上传者: Knoema
      访问日期: 15 十月, 2019
      选择数据集
      This dataset presents internationally comparable data on teaching and working time of (full-time) teachers in public institutions at pre-primary, primary and general and vocational (lower and upper) secondary education. Data refer to formal statutory requirements and also cover actual teaching time. Teaching and working time are displayed by level of education.
    • 三月 2019
      来源: Eurostat
      上传者: Knoema
      访问日期: 18 三月, 2019
      选择数据集
      Eurostat Dataset Id:educ_itertc The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes by pupils and students, personnel in education and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Context - School-aged population, overall participation rates in educationDistribution of pupils/students by levelParticipation/enrolment in education (ISCED 0-4)Tertiary education participationTertiary education graduatesTeaching staff (ISCED 1-3)Pupil/students-teacher ratio and average class size (ISCED 1-3)Language learning (ISCED 1-3)Regional enrolmentsExpenditure on education in current pricesExpenditure on education in constant pricesExpenditure on education as % of GDP or public expenditureExpenditure on public and private educational institutionsFinancial aid to studentsFunding of education Other tables, used to measure progress towards the Lisbon objectives in education and training, are gathered in the Thematic indicators tables. They contain the following indicators: - Teachers and trainers - Mathematics, science and technology enrolments and graduates - Investments in education and training - Participation rates in education by age and sex - Foreign language learning - Student mobility
    • 三月 2019
      来源: Eurostat
      上传者: Knoema
      访问日期: 18 三月, 2019
      选择数据集
      Eurostat Dataset Id:educ_itertp The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes by pupils and students, personnel in education and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Context - School-aged population, overall participation rates in educationDistribution of pupils/students by levelParticipation/enrolment in education (ISCED 0-4)Tertiary education participationTertiary education graduatesTeaching staff (ISCED 1-3)Pupil/students-teacher ratio and average class size (ISCED 1-3)Language learning (ISCED 1-3)Regional enrolmentsExpenditure on education in current pricesExpenditure on education in constant pricesExpenditure on education as % of GDP or public expenditureExpenditure on public and private educational institutionsFinancial aid to studentsFunding of education Other tables, used to measure progress towards the Lisbon objectives in education and training, are gathered in the Thematic indicators tables. They contain the following indicators: - Teachers and trainers - Mathematics, science and technology enrolments and graduates - Investments in education and training - Participation rates in education by age and sex - Foreign language learning - Student mobility
    • 六月 2019
      来源: United Nations Economic Commission for Europe
      上传者: Knoema
      访问日期: 11 六月, 2019
      选择数据集
      .. - data not available Source: UNECE Statistical Database, compiled from national and international (Eurostat and UNESCO Institute for Statistics) official sources. Definition: Tertiary students are those enrolled in levels 5-8 of the ISCED 2011 (previously in levels 5A, 5B and 6 of the ISCED 1997) for the academic year concerned. Levels 5, 6, 7 in ISCED 2011 together correspond to level 5 in ISCED 1997. ISCED 2011 level 5, or short-cycle tertiary education, corresponds to ISCED 1997 level 5B and captures the lowest level of tertiary education. Programmes at this level are practically based, occupationally specific and are mainly designed for participants to acquire practical skills. Programmes at ISCED 2011 level 6, or Bachelor’s or equivalent, are often designed to provide participants with intermediate academic and/or professional knowledge, skills and competencies, leading to a first degree or equivalent qualification. Programmes at ISCED 2011 level 7, or Master’s or equivalent, are designed to provide participants with advanced academic and/or professional knowledge, skills and competencies, leading to a second degree or equivalent qualification. They may have a substantial research component but do not yet lead to the award of a doctoral qualification. Programmes at ISCED 1997 level 5A are largely theoretically based and intended to provide sufficient qualifications for gaining entry into advanced research programmes and professions with high skill requirements, but do not necessarily distinguish between a first and second university degree. ISCED2011 level 8, or doctoral or equivalent, is reserved for tertiary programmes leading to the award of an advanced research qualification and corresponds to ISCED 1997 level 6. Fields of study are given based on ISCED 1997. Measurement: Students , Country: Armenia Since the school year 2013-2014, the data have been compiled according ISCED 2011. Measurement: Percent of total for both sexes , Country: Armenia Since the school year 2013-2014, the data have been compiled according ISCED 2011. Measurement: Percent of total for all fields of study , Country: Armenia Since the school year 2013-2014, the data have been compiled according ISCED 2011. Country: Croatia 2000, 2001: data for level 6 of ISCED 1997 classification are not available. 2004: break in series; due to change of reference period from calendar year to academic year. i.e. 2004 data for ISCED 6 cover January 2004 to August 2005. Country: Cyprus Data cover only government controlled area. Country: Germany Data for level 6 of ISCED 1997 classification are not available. Country: Moldova, Republic of Change in definition (2000 - 2012): For level 5B data includes programs of secondary special education (colleges). Data exclude foreigners Country: Moldova, Republic of Reference period (2000 - 2012): For levels 5A and 5B - data refer to the beginning of the of the school year, and for level 6 - data refer to the calendar year. Country: Moldova, Republic of Territorial change (2000 onward): Data exclude the territory of the Transnistria and municipality of Bender Measurement: Students , Country: Ukraine From 2014 data cover the territories under the government control. Measurement: Percent of total for both sexes , Country: Ukraine From 2014 data cover the territories under the government control. Measurement: Percent of total for all fields of study , Country: Ukraine From 2014 data cover the territories under the government control. Country: Ukraine Data prior to 2012-2013 use ISCED 1997 classification. Country: Uzbekistan 2000-2005: data do not include doctoral degree candidates.
    • 十一月 2018
      来源: Texas Education Agency
      上传者: Knoema
      访问日期: 24 一月, 2019
      选择数据集
      The Texas Education Agency (TEA) prepares data and reports related to college admissions testing, including SAT and ACT, in Texas public schools. Note: Data collected using average of all district & regions. https://rptsvr1.tea.texas.gov/acctres/satact/2015/sat_act_glossary_class_2015.html  
    • 十月 2019
      来源: U.S. Department of Health and Human Services
      上传者: Knoema
      访问日期: 12 十一月, 2019
      选择数据集
      Note: For 2019 data is as of 14-Oct-2019.
    • 十一月 2015
      来源: Save the Children Federation
      上传者: Knoema
      访问日期: 07 十二月, 2015
      选择数据集
    • 六月 2019
      来源: Organisation for Economic Co-operation and Development
      上传者: Knoema
      访问日期: 05 六月, 2019
      选择数据集
      Chapter D includes indicators on instruction time, teachers’ working time and teachers’ salaries that not only represent policy levers that can be manipulated, but that also provide context for the quality of instruction and the outcomes of individual learners. It also presents data on the profile of teachers, the levels of government at which decisions concerning education systems are taken, and pathways and gateways to gain access to secondary and tertiary education.
    • 六月 2019
      来源: Organisation for Economic Co-operation and Development
      上传者: Knoema
      访问日期: 05 六月, 2019
      选择数据集
      Indicators in Chapter A refer to education and learning outputs and outcomes. They describe educational attainment of different generations, measure the outputs of the education system, and provide context for education policies, including those on lifelong learning.
    • 十二月 2015
      来源: United Nations Statistics Division
      上传者: Sandeep Reddy
      访问日期: 19 八月, 2017
      选择数据集
      Data cited at: United Nations Statistics Division https://unstats.un.org/home/ Publication: https://unstats.un.org/unsd/gender/worldswomen.html License: https://creativecommons.org/licenses/by-nc/4.0/   The World’s Women 2015 comprises eight chapters covering critical areas of policy concern: population and families, health, education, work, power and decision-making, violence against women, environment, and poverty. In each area, a life-cycle approach is introduced to reveal the experiences of women and men during different periods of life—from childhood and the formative years, through the working and reproductive stages, to older ages. The statistics and analyses presented in the following pages are based on a comprehensive and careful assessment of a large set of available data from international and national statistical agencies. Each chapter provides an assessment of gaps in gender statistics, highlighting progress in the availability of statistics, new and emerging methodological developments, and areas demanding further attention from the international community
    • 三月 2019
      来源: U.S. News & World Report
      上传者: Knoema
      访问日期: 22 三月, 2019
      选择数据集
      A medical career starts with finding the program that best fits your needs. With the U.S. News rankings of the top medical schools for research, narrow your search by location, tuition, school size and test scores.
    • 十一月 2019
      来源: Eurostat
      上传者: Knoema
      访问日期: 17 十一月, 2019
      选择数据集
      This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learning   Data and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.
    • 十月 2018
      来源: Eurostat
      上传者: Knoema
      访问日期: 03 十一月, 2018
      选择数据集
      Generally, the public sector funds education either by bearing directly the current and capital expenses of educational institutions (direct expenditure for educational institutions) or by supporting students and their families with scholarships and public loans as well as by transferring public subsidies for educational activities to private firms or non-profit organisations (transfers to private households and firms); both types of transactions together are reported as total public expenditure on education.
    • 十一月 2019
      来源: Eurostat
      上传者: Knoema
      访问日期: 14 十一月, 2019
      选择数据集
      This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learning   Data and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.
    • 十一月 2019
      来源: Eurostat
      上传者: Knoema
      访问日期: 14 十一月, 2019
      选择数据集
    • 十一月 2019
      来源: Eurostat
      上传者: Knoema
      访问日期: 14 十一月, 2019
      选择数据集
      This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.
    • 六月 2019
      来源: Eurostat
      上传者: Knoema
      访问日期: 23 六月, 2019
      选择数据集
      This collection provides users with data concerning R&D expenditure and R&D personnel broken down by following institutional sectors: business enterprise (BES), government (GOV), higher education (HES), private non-profit (PNP) with the total of sectors. All data are broken down by the above mentioned sectors of performance. The R&D expenditure is further broken down by source of funds, by type of costs, by economic activity (NACE Rev.2), by size class, by type of R&D, by fields of science, by socio-economic objectives and by regions (NUTS 2 level). Besides R&D expenditures in basic unit National currency (MIO_NAC) the following units are available: Euro (MIO_EUR), Euro per inhabitant (EUR_HAB), Purchasing Power Standard (MIO_PPS), Purchasing Power Standard at 2005 prices (MIO_PPS_KP05), Purchasing Power Standard per inhabitant at constant 2005 prices (PPS_KP05_HAB), Percentage of GDP (PC_GDP) and Percentage of total R&D expenditure (PC_TOT - for the breakdown by source of funds). R&D personnel data is available in full-time equivalent (FTE), in head count (HC), as a % of employment and as a % of labour force. The data is further broken down by occupation, by qualification, by gender, by size class, by citizenship, by age groups, by fields of science, by economic activity (NACE Rev.2) and by regions (NUTS 2 level). The periodicity of R&D data is biennial except for the key R&D indicators (R&D expenditure, R&D personnel and Researchers by sectors of performance) which are transmitted annually by the EU Member States on the basis of a legal obligation from 2003 onwards. Some other breakdowns of the data may appear on annual basis based on voluntary data provisions. The data are collected through sample or census surveys, from administrative registers or through a combination of sources. R&D data are available for following countries and country groups: - All EU Member States, plus Candidate Countries, EFTA Countries, the Russian Federation, China, Japan, the United States and South Korea. - Country groups: EU-28, EU-15 and EA-18. R&D data are compiled in accordance to the guidelines laid down in the Proposed standard practice for surveys of research and experimental development - Frascati Manual (FM), OECD, 2002 .
  • U
    • 三月 2019
      来源: National Science Foundation
      上传者: Knoema
      访问日期: 10 五月, 2019
      选择数据集
      The National Science Foundation Act of 1950, as amended, requires that the National Science Foundation initiate and maintain a program for the determination of the total amount of money for scientific and engineering research, including money allocated for the construction of the facilities wherein such research is conducted, received by each educational institution and appropriate nonprofit organization in the United States, by grant, contract, or other arrangement from agencies of the Federal Government, and to report annually thereon to the President and the Congress. To fulfill this requirement, NSF’s National Center for Science and Engineering Statistics has used the data collection system originally designed by the Committee on Academic Science and Engineering of the Federal Council for Science and Technology. Through its Survey of Federal Science and Engineering Support to Universities, Colleges, and Nonprofit Institutions, NCSES annually collects statistical data from the 19 federal agencies that account for virtually all support for science and engineering (S&E) research and development at educational institutions. Data are also collected on these agencies' obligations to nonprofit institutions. Since its inception, this survey system has been the sole source of data on federal funding to individual institutions for S&E activities and, therefore, attracts a wide audience. These data provide information that enables users to examine patterns of support for individual institutions over time and to compare such patterns with those of other institutions.   Courtesy: National Science Foundation
    • 四月 2019
      来源: Eurostat
      上传者: Knoema
      访问日期: 06 四月, 2019
      选择数据集
      The Programme for International Student Assessment (PISA) is a triennial international survey which aims to evaluate education systems by testing the skills and knowledge of 15-year-old students. PISA assesses the extent to which students, near the end of their compulsory education, have acquired key knowledge and skills that are essential for full participation in modern societies. The assessment focuses on the core school subjects of reading, mathematics and science. All students should be expected to attain Level 2 by the time they leave compulsory education.
    • 四月 2019
      来源: Eurostat
      上传者: Knoema
      访问日期: 06 四月, 2019
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    • 十月 2014
      来源: United Nations Economic Commission for Europe
      上传者: Knoema
      访问日期: 16 六月, 2016
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    • 二月 2019
      来源: UNESCO Institute for Statistics
      上传者: Knoema
      访问日期: 05 九月, 2019
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    • 一月 2018
      来源: Sam Houston State University
      上传者: Knoema
      访问日期: 31 八月, 2018
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      Methodology to calculate attainment has been explained in Frank (2009) "Frank, Mark. W. 2009 "Inequality and Growth in the United States: Evidence from a New State-Level Panel of Income Inequality Measure" Economic Inquiry, Volume 47, Issue 1, Pages 55-68.
    • 四月 2019
      来源: United Nations Economic Commission for Europe
      上传者: Knoema
      访问日期: 22 四月, 2019
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      .. - data not available Source: UNECE Statistical Database, compiled from national and international (Eurostat and UNESCO Institute for Statistics) official sources. Definition: Upper and post- secondary levels correspond to levels 3 and 4 of ISCED 2011 classification (and mainly to levels 3 and 4 of ISCED 1997 used previously). Tertiary level is not included. Upper secondary education (level 3) typically begins at the end of full-time compulsory education for those countries that have a system of compulsory education. The entrance age to this level is typically between ages 14 and 16 years. Post secondary education (level 4) captures programmes that are typically designed to provide individuals who completed ISCED level 3 with non-tertiary qualifications required for progression to tertiary education or for employment when their ISCED level 3 qualification does not grant such access. Level 4 programmes can, considering their content, not be regarded as tertiary programmes. They are often not significantly more advanced than programmes at level 3 but they serve to broaden the knowledge of participants who have already completed a programme at level 3. Country: Albania Up to 2011-2012 data refer to ISCED level 3. Country: Armenia Data refer to ISCED level 3. From 1995 onwards the data include pupils in private schools. Since the school year 2013-2014 the data have been compiled according to ISCED-2011. Country: Austria Up to 1990-1991: data refer to ISCED 1976 classification. 1980-1981, 1990-1991 and 1995-1996: data refer to 1979-1980, 1989-1990 and 1994-1995. Country: Bosnia and Herzegovina Data refer to ISCED level 3 Country: Canada Data refer to ISCED level 3 Country: Croatia Data refer to ISCED level 3. Country: Cyprus Up to 2012-2013 data refer to ISCED level 3. Data cover only government controlled area. Country: Finland 1990-1991: data refer to ISCED 1976 classification. Country: Germany Up to 1995-1996: data refer to ISCED 1976 classification. Country: Hungary 2000: data refer to 1999-2000. Country: Iceland Up to 1995-1996: data refer to level 3 of ISCED 1976 classification. Country: Ireland Up to 1995-1996: data refer to level 3 of ISCED 1997 classification. Country: Israel 2000-2001: data exclude pupils in schools related to the Ministry of Religious Affairs. Country: Italy 1980-1981, 1990-1991 and 1995-1996: data refer to 1979-1980, 1989-1990 and 1994-1995. Country: Latvia Up to 1995-96: data refer to level 3 of ISCED 1976 classification. Country: Moldova, Republic of Territorial change (1995 - 2012): Data exclude the territory of the Transnistria and municipality of Bender Country: Montenegro Data refer to ISCED level 3. Country: Spain Data refer to ISCED level 3. 2000-2001: data refer to 1999-2000. Country: Sweden 1990-1991: data refer to level 3 of ISCED 1976 classification. Data include adults enrolled in upper and post secondary level classes. Country: Tajikistan Data refer to ISCED level 3 Country: Turkey Up to 1995-1996: data refer to ISCED 1976 classification. Country: Ukraine 2012-2013, 2013-2014: data refer to ISCED level 3 Country: United Kingdom 2006: Break in series; data include only students participating in courses equal to or longer than a semester. From 2010 onwards data refer to ISCED level 3. Country: Uzbekistan Data refer to ISCED level 3
    • 十月 2019
      来源: Editorial Projects in Education
      上传者: Knoema
      访问日期: 21 十月, 2019
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      Childhood Well-being Indicators United States
    • 十月 2018
      来源: Editorial Projects in Education
      上传者: Knoema
      访问日期: 28 十一月, 2018
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      Education Achievement United States
    • 十一月 2018
      来源: National Science Foundation
      上传者: Knoema
      访问日期: 12 十二月, 2018
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      The Higher Education Research and Development Survey, successor to the Survey of Research and Development Expenditures at Universities and Colleges, is the primary source of information on R&D expenditures at U.S. colleges and universities. The survey collects information on R&D expenditures by field of research and source of funds and also gathers information on types of research and expenses and headcounts of R&D personnel. The survey is an annual census of institutions that expended at least $150,000 in separately budgeted R&D in the fiscal year.   Courtesy: National Science Foundation
    • 十月 2019
      来源: World Bank
      上传者: Knoema
      访问日期: 06 十一月, 2019
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      世界银行从官方认可的国际来源编制的发展指标的主要收集。它提供了目前最准确的全球发展数据, 包括国家、区域和全球估计数

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