Мировой Атлас Данных

This indicator gives the percentage of all 18-year-olds who are still in any kind of school (all ISCED levels). It gives an indication of the number of young people who have not abandoned their efforts to improve their skills through initial education and it includes both those who had a regular education career without any delays as well as those who are continuing even if they had to repeat some steps in the past.

Alumni (10%) - The total number of the alumni of an institution winning Nobel Prizes and Fields Medals. Alumni are defined as those who obtain bachelor, Master's or doctoral degrees from the institution. Different weights are set according to the periods of obtaining degrees. The weight is 100% for alumni obtaining degrees in 2001-2010, 90% for alumni obtaining degrees in 1991-2000, 80% for alumni obtaining degrees in 1981-1990, and so on, and finally 10% for alumni obtaining degrees in 1911-1920. If a person obtains more than one degrees from an institution, the institution is considered once only.Award (20%) - The total number of the staff of an institution winning Nobel Prizes in Physics, Chemistry, Medicine and Economics and Fields Medal in Mathematics. Staff is defined as those who work at an institution at the time of winning the prize. Different weights are set according to the periods of winning the prizes. The weight is 100% for winners after 2011, 90% for winners in 2001-2010, 80% for winners in 1991-2000, 70% for winners in 1981-1990, and so on, and finally 10% for winners in 1921-1930. If a winner is affiliated with more than one institution, each institution is assigned the reciprocal of the number of institutions. For Nobel prizes, if a prize is shared by more than one person, weights are set for winners according to their proportion of the prize.HiCi (20%) - The number of Highly Cited Researchers in 21 subject categories. These individuals are the most cited within each category. If a Highly Cited Researcher has two or more affiliations, he/she was asked to estimate his/her weights (or number of weeks) for each affiliation. More than 2/3 of those multi-affiliated Highly Cited Researchers provided such estimations and their affiliations receive the weights accordingly. For those who did not answer, their first affiliation is given a weight of 84% (average weight of the first affiliations for those who replied) and the rest affiliations share the remaining 16% equally.N&S (20%) - The number of papers published in Nature and Science between 2008 and 2012. To distinguish the order of author affiliation, a weight of 100% is assigned for corresponding author affiliation, 50% for first author affiliation (second author affiliation if the first author affiliation is the same as corresponding author affiliation), 25% for the next author affiliation, and 10% for other author affiliations. Only publications of 'Article' and 'Proceedings Paper' types are considered.PUB (20%) - Total number of papers indexed in Science Citation Index-Expanded and Social Science Citation Index in 2012. Only publications of 'Article' and 'Proceedings Paper' types are considered. When calculating the total number of papers of an institution, a special weight of two was introduced for papers indexed in Social Science Citation Index.PCP (10%) - The weighted scores of the above five indicators divided by the number of full-time equivalent academic staff. If the number of academic staff for institutions of a country cannot be obtained, the weighted scores of the above five indicators is used. For ARWU 2013, the numbers of full-time equivalent academic staff are obtained for institutions in USA, UK, France, Canada, Japan, Italy, China, Australia, Netherlands, Sweden, Switzerland, Belgium, South Korea, Czech, Slovenia, New Zealand etc. Quality of Education - Alumni of an institution winning Nobel Prizes and Fields Medals - Alumni - 10%Quality of Faculty - Staff of an institution winning Nobel Prizes and Fields Medals - Award - 20%- Highly cited researchers in 21 broad subject categories - HiCi - 20%Research Output - Papers published in Nature and Science - N&S - 20%- Papers indexed in Science Citation Index-expanded and Social Science Citation Index PUB 20%Per Capita Performance - Per capita academic performance of an institution - PCP - 10%

The Adult Education Survey (AES) covers adults’ participation in education and training (formal, non-formal and informal learning) and is one of the main data sources for EU lifelong learning statistics. The AES focuses on people aged 25-64 living in private households. The reference period for the participation in education and training is the twelve months prior to the interview. The following information is available from the AES: Participation in formal education, non-formal education and training and informal learning (respectively labelled FED, NFE and INF)Volume of instruction hoursCharacteristics of the learning activitiesReasons for participatingObstacles to participationAccess to information on learning possibilitiesEmployer financing and costs of learningSelf-reported language skills Two waves of the survey have been implemented so far (2007 AES and 2011 AES). The first AES – referred to as 2007 AES – was a pilot exercise and carried out on a voluntary basis in 29 countries in the EU, EFTA (European Free Trade Association) and candidate countries between 2005 and 2008. The 2011 AES was underpinned by a European legal act and thus carried out in all Member States on a mandatory basis. The next AES is due in 2016. Comparable data from 2007 and 2011 AES can be found in the following folders: Participation in education and training (last 12 months) (trng_aes_12m0)Access to information on education and training (last 12 months) (trng_aes_12m1)Time spent on education and training (last 12 months) (trng_aes_12m2)           Obstacles to participation in education and training (last 12 months) (trng_aes_12m3)Self-reported language skills (educ_lang_00) The domain “Past series on lifelong learning - reference year 2007 (trng_aes_007h)” presents 2007 AES data on participation and non-participation in education and training which are not comparable with 2011 AES due to methodological changes.

The Adult Education Survey (AES) covers adults’ participation in education and training (formal, non-formal and informal learning) and is one of the main data sources for EU lifelong learning statistics. The AES focuses on people aged 25-64 living in private households. The reference period for the participation in education and training is the twelve months prior to the interview. The following information is available from the AES: Participation in formal education, non-formal education and training and informal learning (respectively labelled FED, NFE and INF)Volume of instruction hoursCharacteristics of the learning activitiesReasons for participatingObstacles to participationAccess to information on learning possibilitiesEmployer financing and costs of learningSelf-reported language skills Two waves of the survey have been implemented so far (2007 AES and 2011 AES). The first AES – referred to as 2007 AES – was a pilot exercise and carried out on a voluntary basis in 29 countries in the EU, EFTA (European Free Trade Association) and candidate countries between 2005 and 2008. The 2011 AES was underpinned by a European legal act and thus carried out in all Member States on a mandatory basis. The next AES is due in 2016. Comparable data from 2007 and 2011 AES can be found in the following folders: Participation in education and training (last 12 months) (trng_aes_12m0)Access to information on education and training (last 12 months) (trng_aes_12m1)Time spent on education and training (last 12 months) (trng_aes_12m2)           Obstacles to participation in education and training (last 12 months) (trng_aes_12m3)Self-reported language skills (educ_lang_00) The domain “Past series on lifelong learning - reference year 2007 (trng_aes_007h)” presents 2007 AES data on participation and non-participation in education and training which are not comparable with 2011 AES due to methodological changes.

The Adult Education Survey (AES) covers adults’ participation in education and training (formal, non-formal and informal learning) and is one of the main data sources for EU lifelong learning statistics. The AES focuses on people aged 25-64 living in private households. The reference period for the participation in education and training is the twelve months prior to the interview. The following information is available from the AES: Participation in formal education, non-formal education and training and informal learning (respectively labelled FED, NFE and INF)Volume of instruction hoursCharacteristics of the learning activitiesReasons for participatingObstacles to participationAccess to information on learning possibilitiesEmployer financing and costs of learningSelf-reported language skills Two waves of the survey have been implemented so far (2007 AES and 2011 AES). The first AES – referred to as 2007 AES – was a pilot exercise and carried out on a voluntary basis in 29 countries in the EU, EFTA (European Free Trade Association) and candidate countries between 2005 and 2008. The 2011 AES was underpinned by a European legal act and thus carried out in all Member States on a mandatory basis. The next AES is due in 2016. Comparable data from 2007 and 2011 AES can be found in the following folders: Participation in education and training (last 12 months) (trng_aes_12m0)Access to information on education and training (last 12 months) (trng_aes_12m1)Time spent on education and training (last 12 months) (trng_aes_12m2)           Obstacles to participation in education and training (last 12 months) (trng_aes_12m3)Self-reported language skills (educ_lang_00) The domain “Past series on lifelong learning - reference year 2007 (trng_aes_007h)” presents 2007 AES data on participation and non-participation in education and training which are not comparable with 2011 AES due to methodological changes.

Eurostat Dataset Id:trng_aes_185 The Adult Education Survey (AES) is part of the EU Statistics on lifelong learning. There has been two waves of data collection so far. The first wave (pilot) of the survey - also named 2006 AES - has been carried out by countries in the EU, EFTA and candidate countries between 2005 and 2008: for the first time, it set up a common EU framework including standard questionnaire, tools and quality reporting. The second wave, which is the most recent data collection also named 2011 AES, has been conducted by EU countries and EFTA countries between July 2011 and June 2012. The first 2006 AES results were released in autumn 2008. The first 2011 AES results have been released in February 2013: this new release comprise main indicators on participation in education and training (formal and non-formal learning) and main characteristics of learning activities. A second set of indicators based on the 2011 AES will be released later on. Both 2006 and 2011 results are now displayed within the same tables. The whole survey covers participation in education and lifelong learning activities (formal, non-formal and informal learning) including job-related activities, characteristics of learning activities, self-reported skills as well as modules on social and cultural participation, foreign language skills, IT skills and background variables related to main characteristics of the respondents. Parameters and main variables The AES focused on the following parameters:Participation in formal, non-formal and informal education (FED, NFE, INF)Non-participation and obstacles to participation in trainingParticipation in FED, NFE and INF activities by field of education/learningShare of the job related NFEVolume of instruction hours in FED and NFEEmployer financing and costs of learning in FED and NFEModule on language and ICT skills of the populationModule on social and cultural participation of the population

The section 'LFS series - detailed annual survey results' reports annual results from the EU-LFS. While LFS is a quarterly survey, it is also possible to produce annual results. There are several ways of doing it, see section '20.5 Data compilation' below for details. This data collection covers all main labour market characteristics, i.e. the total population, activity and activity rates, employment, employment rates, self employed, employees, temporary employment, full-time and part-time employment, population in employment having a second job, working time, total unemployment and inactivity. General information on the EU-LFS can be found in the ESMS page for 'Employment and unemployment (LFS)', see link in related metada. Detailed information on the main features, the legal basis, the methodology and the data as well as on the historical development of the EU-LFS is available on the EU-LFS (Statistics Explained) webpage.

The section 'LFS series - detailed annual survey results' reports annual results from the EU-LFS. While LFS is a quarterly survey, it is also possible to produce annual results. There are several ways of doing it, see section '20.5 Data compilation' below for details. This data collection covers all main labour market characteristics, i.e. the total population, activity and activity rates, employment, employment rates, self employed, employees, temporary employment, full-time and part-time employment, population in employment having a second job, working time, total unemployment and inactivity. General information on the EU-LFS can be found in the ESMS page for 'Employment and unemployment (LFS)', see link in related metada. Detailed information on the main features, the legal basis, the methodology and the data as well as on the historical development of the EU-LFS is available on the EU-LFS (Statistics Explained) webpage.

The folder 'population by educational attainment level (edat1)' presents data on the highest level of education successfully completed by the individuals of a given population. The folder 'transition from education to work (edatt)' covers data on young people neither in employment nor in education and training – NEET, early leavers from education and training and the labour status of young people by years since completion of highest level of education. The data shown are calculated as annual averages of quarterly EU Labour Force Survey data (EU-LFS). Up to the reference year 2008, the data source (EU-LFS) is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following:correction of the main breaks in the LFS series,estimation of the missing values, i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU-LFS data with reference to the available quarter(s). Details on the adjustments are available in CIRCABC. The adjustments are applied in the following online tables:Population by educational attainment level (edat1)   - Population by educational attainment level, sex and age (%) - main indicators (edat_lfse_03) - Population aged 25-64 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_04) - Population aged 30-34 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_12) (Other tables shown in the folder 'population by educational attainment level (edat1)' are not adjusted and therefore the results in these tables might differ).Young people by educational and labour status (incl. neither in employment nor in education and training - NEET) (edatt0) – all tablesEarly leavers from education and training (edatt1) – all tablesLabour status of young people by years since completion of highest level of education (edatt2) – all tables  LFS ad-hoc module data available in the folder 'transition from education to work (edatt)' are not adjusted.

Africa Development Indicators (ADI) provides the most detailed collection of development data on Africa, compiled from officially-recognized international sources. It presents the most current and accurate global development data available, and includes national, regional and global estimates.

Africa Millennium Development Goals

African Development Bank, Country Database, 2011

Ibrahim Index of African Governance (IIAG) - is comprehensive statistical tool assessing African countries' performance in provision of public goods and services. Consisting of 133 variables derived from 32 independent sources IIAG measures governance performance across 4 pillars: Safety and Rule of Law, Participation and Human Rights, Sustainable Economic Opportunity and Human Development. All-embracing nature of the index makes it fairly the best instrument for setting long-term political, social and economical goals concerning the African region

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.

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.

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.

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

American Community Survey 5-year Estimates, Selected Social Characteristics in the United States

'Statistics on high-tech industry and knowledge-intensive services' (sometimes referred to as simply 'high-tech statistics') comprise economic, employment and science, technology and innovation (STI) data describing manufacturing and services industries or products traded broken down by technological intensity. The domain uses various other domains and sources of  Eurostat's official statistics (CIS, COMEXT, HRST, LFS, PATENT, R&D and SBS) and its coverage is therefore dependent on these other primary sources. Two main approaches are used in the domain to identify technology-intensity: the sectoral approach and the product approach. A third approach is used for data on high-tech and biotechnology patents aggregated on the basis of the International Patent Classification (IPC) 8th edition (see summary table in Annex 1 for which approach is used by each type of data). The sectoral approach:The sectoral approach is an aggregation of the manufacturing industries according to technological intensity (R&D expenditure/value added) and based on the Statistical classification of economic activities in the European Community (NACE)  at 2-digit level. The level of R&D intensity served as a criterion of classification of economic sectors into high-technology, medium high-technology, medium low-technology and low-technology industries. Services are mainly aggregated into knowledge-intensive services (KIS) and less knowledge-intensive services (LKIS) based on the share of tertiary educated persons at NACE 2-digit level. The sectoral approach is used for all indicators except data on high-tech trade and patents. Note that due to the revision of the NACE from NACE Rev. 1.1 to NACE Rev. 2 the definition of high-technology industries and knowledge-intensive services has changed in 2008. For high-tech statistics it means that two different definitions (one according NACE Rev. 1.1 and one according NACE Rev. 2) are used in parallel and the data according to both NACE versions are presented in separated tables depending on the data availability. For example as the LFS provides the results both by NACE Rev. 1.1 and NACE Rev. 2, all the table using this source have been duplicated to present the results by NACE Rev. 2 from 2008. For more details, see both definitions of high-tech sectors in Annex 2 and 3. Within the sectoral approach, a second classification was created , named Knowledge Intensive Activities KIA) and based on the share of tertiary educated people in each sectors of industries and services according to NACE at 2-digit level and for all EU28 Member States. A threshold was applied to judge sectors as knowledge intensive. In contrast to first sectoral approach mixing two methodologies, one for manufacturing industries and one for services, the KIA classification is based on one methodology for all the sectors of industries and services covering even public sector activities. The aggregations in use are Total Knowledge Intensive Activities (KIA) and Knowledge Intensive Activities in Business Industries (KIABI). Both classifications are made according to NACE Rev. 1.1 and NACE Rev. 2 at 2- digit level. Note that due to revision of the NACE Rev.1.1 to NACE Rev. 2 the list of Knowledge Intensive Activities has changed as well, the two definitions are used in parallel and the data are shown in two separate tables. NACE Rev.2 collection includes data starting from 2008 reference year. For more details please see the definitions in Annex 7 and 8. The product approach:The product approach was created to complement the sectoral approach and it is used for data on high-tech trade. The product list is based on the calculations of R&D intensity by groups of products (R&D expenditure/total sales). The groups classified as high-technology products are aggregated on the basis of the Standard International Trade Classification (SITC). The initial definition was built based on SITC Rev.3 and served to compile the high-tech product aggregates until 2007. With the implementation in 2007 of the new version of SITC Rev.4, the definition of high-tech groups was revised and adapted according to new classification. Starting from 2007 the Eurostat presents the trade data for high-tech groups aggregated based on the SITC Rev.4. For more details, see definition of high-tech products in Annex 4 and 5. High-tech patents: High-tech patents are defined according to another approach. The groups classified as high-tech patents are aggregated on the basis of the International Patent Classification (IPC 8th edition). Biotechnology patents are also aggregated on the basis of the IPC 8th edition. For more details, see the aggregation list of high-tech and biotechnology patents in Annex 6. The high-tech domain also comprises the sub-domain Venture Capital Investments: data are provided by INVEST Europe (formerly named the European Private Equity and Venture Capital Association EVCA). More details are available in the Eurostat metadata under Venture capital investments. 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.

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.

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).

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.

Eurostat Dataset Id:educ_bo_ou_terd 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. In the framework of the indicators for the monitoring of the social dimension and mobility of the Bologna Process, the EU-SILC (EU Statistics on Income and Living Conditions) data of interest cover individual's educational attainment, income and, from the intergenerational transmission of poverty ad hoc module, educational attainment of the parents. The following data-sets, having EU-SILC as source, on the Bologna Process are available: A. Widening access educ_bo_ac_sobs: Individuals having completed tertiary education (ISCED 5-6), according to the educational background of their parents, by sexeduc_bo_ac_soba: Individuals having completed tertiary education (ISCED 5-6), according to the educational background of their parents, by age D. Effective outcomes and employability educ_bo_ou_attd: Annual gross income of workers by educational attainment (2006)educ_bo_ou_terd: Annual gross income of workers with tertiary education (ISCED 5-6) , by sex (2006) The general aim of the EU-SILC domain is to provide comparable statistics and indicators on key aspects of the citizens' living conditions across Europe. This domain actually contains a range of social statistics and indicators relating to the risks of income poverty and social exclusion. There are both conceptual and methodological problems in defining and measuring income poverty and social exclusion. Since a 1984 decision of the European Council, the following are regarded as poor: "those persons, families and groups of persons whose resources (material, cultural and social) are so limited as to exclude them from the minimum acceptable way of life in the Member State to which they belong". On this basis, measures of poverty at EU level adopt an approach which is both multi-dimensional and relative. In June 2006, a new set of common indicators for the social protection and social inclusion process was adopted. (For more details and definitions of these indicators: Indicators 2006). To investigate particular areas of policy interest in more detail, target secondary areas, to be collected every four years or less frequently, are added to the cross-sectional component of EU-SILC. "The intergenerational transmission of poverty" was chosen as the area to be implemented for 2005. This specific module, collected in 2005, had as purpose to collect and compile relevant and robust information on background factors linked to adult social exclusion, minimising the burden of respondents to provide accurate detailed indicators sufficiently comparable across the EU capturing the effects of childhood experiences on poverty risk. More general information on EU-SILC is available on ilc_base.htm

Eurostat Dataset Id:educ_bo_ou_attd 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. In the framework of the indicators for the monitoring of the social dimension and mobility of the Bologna Process, the EU-SILC (EU Statistics on Income and Living Conditions) data of interest cover individual's educational attainment, income and, from the intergenerational transmission of poverty ad hoc module, educational attainment of the parents. The following data-sets, having EU-SILC as source, on the Bologna Process are available: A. Widening access educ_bo_ac_sobs: Individuals having completed tertiary education (ISCED 5-6), according to the educational background of their parents, by sexeduc_bo_ac_soba: Individuals having completed tertiary education (ISCED 5-6), according to the educational background of their parents, by age D. Effective outcomes and employability educ_bo_ou_attd: Annual gross income of workers by educational attainment (2006)educ_bo_ou_terd: Annual gross income of workers with tertiary education (ISCED 5-6) , by sex (2006) The general aim of the EU-SILC domain is to provide comparable statistics and indicators on key aspects of the citizens' living conditions across Europe. This domain actually contains a range of social statistics and indicators relating to the risks of income poverty and social exclusion. There are both conceptual and methodological problems in defining and measuring income poverty and social exclusion. Since a 1984 decision of the European Council, the following are regarded as poor: "those persons, families and groups of persons whose resources (material, cultural and social) are so limited as to exclude them from the minimum acceptable way of life in the Member State to which they belong". On this basis, measures of poverty at EU level adopt an approach which is both multi-dimensional and relative. In June 2006, a new set of common indicators for the social protection and social inclusion process was adopted. (For more details and definitions of these indicators: Indicators 2006). To investigate particular areas of policy interest in more detail, target secondary areas, to be collected every four years or less frequently, are added to the cross-sectional component of EU-SILC. "The intergenerational transmission of poverty" was chosen as the area to be implemented for 2005. This specific module, collected in 2005, had as purpose to collect and compile relevant and robust information on background factors linked to adult social exclusion, minimising the burden of respondents to provide accurate detailed indicators sufficiently comparable across the EU capturing the effects of childhood experiences on poverty risk. More general information on EU-SILC is available on ilc_base.htm

As the cost of college continues to increase, financial aid becomes ever more important. While many factors are involved in the decision to attend college, a strong correlation exists between FAFSA completion and college enrollment. Previously, high schools relied on self-reported surveys to estimate their FAFSA completion rate, and that data can be inaccurate. For this reason, Federal Student Aid is providing high schools with current data about their FAFSA submissions and completions so that high schools can track their progress and help to ensure that their students complete a FAFSA. A completed FAFSA allows the U.S. Department of Education to determine a potential student's eligibility for federal student aid – a key factor in families' college decisions.

The following reports show the total number of FAFSAs submitted by award year. FAFSA Data by Postsecondary School indicates the number of FAFSAs that were sent to each school and FAFSA Data by State show the number of applications by state of legal residence.

The Arab World Education Performance Indicators compiles data on education outcomes in 22 Arab States member countries in an aggregated and standardized manner. It allows users to compare the performance of each country along the following 6 important dimensions of education performance: access, equity, quality, efficiency, relevance, and Knowledge Economy readiness.

The folder 'population by educational attainment level (edat1)' presents data on the highest level of education successfully completed by the individuals of a given population. The folder 'transition from education to work (edatt)' covers data on young people neither in employment nor in education and training – NEET, early leavers from education and training and the labour status of young people by years since completion of highest level of education. The data shown are calculated as annual averages of quarterly EU Labour Force Survey data (EU-LFS). Up to the reference year 2008, the data source (EU-LFS) is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: correction of the main breaks in the LFS series,estimation of the missing values, i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU-LFS data with reference to the available quarter(s). Details on the adjustments are available in CIRCABC. The adjustments are applied in the following online tables: Population by educational attainment level (edat1)- Population by educational attainment level, sex and age (%) - main indicators (edat_lfse_03) - Population aged 25-64 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_04) - Population aged 30-34 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_12) (Other tables shown in the folder 'population by educational attainment level (edat1)' are not adjusted and therefore the results in these tables might differ).Young people by educational and labour status (incl. neither in employment nor in education and training - NEET) (edatt0) – all tablesEarly leavers from education and training (edatt1) – all tablesLabour status of young people by years since completion of highest level of education (edatt2) – all tables  LFS ad-hoc module data available in the folder 'transition from education to work (edatt)' are not adjusted.

20.1. Source data

20.1. Source data

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.

The office of Federal Student Aid delivers aid to students through loan, grant, and work-study programs. These reports provide recipient and volume data by program for each school participating in the Title IV programs.

Chance for Success Index Indicators United States, 2013

Childhood Well-being Indicators United States, 2013

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.

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.

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.

Eurostat Dataset Id:trng_inf7 General description of the ad hoc modules supplementing the Labour Force Survey (LFS)

Eurostat Dataset Id:trng_inf6 General description of the ad hoc modules supplementing the Labour Force Survey (LFS)

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

Eurostat Dataset Id:trng_cvts62 CVTS2, CVTS3 and CVTS4 data were collected with reference year 1999, 2005 and 2010 in order to provide harmonised, reliable and relevant statistical information on continuing vocational training in enterprises.CVT stands for continuing vocational training i.e. education and training occurring during paid working time or paid at least partially by employers (if training activities are organised outside paid working time). CVTS 2, 3 and 4 provide statistics on incidence of training in enterprises, participation of employees and volume of CVT courses, CVT costs as well as CVT strategies of enterprises including on Initial vocational training (IVT, i.e. apprenticeship). The section "past series on lifelong learning" presents tables which are no longer available in the same format or at the same level of precision as CVTS 4. The CVTS1 was the first survey on continuing vocational training in enterprises carried out on the EU level in a co-ordinated form (outline questionnaire, common definitions, and common recommendations with the respect to the fieldwork). The survey was of pioneering nature, and is not any longer disseminated due to lack of comparability with the following waves.

Eurostat Dataset Id:trng_cvts64 CVTS2, CVTS3 and CVTS4 data were collected with reference year 1999, 2005 and 2010 in order to provide harmonised, reliable and relevant statistical information on continuing vocational training in enterprises.CVT stands for continuing vocational training i.e. education and training occurring during paid working time or paid at least partially by employers (if training activities are organised outside paid working time). CVTS 2, 3 and 4 provide statistics on incidence of training in enterprises, participation of employees and volume of CVT courses, CVT costs as well as CVT strategies of enterprises including on Initial vocational training (IVT, i.e. apprenticeship). The section "past series on lifelong learning" presents tables which are no longer available in the same format or at the same level of precision as CVTS 4. The CVTS1 was the first survey on continuing vocational training in enterprises carried out on the EU level in a co-ordinated form (outline questionnaire, common definitions, and common recommendations with the respect to the fieldwork). The survey was of pioneering nature, and is not any longer disseminated due to lack of comparability with the following waves.

The Center for World University Rankings (CWUR) publishes the only global university ranking that measures the quality of education and training of students as well as the prestige of the faculty members and the quality of their research without relying on surveys and university data submissions.

The Center for World University Rankings (CWUR) publishes the only global university ranking that measures the quality of education and training of students as well as the prestige of the faculty members and the quality of their research without relying on surveys and university data submissions.

The European Health Interview Survey (EHIS) aims at measuring on a harmonised basis and with a high degree of comparability among MS the health status, lifestyle (health determinants) and health care services use of the EU citizens. The European Health Interview Survey (EHIS) was developed between 2003 and 2006, during a process in which all the EU Member States (MS) were largely involved. It consists of four modules on health status, health care, health determinants, and background variables. Those modules may be implemented at the national level either as one specific survey or as elements of existing surveys (i.e. national health interview survey, labour force survey, other household surveys). The final version of the questionnaire for the first wave of EHIS was adopted by the MS at the Working Group on Public Health Statistics in November 2006. The survey contained around 130 questions split among the four modules covering the following topics: Background variables on demography and socio-economic status Health status: Minimum European Health Module (MEHM): self-perceived health, chronic health problems and activity limitationDisease specific morbidityAccidents and injuriesWork-related health problemsHealth related absenteeism from workPhysical and sensory functional limitationsActivities of daily living (ADL - feeding, bathing, etc.) and help receivedInstrumental activities of daily living (IADL - preparing meals, shopping, etc.) and help receivedPainAspect of mental health (psychological distress and mental well-being) Health care: Hospitalisation (inpatient and day care)Consultations with doctors and dentistsUnmet needs for hospitalization and for consultation with a specialistVisits to specific non-medical health professionalsVisits to specific categories of alternative medicine practitionersUse of home care and home help servicesSatisfaction with services provided by health care providersUse of medicines (prescribed and non-prescribed)Health care preventive actions (influenza vaccination, breast examination, cervical smear test, blood tests, etc.)Out-of-pocket payments for medical care (self-completion form) Health determinants: Height and weightPhysical activityConsumption of fruits, vegetables and juiceEnvironnent (home and workplace exposures, criminality exposure, social support)Smoking behaviour and exposure to tobacco smoke (self-completion form)Alcohol consumption (self-completion form)Illicit drug use (self-completion form). The first wave of the EHIS was implemented during the period 2006-2009 under a gentlemen's agreement. Nineteen countries have carried out it: 2006: AT, EE2007: SI, CH2008: BE, BG, CZ, CY, FR, LV, MT, RO, TR2009: DE, EL, ES, HU, PL, SK. Germany provided aggregated data and for breakdowns with a strata size less than 20, the values were marked as confidential (flag ~c). No data have been received for Switzerland. In total, 26 indicators based on DG SANCO and DG EMPL needs and covering health status, health determinants and health care are disseminated on Eurostat website. For more information on indicators see document EHIS indicators guidelines. The indicators present distribution percentages and are calculated with different breakdown according to the indicator: sex, age group (10-years intervals, 15 – 24, 25 – 34, …, 75 – 84, 85 or over) and educational attainment levels (ISCED0-2, ISCED3-4, ISCED5-6);sex, age group (18-44, 45-54, 55-64, 65-74, 75 or over) and income quintiles. For example: 4.5 % of Latvian women aged 25-34 are obese (BMI is equal or greater than 30). Records with missing values on age and sex were excluded from the calculation of indicators. Most of the indicators are worked out for the population aged 15 or over. Nevertheless, for some specific indicators, frequencies are calculated on different populations: the Body Mass Index (BMI) (tables hlth_ehis_de1 and hlth_ehis_de2) is calculated for adults only (18+);the self-reported prevalence of high blood pressure (table hlth_ehis_st1) is computed for people aged 25+;the self-reported vaccination against influenza (table hlth_ehis_hc1) is computed for people aged 65+;the self-reported breast examination by X-ray (table hlth_ehis_hc2) is computed for women aged 50-69;the self-reported cervical smear test (table hlth_ehis_hc3) is computed for women aged 20-69;the self-reported colorectal cancer screening test (table hlth_ehis_hc4) is computed for people aged 50-74.

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.

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.

Notes: - Starting in 2012, data were created using population controls based on Census 2010 data. - Starting in 2001, data were created using population controls based on Census 2000 data. - Starting in 2001, data are from the expanded CPS sample. Source: 2000 to 2002 March Current Population Survey, 2003 to 2013 Annual Social and Economic Supplement to the Current Population Survey (noninstitutionalized population,excluding members of the Armed Forces living in barracks) Contact: U.S. Census Bureau, Education and Social Stratification Branch, (301) 763-2464.

Eurostat Dataset Id:educ_bo_ou_mism 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. In the framework of the indicators for the monitoring of the social dimension and mobility of the Bologna Process, the EU-SILC (EU Statistics on Income and Living Conditions) data of interest cover individual's educational attainment, income and, from the intergenerational transmission of poverty ad hoc module, educational attainment of the parents. The following data-sets, having EU-SILC as source, on the Bologna Process are available: A. Widening access educ_bo_ac_sobs: Individuals having completed tertiary education (ISCED 5-6), according to the educational background of their parents, by sexeduc_bo_ac_soba: Individuals having completed tertiary education (ISCED 5-6), according to the educational background of their parents, by age D. Effective outcomes and employability educ_bo_ou_attd: Annual gross income of workers by educational attainment (2006)educ_bo_ou_terd: Annual gross income of workers with tertiary education (ISCED 5-6) , by sex (2006) The general aim of the EU-SILC domain is to provide comparable statistics and indicators on key aspects of the citizens' living conditions across Europe. This domain actually contains a range of social statistics and indicators relating to the risks of income poverty and social exclusion. There are both conceptual and methodological problems in defining and measuring income poverty and social exclusion. Since a 1984 decision of the European Council, the following are regarded as poor: "those persons, families and groups of persons whose resources (material, cultural and social) are so limited as to exclude them from the minimum acceptable way of life in the Member State to which they belong". On this basis, measures of poverty at EU level adopt an approach which is both multi-dimensional and relative. In June 2006, a new set of common indicators for the social protection and social inclusion process was adopted. (For more details and definitions of these indicators: Indicators 2006). To investigate particular areas of policy interest in more detail, target secondary areas, to be collected every four years or less frequently, are added to the cross-sectional component of EU-SILC. "The intergenerational transmission of poverty" was chosen as the area to be implemented for 2005. This specific module, collected in 2005, had as purpose to collect and compile relevant and robust information on background factors linked to adult social exclusion, minimising the burden of respondents to provide accurate detailed indicators sufficiently comparable across the EU capturing the effects of childhood experiences on poverty risk. More general information on EU-SILC is available on ilc_base.htm

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.

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.

Lifelong learning encompasses all learning activities undertaken throughout life (after the end of initial education) with the aim of improving knowledge, skills and competences, within personal, civic, social or employment-related perspectives. The intention or aim to learn is the critical point that distinguishes these activities from non-learning activities, such as cultural or sporting activities. Participation in education and training is a measure of lifelong learning. The participation rate in education and training covers participation in formal and non-formal education and training. The reference period for the participation in education and training is the four weeks prior to the interview. Participation rates in education and training for various age groups and by different breakdowns are presented. The data shown are calculated as annual averages of quarterly EU Labour Force Survey data (EU-LFS). The strategic framework for European cooperation in education and training sets a benchmark on adult participation in lifelong learning, namely that an average of at least 15 % of adults aged 25 to 64 years old should participate in lifelong learning. Accordingly, the indicator 'lifelong learning' refers to persons aged 25 to 64 who stated that they received education or training in the four weeks preceding the survey (numerator). The denominator consists of the total population of the same age group, excluding those who did not answer to the question 'participation in education and training'. For data see online table trng_lfse_01 and tsdsc440. For data published in the folder 'Main indicators on lifelong learning - LFS data from 1992 onwards (trng_lfs_4w0)' the data source (EU-LFS) is up to the reference year 2008, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: correction of the main breaks in the LFS series,estimation of the missing values, i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU-LFS data with reference to the available quarter(s). Details on the adjustments are available in CIRCABC. Tables shown in the following folders are not adjusted and therefore the results in these tables might differ. Participation in education and training (last 4 weeks) - population aged 18+ (trng_lfs_4w1)Participation in education and training (last 4 weeks) - employed persons aged 18+ (trng_lfs_4w2)Participation in education and training (last 4 weeks) - population aged 15+, by type of education (trng_lfs_4w3)

Eurostat Dataset Id:educ_bo_ou_mity 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. The REFLEX project (standing for 'Research into Employment and professional FLEXibility') is a large scale international project that has been carried out in 16 different countries. It focuses on the demands that the modern knowledge society places on higher education graduates, and the degree to which higher education equips gradu­ates with the competencies to meet these demands. Specifically, it consists of a follow-up of the careers of highly skilled professionals who graduated in 2000. Data reported here refer to the 2005 survey and therefore focus on graduates from higher education (ISCED 5A, bachelor's and master's degree or equivalent) with more or less 5 years of experience since leaving higher education. This includes foreign students who graduated in the reference country, students who after graduation moved to another country, part-time students, distance learners, etc. For operational reasons, graduation cohorts instead of outflow cohorts were sampled, due to the lack of good registers in countries on who stayed in education and who did not. Some graduates continue their studies in higher education and enter the labour market a few years later. They will therefore have less than 5 years of experience and cannot directly be compared with graduates who entered the labour market immediately after graduation. The project focused on the careers of highly skilled professionals. The first ten years of these careers follow more or less the following pattern: an initial phase of transition to the labour market in which the focus is on searching for a job and integrating the labour market, a second phase in which essential professional expertise is gained and career patterns start to crystallise and a third phase in which graduates assume greater responsibility on the basis of their increasing professional expertise. Appropriate moments to survey these careers should correspond more or less with the transitions between these phases. Specifically, mismatch between qualification and occupation was measured in self report (what the respondent thinks about his/her job), and indirectly assessed through the two following questions: -         What type of education do you feel was most appropriate for this work? -         What field of study do you feel was most appropriate for this work? The first one was considered with regard to the achieved level of education in order to measure the vertical mismatch (between the actual skill level and the required one), while the second one was used to determine the horizontal mismatch (being at the relevant skill level, but in another field than that of graduation).

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.

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

Eurostat Dataset Id:trng_aes_187 The Adult Education Survey (AES) is part of the EU Statistics on lifelong learning. There has been two waves of data collection so far. The first wave (pilot) of the survey - also named 2006 AES - has been carried out by countries in the EU, EFTA and candidate countries between 2005 and 2008: for the first time, it set up a common EU framework including standard questionnaire, tools and quality reporting. The second wave, which is the most recent data collection also named 2011 AES, has been conducted by EU countries and EFTA countries between July 2011 and June 2012. The first 2006 AES results were released in autumn 2008. The first 2011 AES results have been released in February 2013: this new release comprise main indicators on participation in education and training (formal and non-formal learning) and main characteristics of learning activities. A second set of indicators based on the 2011 AES will be released later on. Both 2006 and 2011 results are now displayed within the same tables. The whole survey covers participation in education and lifelong learning activities (formal, non-formal and informal learning) including job-related activities, characteristics of learning activities, self-reported skills as well as modules on social and cultural participation, foreign language skills, IT skills and background variables related to main characteristics of the respondents. Parameters and main variables The AES focused on the following parameters:Participation in formal, non-formal and informal education (FED, NFE, INF)Non-participation and obstacles to participation in trainingParticipation in FED, NFE and INF activities by field of education/learningShare of the job related NFEVolume of instruction hours in FED and NFEEmployer financing and costs of learning in FED and NFEModule on language and ICT skills of the populationModule on social and cultural participation of the population

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.

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.

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.

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.

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.

Early leavers from education and training: The indicator is defined as the percentage of the population aged 18-24 with at most lower secondary education and who were not in further education or training during the last four weeks preceding the survey. Educational attainment is defined according to the International Standard Classification of Education (ISCED). Lower secondary education refers to ISCED 2011 level 0, 1 and 2 (for data as from 2014) and to ISCED 1997 level 0, 1, 2 and 3C short (for data up to 2013).

The folder 'population by educational attainment level (edat1)' presents data on the highest level of education successfully completed by the individuals of a given population. The folder 'transition from education to work (edatt)' covers data on young people neither in employment nor in education and training – NEET, early leavers from education and training and the labour status of young people by years since completion of highest level of education. The data shown are calculated as annual averages of quarterly EU Labour Force Survey data (EU-LFS). Up to the reference year 2008, the data source (EU-LFS) is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following:correction of the main breaks in the LFS series,estimation of the missing values, i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU-LFS data with reference to the available quarter(s). Details on the adjustments are available in CIRCABC. The adjustments are applied in the following online tables:Population by educational attainment level (edat1)   - Population by educational attainment level, sex and age (%) - main indicators (edat_lfse_03) - Population aged 25-64 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_04) - Population aged 30-34 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_12) (Other tables shown in the folder 'population by educational attainment level (edat1)' are not adjusted and therefore the results in these tables might differ).Young people by educational and labour status (incl. neither in employment nor in education and training - NEET) (edatt0) – all tablesEarly leavers from education and training (edatt1) – all tablesLabour status of young people by years since completion of highest level of education (edatt2) – all tables  LFS ad-hoc module data available in the folder 'transition from education to work (edatt)' are not adjusted.

The folder 'population by educational attainment level (edat1)' presents data on the highest level of education successfully completed by the individuals of a given population. The folder 'transition from education to work (edatt)' covers data on young people neither in employment nor in education and training – NEET, early leavers from education and training and the labour status of young people by years since completion of highest level of education. The data shown are calculated as annual averages of quarterly EU Labour Force Survey data (EU-LFS). Up to the reference year 2008, the data source (EU-LFS) is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following:correction of the main breaks in the LFS series,estimation of the missing values, i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU-LFS data with reference to the available quarter(s). Details on the adjustments are available in CIRCABC. The adjustments are applied in the following online tables:Population by educational attainment level (edat1)   - Population by educational attainment level, sex and age (%) - main indicators (edat_lfse_03) - Population aged 25-64 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_04) - Population aged 30-34 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_12) (Other tables shown in the folder 'population by educational attainment level (edat1)' are not adjusted and therefore the results in these tables might differ).Young people by educational and labour status (incl. neither in employment nor in education and training - NEET) (edatt0) – all tablesEarly leavers from education and training (edatt1) – all tablesLabour status of young people by years since completion of highest level of education (edatt2) – all tables  LFS ad-hoc module data available in the folder 'transition from education to work (edatt)' are not adjusted.

Population by educational attainment level presents data on the highest level of education successfully completed by the individuals of a given population. Transition from education to work covers data on young people neither in employment nor in education and training – NEET, early leavers from education and training and the labour status of young people by years since completion of highest level of education. The data shown are calculated as annual averages of quarterly EU Labour Force Survey data (EU-LFS). Up to the reference year 2008, the data source (EU-LFS) is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following:correction of the main breaks in the LFS series,estimation of the missing values, i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU-LFS data with reference to the available quarter(s). Details on the adjustments are available in CIRCABC. The adjustments are applied in the following online tablesPopulation by educational attainment level (edat1)   - Population with lower secondary education attainment by sex and age (edat_lfse_05) - Population with upper secondary education attainment by sex and age (edat_lfse_06) - Population with tertiary education attainment by sex and age (edat_lfse_07) - Population with upper secondary or tertiary education attainment by sex and age (edat_lfse_08) - Population aged 25-64 with lower secondary education attainment by sex and NUTS 2 regions (edat_lfse_09) - Population aged 25-64 with upper secondary education attainment by sex and NUTS 2 regions (edat_lfse_10) - Population aged 25-64 with tertiary education attainment by sex and NUTS 2 regions (edat_lfse_11) - Population aged 30-34 with tertiary education attainment by sex and NUTS 2 regions (edat_lfse_12) - Population aged 25-64 with upper secondary or tertiary education attainment by sex and NUTS 2 regions (edat_lfse_13) (Other tables shown in the folder 'population by educational attainment level (edat1)' are not adjusted and therefore the results in these tables might differ).Young people by educational and labour status (incl. neither in employment nor in education and training - NEET) (edatt0) – all tablesEarly leavers from education and training (edatt1) – all tablesLabour status of young people by years since completion of highest level of education (edatt2) – all tables  LFS ad-hoc module data available in the folder 'transition from education to work (edatt)' are not adjusted.

The folder 'population by educational attainment level (edat1)' presents data on the highest level of education successfully completed by the individuals of a given population. The folder 'transition from education to work (edatt)' covers data on young people neither in employment nor in education and training – NEET, early leavers from education and training and the labour status of young people by years since completion of highest level of education. The data shown are calculated as annual averages of quarterly EU Labour Force Survey data (EU-LFS). Up to the reference year 2008, the data source (EU-LFS) is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following:correction of the main breaks in the LFS series,estimation of the missing values, i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU-LFS data with reference to the available quarter(s). Details on the adjustments are available in CIRCABC. The adjustments are applied in the following online tables:Population by educational attainment level (edat1)   - Population by educational attainment level, sex and age (%) - main indicators (edat_lfse_03) - Population aged 25-64 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_04) - Population aged 30-34 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_12) (Other tables shown in the folder 'population by educational attainment level (edat1)' are not adjusted and therefore the results in these tables might differ).Young people by educational and labour status (incl. neither in employment nor in education and training - NEET) (edatt0) – all tablesEarly leavers from education and training (edatt1) – all tablesLabour status of young people by years since completion of highest level of education (edatt2) – all tables  LFS ad-hoc module data available in the folder 'transition from education to work (edatt)' are not adjusted.

The aim of this section is to provide comparable statistics and indicators on education in the 27 Member States of the European Union, at the regional level NUTS 2. In order to facilitate comparison between countries, data from each Member State are allocated to the various education levels of the International Standard Classification of Education (ISCED), UNESCO 1997.

The folder 'population by educational attainment level (edat1)' presents data on the highest level of education successfully completed by the individuals of a given population. The folder 'transition from education to work (edatt)' covers data on young people neither in employment nor in education and training – NEET, early leavers from education and training and the labour status of young people by years since completion of highest level of education. The data shown are calculated as annual averages of quarterly EU Labour Force Survey data (EU-LFS). Up to the reference year 2008, the data source (EU-LFS) is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following:correction of the main breaks in the LFS series,estimation of the missing values, i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU-LFS data with reference to the available quarter(s). Details on the adjustments are available in CIRCABC. The adjustments are applied in the following online tables:Population by educational attainment level (edat1)   - Population by educational attainment level, sex and age (%) - main indicators (edat_lfse_03) - Population aged 25-64 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_04) - Population aged 30-34 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_12) (Other tables shown in the folder 'population by educational attainment level (edat1)' are not adjusted and therefore the results in these tables might differ).Young people by educational and labour status (incl. neither in employment nor in education and training - NEET) (edatt0) – all tablesEarly leavers from education and training (edatt1) – all tablesLabour status of young people by years since completion of highest level of education (edatt2) – all tables  LFS ad-hoc module data available in the folder 'transition from education to work (edatt)' are not adjusted.

Early-childhood Education of United States, 2013

Economy and workforce of United States, 2013

Data on European cities were collected in the Urban Audit and in the Large City Audit project. The projects' ultimate goal is to contribute towards the improvement of the quality of urban life: it supports the exchange of experience among European cities; it helps to identify best practices; it facilitates benchmarking at the European level and provides information on the dynamics within the cities and with their surroundings. At the city level, the Urban Audit contains 162 variables and 61 indicators. These indicators are derived from the variables collected by the European Statistical System. The data is published in 20 tables within 2 main groups, plus a perception survey table: Cities and greater cities (urb_cgc) Population on 1 January by age groups and sex - cities and greater cities (urb_cpop1) Population structure - cities and greater cities (urb_cpopstr) Population by citizenship and country of birth - cities and greater cities (urb_cpopcb) Fertility and mortality - cities and greater cities (urb_cfermor) Living conditions - cities and greater cities (urb_clivcon)Education - cities and greater cities (urb_ceduc)Culture and tourism - cities and greater cities (urb_ctour) Labour market - cities and greater cities (urb_clma) Economy and finance - cities and greater cities (urb_cecfi) Transport - cities and greater cities (urb_ctran) Environment - cities and greater cities (urb_cenv)Larger urban zone (urb_luz)Population on 1 January by age groups and sex - larger urban zone (urb_lpop1)Population structure - larger urban zone (urb_lpopstr)Population by citizenship and country of birth - larger urban zone (urb_lpopcb) Fertility and mortality - larger urban zone (urb_lfermor)Living conditions - larger urban zone (urb_llivcon)Education - larger urban zone (urb_leduc) Labour market, multiannual - larger urban zone(urb_llmma) Transport - larger urban zone(urb_ltran) Environment - larger urban zone (urb_lenv) Perception survey results (urb_percep) Data have been collected on four spatial levels in the Urban Audit:the Core City (C) according to the administrative definition, as the basic level,the Larger Urban Zone (LUZ) being an approximation of the functional urban zone centered around the city, andIn some cases, the urban centre stretches far beyond its boundaries. To better capture the entire urban centre, a 'greater city' level (K), former kernel, has been created. This level was created for some  capitals and several other large cities.The Sub-City District (SCD) being a subdivision of the city according to population criteria.

Data on European cities were collected in the Urban Audit and in the Large City Audit project. The projects' ultimate goal is to contribute towards the improvement of the quality of urban life: it supports the exchange of experience among European cities; it helps to identify best practices; it facilitates benchmarking at the European level and provides information on the dynamics within the cities and with their surroundings. At the city level, the Urban Audit contains 162 variables and 61 indicators. These indicators are derived from the variables collected by the European Statistical System. The data is published in 20 tables within 2 main groups, plus a perception survey table: Cities and greater cities (urb_cgc) Population on 1 January by age groups and sex - cities and greater cities (urb_cpop1) Population structure - cities and greater cities (urb_cpopstr) Population by citizenship and country of birth - cities and greater cities (urb_cpopcb) Fertility and mortality - cities and greater cities (urb_cfermor) Living conditions - cities and greater cities (urb_clivcon)Education - cities and greater cities (urb_ceduc)Culture and tourism - cities and greater cities (urb_ctour) Labour market - cities and greater cities (urb_clma) Economy and finance - cities and greater cities (urb_cecfi) Transport - cities and greater cities (urb_ctran) Environment - cities and greater cities (urb_cenv)Larger urban zone (urb_luz)Population on 1 January by age groups and sex - larger urban zone (urb_lpop1)Population structure - larger urban zone (urb_lpopstr)Population by citizenship and country of birth - larger urban zone (urb_lpopcb) Fertility and mortality - larger urban zone (urb_lfermor)Living conditions - larger urban zone (urb_llivcon)Education - larger urban zone (urb_leduc) Labour market, multiannual - larger urban zone(urb_llmma) Transport - larger urban zone(urb_ltran) Environment - larger urban zone (urb_lenv) Perception survey results (urb_percep) Data have been collected on four spatial levels in the Urban Audit: the Core City (C) according to the administrative definition, as the basic level,the Larger Urban Zone (LUZ) being an approximation of the functional urban zone centered around the city, andIn some cases, the urban centre stretches far beyond its boundaries. To better capture the entire urban centre, a 'greater city' level (K), former kernel, has been created. This level was created for some  capitals and several other large cities.The Sub-City District (SCD) being a subdivision of the city according to population criteria.

Education Accountability of United States, 2012

Education Achievement United States, 2013

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.

Eurostat Dataset Id:educ_bo_ac_soba 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. In the framework of the indicators for the monitoring of the social dimension and mobility of the Bologna Process, the EU-SILC (EU Statistics on Income and Living Conditions) data of interest cover individual's educational attainment, income and, from the intergenerational transmission of poverty ad hoc module, educational attainment of the parents. The following data-sets, having EU-SILC as source, on the Bologna Process are available: A. Widening access educ_bo_ac_sobs: Individuals having completed tertiary education (ISCED 5-6), according to the educational background of their parents, by sexeduc_bo_ac_soba: Individuals having completed tertiary education (ISCED 5-6), according to the educational background of their parents, by age D. Effective outcomes and employability educ_bo_ou_attd: Annual gross income of workers by educational attainment (2006)educ_bo_ou_terd: Annual gross income of workers with tertiary education (ISCED 5-6) , by sex (2006) The general aim of the EU-SILC domain is to provide comparable statistics and indicators on key aspects of the citizens' living conditions across Europe. This domain actually contains a range of social statistics and indicators relating to the risks of income poverty and social exclusion. There are both conceptual and methodological problems in defining and measuring income poverty and social exclusion. Since a 1984 decision of the European Council, the following are regarded as poor: "those persons, families and groups of persons whose resources (material, cultural and social) are so limited as to exclude them from the minimum acceptable way of life in the Member State to which they belong". On this basis, measures of poverty at EU level adopt an approach which is both multi-dimensional and relative. In June 2006, a new set of common indicators for the social protection and social inclusion process was adopted. (For more details and definitions of these indicators: Indicators 2006). To investigate particular areas of policy interest in more detail, target secondary areas, to be collected every four years or less frequently, are added to the cross-sectional component of EU-SILC. "The intergenerational transmission of poverty" was chosen as the area to be implemented for 2005. This specific module, collected in 2005, had as purpose to collect and compile relevant and robust information on background factors linked to adult social exclusion, minimising the burden of respondents to provide accurate detailed indicators sufficiently comparable across the EU capturing the effects of childhood experiences on poverty risk. More general information on EU-SILC is available on ilc_base.htm

Eurostat Dataset Id:educ_bo_ac_sobs 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. In the framework of the indicators for the monitoring of the social dimension and mobility of the Bologna Process, the EU-SILC (EU Statistics on Income and Living Conditions) data of interest cover individual's educational attainment, income and, from the intergenerational transmission of poverty ad hoc module, educational attainment of the parents. The following data-sets, having EU-SILC as source, on the Bologna Process are available: A. Widening access educ_bo_ac_sobs: Individuals having completed tertiary education (ISCED 5-6), according to the educational background of their parents, by sexeduc_bo_ac_soba: Individuals having completed tertiary education (ISCED 5-6), according to the educational background of their parents, by age D. Effective outcomes and employability educ_bo_ou_attd: Annual gross income of workers by educational attainment (2006)educ_bo_ou_terd: Annual gross income of workers with tertiary education (ISCED 5-6) , by sex (2006) The general aim of the EU-SILC domain is to provide comparable statistics and indicators on key aspects of the citizens' living conditions across Europe. This domain actually contains a range of social statistics and indicators relating to the risks of income poverty and social exclusion. There are both conceptual and methodological problems in defining and measuring income poverty and social exclusion. Since a 1984 decision of the European Council, the following are regarded as poor: "those persons, families and groups of persons whose resources (material, cultural and social) are so limited as to exclude them from the minimum acceptable way of life in the Member State to which they belong". On this basis, measures of poverty at EU level adopt an approach which is both multi-dimensional and relative. In June 2006, a new set of common indicators for the social protection and social inclusion process was adopted. (For more details and definitions of these indicators: Indicators 2006). To investigate particular areas of policy interest in more detail, target secondary areas, to be collected every four years or less frequently, are added to the cross-sectional component of EU-SILC. "The intergenerational transmission of poverty" was chosen as the area to be implemented for 2005. This specific module, collected in 2005, had as purpose to collect and compile relevant and robust information on background factors linked to adult social exclusion, minimising the burden of respondents to provide accurate detailed indicators sufficiently comparable across the EU capturing the effects of childhood experiences on poverty risk. More general information on EU-SILC is available on ilc_base.htm

Eurostat Dataset Id:educ_bo_ou_att 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. Bologna indicators on tertiary education attainment, occupational mismatch and unemployment are based for most of the countries on the results of the European Labour Force Survey (EU-LFS). For some countries not participating in the EU-LFS data collection, data were provided by their NSI and rely upon national household surveys.   The EU-LFS is a quarterly household sample survey carried out in the Member States of the European Union, Candidate Countries and EFTA countries (except for Liechtenstein). It is the main source of information about the situation and trends on the labour market in the European Union. The EU-LFS is organised in 12 modules covering demographic background, labour status, employment characteristics of the main job, atypical work, working time, employment characteristics of the second job, previous work experience of persons not in employment, search for employment, main labour status, education and training, situation one year before the survey and income. The survey's target population consists of all persons in private households, although the variables related to labour market are only collected for persons aged 15 years or older. For details see Council Regulation (EC) No 577/98 of 9 March 1998 on the organisation of a labour force sample survey in the Community (OJ No L 77/3). Since 1999 an inherent part of the European Union EU-LFS are the so called 'ad-hoc modules'. Detailed information regarding the survey methods, organization and comparability issues is available on the EU-LFS webpage. The following datasets are available with indicators on tertiary education attainment, occupational mismatch and unemployment used for the monitoring of the Bologna Process namely on effective outcomes and employability: educ_bo_ou_att: Population with tertiary education (ISCED 5-6), by sex and ageeduc_bo_ou_attf: Population with tertiary education (ISCED 5-6) aged 25-39, by field of study and sexeduc_bo_ou_ured: Unemployment rate of people aged 20-34, by sex and educational attainmenteduc_bo_ou_ursy: Unemployment rate of people with tertiary education (ISCED 5-6) aged 20-34, by sex and number of years since graduationeduc_bo_ou_urfi: Unemployment rate of people with tertiary education (ISCED 5-6), by field of study and ageeduc_bo_ou_mism: People with tertiary education (ISCED 5-6) aged 25-34 and employed in ISCO 1 or 2, in ISCO3, and not in ISCO 1|2|3, by sexeduc_bo_ou_mifi: People aged 25-34 with tertiary education (ISCED 5-6) being vertically mismatched, by field of study and sex As regards some countries, data on tertiary education attainment, occupational mismatch and unemployment were provided outside the framework of the LFS data collection and therefore cannot be considered to be always fully comparable due to differences in the underlying data sources and definitions. This parallel collection was carried out in January 2009 with some Bologna countries that have not participated in the EU-LFS data collection. Data, as well as some metadata, were collected in Armenia (AM), Moldova (MD), Serbia (RS) and Russia (RU): Armenia (AM): (indicators educ_bo_ou_att, educ_bo_ou_ured). Data provided by the National Statistical Service. Surveys: "LFS" and "ILCS". LFS for 2007 has been conducted within the frame of ILCS with a reduced number of questions;Moldova (MD): (indicators educ_bo_ou_att, educ_bo_ou_ured, educ_bo_ou_mism). Data provided by the National Bureau of Statistics. Survey: "LFS";Serbia (RS): (indicators educ_bo_ou_att, educ_bo_ou_attf, educ_bo_ou_ured, educ_bo_ou_ursy, educ_bo_ou_urfi, educ_bo_ou_mism). Data provided by the Statistical Office of the Republic of Serbia. Survey: "LFS";Russia (RU): (indicators educ_bo_ou_urgaed, educ_bo_ou_mism). Data provided by the Federal State Statistics Service. Survey: "Survey on employment".

Eurostat Dataset Id:educ_bo_ou_attf 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. Bologna indicators on tertiary education attainment, occupational mismatch and unemployment are based for most of the countries on the results of the European Labour Force Survey (EU-LFS). For some countries not participating in the EU-LFS data collection, data were provided by their NSI and rely upon national household surveys.   The EU-LFS is a quarterly household sample survey carried out in the Member States of the European Union, Candidate Countries and EFTA countries (except for Liechtenstein). It is the main source of information about the situation and trends on the labour market in the European Union. The EU-LFS is organised in 12 modules covering demographic background, labour status, employment characteristics of the main job, atypical work, working time, employment characteristics of the second job, previous work experience of persons not in employment, search for employment, main labour status, education and training, situation one year before the survey and income. The survey's target population consists of all persons in private households, although the variables related to labour market are only collected for persons aged 15 years or older. For details see Council Regulation (EC) No 577/98 of 9 March 1998 on the organisation of a labour force sample survey in the Community (OJ No L 77/3). Since 1999 an inherent part of the European Union EU-LFS are the so called 'ad-hoc modules'. Detailed information regarding the survey methods, organization and comparability issues is available on the EU-LFS webpage. The following datasets are available with indicators on tertiary education attainment, occupational mismatch and unemployment used for the monitoring of the Bologna Process namely on effective outcomes and employability: educ_bo_ou_att: Population with tertiary education (ISCED 5-6), by sex and ageeduc_bo_ou_attf: Population with tertiary education (ISCED 5-6) aged 25-39, by field of study and sexeduc_bo_ou_ured: Unemployment rate of people aged 20-34, by sex and educational attainmenteduc_bo_ou_ursy: Unemployment rate of people with tertiary education (ISCED 5-6) aged 20-34, by sex and number of years since graduationeduc_bo_ou_urfi: Unemployment rate of people with tertiary education (ISCED 5-6), by field of study and ageeduc_bo_ou_mism: People with tertiary education (ISCED 5-6) aged 25-34 and employed in ISCO 1 or 2, in ISCO3, and not in ISCO 1|2|3, by sexeduc_bo_ou_mifi: People aged 25-34 with tertiary education (ISCED 5-6) being vertically mismatched, by field of study and sex As regards some countries, data on tertiary education attainment, occupational mismatch and unemployment were provided outside the framework of the LFS data collection and therefore cannot be considered to be always fully comparable due to differences in the underlying data sources and definitions. This parallel collection was carried out in January 2009 with some Bologna countries that have not participated in the EU-LFS data collection. Data, as well as some metadata, were collected in Armenia (AM), Moldova (MD), Serbia (RS) and Russia (RU): Armenia (AM): (indicators educ_bo_ou_att, educ_bo_ou_ured). Data provided by the National Statistical Service. Surveys: "LFS" and "ILCS". LFS for 2007 has been conducted within the frame of ILCS with a reduced number of questions;Moldova (MD): (indicators educ_bo_ou_att, educ_bo_ou_ured, educ_bo_ou_mism). Data provided by the National Bureau of Statistics. Survey: "LFS";Serbia (RS): (indicators educ_bo_ou_att, educ_bo_ou_attf, educ_bo_ou_ured, educ_bo_ou_ursy, educ_bo_ou_urfi, educ_bo_ou_mism). Data provided by the Statistical Office of the Republic of Serbia. Survey: "LFS";Russia (RU): (indicators educ_bo_ou_urgaed, educ_bo_ou_mism). Data provided by the Federal State Statistics Service. Survey: "Survey on employment".

Education Demographics Indicators United States, 2011

Countries report expenditures by public institutions, government-dependent private institutions, and independent private 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). Expenditure is classified into current and capital expenditure. Current expenditure is then broken down, into expenditure on compensation of personnel, and expenditure on other (non-personnel) resources.

Eurostat Dataset Id:educ_regind The aim of this section is to provide comparable statistics and indicators on education in the 27 Member States of the European Union, at the regional level NUTS 2. In order to facilitate comparison between countries, data from each Member State are allocated to the various education levels of the International Standard Classification of Education (ISCED), UNESCO 1997.

Education Sector of Nigeria, 2011

Education Statistics provides data on over 1,000 internationally comparable indicators for access, progression, completion, learning outcomes, literacy, teachers, expenditure, and background indicators. The indicators cover the educational cycle from pre-primary to tertiary education.

Education Technology United States, 2007

Education, 2002-2012, Botswana

Eurostat Dataset Id:educ_bo_ou_mifi 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. Bologna indicators on tertiary education attainment, occupational mismatch and unemployment are based for most of the countries on the results of the European Labour Force Survey (EU-LFS). For some countries not participating in the EU-LFS data collection, data were provided by their NSI and rely upon national household surveys.   The EU-LFS is a quarterly household sample survey carried out in the Member States of the European Union, Candidate Countries and EFTA countries (except for Liechtenstein). It is the main source of information about the situation and trends on the labour market in the European Union. The EU-LFS is organised in 12 modules covering demographic background, labour status, employment characteristics of the main job, atypical work, working time, employment characteristics of the second job, previous work experience of persons not in employment, search for employment, main labour status, education and training, situation one year before the survey and income. The survey's target population consists of all persons in private households, although the variables related to labour market are only collected for persons aged 15 years or older. For details see Council Regulation (EC) No 577/98 of 9 March 1998 on the organisation of a labour force sample survey in the Community (OJ No L 77/3). Since 1999 an inherent part of the European Union EU-LFS are the so called 'ad-hoc modules'. Detailed information regarding the survey methods, organization and comparability issues is available on the EU-LFS webpage. The following datasets are available with indicators on tertiary education attainment, occupational mismatch and unemployment used for the monitoring of the Bologna Process namely on effective outcomes and employability: educ_bo_ou_att: Population with tertiary education (ISCED 5-6), by sex and ageeduc_bo_ou_attf: Population with tertiary education (ISCED 5-6) aged 25-39, by field of study and sexeduc_bo_ou_ured: Unemployment rate of people aged 20-34, by sex and educational attainmenteduc_bo_ou_ursy: Unemployment rate of people with tertiary education (ISCED 5-6) aged 20-34, by sex and number of years since graduationeduc_bo_ou_urfi: Unemployment rate of people with tertiary education (ISCED 5-6), by field of study and ageeduc_bo_ou_mism: People with tertiary education (ISCED 5-6) aged 25-34 and employed in ISCO 1 or 2, in ISCO3, and not in ISCO 1|2|3, by sexeduc_bo_ou_mifi: People aged 25-34 with tertiary education (ISCED 5-6) being vertically mismatched, by field of study and sex As regards some countries, data on tertiary education attainment, occupational mismatch and unemployment were provided outside the framework of the LFS data collection and therefore cannot be considered to be always fully comparable due to differences in the underlying data sources and definitions. This parallel collection was carried out in January 2009 with some Bologna countries that have not participated in the EU-LFS data collection. Data, as well as some metadata, were collected in Armenia (AM), Moldova (MD), Serbia (RS) and Russia (RU): Armenia (AM): (indicators educ_bo_ou_att, educ_bo_ou_ured). Data provided by the National Statistical Service. Surveys: "LFS" and "ILCS". LFS for 2007 has been conducted within the frame of ILCS with a reduced number of questions;Moldova (MD): (indicators educ_bo_ou_att, educ_bo_ou_ured, educ_bo_ou_mism). Data provided by the National Bureau of Statistics. Survey: "LFS";Serbia (RS): (indicators educ_bo_ou_att, educ_bo_ou_attf, educ_bo_ou_ured, educ_bo_ou_ursy, educ_bo_ou_urfi, educ_bo_ou_mism). Data provided by the Statistical Office of the Republic of Serbia. Survey: "LFS";Russia (RU): (indicators educ_bo_ou_urgaed, educ_bo_ou_mism). Data provided by the Federal State Statistics Service. Survey: "Survey on employment".

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.

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.

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.

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.

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.

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.

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.

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.

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.

Eurostat Dataset Id:cens_01reisco The tables presented in the topic of educational level cover the total population for 31 countries (for more information on received tables and geographic coverage, see "2001 Census Round - Tables Received" in the Annex at the bottom of the page). The level of completeness of the tables depends largely on the availability of data at the respective national statistical institutes. There are four ways of collecting census data, namely: - the traditional method of using census questionnaires (exhaustive census); - the method of using registers and/or other administrative sources; - a combination of registers and/or other administrative sources and - surveys (complete enumerations or sample surveys). Other methods (other mixed census or micro-census) can be used as well. Details for the method employed by each country are provided in "2001 Census Method"in the Annex at the bottom of the page. In the same table you can find the dates on which the census was carried out in each country.

The section 'LFS series - detailed quarterly survey results' reports detailed quarterly results going beyond the EU-LFS main aggregates, which have a separate data domain and some methodological differences. This data collection covers all main labour market characteristics, i.e. the total population, activity and activity rates, employment, employment rates, self employed, employees, temporary employment, full-time and part-time employment, population in employment having a second job, working time, total unemployment and inactivity. General information on the EU-LFS can be found in the ESMS page for 'Employment and unemployment (LFS)', see link in related metada. Detailed information on the main features, the legal basis, the methodology and the data as well as on the historical development of the EU-LFS is available on the EU-LFS (Statistics Explained) webpage.

The folder 'population by educational attainment level (edat1)' presents data on the highest level of education successfully completed by the individuals of a given population. The folder 'transition from education to work (edatt)' covers data on young people neither in employment nor in education and training – NEET, early leavers from education and training and the labour status of young people by years since completion of highest level of education. The data shown are calculated as annual averages of quarterly EU Labour Force Survey data (EU-LFS). Up to the reference year 2008, the data source (EU-LFS) is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following:correction of the main breaks in the LFS series,estimation of the missing values, i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU-LFS data with reference to the available quarter(s). Details on the adjustments are available in CIRCABC. The adjustments are applied in the following online tables:Population by educational attainment level (edat1)   - Population by educational attainment level, sex and age (%) - main indicators (edat_lfse_03) - Population aged 25-64 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_04) - Population aged 30-34 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_12) (Other tables shown in the folder 'population by educational attainment level (edat1)' are not adjusted and therefore the results in these tables might differ).Young people by educational and labour status (incl. neither in employment nor in education and training - NEET) (edatt0) – all tablesEarly leavers from education and training (edatt1) – all tablesLabour status of young people by years since completion of highest level of education (edatt2) – all tables  LFS ad-hoc module data available in the folder 'transition from education to work (edatt)' are not adjusted.

The folder 'population by educational attainment level (edat1)' presents data on the highest level of education successfully completed by the individuals of a given population. The folder 'transition from education to work (edatt)' covers data on young people neither in employment nor in education and training – NEET, early leavers from education and training and the labour status of young people by years since completion of highest level of education. The data shown are calculated as annual averages of quarterly EU Labour Force Survey data (EU-LFS). Up to the reference year 2008, the data source (EU-LFS) is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following:correction of the main breaks in the LFS series,estimation of the missing values, i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU-LFS data with reference to the available quarter(s). Details on the adjustments are available in CIRCABC. The adjustments are applied in the following online tables:Population by educational attainment level (edat1)   - Population by educational attainment level, sex and age (%) - main indicators (edat_lfse_03) - Population aged 25-64 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_04) - Population aged 30-34 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_12) (Other tables shown in the folder 'population by educational attainment level (edat1)' are not adjusted and therefore the results in these tables might differ).Young people by educational and labour status (incl. neither in employment nor in education and training - NEET) (edatt0) – all tablesEarly leavers from education and training (edatt1) – all tablesLabour status of young people by years since completion of highest level of education (edatt2) – all tables  LFS ad-hoc module data available in the folder 'transition from education to work (edatt)' are not adjusted.

Population by educational attainment level presents data on the highest level of education successfully completed by the individuals of a given population. Transition from education to work covers data on young people neither in employment nor in education and training – NEET, early leavers from education and training and the labour status of young people by years since completion of highest level of education. The data shown are calculated as annual averages of quarterly EU Labour Force Survey data (EU-LFS). Up to the reference year 2008, the data source (EU-LFS) is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: correction of the main breaks in the LFS series,estimation of the missing values, i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU-LFS data with reference to the available quarter(s). Details on the adjustments are available in CIRCABC. The adjustments are applied in the following online tables Population by educational attainment level (edat1)- Population with lower secondary education attainment by sex and age (edat_lfse_05) - Population with upper secondary education attainment by sex and age (edat_lfse_06) - Population with tertiary education attainment by sex and age (edat_lfse_07) - Population with upper secondary or tertiary education attainment by sex and age (edat_lfse_08) - Population aged 25-64 with lower secondary education attainment by sex and NUTS 2 regions (edat_lfse_09) - Population aged 25-64 with upper secondary education attainment by sex and NUTS 2 regions (edat_lfse_10) - Population aged 25-64 with tertiary education attainment by sex and NUTS 2 regions (edat_lfse_11) - Population aged 30-34 with tertiary education attainment by sex and NUTS 2 regions (edat_lfse_12) - Population aged 25-64 with upper secondary or tertiary education attainment by sex and NUTS 2 regions (edat_lfse_13) (Other tables shown in the folder 'population by educational attainment level (edat1)' are not adjusted and therefore the results in these tables might differ).Young people by educational and labour status (incl. neither in employment nor in education and training - NEET) (edatt0) – all tablesEarly leavers from education and training (edatt1) – all tablesLabour status of young people by years since completion of highest level of education (edatt2) – all tables  LFS ad-hoc module data available in the folder 'transition from education to work (edatt)' are not adjusted.

The folder 'population by educational attainment level (edat1)' presents data on the highest level of education successfully completed by the individuals of a given population. The folder 'transition from education to work (edatt)' covers data on young people neither in employment nor in education and training – NEET, early leavers from education and training and the labour status of young people by years since completion of highest level of education. The data shown are calculated as annual averages of quarterly EU Labour Force Survey data (EU-LFS). Up to the reference year 2008, the data source (EU-LFS) is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following:correction of the main breaks in the LFS series,estimation of the missing values, i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU-LFS data with reference to the available quarter(s). Details on the adjustments are available in CIRCABC. The adjustments are applied in the following online tables:Population by educational attainment level (edat1)   - Population by educational attainment level, sex and age (%) - main indicators (edat_lfse_03) - Population aged 25-64 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_04) - Population aged 30-34 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_12) (Other tables shown in the folder 'population by educational attainment level (edat1)' are not adjusted and therefore the results in these tables might differ).Young people by educational and labour status (incl. neither in employment nor in education and training - NEET) (edatt0) – all tablesEarly leavers from education and training (edatt1) – all tablesLabour status of young people by years since completion of highest level of education (edatt2) – all tables  LFS ad-hoc module data available in the folder 'transition from education to work (edatt)' are not adjusted.

The folder 'population by educational attainment level (edat1)' presents data on the highest level of education successfully completed by the individuals of a given population. The folder 'transition from education to work (edatt)' covers data on young people neither in employment nor in education and training – NEET, early leavers from education and training and the labour status of young people by years since completion of highest level of education. The data shown are calculated as annual averages of quarterly EU Labour Force Survey data (EU-LFS). Up to the reference year 2008, the data source (EU-LFS) is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following:correction of the main breaks in the LFS series,estimation of the missing values, i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU-LFS data with reference to the available quarter(s). Details on the adjustments are available in CIRCABC. The adjustments are applied in the following online tables:Population by educational attainment level (edat1)   - Population by educational attainment level, sex and age (%) - main indicators (edat_lfse_03) - Population aged 25-64 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_04) - Population aged 30-34 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_12) (Other tables shown in the folder 'population by educational attainment level (edat1)' are not adjusted and therefore the results in these tables might differ).Young people by educational and labour status (incl. neither in employment nor in education and training - NEET) (edatt0) – all tablesEarly leavers from education and training (edatt1) – all tablesLabour status of young people by years since completion of highest level of education (edatt2) – all tables  LFS ad-hoc module data available in the folder 'transition from education to work (edatt)' are not adjusted.

The folder 'population by educational attainment level (edat1)' presents data on the highest level of education successfully completed by the individuals of a given population. The folder 'transition from education to work (edatt)' covers data on young people neither in employment nor in education and training – NEET, early leavers from education and training and the labour status of young people by years since completion of highest level of education. The data shown are calculated as annual averages of quarterly EU Labour Force Survey data (EU-LFS). Up to the reference year 2008, the data source (EU-LFS) is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following:correction of the main breaks in the LFS series,estimation of the missing values, i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU-LFS data with reference to the available quarter(s). Details on the adjustments are available in CIRCABC. The adjustments are applied in the following online tables:Population by educational attainment level (edat1)   - Population by educational attainment level, sex and age (%) - main indicators (edat_lfse_03) - Population aged 25-64 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_04) - Population aged 30-34 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_12) (Other tables shown in the folder 'population by educational attainment level (edat1)' are not adjusted and therefore the results in these tables might differ).Young people by educational and labour status (incl. neither in employment nor in education and training - NEET) (edatt0) – all tablesEarly leavers from education and training (edatt1) – all tablesLabour status of young people by years since completion of highest level of education (edatt2) – all tables  LFS ad-hoc module data available in the folder 'transition from education to work (edatt)' are not adjusted.

The section 'LFS series - detailed annual survey results' reports annual results from the EU-LFS. While LFS is a quarterly survey, it is also possible to produce annual results. There are several ways of doing it, see section '20.5 Data compilation' below for details. This data collection covers all main labour market characteristics, i.e. the total population, activity and activity rates, employment, employment rates, self employed, employees, temporary employment, full-time and part-time employment, population in employment having a second job, working time, total unemployment and inactivity. General information on the EU-LFS can be found in the ESMS page for 'Employment and unemployment (LFS)', see link in related metada. Detailed information on the main features, the legal basis, the methodology and the data as well as on the historical development of the EU-LFS is available on the EU-LFS (Statistics Explained) webpage.

The section 'LFS series - detailed quarterly survey results' reports detailed quarterly results going beyond the EU-LFS main aggregates, which have a separate data domain and some methodological differences. This data collection covers all main labour market characteristics, i.e. the total population, activity and activity rates, employment, employment rates, self employed, employees, temporary employment, full-time and part-time employment, population in employment having a second job, working time, total unemployment and inactivity. General information on the EU-LFS can be found in the ESMS page for 'Employment and unemployment (LFS)', see link in related metada. Detailed information on the main features, the legal basis, the methodology and the data as well as on the historical development of the EU-LFS is available on the EU-LFS (Statistics Explained) webpage.

The section 'LFS series - detailed quarterly survey results' reports detailed quarterly results going beyond the EU-LFS main aggregates, which have a separate data domain and some methodological differences. This data collection covers all main labour market characteristics, i.e. the total population, activity and activity rates, employment, employment rates, self employed, employees, temporary employment, full-time and part-time employment, population in employment having a second job, working time, total unemployment and inactivity. General information on the EU-LFS can be found in the ESMS page for 'Employment and unemployment (LFS)', see link in related metada. Detailed information on the main features, the legal basis, the methodology and the data as well as on the historical development of the EU-LFS is available on the EU-LFS (Statistics Explained) webpage.

Eurostat's database covers 1) Production and trade in roundwood and wood products, including primary and secondary products 2) Economic data on forestry and logging, including employment data 3) Sustainable forest management, comprising forest resources (assets) and environmental data. The main types of primary forest products included in (1) are: roundwood, sawnwood, wood-based panels, pulp, and paper and paperboard. Secondary products include further processed wood and paper products. These products are presented in greater detail; definitions are available. All of the data are compiled from the Joint Forest Sector Questionnaire (JFSQ), except for table (e), which is directly extracted from Eurostat's international trade database COMEXT (HS/CN Chapter 44). The tables in (1) cover details of the following topics: - Roundwood removals and production by type of wood and assortment (a) - Roundwood production by type of ownership (b) - Production and trade in roundwood, fuelwood and other basic products (c) - Trade in industrial roundwood by assortment and species (d) - Tropical wood imports to the EU from Chapter 44 of the Harmonised System (e) - Production and trade in sawnwood, panels and other primary products (f) - Sawnwood trade by species (g) - Production and trade in pulp and paper & paperboard (h) - Trade in secondary wood and paper products (i) Data in (2) include the output, intermediate consumption, gross value added, fixed capital consumption, gross fixed capital formation and different measures of income of forestry and logging.  The data are in current basic prices and are compatible with National Accounts. They are collected as part of Intergrated environmental and economic accounting for forests (IEEAF), which also covers labour input in annual work units (AWU).  Under (2), two separate tables cover the number of employees of forestry and logging, the manufacture of wood and products of wood and cork, and the manufacture of paper and paper products, as estimated from the Labour Force Survey results. There are two separate tables because of the change in the EU's classification of economic activities from NACE Rev. 1.1 to NACE Rev. 2 in 2008. More detailed information on wood products and accounting, including definitions and questionnaires, can be found on our open-access communication platform under the interest group 'Forestry statistics and accounts'.  Data in (3) are not collected by Eurostat, but by the FAO, UNECE, Forest Euope, the European Commission's departments for Environment and the Joint Research Centre. They include forest area, wood volume, defoliation on sample plots, fires and areas with protective functions.

Sport employment statistics are derived from data on employment based on the results of the European Labour Force Survey (EU-LFS). Employment in sport statistics aim at investigating on the dimension of the contribution of sport employment to the overall employment. The EU-LFS is the main source of information about the situation and trends on the labour market in the European Union . The methodology for the design and development of sport employment statistics is based on the one proposed by the final report of the European Statistical System Network on Culture (ESS-Net Culture Report 2012) which takes into account two reference classifications: the NACE classification (‘Nomenclature générale des Activités économiques dans les Communautés Européennes’) which classifies the main economic  activitiesthe ISCO classification (‘International Standard Classification of Occupations’) which classifies occupations. Results from the EU-LFS allow characterizing employment in sport by different variables such as gender, age, educational attainment by cross-tabulating ISCO and NACE selected sport codes.

The ad-hoc module "labour market situation of migrants and their immediate descendants" aimed at comparing the situation on the labour market for first generation immigrants, second generation immigrants, and nationals, and further to analyse the factors affecting the integration in and adaptation to the labour market.

The folder 'population by educational attainment level (edat1)' presents data on the highest level of education successfully completed by the individuals of a given population. The folder 'transition from education to work (edatt)' covers data on young people neither in employment nor in education and training – NEET, early leavers from education and training and the labour status of young people by years since completion of highest level of education. The data shown are calculated as annual averages of quarterly EU Labour Force Survey data (EU-LFS). Up to the reference year 2008, the data source (EU-LFS) is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following:correction of the main breaks in the LFS series,estimation of the missing values, i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU-LFS data with reference to the available quarter(s). Details on the adjustments are available in CIRCABC. The adjustments are applied in the following online tables:Population by educational attainment level (edat1)   - Population by educational attainment level, sex and age (%) - main indicators (edat_lfse_03) - Population aged 25-64 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_04) - Population aged 30-34 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_12) (Other tables shown in the folder 'population by educational attainment level (edat1)' are not adjusted and therefore the results in these tables might differ).Young people by educational and labour status (incl. neither in employment nor in education and training - NEET) (edatt0) – all tablesEarly leavers from education and training (edatt1) – all tablesLabour status of young people by years since completion of highest level of education (edatt2) – all tables  LFS ad-hoc module data available in the folder 'transition from education to work (edatt)' are not adjusted.

The folder 'population by educational attainment level (edat1)' presents data on the highest level of education successfully completed by the individuals of a given population. The folder 'transition from education to work (edatt)' covers data on young people neither in employment nor in education and training - NEET, early leavers from education and training and the labour status of young people by years since completion of highest level of education. The data shown are calculated as annual averages of quarterly EU Labour Force Survey data (EU-LFS). Up to the reference year 2008, the data source (EU-LFS) is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following:correction of the main breaks in the LFS series,estimation of the missing values, i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU-LFS data with reference to the available quarter(s). Details on the adjustments are available in CIRCABC. The adjustments are applied in the following online tables:Population by educational attainment level (edat1) - Population by educational attainment level, sex and age (%) - main indicators (edat_lfse_03) - Population aged 25-64 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_04) - Population aged 30-34 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_12) (Other tables shown in the folder 'population by educational attainment level (edat1)' are not adjusted and therefore the results in these tables might differ).Young people by educational and labour status (incl. neither in employment nor in education and training - NEET) (edatt0) - all tablesEarly leavers from education and training (edatt1) - all tablesLabour status of young people by years since completion of highest level of education (edatt2) - all tables LFS ad-hoc module data available in the folder 'transition from education to work (edatt)' are not adjusted.

The folder 'population by educational attainment level (edat1)' presents data on the highest level of education successfully completed by the individuals of a given population. The folder 'transition from education to work (edatt)' covers data on young people neither in employment nor in education and training - NEET, early leavers from education and training and the labour status of young people by years since completion of highest level of education. The data shown are calculated as annual averages of quarterly EU Labour Force Survey data (EU-LFS). Up to the reference year 2008, the data source (EU-LFS) is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following:correction of the main breaks in the LFS series,estimation of the missing values, i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU-LFS data with reference to the available quarter(s). Details on the adjustments are available in CIRCABC. The adjustments are applied in the following online tables:Population by educational attainment level (edat1) - Population by educational attainment level, sex and age (%) - main indicators (edat_lfse_03) - Population aged 25-64 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_04) - Population aged 30-34 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_12) (Other tables shown in the folder 'population by educational attainment level (edat1)' are not adjusted and therefore the results in these tables might differ).Young people by educational and labour status (incl. neither in employment nor in education and training - NEET) (edatt0) - all tablesEarly leavers from education and training (edatt1) - all tablesLabour status of young people by years since completion of highest level of education (edatt2) - all tables LFS ad-hoc module data available in the folder 'transition from education to work (edatt)' are not adjusted.

English-language learners (ELL) United States, 2009

Eurostat Dataset Id:trng_ent07n There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_ent07s There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_ent06n There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_ent06s There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_ent15n There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_ent15s There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_cvts18 CVTS2, CVTS3 and CVTS4 data were collected with reference year 1999, 2005 and 2010 in order to provide harmonised, reliable and relevant statistical information on continuing vocational training in enterprises.CVT stands for continuing vocational training i.e. education and training occurring during paid working time or paid at least partially by employers (if training activities are organised outside paid working time). CVTS 2, 3 and 4 provide statistics on incidence of training in enterprises, participation of employees and volume of CVT courses, CVT costs as well as CVT strategies of enterprises including on Initial vocational training (IVT, i.e. apprenticeship). The section "past series on lifelong learning" presents tables which are no longer available in the same format or at the same level of precision as CVTS 4. The CVTS1 was the first survey on continuing vocational training in enterprises carried out on the EU level in a co-ordinated form (outline questionnaire, common definitions, and common recommendations with the respect to the fieldwork). The survey was of pioneering nature, and is not any longer disseminated due to lack of comparability with the following waves.

Eurostat Dataset Id:trng_ent03bs There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_ent25 There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_ent23 There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_ent24 There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_ent21 There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_ent08an There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_ent08as There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_cvts07 CVTS2, CVTS3 and CVTS4 data were collected with reference year 1999, 2005 and 2010 in order to provide harmonised, reliable and relevant statistical information on continuing vocational training in enterprises.CVT stands for continuing vocational training i.e. education and training occurring during paid working time or paid at least partially by employers (if training activities are organised outside paid working time). CVTS 2, 3 and 4 provide statistics on incidence of training in enterprises, participation of employees and volume of CVT courses, CVT costs as well as CVT strategies of enterprises including on Initial vocational training (IVT, i.e. apprenticeship). The section "past series on lifelong learning" presents tables which are no longer available in the same format or at the same level of precision as CVTS 4. The CVTS1 was the first survey on continuing vocational training in enterprises carried out on the EU level in a co-ordinated form (outline questionnaire, common definitions, and common recommendations with the respect to the fieldwork). The survey was of pioneering nature, and is not any longer disseminated due to lack of comparability with the following waves.

Eurostat Dataset Id:trng_ent12n There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_ent12s There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_cvts3_12 There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_ent13n There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_ent13s There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_cvts3_14 There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_ent09n There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_ent09s There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_cvts3_10 There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_ent14s There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_ent14n There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_cvts3_16 There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_ent20n There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_ent20s There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

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)

This collection covers national tourism.  Data is collected by the competent national authorities of the Member States and is compiled according to a harmonised methodology established by EU regulations before transmission to Eurostat. Most of the time, data on domestic and outbound trips (where "outbound tourism" means residents of a country travelling in another country) is collected via sample surveys. However, in a few cases the data is compiled from border surveys. Surveys are generally conducted on a monthly or quarterly basis.   The concepts and definitions used in the collection of data shall conform to the specifications described in the Methodological manual for tourism statistics.   With the entry into force of the Regulation (EU) 692/2011 of the European Parliament and of the Council, Member States are transmitting microdata to Eurostat, which enables that data to be disseminated far more widely (since reference period 2012).   The information on tourism demand, concern trips (for the population aged 15 years and over) of which the main purpose is holidays or business and which involve at least one or more consecutive nights spent away from the usual place of residence (See annex at the bottom of the page).   Aggregated data on participation in tourim is also transmitted to Eurostat and covers the resident population aged 15 or over, participating in tourism for for personal purpose during the reference year.   Microdata on trips of EU residents as well as participation data are transmitted to Eurostat one time per year. Data are disseminated when they respect agreed validation rules and other quality criteria.

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)

Eurostat Dataset Id:educ_figdp 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

Eurostat Dataset Id:educ_fiexpc 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

Eurostat Dataset Id:educ_fiabs 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

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

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

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)

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.

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.

Eurostat Dataset Id:trng_fed8 General description of the ad hoc modules supplementing the Labour Force Survey (LFS)

Finance Statistics of United States, 2012

Eurostat Dataset Id:educ_fiaid 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

Section 498(c) of the Higher Education Act of 1965, as amended, requires for-profit and non-profit institutions to annually submit audited financial statements to the Department to demonstrate they are maintaining the standards of financial responsibility necessary to participate in the Title IV programs. One of many standards, which the Department utilizes to gauge the financial responsibility of an institution, is a composite of three ratios derived from an institution's audited financial statements. The three ratios are a primary reserve ratio, an equity ratio, and a net income ratio. These ratios gauge the fundamental elements of the financial health of an institution, not the educational quality of an institution.

Although the headline ranking figures show changes in the data year to year, the pattern of clustering among the schools is equally significant. Some 215 points separate the top programme, University of St Gallen, from the school ranked number 80. The top 12 participants, from University of St Gallen to Esade Business School, form the top group of Masters in Management providers. The second group, headed by WU (Vienna University of Economics and Business), spans schools ranked 13th to 41st. Differences between schools are small within this group. The 26 schools within the third group headed by Kozminski University are similarly close together. The remaining 13 schools headed by Corvinus University of Budapest make up the fourth group.

Residence permits data contain statistical information based on Article 6 of Council Regulation (CE) No 862 of 11 July 2007 with reference to: first permits granted to third-country nationals during the reference year, disaggregated by citizenship, reason for the permit being issued and by the length of validity of the permit; permits granted during the reference period on the occasion of person changing immigration status or reason to stay, disaggregated by citizenship, reason for the permit being issued and by the length of validity; permits valid at the end of the reference period, disaggregated by citizenship, reasons for the permit being issued and by the length of validity; number of long-term residents at the end of reference period. Statistics on EU Blue Cards contain information based on the Article 20 of the Council Directive 2009/50/EC of 25 May 2009 on: EU Blue Cards granted, renewed and withdrawn;Admitted family members of EU Blue Cards holders;EU Blue Cards holders and family members by Member State of previous residenceStatistics on Single permits contain information based on the Article 15 (2) Directive 2011/98/EU of the European Parliament and of the Council of 13 December 2011 on a single application procedure for a single permit for third-country nationals to reside and work in the territory of a Member State and on a common set of rights for third-country workers legally residing in a Member State. Eurostat collects data on first permits granted to third-country nationals (persons who are not EU citizens) during the reference year and data on permits valid at the end of the reference period. Statistics are disaggregated by citizenship, reason for the permit being issued and by the length of validity of the permit. In addition, Eurostat collects data on permits granted during the reference period on the occasion of the person changing immigration status or reason for stay (disaggregated by reason for the new permit being issued) and on the number of long-term residents at the end of the reference period. Since the 2010 reference year, data on first permits issued, stock of all valid permits and the number of long-term residents are additionally collected with a voluntary disaggregation by age (5-year age groups) and sex. These statistics are collected by Eurostat on an annual basis. Data are entirely based on administrative sources with the exception of the United Kingdom1 and are provided mainly by the Ministries of Interior or related Immigration Agencies. Data are generally disseminated in June and July in the year following  the  reference year. The indicators presented in the table 'Long-term residents among all non-EU citizens holding residence permits by citizenship on 31 December (%)' are produced within the framework of the pilot study related to the integration of migrants in the Member States, following the Zaragoza Declaration. The Zaragoza Declaration, adopted in April 2010 by EU Ministers responsible for immigrant integration issues, and approved at the Justice and Home Affairs Council on 3-4 June 2010, called upon the Commission to undertake a pilot study to examine proposals for common integration indicators and to report on the availability and quality of the data from agreed harmonised sources necessary for the calculation of these indicators. In June 2010 the ministers agreed "to promote the launching of a pilot project with a view to the evaluation of integration policies, including examining the indicators and analysing the significance of the defined indicators taking into account the national contexts, the background of diverse migrant populations and different migration and integration policies of the Member States, and reporting on the availability and quality of the data from agreed harmonised sources necessary for the calculation of these indicators". These indicators are produced on the basis of residence permit statistics collected by Eurostat on the basis of Article 6 of the Migration Statistics Regulation 862/2007. As a denominator data on the stock of all valid permits to stay at the end of each reporting year are used. As a numerator data on the stock of long-term residents are used.  Two types of long term residents are distinguished in accordance with the residence permit statistics: EU long-term resident status (as regulated by the Council Directive 2003/109/EC) and the National long-term resident status (as regulated by the national legislation in the Member States). Data for some countries may be a subject of revisions due to certain inconsistencies between categories. 1Please note that the statistics for the United Kingdom use different data sources to those used in other Member States. For that reason, the statistics on residence permits published by Eurostat for UK may not be fully comparable with the statistics reported by other countries. Statistics for the United Kingdom are not based on records of residence permits issued (as the United Kingdom does not operate a system of residence permits), but instead relate to the numbers of arriving non-EU citizens permitted to enter the country under selected immigration categories. According to the United Kingdom authorities, data are estimated from a combination of information due to be published in the Home Office Statistical Bulletin 'Control of Immigration: Statistics, United Kingdom' and unpublished management information. The 'Other reasons' category includes: diplomat, consular officer treated as exempt from control; retired persons of independent means; all other passengers given limited leave to enter who are not included in any other category; non-asylum discretionary permissions.

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.

Eurostat Dataset Id:educ_mofo_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.

Eurostat Dataset Id:educ_thfrlan 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

Eurostat Dataset Id:educ_bo_mo_el8i 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)

Eurostat Dataset Id:educ_mofo_fld 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.

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.

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.

Eurostat Dataset Id:educ_mofo_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.

Eurostat Dataset Id:educ_enrl8 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

The AfDB Statistics Department and the Fragile States Unit have compiled this data set from various sources (the World Bank, WHO, IMF, and many others)

The European Health Interview Survey (EHIS) aims at measuring on a harmonised basis and with a high degree of comparability among MS the health status, lifestyle (health determinants) and health care services use of the EU citizens. The European Health Interview Survey (EHIS) was developed between 2003 and 2006, during a process in which all the EU Member States (MS) were largely involved. It consists of four modules on health status, health care, health determinants, and background variables. Those modules may be implemented at the national level either as one specific survey or as elements of existing surveys (i.e. national health interview survey, labour force survey, other household surveys). The final version of the questionnaire for the first wave of EHIS was adopted by the MS at the Working Group on Public Health Statistics in November 2006. The survey contained around 130 questions split among the four modules covering the following topics: Background variables on demography and socio-economic status Health status: Minimum European Health Module (MEHM): self-perceived health, chronic health problems and activity limitationDisease specific morbidityAccidents and injuriesWork-related health problemsHealth related absenteeism from workPhysical and sensory functional limitationsActivities of daily living (ADL - feeding, bathing, etc.) and help receivedInstrumental activities of daily living (IADL - preparing meals, shopping, etc.) and help receivedPainAspect of mental health (psychological distress and mental well-being) Health care: Hospitalisation (inpatient and day care)Consultations with doctors and dentistsUnmet needs for hospitalization and for consultation with a specialistVisits to specific non-medical health professionalsVisits to specific categories of alternative medicine practitionersUse of home care and home help servicesSatisfaction with services provided by health care providersUse of medicines (prescribed and non-prescribed)Health care preventive actions (influenza vaccination, breast examination, cervical smear test, blood tests, etc.)Out-of-pocket payments for medical care (self-completion form) Health determinants: Height and weightPhysical activityConsumption of fruits, vegetables and juiceEnvironnent (home and workplace exposures, criminality exposure, social support)Smoking behaviour and exposure to tobacco smoke (self-completion form)Alcohol consumption (self-completion form)Illicit drug use (self-completion form). The first wave of the EHIS was implemented during the period 2006-2009 under a gentlemen's agreement. Nineteen countries have carried out it: 2006: AT, EE2007: SI, CH2008: BE, BG, CZ, CY, FR, LV, MT, RO, TR2009: DE, EL, ES, HU, PL, SK. Germany provided aggregated data and for breakdowns with a strata size less than 20, the values were marked as confidential (flag ~c). No data have been received for Switzerland. In total, 26 indicators based on DG SANCO and DG EMPL needs and covering health status, health determinants and health care are disseminated on Eurostat website. For more information on indicators see document EHIS indicators guidelines. The indicators present distribution percentages and are calculated with different breakdown according to the indicator: sex, age group (10-years intervals, 15 – 24, 25 – 34, …, 75 – 84, 85 or over) and educational attainment levels (ISCED0-2, ISCED3-4, ISCED5-6);sex, age group (18-44, 45-54, 55-64, 65-74, 75 or over) and income quintiles. For example: 4.5 % of Latvian women aged 25-34 are obese (BMI is equal or greater than 30). Records with missing values on age and sex were excluded from the calculation of indicators. Most of the indicators are worked out for the population aged 15 or over. Nevertheless, for some specific indicators, frequencies are calculated on different populations: the Body Mass Index (BMI) (tables hlth_ehis_de1 and hlth_ehis_de2) is calculated for adults only (18+);the self-reported prevalence of high blood pressure (table hlth_ehis_st1) is computed for people aged 25+;the self-reported vaccination against influenza (table hlth_ehis_hc1) is computed for people aged 65+;the self-reported breast examination by X-ray (table hlth_ehis_hc2) is computed for women aged 50-69;the self-reported cervical smear test (table hlth_ehis_hc3) is computed for women aged 20-69;the self-reported colorectal cancer screening test (table hlth_ehis_hc4) is computed for people aged 50-74.

The European Health Interview Survey (EHIS) aims at measuring on a harmonised basis and with a high degree of comparability among MS the health status, lifestyle (health determinants) and health care services use of the EU citizens. The European Health Interview Survey (EHIS) was developed between 2003 and 2006, during a process in which all the EU Member States (MS) were largely involved. It consists of four modules on health status, health care, health determinants, and background variables. Those modules may be implemented at the national level either as one specific survey or as elements of existing surveys (i.e. national health interview survey, labour force survey, other household surveys). The final version of the questionnaire for the first wave of EHIS was adopted by the MS at the Working Group on Public Health Statistics in November 2006. The survey contained around 130 questions split among the four modules covering the following topics: Background variables on demography and socio-economic status Health status: Minimum European Health Module (MEHM): self-perceived health, chronic health problems and activity limitationDisease specific morbidityAccidents and injuriesWork-related health problemsHealth related absenteeism from workPhysical and sensory functional limitationsActivities of daily living (ADL - feeding, bathing, etc.) and help receivedInstrumental activities of daily living (IADL - preparing meals, shopping, etc.) and help receivedPainAspect of mental health (psychological distress and mental well-being) Health care: Hospitalisation (inpatient and day care)Consultations with doctors and dentistsUnmet needs for hospitalization and for consultation with a specialistVisits to specific non-medical health professionalsVisits to specific categories of alternative medicine practitionersUse of home care and home help servicesSatisfaction with services provided by health care providersUse of medicines (prescribed and non-prescribed)Health care preventive actions (influenza vaccination, breast examination, cervical smear test, blood tests, etc.)Out-of-pocket payments for medical care (self-completion form) Health determinants: Height and weightPhysical activityConsumption of fruits, vegetables and juiceEnvironnent (home and workplace exposures, criminality exposure, social support)Smoking behaviour and exposure to tobacco smoke (self-completion form)Alcohol consumption (self-completion form)Illicit drug use (self-completion form). The first wave of the EHIS was implemented during the period 2006-2009 under a gentlemen's agreement. Nineteen countries have carried out it: 2006: AT, EE2007: SI, CH2008: BE, BG, CZ, CY, FR, LV, MT, RO, TR2009: DE, EL, ES, HU, PL, SK. Germany provided aggregated data and for breakdowns with a strata size less than 20, the values were marked as confidential (flag ~c). No data have been received for Switzerland. In total, 26 indicators based on DG SANCO and DG EMPL needs and covering health status, health determinants and health care are disseminated on Eurostat website. For more information on indicators see document EHIS indicators guidelines. The indicators present distribution percentages and are calculated with different breakdown according to the indicator: sex, age group (10-years intervals, 15 – 24, 25 – 34, …, 75 – 84, 85 or over) and educational attainment levels (ISCED0-2, ISCED3-4, ISCED5-6);sex, age group (18-44, 45-54, 55-64, 65-74, 75 or over) and income quintiles. For example: 4.5 % of Latvian women aged 25-34 are obese (BMI is equal or greater than 30). Records with missing values on age and sex were excluded from the calculation of indicators. Most of the indicators are worked out for the population aged 15 or over. Nevertheless, for some specific indicators, frequencies are calculated on different populations: the Body Mass Index (BMI) (tables hlth_ehis_de1 and hlth_ehis_de2) is calculated for adults only (18+);the self-reported prevalence of high blood pressure (table hlth_ehis_st1) is computed for people aged 25+;the self-reported vaccination against influenza (table hlth_ehis_hc1) is computed for people aged 65+;the self-reported breast examination by X-ray (table hlth_ehis_hc2) is computed for women aged 50-69;the self-reported cervical smear test (table hlth_ehis_hc3) is computed for women aged 20-69;the self-reported colorectal cancer screening test (table hlth_ehis_hc4) is computed for people aged 50-74.

Full List of Schools. Choosing a college is almost as hard as getting into one. PayScale has the data you need to make the decision easier. With data from over 1.4 million college alumni, our College Salary Report can help you compare salary data for over 1,000 US colleges & 120 majors. Whether you’re trying to figure out which school to attend, what you should major in, or what career to pursue after you graduate, the College Salary Report will help you make smart decisions about your educational choices. All data used to produce PayScale’s College Salary Report were collected from employees who successfully completed PayScale’s employee survey. Only employees who possess a bachelor’s degree and no higher degrees are included. This means bachelor’s degree graduates who go on to earn a master’s degree, M.B.A., M.D., J.D., Ph.D., or other advanced degrees are not included. Our sample of bachelor only, full-time, civilian employees working in the U.S. is 1.4 million. The sample size for each school included ranges from ~100 profiles to several thousand profiles, depending largely upon the size of the school.

The section 'LFS series - detailed annual survey results' reports annual results from the EU-LFS. While LFS is a quarterly survey, it is also possible to produce annual results. There are several ways of doing it, see section '20.5 Data compilation' below for details. This data collection covers all main labour market characteristics, i.e. the total population, activity and activity rates, employment, employment rates, self employed, employees, temporary employment, full-time and part-time employment, population in employment having a second job, working time, total unemployment and inactivity. General information on the EU-LFS can be found in the ESMS page for 'Employment and unemployment (LFS)', see link in related metada. Detailed information on the main features, the legal basis, the methodology and the data as well as on the historical development of the EU-LFS is available on the EU-LFS (Statistics Explained) webpage.

Eurostat Dataset Id:educ_fifunds 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

Eurostat Dataset Id:med_ps22 The focus of this domain is on the following countries:Algeria, Egypt, Israel, Jordan, Lebanon, Morocco, Palestinian Authority, Syria, Tunisia. Data are provided for over 1000 indicators depending on the country.   The data for the Mediterranean partner countries are supplied by and under the responsibility of the national statistical authorities  of each of the countries or territories. The data and their denomination in no way constitute the  expression of an opinion by the European Commission on the  legal status of a country or territory or on the delimitation of its frontiers. Â

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.

The Global Talen Index Report: The Outlook to 2015

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.

The data originate from the education goals of developing-country partners of the Global Partnership for Education (GPE). Indicators compare actual values observed against targets, as set in education sector plans, joint sector reviews, and GPE grant applications. Indicators present key education outcomes and service delivery data; domestic, external, and GPE financing; learning outcomes; the composition of the Local Education Groups; and aid effectiveness in the education sector.

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)

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.

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).

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).

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.

Eurostat Dataset Id:educ_grad2 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

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.

Graduation Indicators of United States, 2013

Eurostat Dataset Id:educ_grad5 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

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)

The World Bank Health Nutrition and Population Statistics Provides key health, nutrition and population statistics gathered from a variety of international sources. Themes include population dynamics, nutrition, reproductive health, health financing, medical resources and usage, immunization, infectious diseases, HIV/AIDS, DALY, population projections and lending. HNPStats also includes health, nutrition and population statistics by wealth quintiles.

Eurostat Dataset Id:med_ps23 The focus of this domain is on the following countries:Algeria, Egypt, Israel, Jordan, Lebanon, Morocco, Palestinian Authority, Syria, Tunisia. Data are provided for over 1000 indicators depending on the country.   The data for the Mediterranean partner countries are supplied by and under the responsibility of the national statistical authorities  of each of the countries or territories. The data and their denomination in no way constitute the  expression of an opinion by the European Commission on the  legal status of a country or territory or on the delimitation of its frontiers. Â

Eurostat Dataset Id:trng_hour06s There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_cvts78 CVTS2, CVTS3 and CVTS4 data were collected with reference year 1999, 2005 and 2010 in order to provide harmonised, reliable and relevant statistical information on continuing vocational training in enterprises.CVT stands for continuing vocational training i.e. education and training occurring during paid working time or paid at least partially by employers (if training activities are organised outside paid working time). CVTS 2, 3 and 4 provide statistics on incidence of training in enterprises, participation of employees and volume of CVT courses, CVT costs as well as CVT strategies of enterprises including on Initial vocational training (IVT, i.e. apprenticeship). The section "past series on lifelong learning" presents tables which are no longer available in the same format or at the same level of precision as CVTS 4. The CVTS1 was the first survey on continuing vocational training in enterprises carried out on the EU level in a co-ordinated form (outline questionnaire, common definitions, and common recommendations with the respect to the fieldwork). The survey was of pioneering nature, and is not any longer disseminated due to lack of comparability with the following waves.

Eurostat Dataset Id:trng_hour08s There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_hour05s There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_cvts72 CVTS2, CVTS3 and CVTS4 data were collected with reference year 1999, 2005 and 2010 in order to provide harmonised, reliable and relevant statistical information on continuing vocational training in enterprises.CVT stands for continuing vocational training i.e. education and training occurring during paid working time or paid at least partially by employers (if training activities are organised outside paid working time). CVTS 2, 3 and 4 provide statistics on incidence of training in enterprises, participation of employees and volume of CVT courses, CVT costs as well as CVT strategies of enterprises including on Initial vocational training (IVT, i.e. apprenticeship). The section "past series on lifelong learning" presents tables which are no longer available in the same format or at the same level of precision as CVTS 4. The CVTS1 was the first survey on continuing vocational training in enterprises carried out on the EU level in a co-ordinated form (outline questionnaire, common definitions, and common recommendations with the respect to the fieldwork). The survey was of pioneering nature, and is not any longer disseminated due to lack of comparability with the following waves.

Eurostat Dataset Id:trng_cvts27 CVTS2, CVTS3 and CVTS4 data were collected with reference year 1999, 2005 and 2010 in order to provide harmonised, reliable and relevant statistical information on continuing vocational training in enterprises.CVT stands for continuing vocational training i.e. education and training occurring during paid working time or paid at least partially by employers (if training activities are organised outside paid working time). CVTS 2, 3 and 4 provide statistics on incidence of training in enterprises, participation of employees and volume of CVT courses, CVT costs as well as CVT strategies of enterprises including on Initial vocational training (IVT, i.e. apprenticeship). The section "past series on lifelong learning" presents tables which are no longer available in the same format or at the same level of precision as CVTS 4. The CVTS1 was the first survey on continuing vocational training in enterprises carried out on the EU level in a co-ordinated form (outline questionnaire, common definitions, and common recommendations with the respect to the fieldwork). The survey was of pioneering nature, and is not any longer disseminated due to lack of comparability with the following waves.

Eurostat Dataset Id:trng_hour09s There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_hour10s There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_cvts22 CVTS2, CVTS3 and CVTS4 data were collected with reference year 1999, 2005 and 2010 in order to provide harmonised, reliable and relevant statistical information on continuing vocational training in enterprises.CVT stands for continuing vocational training i.e. education and training occurring during paid working time or paid at least partially by employers (if training activities are organised outside paid working time). CVTS 2, 3 and 4 provide statistics on incidence of training in enterprises, participation of employees and volume of CVT courses, CVT costs as well as CVT strategies of enterprises including on Initial vocational training (IVT, i.e. apprenticeship). The section "past series on lifelong learning" presents tables which are no longer available in the same format or at the same level of precision as CVTS 4. The CVTS1 was the first survey on continuing vocational training in enterprises carried out on the EU level in a co-ordinated form (outline questionnaire, common definitions, and common recommendations with the respect to the fieldwork). The survey was of pioneering nature, and is not any longer disseminated due to lack of comparability with the following waves.

Eurostat Dataset Id:trng_hour01s There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_cvts66 CVTS2, CVTS3 and CVTS4 data were collected with reference year 1999, 2005 and 2010 in order to provide harmonised, reliable and relevant statistical information on continuing vocational training in enterprises.CVT stands for continuing vocational training i.e. education and training occurring during paid working time or paid at least partially by employers (if training activities are organised outside paid working time). CVTS 2, 3 and 4 provide statistics on incidence of training in enterprises, participation of employees and volume of CVT courses, CVT costs as well as CVT strategies of enterprises including on Initial vocational training (IVT, i.e. apprenticeship). The section "past series on lifelong learning" presents tables which are no longer available in the same format or at the same level of precision as CVTS 4. The CVTS1 was the first survey on continuing vocational training in enterprises carried out on the EU level in a co-ordinated form (outline questionnaire, common definitions, and common recommendations with the respect to the fieldwork). The survey was of pioneering nature, and is not any longer disseminated due to lack of comparability with the following waves.

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.

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.

The Human Development Report presents a wealth of statistical information on different aspects of human development

The tables presented in the Census 1990/91 round cover the total population and housing for 19 countries. Five main topics are covered: structure of population, active population, education level, households and dwellings. The level of completeness of the tables depends largely on the availability of data at the respective national statistical institutes.

The folder 'population by educational attainment level (edat1)' presents data on the highest level of education successfully completed by the individuals of a given population. The folder 'transition from education to work (edatt)' covers data on young people neither in employment nor in education and training – NEET, early leavers from education and training and the labour status of young people by years since completion of highest level of education. The data shown are calculated as annual averages of quarterly EU Labour Force Survey data (EU-LFS). Up to the reference year 2008, the data source (EU-LFS) is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following:correction of the main breaks in the LFS series,estimation of the missing values, i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU-LFS data with reference to the available quarter(s). Details on the adjustments are available in CIRCABC. The adjustments are applied in the following online tables:Population by educational attainment level (edat1)   - Population by educational attainment level, sex and age (%) - main indicators (edat_lfse_03) - Population aged 25-64 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_04) - Population aged 30-34 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_12) (Other tables shown in the folder 'population by educational attainment level (edat1)' are not adjusted and therefore the results in these tables might differ).Young people by educational and labour status (incl. neither in employment nor in education and training - NEET) (edatt0) – all tablesEarly leavers from education and training (edatt1) – all tablesLabour status of young people by years since completion of highest level of education (edatt2) – all tables  LFS ad-hoc module data available in the folder 'transition from education to work (edatt)' are not adjusted.

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

The Indonesia Database for Policy and Economic Research (INDO-DAPOER) contains relevant economic and social indicators at the province- and district-level, which span across four main categories: fiscal, economic, social and demographic, as well as infrastructure.

IPEDS is the Integrated Postsecondary Education Data System. It is a system of interrelated surveys conducted annually by the U.S. Department’s National Center for Education Statistics (NCES). IPEDS gathers information from every college, university, and technical and vocational institution that participates in the federal student financial aid programs. IPEDS provides basic data needed to describe — and analyze trends in — postsecondary education in the United States, in terms of the numbers of students enrolled, staff employed, dollars expended, and degrees earned.

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

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

Eurostat Dataset Id:ilc_iw04 The domain "Income and living conditions" covers four topics: people at risk of poverty or social exclusion, income distribution and monetary poverty, living conditions and material deprivation, which are again structured into collections of indicators on specific topics. The collection "People at risk of poverty or social exclusion" houses main indicator on risk of poverty or social inclusion included in the Europe 2020 strategy as well as the intersections between sub-populations of all Europe 2020 indicators on poverty and social exclusion. The collection "Income distribution and monetary poverty" houses collections of indicators relating to poverty risk, poverty risk of working individuals as well as the distribution of income. The collection "Living conditions" hosts indicators relating to characteristics and living conditions of households, characteristics of the population according to different breakdowns, health and labour conditions, housing conditions as well as childcare related indicators. The collection "Material deprivation" covers indicators relating to economic strain, durables, housing deprivation and environment of the dwelling.

Iran Human Resource and Employment, 2013

Jobs with a future of United States, 2005

Note: FY2005-06 referred as 2006

Eurostat Dataset Id:educ_ilang 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

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.

The European Health Interview Survey (EHIS) aims at measuring on a harmonised basis and with a high degree of comparability among MS the health status, lifestyle (health determinants) and health care services use of the EU citizens. The European Health Interview Survey (EHIS) was developed between 2003 and 2006, during a process in which all the EU Member States (MS) were largely involved. It consists of four modules on health status, health care, health determinants, and background variables. Those modules may be implemented at the national level either as one specific survey or as elements of existing surveys (i.e. national health interview survey, labour force survey, other household surveys). The final version of the questionnaire for the first wave of EHIS was adopted by the MS at the Working Group on Public Health Statistics in November 2006. The survey contained around 130 questions split among the four modules covering the following topics: Background variables on demography and socio-economic status Health status: Minimum European Health Module (MEHM): self-perceived health, chronic health problems and activity limitationDisease specific morbidityAccidents and injuriesWork-related health problemsHealth related absenteeism from workPhysical and sensory functional limitationsActivities of daily living (ADL - feeding, bathing, etc.) and help receivedInstrumental activities of daily living (IADL - preparing meals, shopping, etc.) and help receivedPainAspect of mental health (psychological distress and mental well-being) Health care: Hospitalisation (inpatient and day care)Consultations with doctors and dentistsUnmet needs for hospitalization and for consultation with a specialistVisits to specific non-medical health professionalsVisits to specific categories of alternative medicine practitionersUse of home care and home help servicesSatisfaction with services provided by health care providersUse of medicines (prescribed and non-prescribed)Health care preventive actions (influenza vaccination, breast examination, cervical smear test, blood tests, etc.)Out-of-pocket payments for medical care (self-completion form) Health determinants: Height and weightPhysical activityConsumption of fruits, vegetables and juiceEnvironnent (home and workplace exposures, criminality exposure, social support)Smoking behaviour and exposure to tobacco smoke (self-completion form)Alcohol consumption (self-completion form)Illicit drug use (self-completion form). The first wave of the EHIS was implemented during the period 2006-2009 under a gentlemen's agreement. Nineteen countries have carried out it: 2006: AT, EE2007: SI, CH2008: BE, BG, CZ, CY, FR, LV, MT, RO, TR2009: DE, EL, ES, HU, PL, SK. Germany provided aggregated data and for breakdowns with a strata size less than 20, the values were marked as confidential (flag ~c). No data have been received for Switzerland. In total, 26 indicators based on DG SANCO and DG EMPL needs and covering health status, health determinants and health care are disseminated on Eurostat website. For more information on indicators see document EHIS indicators guidelines. The indicators present distribution percentages and are calculated with different breakdown according to the indicator: sex, age group (10-years intervals, 15 – 24, 25 – 34, …, 75 – 84, 85 or over) and educational attainment levels (ISCED0-2, ISCED3-4, ISCED5-6);sex, age group (18-44, 45-54, 55-64, 65-74, 75 or over) and income quintiles. For example: 4.5 % of Latvian women aged 25-34 are obese (BMI is equal or greater than 30). Records with missing values on age and sex were excluded from the calculation of indicators. Most of the indicators are worked out for the population aged 15 or over. Nevertheless, for some specific indicators, frequencies are calculated on different populations: the Body Mass Index (BMI) (tables hlth_ehis_de1 and hlth_ehis_de2) is calculated for adults only (18+);the self-reported prevalence of high blood pressure (table hlth_ehis_st1) is computed for people aged 25+;the self-reported vaccination against influenza (table hlth_ehis_hc1) is computed for people aged 65+;the self-reported breast examination by X-ray (table hlth_ehis_hc2) is computed for women aged 50-69;the self-reported cervical smear test (table hlth_ehis_hc3) is computed for women aged 20-69;the self-reported colorectal cancer screening test (table hlth_ehis_hc4) is computed for people aged 50-74.

The European Health Interview Survey (EHIS) aims at measuring on a harmonised basis and with a high degree of comparability among MS the health status, lifestyle (health determinants) and health care services use of the EU citizens. The European Health Interview Survey (EHIS) was developed between 2003 and 2006, during a process in which all the EU Member States (MS) were largely involved. It consists of four modules on health status, health care, health determinants, and background variables. Those modules may be implemented at the national level either as one specific survey or as elements of existing surveys (i.e. national health interview survey, labour force survey, other household surveys). The final version of the questionnaire for the first wave of EHIS was adopted by the MS at the Working Group on Public Health Statistics in November 2006. The survey contained around 130 questions split among the four modules covering the following topics: Background variables on demography and socio-economic status Health status: Minimum European Health Module (MEHM): self-perceived health, chronic health problems and activity limitationDisease specific morbidityAccidents and injuriesWork-related health problemsHealth related absenteeism from workPhysical and sensory functional limitationsActivities of daily living (ADL - feeding, bathing, etc.) and help receivedInstrumental activities of daily living (IADL - preparing meals, shopping, etc.) and help receivedPainAspect of mental health (psychological distress and mental well-being) Health care: Hospitalisation (inpatient and day care)Consultations with doctors and dentistsUnmet needs for hospitalization and for consultation with a specialistVisits to specific non-medical health professionalsVisits to specific categories of alternative medicine practitionersUse of home care and home help servicesSatisfaction with services provided by health care providersUse of medicines (prescribed and non-prescribed)Health care preventive actions (influenza vaccination, breast examination, cervical smear test, blood tests, etc.)Out-of-pocket payments for medical care (self-completion form) Health determinants: Height and weightPhysical activityConsumption of fruits, vegetables and juiceEnvironnent (home and workplace exposures, criminality exposure, social support)Smoking behaviour and exposure to tobacco smoke (self-completion form)Alcohol consumption (self-completion form)Illicit drug use (self-completion form). The first wave of the EHIS was implemented during the period 2006-2009 under a gentlemen's agreement. Nineteen countries have carried out it: 2006: AT, EE2007: SI, CH2008: BE, BG, CZ, CY, FR, LV, MT, RO, TR2009: DE, EL, ES, HU, PL, SK. Germany provided aggregated data and for breakdowns with a strata size less than 20, the values were marked as confidential (flag ~c). No data have been received for Switzerland. In total, 26 indicators based on DG SANCO and DG EMPL needs and covering health status, health determinants and health care are disseminated on Eurostat website. For more information on indicators see document EHIS indicators guidelines. The indicators present distribution percentages and are calculated with different breakdown according to the indicator: sex, age group (10-years intervals, 15 – 24, 25 – 34, …, 75 – 84, 85 or over) and educational attainment levels (ISCED0-2, ISCED3-4, ISCED5-6);sex, age group (18-44, 45-54, 55-64, 65-74, 75 or over) and income quintiles. For example: 4.5 % of Latvian women aged 25-34 are obese (BMI is equal or greater than 30). Records with missing values on age and sex were excluded from the calculation of indicators. Most of the indicators are worked out for the population aged 15 or over. Nevertheless, for some specific indicators, frequencies are calculated on different populations: the Body Mass Index (BMI) (tables hlth_ehis_de1 and hlth_ehis_de2) is calculated for adults only (18+);the self-reported prevalence of high blood pressure (table hlth_ehis_st1) is computed for people aged 25+;the self-reported vaccination against influenza (table hlth_ehis_hc1) is computed for people aged 65+;the self-reported breast examination by X-ray (table hlth_ehis_hc2) is computed for women aged 50-69;the self-reported cervical smear test (table hlth_ehis_hc3) is computed for women aged 20-69;the self-reported colorectal cancer screening test (table hlth_ehis_hc4) is computed for people aged 50-74.

The section 'LFS series - detailed annual survey results' reports annual results from the EU-LFS. While LFS is a quarterly survey, it is also possible to produce annual results. There are several ways of doing it, see section '20.5 Data compilation' below for details. This data collection covers all main labour market characteristics, i.e. the total population, activity and activity rates, employment, employment rates, self employed, employees, temporary employment, full-time and part-time employment, population in employment having a second job, working time, total unemployment and inactivity. General information on the EU-LFS can be found in the ESMS page for 'Employment and unemployment (LFS)', see link in related metada. Detailed information on the main features, the legal basis, the methodology and the data as well as on the historical development of the EU-LFS is available on the EU-LFS (Statistics Explained) webpage.

The section 'LFS series - detailed annual survey results' reports annual results from the EU-LFS. While LFS is a quarterly survey, it is also possible to produce annual results. There are several ways of doing it, see section '20.5 Data compilation' below for details. This data collection covers all main labour market characteristics, i.e. the total population, activity and activity rates, employment, employment rates, self employed, employees, temporary employment, full-time and part-time employment, population in employment having a second job, working time, total unemployment and inactivity. General information on the EU-LFS can be found in the ESMS page for 'Employment and unemployment (LFS)', see link in related metada. Detailed information on the main features, the legal basis, the methodology and the data as well as on the historical development of the EU-LFS is available on the EU-LFS (Statistics Explained) webpage.

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

Eurostat Dataset Id:ilc_di08 The domain "Income and living conditions" covers four topics: people at risk of poverty or social exclusion, income distribution and monetary poverty, living conditions and material deprivation, which are again structured into collections of indicators on specific topics. The collection "People at risk of poverty or social exclusion" houses main indicator on risk of poverty or social inclusion included in the Europe 2020 strategy as well as the intersections between sub-populations of all Europe 2020 indicators on poverty and social exclusion. The collection "Income distribution and monetary poverty" houses collections of indicators relating to poverty risk, poverty risk of working individuals as well as the distribution of income. The collection "Living conditions" hosts indicators relating to characteristics and living conditions of households, characteristics of the population according to different breakdowns, health and labour conditions, housing conditions as well as childcare related indicators. The collection "Material deprivation" covers indicators relating to economic strain, durables, housing deprivation and environment of the dwelling.

The Structure of Earnigns Survey is a 4-yearly survey conducted by the National Statistical Institutes (NSI). The tables published present data on number of employees, mean hourly earnings and hourly overtime pay, mean monthly earnings and overtime & shift pay, mean annual earnings and total annual bonuses, mean monthly hours paid and mean annual holidays. Details of available indicators and tables can be found under Annexes Tables 2002 at the bottom of this page. Regional metadata is identical to metadata provided for the national data.

The Structure of Earnings Survey (SES) is a 4-yearly survey which provides EU-wide harmonised structural data on gross earnings, hours paid and annual days of paid holiday leave, which are collected every four years under Council Regulation (EC) No 530/1999 concerning structural statistics on earnings and on labour costs, and Commission Regulation (EC) No 1738/2005 amending Regulation (EC) No 1916/2000 as regards the definition and transmission of information on the structure of earnings. The objective of this legislation is so that National Statistical Institutes (NSIs) provide accurate and harmonised data on earnings in EU Member States and other countries for policy-making and research purposes. The SES 2010 provides detailed and comparable information on relationships between the level of hourly, monthly and annual remuneration, personal characteristics of employees (sex, age, occupation, length of service, highest educational level attained, etc.) and their employer (economic activity, size and economic control of the enterprise). Regional data is also available for some countries and regional metadata is identical to that provided for national data.

Notes: - Starting in 2011, earnings data were created using population controls based on Census 2010 data. - Prior to 1991, Some college/Associate degree equals 1 to 3 years of college completed; Bachelor'degree equals 4 years of college; Advanced degree equals 5 or more years of college completed. - Starting with 2000, earnings data were calculated using population controls based on Census 2000. - Starting with 2000, earnings data are from the expanded CPS sample."- Starting in 2003, respondents could choose more than one race. The race data in this table for White, Black, non-Hispanic White, and non-Hispanic Black and Asian from 2003 onward represent those respondents who indicated only one racial identity." - NA - Not Available - People of Hispanic origin may be of any race.Source: U.S. Census Bureau, Current Population Survey (noninstitutionalized population, excluding members of the Armed Forces living in barracks).Contact: U.S. Census Bureau, Education and Social Stratification Branch, (301) 763-2464.

Eurostat Dataset Id:trng_nfe18 General description of the ad hoc modules supplementing the Labour Force Survey (LFS)

Eurostat Dataset Id:trng_nfe14 General description of the ad hoc modules supplementing the Labour Force Survey (LFS)

Eurostat Dataset Id:trng_nfe15 General description of the ad hoc modules supplementing the Labour Force Survey (LFS)

The Structure of Earnigns Survey is a 4-yearly survey conducted by the National Statistical Institutes (NSI). The tables published present data on number of employees, mean hourly earnings and hourly overtime pay, mean monthly earnings and overtime & shift pay, mean annual earnings and total annual bonuses, mean monthly hours paid and mean annual holidays. Details of available indicators and tables can be found under Annexes Tables 2002 at the bottom of this page. Regional metadata is identical to metadata provided for the national data.

The Structure of Earnings Survey (SES) is a 4-yearly survey which provides EU-wide harmonised structural data on gross earnings, hours paid and annual days of paid holiday leave, which are collected every four years under Council Regulation (EC) No 530/1999 concerning structural statistics on earnings and on labour costs, and Commission Regulation (EC) No 1738/2005 amending Regulation (EC) No 1916/2000 as regards the definition and transmission of information on the structure of earnings. The objective of this legislation is so that National Statistical Institutes (NSIs) provide accurate and harmonised data on earnings in EU Member States and other countries for policy-making and research purposes. The SES 2010 provides detailed and comparable information on relationships between the level of hourly, monthly and annual remuneration, personal characteristics of employees (sex, age, occupation, length of service, highest educational level attained, etc.) and their employer (economic activity, size and economic control of the enterprise). Regional data is also available for some countries and regional metadata is identical to that provided for national data.

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.

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.

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.

NAEP Reading Exams Results and Costs United States, 2011

National Center for Education Statistics, Elementary/Secondary Information System. Public School Data: The Department of Education's primary database on public elementary and secondary education in the United States is the Common Core of Data (CCD). The CCD surveys are conducted annually and collect data about all public elementary and secondary schools, all local education agencies, and all state education agencies throughout the United States. CCD contains three categories of information: general descriptive information on schools and school districts; data on students and staff; and fiscal data. The general descriptive information includes name, address, phone number, and type of locale; the data on students and staff include selected demographic characteristics; and the fiscal data cover revenues and current expenditures. Private School Data: The Private School Survey produces data similar to that of the NCES Common Core of Data (CCD) for the public schools. The target population for the survey consists of all private schools in the U.S. that meet the NCES definition (i.e., a private school is not supported primarily by public funds, provides classroom instruction for one or more of grades K-12 or comparable ungraded levels, and has one or more teachers. Organizations or institutions that provide support for home schooling without offering classroom instruction for students are not included).

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.

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)

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.

New entrants to a level of education are students who are entering any programme leading to a recognised qualification at this level of education for the first time, irrespective of whether the students enter the programme at the beginning or at an advanced stage of the programme. Individuals who are returning to study at a level following a period of absence from studying at that same level are not considered to be new entrants. Foreign students who are enrolling for the first time in the country for which the data are reported are counted as new entrants, regardless of their previous education in other countries.

Eurostat Dataset Id:educ_entr2tl 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

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.

The data collection 'LFS - specific topics, household statistics' covers a range of statistics on number, characteristics and typologies of households, based on the European Union Labour Force Survey (EU-LFS). The data collection also encompasses some labour market indicators broken down by household composition. Only annual data are available. General information on the EU-LFS can be found in the ESMS page for 'Employment and unemployment (LFS)', see link in related metada. Detailed information on the main features, the legal basis, the methodology and the data as well as on the historical development of the EU-LFS is available on the EU-LFS (Statistics Explained) webpage.

The Structure of Earnings Survey (SES) is a 4-yearly survey which provides EU-wide harmonised structural data on gross earnings, hours paid and annual days of paid holiday leave, which are collected every four years under Council Regulation (EC) No 530/1999 concerning structural statistics on earnings and on labour costs, and Commission Regulation (EC) No 1738/2005 amending Regulation (EC) No 1916/2000 as regards the definition and transmission of information on the structure of earnings. The objective of this legislation is so that National Statistical Institutes (NSIs) provide accurate and harmonised data on earnings in EU Member States and other countries for policy-making and research purposes. The SES 2010 provides detailed and comparable information on relationships between the level of hourly, monthly and annual remuneration, personal characteristics of employees (sex, age, occupation, length of service, highest educational level attained, etc.) and their employer (economic activity, size and economic control of the enterprise). Regional data is also available for some countries and regional metadata is identical to that provided for national data.

The Structure of Earnigns Survey is a 4-yearly survey conducted by the National Statistical Institutes (NSI). The tables published present data on number of employees, mean hourly earnings and hourly overtime pay, mean monthly earnings and overtime & shift pay, mean annual earnings and total annual bonuses, mean monthly hours paid and mean annual holidays. Details of available indicators and tables can be found under Annexes Tables 2002 at the bottom of this page. Regional metadata is identical to metadata provided for the national data.

Eurostat Dataset Id:edat_aes_l26 The Adult Education Survey (AES) is part of the EU Statistics on lifelong learning. There has been two waves of data collection so far. The first wave (pilot) of the survey - also named 2006 AES - has been carried out by countries in the EU, EFTA and candidate countries between 2005 and 2008: for the first time, it set up a common EU framework including standard questionnaire, tools and quality reporting.The second wave, which is the most recent data collection also named 2011 AES, has been conducted by EU countries and EFTA countries between July 2011 and June 2012. The first 2006 AES results were released in autumn 2008.The first 2011 AES results have been released in February 2013: this new release comprise main indicators on participation in education and training (formal and non-formal learning) and main characteristics of learning activities. A second set of indicators based on the 2011 AES will be released later on. Both 2006 and 2011 results are now displayed within the same tables. The whole survey covers participation in education and lifelong learning activities (formal, non-formal and informal learning) including job-related activities, characteristics of learning activities, self-reported skills as well as modules on social and cultural participation, foreign language skills, IT skills and background variables related to main characteristics of the respondents. Parameters and main variables The AES focused on the following parameters:Participation in formal, non-formal and informal education (FED, NFE, INF)Non-participation and obstacles to participation in trainingParticipation in FED, NFE and INF activities by field of education/learningShare of the job related NFEVolume of instruction hours in FED and NFEEmployer financing and costs of learning in FED and NFEModule on language and ICT skills of the populationModule on social and cultural participation of the population

Eurostat Dataset Id:edat_aes_l23 The Adult Education Survey (AES) is part of the EU Statistics on lifelong learning. There has been two waves of data collection so far. The first wave (pilot) of the survey - also named 2006 AES - has been carried out by countries in the EU, EFTA and candidate countries between 2005 and 2008: for the first time, it set up a common EU framework including standard questionnaire, tools and quality reporting. The second wave, which is the most recent data collection also named 2011 AES, has been conducted by EU countries and EFTA countries between July 2011 and June 2012. The first 2006 AES results were released in autumn 2008. The first 2011 AES results have been released in February 2013: this new release comprise main indicators on participation in education and training (formal and non-formal learning) and main characteristics of learning activities. A second set of indicators based on the 2011 AES will be released later on. Both 2006 and 2011 results are now displayed within the same tables. The whole survey covers participation in education and lifelong learning activities (formal, non-formal and informal learning) including job-related activities, characteristics of learning activities, self-reported skills as well as modules on social and cultural participation, foreign language skills, IT skills and background variables related to main characteristics of the respondents. Parameters and main variables The AES focused on the following parameters:Participation in formal, non-formal and informal education (FED, NFE, INF)Non-participation and obstacles to participation in trainingParticipation in FED, NFE and INF activities by field of education/learningShare of the job related NFEVolume of instruction hours in FED and NFEEmployer financing and costs of learning in FED and NFEModule on language and ICT skills of the populationModule on social and cultural participation of the population

Eurostat Dataset Id:edat_aes_l24 The Adult Education Survey (AES) is part of the EU Statistics on lifelong learning. There has been two waves of data collection so far. The first wave (pilot) of the survey - also named 2006 AES - has been carried out by countries in the EU, EFTA and candidate countries between 2005 and 2008: for the first time, it set up a common EU framework including standard questionnaire, tools and quality reporting. The second wave, which is the most recent data collection also named 2011 AES, has been conducted by EU countries and EFTA countries between July 2011 and June 2012. The first 2006 AES results were released in autumn 2008. The first 2011 AES results have been released in February 2013: this new release comprise main indicators on participation in education and training (formal and non-formal learning) and main characteristics of learning activities. A second set of indicators based on the 2011 AES will be released later on. Both 2006 and 2011 results are now displayed within the same tables. The whole survey covers participation in education and lifelong learning activities (formal, non-formal and informal learning) including job-related activities, characteristics of learning activities, self-reported skills as well as modules on social and cultural participation, foreign language skills, IT skills and background variables related to main characteristics of the respondents. Parameters and main variables The AES focused on the following parameters:Participation in formal, non-formal and informal education (FED, NFE, INF)Non-participation and obstacles to participation in trainingParticipation in FED, NFE and INF activities by field of education/learningShare of the job related NFEVolume of instruction hours in FED and NFEEmployer financing and costs of learning in FED and NFEModule on language and ICT skills of the populationModule on social and cultural participation of the population

Eurostat Dataset Id:edat_aes_l25 The Adult Education Survey (AES) is part of the EU Statistics on lifelong learning. There has been two waves of data collection so far. The first wave (pilot) of the survey - also named 2006 AES - has been carried out by countries in the EU, EFTA and candidate countries between 2005 and 2008: for the first time, it set up a common EU framework including standard questionnaire, tools and quality reporting. The second wave, which is the most recent data collection also named 2011 AES, has been conducted by EU countries and EFTA countries between July 2011 and June 2012. The first 2006 AES results were released in autumn 2008. The first 2011 AES results have been released in February 2013: this new release comprise main indicators on participation in education and training (formal and non-formal learning) and main characteristics of learning activities. A second set of indicators based on the 2011 AES will be released later on. Both 2006 and 2011 results are now displayed within the same tables. The whole survey covers participation in education and lifelong learning activities (formal, non-formal and informal learning) including job-related activities, characteristics of learning activities, self-reported skills as well as modules on social and cultural participation, foreign language skills, IT skills and background variables related to main characteristics of the respondents. Parameters and main variables The AES focused on the following parameters:Participation in formal, non-formal and informal education (FED, NFE, INF)Non-participation and obstacles to participation in trainingParticipation in FED, NFE and INF activities by field of education/learningShare of the job related NFEVolume of instruction hours in FED and NFEEmployer financing and costs of learning in FED and NFEModule on language and ICT skills of the populationModule on social and cultural participation of the population

Eurostat Dataset Id:edat_aes_l21 The Adult Education Survey (AES) is part of the EU Statistics on lifelong learning. There has been two waves of data collection so far. The first wave (pilot) of the survey - also named 2006 AES - has been carried out by countries in the EU, EFTA and candidate countries between 2005 and 2008: for the first time, it set up a common EU framework including standard questionnaire, tools and quality reporting. The second wave, which is the most recent data collection also named 2011 AES, has been conducted by EU countries and EFTA countries between July 2011 and June 2012. The first 2006 AES results were released in autumn 2008. The first 2011 AES results have been released in February 2013: this new release comprise main indicators on participation in education and training (formal and non-formal learning) and main characteristics of learning activities. A second set of indicators based on the 2011 AES will be released later on. Both 2006 and 2011 results are now displayed within the same tables. The whole survey covers participation in education and lifelong learning activities (formal, non-formal and informal learning) including job-related activities, characteristics of learning activities, self-reported skills as well as modules on social and cultural participation, foreign language skills, IT skills and background variables related to main characteristics of the respondents. Parameters and main variables The AES focused on the following parameters:Participation in formal, non-formal and informal education (FED, NFE, INF)Non-participation and obstacles to participation in trainingParticipation in FED, NFE and INF activities by field of education/learningShare of the job related NFEVolume of instruction hours in FED and NFEEmployer financing and costs of learning in FED and NFEModule on language and ICT skills of the populationModule on social and cultural participation of the population

This collection covers national tourism.  Data is collected by the competent national authorities of the Member States and is compiled according to a harmonised methodology established by EU regulations before transmission to Eurostat. Most of the time, data on domestic and outbound trips (where "outbound tourism" means residents of a country travelling in another country) is collected via sample surveys. However, in a few cases the data is compiled from border surveys. Surveys are generally conducted on a monthly or quarterly basis.   The concepts and definitions used in the collection of data shall conform to the specifications described in the Methodological manual for tourism statistics.   With the entry into force of the Regulation (EU) 692/2011 of the European Parliament and of the Council, Member States are transmitting microdata to Eurostat, which enables that data to be disseminated far more widely (since reference period 2012).   The information on tourism demand, concern trips (for the population aged 15 years and over) of which the main purpose is holidays or business and which involve at least one or more consecutive nights spent away from the usual place of residence (See annex at the bottom of the page).   Aggregated data on participation in tourim is also transmitted to Eurostat and covers the resident population aged 15 or over, participating in tourism for for personal purpose during the reference year.   Microdata on trips of EU residents as well as participation data are transmitted to Eurostat one time per year. Data are disseminated when they respect agreed validation rules and other quality criteria.

The data collection 'LFS - specific topics, household statistics' covers a range of statistics on number, characteristics and typologies of households, based on the European Union Labour Force Survey (EU-LFS). The data collection also encompasses some labour market indicators broken down by household composition. Only annual data are available. General information on the EU-LFS can be found in the ESMS page for 'Employment and unemployment (LFS)', see link in related metada. Detailed information on the main features, the legal basis, the methodology and the data as well as on the historical development of the EU-LFS is available on the EU-LFS (Statistics Explained) webpage.

Eurostat Dataset Id:educ_renrlrg3 The aim of this section is to provide comparable statistics and indicators on education in the 27 Member States of the European Union, at the regional level NUTS 2. In order to facilitate comparison between countries, data from each Member State are allocated to the various education levels of the International Standard Classification of Education (ISCED), UNESCO 1997.

This collection covers national tourism.  Data is collected by the competent national authorities of the Member States and is compiled according to a harmonised methodology established by EU regulations before transmission to Eurostat. Most of the time, data on domestic and outbound trips (where "outbound tourism" means residents of a country travelling in another country) is collected via sample surveys. However, in a few cases the data is compiled from border surveys. Surveys are generally conducted on a monthly or quarterly basis.   The concepts and definitions used in the collection of data shall conform to the specifications described in the Methodological manual for tourism statistics.   With the entry into force of the Regulation (EU) 692/2011 of the European Parliament and of the Council, Member States are transmitting microdata to Eurostat, which enables that data to be disseminated far more widely (since reference period 2012).   The information on tourism demand, concern trips (for the population aged 15 years and over) of which the main purpose is holidays or business and which involve at least one or more consecutive nights spent away from the usual place of residence (See annex at the bottom of the page).   Aggregated data on participation in tourim is also transmitted to Eurostat and covers the resident population aged 15 or over, participating in tourism for for personal purpose during the reference year.   Microdata on trips of EU residents as well as participation data are transmitted to Eurostat one time per year. Data are disseminated when they respect agreed validation rules and other quality criteria.

The Occupational Employment Statistics (OES) program produces employment and wage estimates annually for over 800 occupations. These estimates are available for the nation as a whole, for individual States, and for metropolitan and nonmetropolitan areas; national occupational estimates for specific industries are also available.

OECD Factbook provides a global overview of today’s major economic, social and environmental indicators which cover a wide range of areas: agriculture, economic production, education, energy, environment, foreign aid, health, industry, information and communications, international trade, labour force, population, taxation, public expenditure and R&D. More countries than ever are covered in greater detail, enabling direct comparisons for many indicators between OECD Members and Brazil, China, India, Indonesia, Russian Federation and South Africa.

Eurostat Dataset Id:edat_lfso_00t4 General description of the ad hoc modules supplementing the Labour Force Survey (LFS)

Eurostat Dataset Id:trng_cvts15 CVTS2, CVTS3 and CVTS4 data were collected with reference year 1999, 2005 and 2010 in order to provide harmonised, reliable and relevant statistical information on continuing vocational training in enterprises.CVT stands for continuing vocational training i.e. education and training occurring during paid working time or paid at least partially by employers (if training activities are organised outside paid working time). CVTS 2, 3 and 4 provide statistics on incidence of training in enterprises, participation of employees and volume of CVT courses, CVT costs as well as CVT strategies of enterprises including on Initial vocational training (IVT, i.e. apprenticeship). The section "past series on lifelong learning" presents tables which are no longer available in the same format or at the same level of precision as CVTS 4. The CVTS1 was the first survey on continuing vocational training in enterprises carried out on the EU level in a co-ordinated form (outline questionnaire, common definitions, and common recommendations with the respect to the fieldwork). The survey was of pioneering nature, and is not any longer disseminated due to lack of comparability with the following waves.

Eurostat Dataset Id:trng_cvts3_52 There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_inf9 General description of the ad hoc modules supplementing the Labour Force Survey (LFS)

Eurostat Dataset Id:trng_inf8 General description of the ad hoc modules supplementing the Labour Force Survey (LFS)

Eurostat Dataset Id:trng_any3 General description of the ad hoc modules supplementing the Labour Force Survey (LFS)

Eurostat Dataset Id:trng_any2 General description of the ad hoc modules supplementing the Labour Force Survey (LFS)

Eurostat Dataset Id:trng_any1 General description of the ad hoc modules supplementing the Labour Force Survey (LFS)

Eurostat Dataset Id:trng_any5 General description of the ad hoc modules supplementing the Labour Force Survey (LFS)

Eurostat Dataset Id:trng_fed3 There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_fed2 General description of the ad hoc modules supplementing the Labour Force Survey (LFS)

Eurostat Dataset Id:trng_fed1 General description of the ad hoc modules supplementing the Labour Force Survey (LFS)

Eurostat Dataset Id:trng_fed6 General description of the ad hoc modules supplementing the Labour Force Survey (LFS)

Eurostat Dataset Id:trng_inf3 There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_inf2 General description of the ad hoc modules supplementing the Labour Force Survey (LFS)

Eurostat Dataset Id:trng_inf1 General description of the ad hoc modules supplementing the Labour Force Survey (LFS)

Eurostat Dataset Id:trng_nfe5 General description of the ad hoc modules supplementing the Labour Force Survey (LFS)

Eurostat Dataset Id:trng_nfe4 General description of the ad hoc modules supplementing the Labour Force Survey (LFS)

Eurostat Dataset Id:trng_nfe3 General description of the ad hoc modules supplementing the Labour Force Survey (LFS)

Eurostat Dataset Id:trng_nfe6 General description of the ad hoc modules supplementing the Labour Force Survey (LFS)

Eurostat Dataset Id:trng_nfe2 General description of the ad hoc modules supplementing the Labour Force Survey (LFS)

Eurostat Dataset Id:trng_nfe8 The European Union Labour Force Survey (EU-LFS) provides population estimates for the main labour market characteristics, such as employment, unemployment, inactivity, hours of work, occupation, economic activity and much else, as well as important socio-demographic characteristics, such as sex, age, education, households and regions of residence. Since 1999 an inherent part of the European Union labour force survey (LFS) are the so called 'ad-hoc modules' (AHM). Council Regulation No 577/98 specifies that a further set of variables (the AHM) may be added to supplement the information obtained from the core questionnaire of the LFS. The topic covered by the ad hoc module change every year, although some of them have been repeated.

Eurostat Dataset Id:trng_nfe9 General description of the ad hoc modules supplementing the Labour Force Survey (LFS)

Eurostat Dataset Id:trng_nfe1 General description of the ad hoc modules supplementing the Labour Force Survey (LFS)

Eurostat Dataset Id:trng_nfe25 General description of the ad hoc modules supplementing the Labour Force Survey (LFS)

Eurostat Dataset Id:trng_nfe7 The European Union Labour Force Survey (EU-LFS) provides population estimates for the main labour market characteristics, such as employment, unemployment, inactivity, hours of work, occupation, economic activity and much else, as well as important socio-demographic characteristics, such as sex, age, education, households and regions of residence. Since 1999 an inherent part of the European Union labour force survey (LFS) are the so called 'ad-hoc modules' (AHM). Council Regulation No 577/98 specifies that a further set of variables (the AHM) may be added to supplement the information obtained from the core questionnaire of the LFS. The topic covered by the ad hoc module change every year, although some of them have been repeated.

This collection covers national tourism.  Data is collected by the competent national authorities of the Member States and is compiled according to a harmonised methodology established by EU regulations before transmission to Eurostat. Most of the time, data on domestic and outbound trips (where "outbound tourism" means residents of a country travelling in another country) is collected via sample surveys. However, in a few cases the data is compiled from border surveys. Surveys are generally conducted on a monthly or quarterly basis.   The concepts and definitions used in the collection of data shall conform to the specifications described in the Methodological manual for tourism statistics.   With the entry into force of the Regulation (EU) 692/2011 of the European Parliament and of the Council, Member States are transmitting microdata to Eurostat, which enables that data to be disseminated far more widely (since reference period 2012).   The information on tourism demand, concern trips (for the population aged 15 years and over) of which the main purpose is holidays or business and which involve at least one or more consecutive nights spent away from the usual place of residence (See annex at the bottom of the page).   Aggregated data on participation in tourim is also transmitted to Eurostat and covers the resident population aged 15 or over, participating in tourism for for personal purpose during the reference year.   Microdata on trips of EU residents as well as participation data are transmitted to Eurostat one time per year. Data are disseminated when they respect agreed validation rules and other quality criteria.

The aim of this section is to provide comparable statistics and indicators on education in the 27 Member States of the European Union, at the regional level NUTS 2. In order to facilitate comparison between countries, data from each Member State are allocated to the various education levels of the International Standard Classification of Education (ISCED), UNESCO 1997.

Lifelong learning encompasses all learning activities undertaken throughout life (after the end of initial education) with the aim of improving knowledge, skills and competences, within personal, civic, social or employment-related perspectives. The intention or aim to learn is the critical point that distinguishes these activities from non-learning activities, such as cultural or sporting activities. Participation in education and training is a measure of lifelong learning. The participation rate in education and training covers participation in formal and non-formal education and training. The reference period for the participation in education and training is the four weeks prior to the interview. Participation rates in education and training for various age groups and by different breakdowns are presented. The data shown are calculated as annual averages of quarterly EU Labour Force Survey data (EU-LFS). The strategic framework for European cooperation in education and training sets a benchmark on adult participation in lifelong learning, namely that an average of at least 15 % of adults aged 25 to 64 years old should participate in lifelong learning. Accordingly, the indicator 'lifelong learning' refers to persons aged 25 to 64 who stated that they received education or training in the four weeks preceding the survey (numerator). The denominator consists of the total population of the same age group, excluding those who did not answer to the question 'participation in education and training'. For data see online table trng_lfse_01 and tsdsc440. For data published in the folder 'Main indicators on lifelong learning - LFS data from 1992 onwards (trng_lfs_4w0)' the data source (EU-LFS) is up to the reference year 2008, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following:correction of the main breaks in the LFS series,estimation of the missing values, i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU-LFS data with reference to the available quarter(s). Details on the adjustments are available in CIRCABC. Tables shown in the following folders are not adjusted and therefore the results in these tables might differ.Participation in education and training (last 4 weeks) - population aged 18+ (trng_lfs_4w1)Participation in education and training (last 4 weeks) - employed persons aged 18+ (trng_lfs_4w2)Participation in education and training (last 4 weeks) - population aged 15+, by type of education (trng_lfs_4w3)

Lifelong learning encompasses all learning activities undertaken throughout life (after the end of initial education) with the aim of improving knowledge, skills and competences, within personal, civic, social or employment-related perspectives. The intention or aim to learn is the critical point that distinguishes these activities from non-learning activities, such as cultural or sporting activities. Participation in education and training is a measure of lifelong learning. The participation rate in education and training covers participation in formal and non-formal education and training. The reference period for the participation in education and training is the four weeks prior to the interview. Participation rates in education and training for various age groups and by different breakdowns are presented. The data shown are calculated as annual averages of quarterly EU Labour Force Survey data (EU-LFS). The strategic framework for European cooperation in education and training sets a benchmark on adult participation in lifelong learning, namely that an average of at least 15 % of adults aged 25 to 64 years old should participate in lifelong learning. Accordingly, the indicator 'lifelong learning' refers to persons aged 25 to 64 who stated that they received education or training in the four weeks preceding the survey (numerator). The denominator consists of the total population of the same age group, excluding those who did not answer to the question 'participation in education and training'. For data see online table trng_lfse_01 and tsdsc440. For data published in the folder 'Main indicators on lifelong learning - LFS data from 1992 onwards (trng_lfs_4w0)' the data source (EU-LFS) is up to the reference year 2008, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: correction of the main breaks in the LFS series,estimation of the missing values, i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU-LFS data with reference to the available quarter(s). Details on the adjustments are available in CIRCABC. Tables shown in the following folders are not adjusted and therefore the results in these tables might differ. Participation in education and training (last 4 weeks) - population aged 18+ (trng_lfs_4w1)Participation in education and training (last 4 weeks) - employed persons aged 18+ (trng_lfs_4w2)Participation in education and training (last 4 weeks) - population aged 15+, by type of education (trng_lfs_4w3)

Lifelong learning encompasses all learning activities undertaken throughout life (after the end of initial education) with the aim of improving knowledge, skills and competences, within personal, civic, social or employment-related perspectives. The intention or aim to learn is the critical point that distinguishes these activities from non-learning activities, such as cultural or sporting activities. Participation in education and training is a measure of lifelong learning. The participation rate in education and training covers participation in formal and non-formal education and training. The reference period for the participation in education and training is the four weeks prior to the interview. Participation rates in education and training for various age groups and by different breakdowns are presented. The data shown are calculated as annual averages of quarterly EU Labour Force Survey data (EU-LFS). The strategic framework for European cooperation in education and training sets a benchmark on adult participation in lifelong learning, namely that an average of at least 15 % of adults aged 25 to 64 years old should participate in lifelong learning. Accordingly, the indicator 'lifelong learning' refers to persons aged 25 to 64 who stated that they received education or training in the four weeks preceding the survey (numerator). The denominator consists of the total population of the same age group, excluding those who did not answer to the question 'participation in education and training'. For data see online table trng_lfse_01 and tsdsc440. For data published in the folder 'Main indicators on lifelong learning - LFS data from 1992 onwards (trng_lfs_4w0)' the data source (EU-LFS) is up to the reference year 2008, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: correction of the main breaks in the LFS series,estimation of the missing values, i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU-LFS data with reference to the available quarter(s). Details on the adjustments are available in CIRCABC. Tables shown in the following folders are not adjusted and therefore the results in these tables might differ. Participation in education and training (last 4 weeks) - population aged 18+ (trng_lfs_4w1)Participation in education and training (last 4 weeks) - employed persons aged 18+ (trng_lfs_4w2)Participation in education and training (last 4 weeks) - population aged 15+, by type of education (trng_lfs_4w3)

Eurostat Dataset Id:trng_aes_102 The Adult Education Survey (AES) is part of the EU Statistics on lifelong learning. There has been two waves of data collection so far. The first wave (pilot) of the survey - also named 2006 AES - has been carried out by countries in the EU, EFTA and candidate countries between 2005 and 2008: for the first time, it set up a common EU framework including standard questionnaire, tools and quality reporting. The second wave, which is the most recent data collection also named 2011 AES, has been conducted by EU countries and EFTA countries between July 2011 and June 2012. The first 2006 AES results were released in autumn 2008. The first 2011 AES results have been released in February 2013: this new release comprise main indicators on participation in education and training (formal and non-formal learning) and main characteristics of learning activities. A second set of indicators based on the 2011 AES will be released later on. Both 2006 and 2011 results are now displayed within the same tables. The whole survey covers participation in education and lifelong learning activities (formal, non-formal and informal learning) including job-related activities, characteristics of learning activities, self-reported skills as well as modules on social and cultural participation, foreign language skills, IT skills and background variables related to main characteristics of the respondents. Parameters and main variables The AES focused on the following parameters:Participation in formal, non-formal and informal education (FED, NFE, INF)Non-participation and obstacles to participation in trainingParticipation in FED, NFE and INF activities by field of education/learningShare of the job related NFEVolume of instruction hours in FED and NFEEmployer financing and costs of learning in FED and NFEModule on language and ICT skills of the populationModule on social and cultural participation of the population

Eurostat Dataset Id:trng_aes_103 The Adult Education Survey (AES) is part of the EU Statistics on lifelong learning. There has been two waves of data collection so far. The first wave (pilot) of the survey - also named 2006 AES - has been carried out by countries in the EU, EFTA and candidate countries between 2005 and 2008: for the first time, it set up a common EU framework including standard questionnaire, tools and quality reporting. The second wave, which is the most recent data collection also named 2011 AES, has been conducted by EU countries and EFTA countries between July 2011 and June 2012. The first 2006 AES results were released in autumn 2008. The first 2011 AES results have been released in February 2013: this new release comprise main indicators on participation in education and training (formal and non-formal learning) and main characteristics of learning activities. A second set of indicators based on the 2011 AES will be released later on. Both 2006 and 2011 results are now displayed within the same tables. The whole survey covers participation in education and lifelong learning activities (formal, non-formal and informal learning) including job-related activities, characteristics of learning activities, self-reported skills as well as modules on social and cultural participation, foreign language skills, IT skills and background variables related to main characteristics of the respondents. Parameters and main variables The AES focused on the following parameters:Participation in formal, non-formal and informal education (FED, NFE, INF)Non-participation and obstacles to participation in trainingParticipation in FED, NFE and INF activities by field of education/learningShare of the job related NFEVolume of instruction hours in FED and NFEEmployer financing and costs of learning in FED and NFEModule on language and ICT skills of the populationModule on social and cultural participation of the population

Eurostat Dataset Id:trng_aes_104 The Adult Education Survey (AES) is part of the EU Statistics on lifelong learning. There has been two waves of data collection so far. The first wave (pilot) of the survey - also named 2006 AES - has been carried out by countries in the EU, EFTA and candidate countries between 2005 and 2008: for the first time, it set up a common EU framework including standard questionnaire, tools and quality reporting. The second wave, which is the most recent data collection also named 2011 AES, has been conducted by EU countries and EFTA countries between July 2011 and June 2012. The first 2006 AES results were released in autumn 2008. The first 2011 AES results have been released in February 2013: this new release comprise main indicators on participation in education and training (formal and non-formal learning) and main characteristics of learning activities. A second set of indicators based on the 2011 AES will be released later on. Both 2006 and 2011 results are now displayed within the same tables. The whole survey covers participation in education and lifelong learning activities (formal, non-formal and informal learning) including job-related activities, characteristics of learning activities, self-reported skills as well as modules on social and cultural participation, foreign language skills, IT skills and background variables related to main characteristics of the respondents. Parameters and main variables The AES focused on the following parameters:Participation in formal, non-formal and informal education (FED, NFE, INF)Non-participation and obstacles to participation in trainingParticipation in FED, NFE and INF activities by field of education/learningShare of the job related NFEVolume of instruction hours in FED and NFEEmployer financing and costs of learning in FED and NFEModule on language and ICT skills of the populationModule on social and cultural participation of the population

Eurostat Dataset Id:trng_aes_100 The Adult Education Survey (AES) is part of the EU Statistics on lifelong learning. There has been two waves of data collection so far. The first wave (pilot) of the survey - also named 2006 AES - has been carried out by countries in the EU, EFTA and candidate countries between 2005 and 2008: for the first time, it set up a common EU framework including standard questionnaire, tools and quality reporting. The second wave, which is the most recent data collection also named 2011 AES, has been conducted by EU countries and EFTA countries between July 2011 and June 2012. The first 2006 AES results were released in autumn 2008. The first 2011 AES results have been released in February 2013: this new release comprise main indicators on participation in education and training (formal and non-formal learning) and main characteristics of learning activities. A second set of indicators based on the 2011 AES will be released later on. Both 2006 and 2011 results are now displayed within the same tables. The whole survey covers participation in education and lifelong learning activities (formal, non-formal and informal learning) including job-related activities, characteristics of learning activities, self-reported skills as well as modules on social and cultural participation, foreign language skills, IT skills and background variables related to main characteristics of the respondents. Parameters and main variables The AES focused on the following parameters:Participation in formal, non-formal and informal education (FED, NFE, INF)Non-participation and obstacles to participation in trainingParticipation in FED, NFE and INF activities by field of education/learningShare of the job related NFEVolume of instruction hours in FED and NFEEmployer financing and costs of learning in FED and NFEModule on language and ICT skills of the populationModule on social and cultural participation of the population