Top PDF Enrolments at UK Higher Education Institutions: Northern Ireland analysis 2017/18

Enrolments at UK Higher Education Institutions: Northern Ireland analysis 2017/18

Enrolments at UK Higher Education Institutions: Northern Ireland analysis 2017/18

Who will be interested in this bulletin? The information presented in this statistical bulletin will be of interest to a wide variety of people. For example, the statistics within and those derived from this bulletin are currently used by: DfE policy officials in their role of assisting and advising the Minister for the Economy to discharge his or her duties; by the NI Assembly and its Committee for the Economy to scrutinise the HE sector; by other government departments such as DoF as a key indicator in the education domain of the NI Multiple Deprivation Measure (MDM); by prospective students to inform their choices around HE; by local businesses to quantify the supply of graduates in their business area; and by researchers and academics to try and understand the underlying trends in HE. Further details about the uses made of HE statistics can be found in the notes and definitions section .
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Enrolments at UK Higher Education Institutions: Northern Ireland analysis 2017/18

Enrolments at UK Higher Education Institutions: Northern Ireland analysis 2017/18

In addition to the difference in coverage, there are also differences in definitions used to present student numbers. These differences must be taken into account when comparing UCAS and HESA data. HESA data for NI only covers students who study HE through a Higher Education Institution (HEI), however students can also study HE courses through Further Education (FE) colleges. Therefore caution must be exercised when comparing HE statistics from different publications, especially across different countries. To allow our customers to look at the totality of HE provision a factsheet is published on the DfE website annually with the number of NI students enrolled on HE courses in the UK in both HEIs and FE colleges, split by mode and level of study in a five year time series.
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Qualifications gained at UK Higher Education
Institutions: Northern Ireland analysis 2017/18

Qualifications gained at UK Higher Education Institutions: Northern Ireland analysis 2017/18

Data Quality All information presented in this bulletin has been validated and quality assured by HEIs prior to publication. HEIs are given a set period of time to submit the information to HESA. Following submission, both HESA and DfE perform a series of validation checks to ensure that information is consistent both within and across returns. Trend analyses are used to monitor annual variations and emerging trends. Queries arising from validation checks are presented to HEIs for clarification and, if required, returns may be amended and/or re-submitted. Finally, prior to publication, the data are presented to HEIs for a final sign-off. More detail is available via the link Quality of Higher Education Statistics.
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Qualifications gained at UK Higher Education
Institutions: Northern Ireland analysis 2017/18

Qualifications gained at UK Higher Education Institutions: Northern Ireland analysis 2017/18

data are more important. These issues are kept to a minimum by having in place stringent data quality checks and validations procedures. The HE institution at which each student is registered is responsible for submitting the data to HESA about that student. The institutions data must go through over 700 validation checks in order for a return to be accepted. These checks ensure that the data are accurate in terms of format and logic. There are specific validations checks for NI HEIs which cover variables collected from NI HEIs only, for example, religion, dependents and marital status. Year-on- year changes are examined closely to see if they fall outside of an expected range and counts of students are also compared annually with returns made to funding bodies in respect of state funding allocation. Any issues arising from any of the above stages of quality assurance are returned to the institution to verify.
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Enrolments at UK higher education institutions :
Northern Ireland analysis 2013/14

Enrolments at UK higher education institutions : Northern Ireland analysis 2013/14

Data Quality All information presented in this bulletin has been validated and quality assured by HE institutions prior to publication. HE institutions are given a set period of time to submit the information to the Higher Education Statistics Agency (HESA). Following submission, both HESA and DEL perform a series of validation checks to ensure that information is consistent both within and across returns. Trend analyses are used to monitor annual variations and emerging trends. Queries arising from validation checks are presented to HE institutions for clarification and if required, returns may be amended and/or re- submitted. Finally, prior to publication of this information the data is presented to HE institutions for a final sign-off. More detail on the Quality of the Higher Education statistics is available via the link Quality of Higher Education Statistics.
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Qualifications Gained at UK Higher Education Institutions: Northern Ireland Analysis 2018/19

Qualifications Gained at UK Higher Education Institutions: Northern Ireland Analysis 2018/19

Who will be interested in this bulletin? The information presented in this statistical bulletin will be of interest to a wide variety of people. For example, the statistics within and those derived from this bulletin are currently used by: DfE policy officials in their role of assisting and advising the Minister for the Economy to discharge his or her duties; by the NI Assembly and its Committee for the Economy to scrutinise the HE sector; by other governments such as DoF as a key indicator in the education domain of the NI Multiple Deprivation Measure (MDM); by prospective students to inform their choices around HE; by local businesses to quantify the supply of graduates in their business area; and by researchers and academics to try and understand the underlying trends in HE. Further details about the uses made of HE statistics can be found in the notes and definitions section.
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Qualifications gained at UK higher education
institutions : Northern Ireland analysis 2013/14

Qualifications gained at UK higher education institutions : Northern Ireland analysis 2013/14

Data Quality All information presented in this bulletin has been validated and quality assured by HE institutions prior to publication. HE institutions are given a set period of time to submit the information to the Higher Education Statistics Agency (HESA). Following submission, both HESA and DEL perform a series of validation checks to ensure that information is consistent both within and across returns. Trend analyses are used to monitor annual variations and emerging trends. Queries arising from validation checks are presented to HE institutions for clarification and if required, returns may be amended and/or re- submitted. Finally, prior to publication of this information the data is presented to HE institutions for a final sign-off. More detail on the Quality of the Higher Education statistics is available via the link Quality of Higher Education Statistics.
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Destinations of leavers from UK higher education institutions: Northern Ireland analysis, 2014/15

Destinations of leavers from UK higher education institutions: Northern Ireland analysis, 2014/15

unrounded figures. Percentages have also been rounded to one decimal place. Data Quality All information presented in this bulletin has been validated and quality assured by HE institutions prior to publication. HE institutions are given a set period of time to submit the information to the Higher Education Statistics Agency (HESA). Following submission, both HESA and DfE perform a series of validation checks to ensure that information is consistent both within and across returns. Trend analyses are used to monitor annual variations and emerging trends. Queries arising from validation checks are presented to HE institutions for clarification and if required, returns may be amended and/or re- submitted. Finally, prior to publication of this information the data is presented to HE institutions for a final sign-off. More detail on the Quality of the Higher Education statistics is available via the link Quality of Higher Education Statistics.
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Destinations of leavers from UK higher education institutions: Northern Ireland analysis, 2014/15

Destinations of leavers from UK higher education institutions: Northern Ireland analysis, 2014/15

All data quality issues are kept to a minimum by having in place stringent quality assurance checks and validation procedures. The institutions data must go through over 700 validation checks in order for a return to be accepted. These checks ensure that the data are accurate in terms of format and logic. There are specific validation checks for NI HEIs which cover variables collected from NI HEIs only, for example, religion, dependents and marital status. Year-on-year changes are examined closely to see if they fall outside of an expected range and counts of students are also compared annually with returns made to funding bodies in respect of state funding allocation. Any issues arising from any of the above stages of quality assurance are returned to the institution to verify.
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Destinations of leavers from UK higher education institutions: Northern Ireland analysis - 2012/13

Destinations of leavers from UK higher education institutions: Northern Ireland analysis - 2012/13

4. DLHE survey – This Statistical Bulletin is based on data returned to HESA in respect of the new version of the ‘Destinations of Leavers from Higher Education (DLHE) survey. The DLHE survey carried out annually was re-designed to collect richer information from leavers particularly regarding their activities on the survey date. From 2011/12 onwards Leavers now report all the activities that they are undertaking on the census date and then indicate which one they consider to be most important to them. From these responses, destination categories are derived taking into account the most important activity and, in some instances, other activities the leaver is involved in.
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Destinations of leavers from UK higher education institutions : Northern Ireland analysis, 2013/14

Destinations of leavers from UK higher education institutions : Northern Ireland analysis, 2013/14

The current landscape in HE continues to show strong demand, while changes in fee regimes throughout the UK and the effects of the economic recession continue to cause headlines for the HE Sector. It is within this context that DEL has developed a Higher Education Strategy for Northern Ireland, which aims to promote and sustain the development of an internationally competitive sector, accessible to all who are able to benefit, given the funding available, and meeting the needs of the Northern Ireland economy and wider society. This bulletin forms part of the evidence base informing the implementation of the HE Strategy, and will help shape the Department’s future policies.
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Essential Skills Enrolments and Outcomes in Northern Ireland from 2002/03 to 2017/18

Essential Skills Enrolments and Outcomes in Northern Ireland from 2002/03 to 2017/18

charity/voluntary organisations, as well as the general public. The statistical information collected is used to contribute to major exercises such as reporting on the performance of the Higher Education (HE) and FE sectors, other comparative performance exercises, target setting and monitoring, departmental research projects, development of service frameworks, as well as policy formulation and evaluation. In addition, the information is used in response to a high volume of ad hoc queries each year.

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Professional and technical enrolments in the Northern Ireland further education sector for 2011/12

Professional and technical enrolments in the Northern Ireland further education sector for 2011/12

Key Points Professional and Technical assessed enrolments in Northern Ireland (NI) Further Education (FE) Institutions peaked at over 163,000 in 2009/10 and have fallen in the subsequent two years to around 153,000. While there has been a 2% decline between 2010/11 and 2011/12, enrolments remain 8% higher than when the current FE infrastructure was created in 2007/08 with the formation of the six regional FE colleges, when there were just over 142,000 enrolments. In addition enrolments on DEL economically focused further education courses at NQF/QCF levels 2 and above have increased by 4%
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Professional and technical enrolments in the Northern Ireland further education sector for 2012/13

Professional and technical enrolments in the Northern Ireland further education sector for 2012/13

Policy and Operational Context FE colleges are the main providers of professional and technical education and training in NI, and the sector plays a central role in raising literacy levels, and in up-skilling and re-skilling the population through a broad range of courses leading to qualifications, particularly at NQF/QCF levels 2 and 3 and equivalents. DEL is responsible for the policy, strategic development and financing of the statutory further education sector. Analysis of data trends against key strategic priorities remains a crucial component of data development within DEL.
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Patterns of higher education institutions in the UK:

Patterns of higher education institutions in the UK:

EU and international students It is clear from the analysis in this report that the UK is continuing to attract students from across the world. In the 10-year period from 1996/97 to 2005/06 non-EU international student enrolments have more than doubled. China remains the most significant provider of students to UK higher education across most levels of study. India features very strongly among taught postgraduate students, and students from the United States are also prominent, especially at other undergraduate and postgraduate levels. In all these areas UK higher education is, of course, facing increasing competition. The market for transnational education is, however, expanding, and it will be interesting to see in future Patterns whether the growth in non-EU international student numbers is sustained.
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Trends in higher education participation in Northern Ireland

Trends in higher education participation in Northern Ireland

(The data for 1986/87 entrants suggest, however, that this pattern may be altering with the propof t-iori entering -institutions in Britain again on the increase. Although the proporti[r]

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Statistical Bulletin: Higher Level Apprenticeship
Steady State in Northern Ireland: Academic Year 2017/18

Statistical Bulletin: Higher Level Apprenticeship Steady State in Northern Ireland: Academic Year 2017/18

Apprenticeships and Youth Training Finances and Statistics Branch is responsible for a range of analytical support during the development of the reformed traineeship and apprenticeship programmes. This includes the collection, quality assurance, analysis and publication of statistical information on provision delivered during the steady state phase of programmes. Data have been supplied by the Further Education (FE) colleges across Northern Ireland where delivery of the steady state phase has been carried out. The Head of the Branch is the Principal Economist, George Sampson. The Branch aims to present information in a meaningful way and provide advice on its uses to customers in the Committee for the Economy, FE colleges, Universities, Professional Advisory Groups, policy branches within DfE, other educational organisations, academia, private sector organisations, charity/voluntary organisations as well as the general public.
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Numbers of Students with Disabilities Studying in Higher Education in Ireland 2017/18

Numbers of Students with Disabilities Studying in Higher Education in Ireland 2017/18

ensuring that students with disabilities are supported throughout their education. -We would be in favour of this move to professionalise DSS roles. There are many benefits to this, mainly ensuring a standard level of good practice and having the support network of the professional body that we would be aligned to also. This could only be a positive thing for students who are engaging with our service. It would mean that we would have access to training and CPD and the complexity of our roles would be acknowledged and supported. At the moment, it certainly does not appear that most of the staff working with the DSS feel that they are supported and/or encourage to develop their professional skills - we are doing very complex work with a potentially very vulnerable group of people.
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Enrolments at schools and in funded pre-school education in Northern Ireland, 2014/15

Enrolments at schools and in funded pre-school education in Northern Ireland, 2014/15

• A total of 5,248 pupils participate in Irish medium education, with 4,166 pupils educated in Irish medium schools and a further 1,082 pupils educated in Irish medium units attached to English-medium schools (Table 2c). • The total number of pupils in Irish medium education has steadily risen over time, increasing by almost 1,200 pupils since 2009/10 and more than 300 pupils since last year. Most of this increase is coming from greater enrolments in Irish medium schools rather than units. One of the reasons for this increase is the fact that there are six additional Irish medium primary schools in this period.
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Annual enrolments at schools and in funded pre-school education in Northern Ireland, 2016/17 : revised 7 March 2017

Annual enrolments at schools and in funded pre-school education in Northern Ireland, 2016/17 : revised 7 March 2017

2 There are a total of 479 voluntary and private pre-school centres in Northern Ireland, but just 399 are fully or partially funded by the Department of Education. 3 Investing in Early Learning, published in 1997, set out the Department’s ‘intention to replace reception provision with suitable alternative provision so that all children below compulsory school age in school settings will be in planned pre-school provision which meets specified standards’ and proposed that’ no new reception provision in primary schools (i.e. provision in schools where a reception class or group does not exist in the 1998/99 school year) will be funded from September 1999’. This policy was implemented with the introduction of the Pre-School Education Expansion Programme in 1998.
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