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

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 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 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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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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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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Destinations of students gaining qualifications from higher education institutions, 2011/12

Destinations of students gaining qualifications from higher education institutions, 2011/12

5.5 Comparability The Department for Employment and Learning, Northern Ireland (DELNI) also produces a detailed DLHE bulletin which was last published on 29 August 2013 and can be viewed by following this link: Destinations of Leavers from UK Higher Education Institutions: Northern Ireland analysis 2011/12 The Scottish Government do not produce a bulletin, but do publish tables and summary spreadsheets in a Statistical Publication Notice (SPN) which was last published on 25 September 2012 and can be found here: Scottish Government Early Destinations of Qualifiers 2010-11
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The framework for higher education qualifications in England, Wales and Northern Ireland

The framework for higher education qualifications in England, Wales and Northern Ireland

analytical skills and a broad range of competences, are therefore distinct from training or solely the acquisition of higher level skills. 4 The FHEQ is also used as a reference point in institutional audit/review and other forms of external review. Audit and review teams will examine the means which higher education providers use to ensure that their awards and qualifications are of an academic standard at least consistent with those referred to in the FHEQ, and that higher education providers are, where relevant, exercising their powers as degree awarding bodies in a proper manner. In particular, audit and review teams will wish to look at how higher education providers check the alignment between the academic standards of their awards and the levels referred to in the FHEQ. In this regard, the FHEQ should be regarded as a framework, not as a straitjacket.
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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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Patterns of higher education institutions in the UK:

Patterns of higher education institutions in the UK:

However, it should be taken into account that the precise components of each subject area are somewhat different in 2006/07 compared to the equivalent components before 2002/03. 29. The second complication is more significant. Historically, the Open University, which is the largest provider of undergraduate higher education, reported all of its students within the ‘combined’ subject area. In 2002/03 for the first time, many of the University’s students were reported according to the main subject of the qualification for which they were enrolled. It follows that, both at individual subject level, and also at the level of aggregated subject areas, there has been a major shift from the ‘combined’ subject area into the other subjects and subject areas. The new position gives a better picture of the overall enrolment by subject; but the time series comparison with previous years is distorted considerably. The effect of this change was described in last year’s Patterns report, which set out a new baseline for timescale comparisons.
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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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Children adopted from care in Northern Ireland 2017/18

Children adopted from care in Northern Ireland 2017/18

Table 5 (above) sets out the adoption process broken down by the age of the child at the time of entering the last period of care. There was a variance of up to five months for the different age groups of the time between last entry to care and the Adoption Order in 2017/18. As in 2016/17, there was some difference between the duration from LAC Best Interest Proposal and matching of child and adopters. For those under one year when entering care, this took just over a year. For those aged three and over, this process took over two years. It is however worth noting that the numbers involved are small and care must be taken when making year on year comparisons.
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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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Integrated Reporting in UK Higher Education Institutions

Integrated Reporting in UK Higher Education Institutions

10 thinking enables value creation within organisations and argues that integrated thinking is crucial for a better understanding of key organisational elements, different resources consumed, external environment, financial and other capitals, value for the organisation, value for others and internal factors. Therefore, if the culture which encourages integrated thinking is permeating the UK HEI sector, this should be evidenced across the sector over time in the content of their key strategic documents. By analysing the range of content in annual reports, this research examines to what extent UK HEIs demonstrate integrated thinking by investigating the level of disclosure of IR content elements in UK HEIs. The investigation also considers the reasons for potential disparities in the disclosures of HEIs and argues that integrated thinking is a new concept for reporting which must be taken into consideration alongside the following framework based on HEI specific characteristics. This is exemplified in Figure 2.
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The impact of higher education institutions on the UK economy

The impact of higher education institutions on the UK economy

11 A recent study undertaken for the DfEE Changing Student Finances: Income, Expenditure and the Take-up of Student Loans Among Full-time and Part-time Students in 1998/99 (Callender and Kemp Dfee, London, 2000) indicates that expenditure among those under 26 has risen by 7% in real terms since 1995 and by 3% in real terms for those over 26. UK HEIs attract a substantial number of overseas students and overseas visitors (both business and recreational) every year. As well as making payments directly to the HEIs for tuition fees, accommodation and catering costs 9 , these students and visitors incur additional personal expenditure off-campus and this also has an impact on the economy, generating employment and output in the UK. In many ways overseas students are analogous to ‘long-stay tourists’; while their per diem expenditure may not be as a high as a short-stay tourist, they stay for a much longer time and their overall expenditure therefore represents a significant injection into the economy.
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