This document provides statistics on higher education in the UK covering students, staff, finances, and expenditures for the years 2010-2011. Some key facts include:
- There were over 2.5 million students enrolled in UK higher education institutions.
- Non-UK domiciled students made up over 12% of the total, with most coming from Asia and the EU.
- Total income for UK higher education institutions was over £27 billion, with most coming from government grants and student fees.
- Staff costs accounted for 56% of total expenditures of over £27 billion.
- Public expenditures on higher education as a percentage of GDP ranged from under 1% to over 1.5% across countries.
O estónsky vzdelávací úspech sa dnes zaujímajú odborníci aj praktici z celého sveta. Sme preto veľmi radi, že pozvanie občianskeho združenia Nové školstvo prijal zástupca estónskeho ministerstva školstva a výskumu Mart Laidmets. Jeho verejnú prednášku s diskusiou organizovanú v rámci iniciatívy Verejná komisia pre reformu vzdelávacej politiky sme realizovali dňa 28. mája 2018 v Bratislave. Viac informácií na www.noveskolstvo.sk
O estónsky vzdelávací úspech sa dnes zaujímajú odborníci aj praktici z celého sveta. Sme preto veľmi radi, že pozvanie občianskeho združenia Nové školstvo prijal zástupca estónskeho ministerstva školstva a výskumu Mart Laidmets. Jeho verejnú prednášku s diskusiou organizovanú v rámci iniciatívy Verejná komisia pre reformu vzdelávacej politiky sme realizovali dňa 28. mája 2018 v Bratislave. Viac informácií na www.noveskolstvo.sk
CA Consumer Finance shares the findings of its survey of the consumer credit market in 27 European Union countries (EU-27) for the fourth year running. With a total of 1,105 billion euros in loans outstanding at end-2010, the EU accounts for nearly one quarter of the global credit market.
Sinds 2,5 jaar voeren Jiba en CenterParcs succesvolle personalisatie campagnes uit op hun websites. Deze personalisatie heeft gezorgd voor meer dan 60% conversiestijging bij Jiba en voor een toename van meer dan 460% in doorkliks op de gepersonaliseerde contentblokken bij CenterParcs. De inzichten en resultaten worden in deze presentie besproken. Daarnaast toont een blik in de toekomst hoe je met Gepersonaliseerde E-mailmarketing jouw doelgroep ook de komende jaren een persoonlijk aanbod kunt bieden.
La vida es una oportunidad, un compromiso, una responsabilidad, y de cada uno depende aprovecharla y sacar lo mejor de ella y de nosotros mismo con relación a ella.
Il Repair Café@Napoli è un’officina condivisa dedicata alla riparazione degli oggetti, all’interno della quale si darà nuova vita alle cose, promuovendo la cultura dell’economia circolare e del recupero fai-da-te anche come occasione di aggregazione basata su una modalità innovativa di scambio delle conoscenze e delle pratiche.
Total Race Romania comercializeaza chingi de ancorare de unica folosinta, accesorii ancorare Unifixx, dispozitive de ancorare, protectii ancorare, banda chinga, one way lashing Unifixx
Pentru detalii va rugam accesati www.chingimacara.ro
www.lanturideridicare.ro
Oposiciones Policia Nacional en Bilbao FormacionBilbao Formacion
http://www.bilbaoformacion.com
Presentación de la preparacion de oposiciones Policia Nacional en la Academia Bilbao Formación. Preparacion integral de todas las pruebas: teoría, psicotecnicas, fisicas, idiomas. Preparacion presencial. Grupos reducidos.
Autor del Vídeo: Bilbao Formación
CA Consumer Finance shares the findings of its survey of the consumer credit market in 27 European Union countries (EU-27) for the fourth year running. With a total of 1,105 billion euros in loans outstanding at end-2010, the EU accounts for nearly one quarter of the global credit market.
Sinds 2,5 jaar voeren Jiba en CenterParcs succesvolle personalisatie campagnes uit op hun websites. Deze personalisatie heeft gezorgd voor meer dan 60% conversiestijging bij Jiba en voor een toename van meer dan 460% in doorkliks op de gepersonaliseerde contentblokken bij CenterParcs. De inzichten en resultaten worden in deze presentie besproken. Daarnaast toont een blik in de toekomst hoe je met Gepersonaliseerde E-mailmarketing jouw doelgroep ook de komende jaren een persoonlijk aanbod kunt bieden.
La vida es una oportunidad, un compromiso, una responsabilidad, y de cada uno depende aprovecharla y sacar lo mejor de ella y de nosotros mismo con relación a ella.
Il Repair Café@Napoli è un’officina condivisa dedicata alla riparazione degli oggetti, all’interno della quale si darà nuova vita alle cose, promuovendo la cultura dell’economia circolare e del recupero fai-da-te anche come occasione di aggregazione basata su una modalità innovativa di scambio delle conoscenze e delle pratiche.
Total Race Romania comercializeaza chingi de ancorare de unica folosinta, accesorii ancorare Unifixx, dispozitive de ancorare, protectii ancorare, banda chinga, one way lashing Unifixx
Pentru detalii va rugam accesati www.chingimacara.ro
www.lanturideridicare.ro
Oposiciones Policia Nacional en Bilbao FormacionBilbao Formacion
http://www.bilbaoformacion.com
Presentación de la preparacion de oposiciones Policia Nacional en la Academia Bilbao Formación. Preparacion integral de todas las pruebas: teoría, psicotecnicas, fisicas, idiomas. Preparacion presencial. Grupos reducidos.
Autor del Vídeo: Bilbao Formación
Tale, the strange deaths of children and an ancient revenge that reaches people of Salvatierra.
Cuento salvaterrense, las extrañas muertes de niños y una venganza milenaria que alcanza a la gente de Salvatierra
Planning very large scale document repositories with high availability in sha...Noor Basha
Performance and capacity planning for large-scale document management solutions is one of the key pressure points in SharePoint. The focus of this webinar is on the performance characteristics of very large document libraries with item level permissions, as there is an increase in size and throughput of high volume operation – such as policy update and retention. The session will also discuss high availability (HA) and Disaster Recovery (DR) strategies.
Topics to be covered:
- Estimate performance and capacity requirements for large scale document repositories
- Planning end user security for large document libraries with item level permissions
- Lab test report for very large scale document repositories
- Disaster Recovery strategies
- High availability (HA) recommendations with StorSimple RBS (Remote Blog Storage)
Mollo n. y c. della mattia. 2007. el paraje melincué. a 230 años de su ocupaciónNorberto Mollo
La laguna de Melincué (situada en el sur de Santa Fe, Argentina) ya era conocida con ese nombre desde 1681, cuando se detallan los límites de la "Merced de Cabrera". El origen del topónimo ha dado lugar a debate. En 1757 se la vuelve a mencionar cuando se delimita la "Merced de Arrascaeta". En 1769 convergen sobre Melincué tres expediciones militares, una por Buenos Aires, otra por Santa Fe y la última por Córdoba. En 1772 arriba a Melincué la expedición de Pedro Pablo Pavón, Ramón Eguía y Pedro Ruiz. El 15 de noviembre de 1777 el comandante Juan González, siguiendo las instrucciones del Virrey Pedro de Cevallos, ocupa militarmente el paraje levantando un fuerte al oeste de la laguna. Esta fortificación militar cambió varias veces de lugar, hasta su último emplazamiento (1865), momento en que se la ubica en el norte de la laguna, donde hoy se halla una réplica del mangrullo, dentro del pueblo de Melincué.
Fin de siecle: reengineering New Zealand higher education for life after the ...University of Limerick
New Zealand has a large higher education sector, with one of the highest rates of tertiary participation in the OECD. Under the 1989 Education Act, access to university is an entitlement for all students who successfully graduate from high school and, more uniquely, for all permanent residents, regardless of previous educational attainment, once they reach the age of 20 years. The system of budgetary support for higher education is also unusual, insofar as almost half the total funding goes directly to students (in the form of allowances and interest-free loans) rather than as grants to the providers. Sustained high participation rates have put this funding mechanism under strain over the last decade.
The global financial crisis has led to a sharp rise in projected public debt levels. After a major fiscal stimulus package in 2009, the economy is recovering and the government is under intense pressure to cut public spending. New Zealand has very high external debt levels, requiring constant refinancing, and the government needs to restore fiscal stability to retain the country’s AAA credit rating. New government policies are aimed at capping total enrolments in higher education and withdrawing access to loans for under-performing students. Grants to universities have been frozen for 2011 and some related funding lines cancelled. All eight New Zealand universities are currently facing a significant loss of government funding from 2011 and most are in the process of cutting costs and making redundancies.
In the years ahead, the demands on the public purse from an ageing population will intensify, forcing the government to make ongoing real terms cuts to spending on higher education in order to control government debt. These cuts will make the present funding model for New Zealand higher education unsustainable. Alumni donations in New Zealand are relatively uncommon as higher education is widely considered a public service and universities have been relatively unsuccessful in very recent years at growing international enrolments as a way of diversifying their revenue base. The only other source of significant revenue is for universities to be allowed to raise domestic tuition fees over time to full cost-recovery rates and for the government to target declining tuition subsidies and student allowances and loans more precisely on degrees with a strong ‘public good’ dimension (like teacher training) and low-income students.
These changes would signal an end to affordable and easily accessible higher education for New Zealand students. It is hard to avoid the conclusion that the global financial crisis has exposed flaws in the underlying ‘business model’ of New Zealand higher education and, by so doing, is likely to hasten the transformation of the system to a more expensive and selective system.
Higher Education Summit, Auckland, March 2010
A London Region Post-14 Network Conference held 1 February 2011 in the Institute of Education, University of London, London WC1H 0AL
This was the third in our acclaimed series of conferences which explored and evaluated the educational policies of the Coalition Government. We turn now to look at the expectations made of institutions, and the impact this will have on learners. What will the providers of post-14 learning look like in four years time, what will be the impact of new types of institutions, and the new rules of competition?
Supporting postgraduate transitions into, through and out of study - Michelle...HEA_Blogs
This presentation forms part of a workshop held as part of the HEA Enhancement Event 'Student transitions: journeying into, through and beyond higher education'. Further details: https://www.heacademy.ac.uk/events-conferences/event10248
The blog post that accompanies this presentation can be accessed via: https://www.heacademy.ac.uk/supporting-postgraduate-taught-student-transitions-and-out-study-0
London's population growth is projected to be large over the coming years. This presentations outlines some of the latest statistics and discusses implications particularly for housing.
Jarvis Collegiate Institute Gr 9 - 12 - EQAO Board ReportEvanSage
Jarvis Collegiate Institute is a high school located in downtown Toronto. Founded in 1807 during the frontier days of Upper Canada, it is the oldest secondary school in Toronto with over 200 years of tradition.
EQAO ensures greater accountability and better quality in Ontario’s publicly funded school system. An arm’s-length agency of the provincial government, EQAO provides parents, teachers and the public with accurate and reliable information about student achievement. EQAO also makes recommendations for improvement that educators, parents, policy-makers and others in the education community can use to improve learning and teaching.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2. This publication covers the majority of Organisation for Economic
higher education provision in the UK. Co-operation and Development
The data is derived from a variety of (OECD)
sources; please see the Annexe. Tel +33 1 45 24 82 00
For further information: Web www.oecd.org
Email webmaster@oecd.org
Universities UK
Tel +44 (0)20 7419 4111 Department for Business, Innovation
Web www.universitiesuk.ac.uk and Skills (BIS)
Email info@universitiesuk.ac.uk Tel +44 (0)20 7215 5000
www.universitiesuk.ac.uk/ Web www.bis.gov.uk
highereducationinfocus Email info@bis.gsi.gov.uk
Higher Education Statistics Agency Scottish Funding Council (SFC)
(HESA) Tel +44(0) 131 313 6500
Tel +44 (0)1242 255 577 Web www.sfc.ac.uk
Web www.hesa.ac.uk Email info@sfc.ac.uk
Email information.provision@hesa.ac.uk Department for Employment and
Universities and Colleges Admissions Learning (DELNI)
Service (UCAS) Tel +44 (0)28 9025 7777
Tel +44 (0)1242 222 444 Web www.delni.gov.uk
Web www.ucas.ac.uk Email info@delni.gov.uk
Email stats@ucas.ac.uk
3. Contents
Students
Acceptances to UK higher education institutions, Higher education students in the UK
2009-2011 5 by country of institution, 2010-11 11
Higher education participation rates, Non-UK domiciled students at UK higher
1998-2011 6 education institutions, 2010-11 12
Students by subject area at UK higher Trends in higher education student
education institutions, 2010-11 7 enrolments at UK higher education
institutions, 1994-95 to 2010-11 13
Full-time and part-time higher education
students by level of study at UK higher education Staff
institutions, 2010-11 8
Academic staff at UK higher education
Higher education students by domicile institutions, 2010-11 14
and level of study at UK higher Salary of academic staff at UK
Contents
education institutions, 2010-11 9 higher education institutions, 2010-11 15
Higher education qualifications awarded at UK
higher education institutions, 2010-11 10
3
4. Contents
Finance Annexe
Income and size of UK higher education Sources 21
institutions, 2010-11 16
Caveats 22
Institutional income from non-EU domiciled
students 1994-95 to 2010-11 and non-EU Abbreviations 23
domiciled student numbers 17
Income of UK higher education institutions,
2010-11 18
Expenditure by UK higher education, 2010-11 19
Public expenditure on higher education as a
percentage of GDP, 2008 20
Contents
4
5. Acceptances to UK higher education institutions, 2009-2011
(Full-time undergraduate only)
Acceptances as
Acceptances a proportion
of applicants
2009 2010 2011 2009 2010 2011
Men 218,185 220,085 221,876 76.6% 71.7% 72.3%
Women 263,669 267,244 270,154 74.3% 68.4% 68.7%
% women 54.8% 54.8% 54.9%
UK applicants 425,063 424,634 431,235 78.1% 72.4% 73.2%
EU applicants 23,807 25,607 26,701 60.3% 54.1% 54.2%
Non-EU applicants 32,984 37,088 34,094 58.8% 58.7% 55.4%
% non-UK
Students
domiciled 11.8% 12.9% 12.4%
Source: UCAS (2009-2011) 5
6. Higher education participation rates, 1998-2011
60
55
Participation rate (%)
50
45
40
35
30
1998-99
1999-00
2000-01
2001-02
2002-03
2003-04
2004-05
2005-06
2006-07
2007-08
2008-09
2009-10
2010-11
HEIPR: English domiciled Higher Education Age Participation Index (NI)
17-30-year-old students students aged under 21
Students
Scottish HEIPR: Scottish domiciled
API Scottish domiciled students
16-30-year-old students
aged under 21 - Discontinued
* Due to a change in underlying data for England,a discontinuity has been introduced from 2006-07 onwards.
6 Sources: DIUS, BIS, Scottish Executive, DELNI (2012)
7. 0
100,000
200,000
Business 300,000
Health allied
subjects
Education
Social studies
Source: HESA (2012) Students
Biological studies
Arts and design
Engineering
Languages
Combined
subjects
Computing
History
Physical studies
Law
Medicine &
dentistry
Architecture
Mass
communication
Students by subject area at UK higher education institutions, 2010-11
Mathematics
Agriculture
Postgraduate
Veterinary
Undergraduate
science
7
Students
8. Full-time and part-time higher education students by level of study at UK
higher education institutions, 2010-11
UG PG research PG taught Total
1,912,575 103,860 484,860 2,501,295
29,080 235,235
74,780
545,245
249,625 823,950
1,367,330
Mode of study
Full-time 1,677,345
Part-time
Students
8 Source: HESA (2012) Students 4.2%
76.5% Shown at 5% 100%
9. Higher education students by domicile and level of study at UK higher
education institutions, 2010-11
First Other Postgraduate Postgraduate
Total
degree undergraduate research taught 2,501,290
1,464,080 448,495 103,860 484,855
29,230 61,100
10,550
114,670 19,550
134,660 298,110
69,770
418,395 13,530 36,265 130,115
313,930
1,279,640 2,073,065
Domicile
UK
EU
Students
Non-EU
Source: HESA (2012) Students 9
4.2%
10. Higher education qualifications awarded at UK higher education
institutions, 2010-11
UG qualification
PG qualification
Undergraduate
Other higher
Foundation
Postgraduate
Doctorate
degree
degree
degree
Other
Other
PGCE
Mode of First
study
Full-time 330,715 46,335 17,600 122,405 19,620 14,575 16,375
Part-time 38,295 67,730 9,705 40,125 1,595 33,755 3,705
Students
Totals 369,010 114,065 27,305 162,530 21,215 48,330 20,080
10 Source: HESA (2012) Students
11. Higher education students in the UK by country of institution, 2010-11
150
150 100
100 50
50 0
Scotland
0
N. Ireland
1,000
150
UG Full-time* 100 500
UG Part-time
50
0
Students
PG Full-time*
0 England
PG Part-time Wales
*Full-time and sandwich course students
and those on a study-related year out
Source: HESA (2012) Students 11
12. Non-UK domiciled students at UK higher education institutions, 2010-11
Other EEA
1%
Other Europe
European Union countries 4.0%
excluding UK
North 30.4%
America Asia
6.1% 43.4%
Middle East
6.1%
Africa
Up to 1% 8.6%
1-5% South
5-10% America
0.9%
30-40% Australasia
40-50% 0.6%
Students
UK
12 Source: HESA (2012) Students
13. Trends in higher education student enrolments at UK higher education
institutions, 1994-95 to 2010-11
Percentage change
1994-95 2009-10
to to
1994-95 2009-10 2010-11 2010-11 2010-11
Undergraduate 1,231,988 1,914,710 1,912,580 55.2% -0.1%
Full-time 44.4% 2.5%
Part-time 91.3% -6.1%
Postgraduate 335,325 578,705 588,720 75.6% 1.7%
Full-time 139.0% 3.9%
Part-time 35.5% -0.6%
Students
All students 1,567,313 2,493,415 2,501,300 59.6% 0.3%
Source: HESA (2012) Students 13
14. Academic staff at UK higher education institutions, 2010-11
The percentages reflect the proportion of academic staff in the relevant column.
Full-time Part-time Total
Total academic staff 118,120 63,065 181,185
Female 39% 55% 44%
Disabled 3% 3% 3%
Non UK nationality 27% 18% 24%
BME (Black and minority ethnic groups) 13% 10% 12%
Wholly institutionally financed 72% 89% 78%
Research only 29% 11% 22%
Aged 35 or under 29% 27% 28%
Staff
Aged 55 or over 15% 24% 18%
14 Source: HESA (2012) Staff
15. Salary of academic staff at UK higher education institutions, 2010-11
Female
Male
60,000
Academic staff
40,000
20,000
0
Up to £17k £17k-23k £23k-31k £31k-41k £41k-56k Over £56k
Staff
Source: HESA (2012) Staff 15
16. Income and size of UK higher education institutions, 2010-11
Income Number of students
More than £1bn More than 200,000
50,000-200,000
£500-1000m
30,000-50,000
£200-500m
25,000-30,000
£100-200m 20,000-25,000
£50-100m 15,000-20,000
10,000-15,000
£20-50m
5,000-10,000
£10-20m
1,000-5,000
Less than £10m Less than 1,000
Finance
0 10 20 30 40 50 60 0 5 10 15 20 25 30
Total income 2010-2011 Number of students 2010-2011
Total income 2009-2010 Number of students 2009-2010
16 Source: HESA (2012) Finance
17. Institutional income from non-EU domiciled students 1994-95 to 2010-11 and
non-EU domiciled student numbers
3,000 300,000
2,500 Non-EU student numbers 250,000
*
HEI income from fees
Non-EU student numbers
2,000 200,000
£million, cash terms
1,500 150,000
1,000 100,000
500 50,000
0 0
Finance
1994-95
1995-96
1996-97
1997-98
1998-99
1999-00
2000-01
2001-02
2002-03
2003-04
2004-05
2005-06
2006-07
2007-08
2008-09
2009-10
*From 2007-08 writing up and sabbatical students are
Source: HESA Finance (multiple years) no longer included in standard counts of students. 17
18. Income of UK higher education institutions, 2010-11
Total income £27.6 billion
Endowment &
investment income
1%
Other income
18%
Funding council
grants
32%
Research grants
& contracts
16%
Full-time UK
and EU fees
Non-EU 17%
Finance
Other fees and domicile fees
support grants* 11%
2%
* including non credit bearing course fees Part-time UK and EU fees 2%
18 Source: HESA (2012) Finance
19. Expenditure by UK higher education institutions, 2010-11
Total expenditure £27.2 billion
Interest and
other finance costs
Depreciation 1%
6%
Other
operating expenses Staff costs
37% 56%
Finance
Source: HESA (2012) Finance 19
20. Public expenditure on higher education as a percentage of GDP, 2008
0.0%-0.49%
0.50%-0.74%
0.75%-0.99%
1.00%-1.24%
1.25%-1.49%
Finance
1.50% and above
No data
20 Source: OECD (2011)
21. Sources
DELNI OECD (2011)
Department for Employment and Learning Organisation for Economic Cooperation and
Northern Ireland Development (OECD) (2011) Education at a Glance
2011: OECD Indicators Table B2.4
DIUS/BIS
Department for Innovation, Universities and Scottish Executive
Skills (DIUS) now the Department for Business, Scottish Executive
Innovation Skills (BIS)
SFC
HESA (2012) Finance Scottish Funding Council
HESA (2012) Finance Plus 2010-11
UCAS
HESA (2012) Staff Universities and Colleges Admission Service
HESA (2012) Staff in Higher Education (UCAS), 2009-2011 data
Institutions 2010-11
Annexe
All data and further information on sources can
HESA (2012) Students
be found on our website
HESA (2012) Students in Higher Education
www.universitiesuk.ac.uk/
Institutions 2010-11
highereducationinfocus
21
22. Caveats
Page 11 Page 14
Full-time and sandwich course students and BME calculated from known ethnicity only
those on a study-related year out (unknown is 8.5%)
Page 12 Page 15
European Union excluding UK Salary bands are rounded
Other European Union including Non-European
Union unknown
Page 13
Writing up and sabbatical students are not
included in standard counts of students from
2007-08 onwards
Annexe
22
23. Abbreviations
API PG
Age Participation Index Postgraduate
BME PGCE
Black and minority ethnic group Postgraduate Certificate in Education
EEA UG
European Economic Area Undergraduate
(EU countries plus Norway,Iceland and
Liechtenstein)
HEI
Higher education institution
HEIPR
Higher education initial participation rate
HESA
Annexe
Higher Education Statistics Agency
23