1. Overview of higher education statistics
Peter Bohnstedt Anan Hansen
Education Statistics
Statistics Denmark

2. Overview of higher education statistics in an international perspective
Definitions and framework in international data collection on higher education statistics
Higher education graduation rates
benchmarks
methods
Indicators for student mobility in EU countries

3. European education benchmarks 2020
Early leavers from education and training The share of early leavers from education and training should be less than 10%;
Tertiary attainment The share of year olds with tertiary educational attainment or equivalent should be at least 40%;
Pre-school participation At least 95% of children between the age of four and the age for starting compulsory primary education should participate in early childhood education;
Low achievers The share of 15-year olds with insufficient abilities in reading, mathematics and science should be less than 15%;
Employment rate of graduates The share of employed graduates (20-34 year olds) having left education and training no more than three years before the reference year should be at least 82%;
Adult lifelong learning participation An average of at least 15 % of adults (age group 25-64) should participate in lifelong learning;

4. European Statistics Code of Practice
Institutional Environment
non-excessive burden on respondents
professional independence
cost effectiveness
mandate for data collection
adequacy of resources
Statistical Output
commitment to quality
relevance
statistical confidentiality
accuracy and reliability
impartiality and objectivity
timeliness and punctuality
coherence and comparability
Statistical Processes
accessibility and clarity
sound methodology
appropriate statistical procedures

5. International comparability of statistics on tertiary education
The Bologna Declaration of 19 June 1999; Intergovernmental process aimed at creating a European Higher Education Area which is actively supported by the European Union; Higher education institutions must further modernize their activities in the period up to 2020;
International Standard Classification of Education (ISCED); Facilitates comparisons of education statistics and indicators across countries on the basis of uniform and internationally agreed definitions;

6. Danish Education System
25 pct. (national benchmark)

7. Transformation of students into statistical units
ENROLLED:
Count of students studying in the reference period. Each student only to be counted once. Preferably status at the end (or near-end) of the first month of the school / academic year
ENROLLED = Entrants (New entrants and Re-entrants)
+ Continuing students

8. Transformation of students into statistical units (cont.)
ENTRANTS:
Students who are enrolled into a programme during the current reference period but who was not enrolled in that programme during the previous reference year
ENTRANTS can be either new entrants into a level of education or re-entrants
New entrants into a level of education are students who enter any programme leading to a recognised qualification at the level of education for the first time;
Re-entrants into a level of education are students who return to a level of education following a period of absence of at least one year from studying at that same level;
Continuing students are students who were included in the enrolment statistics at that level prior to the reference year

9. Transformation of students into statistical units (cont.)
GRADUATES:
those students who successfully complete an educational programme during the reference period
GRADUATES refer to head-counts – the individual is only counted once per reference year even if he or she has obtained multiple qualifications
First-time graduates are students who have graduated for the first time at a given level of education in the reference period. So, if a student has graduated multiple times over the years, he or she is counted as a graduate each year but as a first-time graduate only once;
Students enrolling in the same grade or year of study a second or further time should be classified as repeaters;

10. Transformation of students into statistical units (cont.)
GRADUATIONS refer to the number of qualifications taken during the reference period. One graduate is counted once for every qualification obtained

11. Classification Different classification needs
National and international comparability
Reflecting structure of national education system
Supporting policy needs
Field of Education vs. Faculty

12. ISCED 2011
Classification of education programmes by their content using two main cross-classification variables
levels of education
fields of education
ISCED2011 also introduces a related classification of educational attainment levels based on recognised educational qualifications

13. Higher education graduation rates
National benchmark (2020)
60 pct. of primary school graduates in 2020 must complete a tertiary education within 25 years
25 pct. of those must complete a long tertiary education (ISCED2011-level 7+)
EU benchmark (2020)
By 2020 the share of year olds with tertiary educational attainment or equivalent should be at least 40%

14. Graduation rate – tertiary
35-year old tertiary degree holders Where did they live in 1992?
Total: 43 pct.

15. Graduation rate – upper secondary
25-year old upper secondary degree holders Where did they live in 2000?
Total: 77 pct.

16. Graduation tertiary – gender
Upper secondary graduates (2000) who continued at a tertiary education
Women, graduates
Men, graduates
Men, enrolled
Women, enrolled
3 months
1 year
2 years
3 years
4 years
5 years
6 years
7 years
8 years
9 years
10 years

17. Ministry of Education: Profile Model

18. EU benchmark on student mobility
By 2020, an EU average of at least 20 % of higher education graduates should have had a period of higher education-related study or training (including work placements) abroad, representing a minimum of 15 ECTS credits or lasting a minimum of three months
Students are mobile if the country of the leaving certificate of their upper secondary programme is in a country different from the one where their institution of tertiary degree study/graduation is located

19. Two types of mobility Degree mobile graduates Credit mobile graduates
each country should provide data by ISCED 2011 level on graduates who are degree mobile (i.e. having completed their upper secondary education in another country)
Credit mobile graduates
each country should provide data on students who graduate in the country and who have had a period of study or training abroad.

20. Different scenarios and related degree mobility status

21. Different scenarios and related credit mobility status

22. Upcoming issues on tertiary educations
Mobility
e-learning
Application patterns
Transition between education and labour market
Sub-national data