EDUCATION AND TRAINING

National Reference Metadata in ESS Standard for Quality Reports Structure (ESQRS)

Compiling agency: Statistics Austria

Eurostat metadata

Reference metadata

1. Contact
2. Statistical presentation
3. Statistical processing
4. Quality management
5. Relevance
6. Accuracy and reliability
7. Timeliness and punctuality
8. Coherence and comparability
9. Accessibility and clarity
10. Cost and Burden
11. Confidentiality
12. Comment
Related Metadata
Annexes (including footnotes)

For any question on data and metadata, please contact: Eurostat user support

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1. Contact

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1.1. Contact organisation

Statistics Austria

1.2. Contact organisation unit

Directorate Social Statistics, Department Labour Market and Education.

1.5. Contact mail address

Guglgasse 13
1110 Wien
AUSTRIA

2. Statistical presentation

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2.1. Data description

A general description of the statistical process and its outputs, and their evolution over time.

NATIONAL EDUCATION SYSTEM
The following documents provide general information on the educational system; please add the relevant links for your country.

General link to Eurydice:

https://eacea.ec.europa.eu/national-policies/eurydice/home_en

National system broad overview:

https://eacea.ec.europa.eu/national-policies/eurydice/content/austria_en

National Education System Description:

https://eacea.ec.europa.eu/national-policies/eurydice/content/austria_en

National Education System - Provisions regarding language learning:

Annex 1 - Provisions for language learning 2021 – Austria

Structure of Education and Training Systems:

http://www.bildungssystem.at/en/

Please, use the box below if you wish to complement or amend the information provided by Eurydice:

No amandment to add

Link to the ISCMAP programme and qualification:

Annex 2 - ISCED Mapping for schoolyear 2020/2021 (UOE2022) – Austria

National link to programmes and qualifications:

https://www.qualifikationsregister.at/public/home

Further information on data flagged ‘d’ in the database is available to download from the Annex of the Metadata page for Education administrative data from 2013 onwards (ISCED 2011):

https://ec.europa.eu/eurostat/cache/metadata/en/educ_uoe_enr_esms.htm

2.2. Classification system

Not available.

2.3. Coverage - sector

Not available.

2.4. Statistical concepts and definitions

Not available.

2.5. Statistical unit

Not available.

2.6. Statistical population

Not available.

2.7. Reference area

Not available.

2.8. Coverage - Time

Not available.

2.9. Base period

Not available.

3. Statistical processing

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3.1. Source data

For each UOE table, please list the source(s) used to compile information: UOE table, name, type, date of availability and responsibility.

Sources used for data on enrolments
Detailed variables concerned	Name of the source	Type (Survey / Register / Estimation / Other)	Responsible of the source (UOE data provider / Other: which-one?)
ISCED 0	Statistics on early childhood education and care	Annual census	UOE data provider
ISCED 0 - ISCED 5	School statistics	Annual census	UOE data provider
ISCED 5 - ISCED 8	University statistics	Annual census	UOE data provider

Sources used for data on entrants
Detailed variables concerned	Name of the source	Type (Survey / Register / Estimation / Other)	Responsible of the source (UOE data provider / Other: which-one?)
ISCED 3 - ISCED 5	School statistics	Annual census	UOE data provider
ISCED 5 - ISCED 8	University statistics	Annual census	UOE data provider

Sources used for data on personnel
Detailed variables concerned	Name of the source	Type (Survey / Register / Estimation / Other)	Responsible of the source (UOE data provider / Other: which-one?)
ISCED 0	Statistics on early childhood education and care	Annual census	UOE data provider
ISCED 0 - ISCED 5	School statistics	Annual census	UOE data provider
ISCED 5 - ISCED 8	University statistics	Annual census	UOE data provider

Sources used for data on enrolments at regional level
Detailed variables concerned	Name of the source	Type (Survey / Register / Estimation / Other)	Responsible of the source (UOE data provider / Other: which-one?)
ISCED 0	Statistics on early childhood education and care	Annual census	UOE data provider
ISCED 0 - ISCED 5	School statistics	Annual census	UOE data provider
ISCED 5 - ISCED 8	University statistics	Annual census	UOE data provider

Sources used for data on foreign languages learning
Detailed variables concerned	Name of the source	Type (Survey / Register / Estimation / Other)	Responsible of the source (UOE data provider / Other: which-one?)
ISCED 1 - ISCED 3	School statistics	Annual census	UOE data provider

Sources used for data on graduates
Detailed variables concerned	Name of the source	Type (Survey / Register / Estimation / Other)	Responsible of the source (UOE data provider / Other: which-one?)
ISCED 3 - ISCED 5	School statistics	Annual census	UOE data provider
ISCED 5 - ISCED 8	University statistics	Annual census	UOE data provider
ISCED 3: apprenticeship examination	Educational attainment register	Register	UOE data provider

Sources used for data on education expenditure
Detailed variables concerned	Name of the source	Type (Survey / Register / Estimation / Other)	Responsible of the source (UOE data provider / Other: which-one?)
ISCED 0	Management data from municipalities and Vienna's educational municipal associations	Other	Federal ministry of finance
ISCED 1 - ISCED 3	Management data from the Länder	Other	Federal ministry of finance
ISCED 2 - ISCED 8	Management data from the federal government	Other	Federal ministry of finance
ISCED5 - ISCED 8	Management data of public universities	Other	Universities
ISCED 2 - ISCED 7	Management data on family allowances	Other	Federal ministry for women's affairs, families and youth
ISCED 0 - ISCED 5	Questionnaire concerning private educational institutions like kindergartens and schools	Survey	UOE data provider
ISCED 6 - ISCED 8	Questionnaire concerning private educational institutions like universities	Survey	UOE data provider
Expenditure of households	Management data on payments from private hausholds to public institutions	Other	Federal ministry of finance
ISCED 1 - ISCED 5	Management data on rent payments for schoolbuildings	Other	Federal ministry of education
ISCED 1 - ISCED 5	Management data on the costs of school books	Other	Federal ministry of education
Payments for goods and services and for private tutoring	Study on the costs of school attendance	Estimation	Regional chambers of labour

3.2. Frequency of data collection

Annual.

3.3. Data collection

Not available.

3.4. Data validation

Not available.

3.5. Data compilation

Operations performed on data to derive new information according to a given set of rules.

Weighting methods
Weighted figures for differing reference periods	Weighted figures for differing theoretical ages	Conversion factors from part-time to full-time equivalent (FTE) data
		As regards the alignment of the school-based component of apprenticeship training (a combined school- and work-based programme) enrolment data is weighted with a conversion factor of 0.3 in order to create FTE data.
		Teachers with a contract comprising less than 90% of the statutory working hours of a full-time employed teacher are classified part time. The FTE conversion factor is calculated as percentage of the contractual working time compared to full-time employment.
Enrolment figures aligned with the financial year are calculated as weighted average of enrolment in reference period n-1 (weighting factor: 0.667) and in reference period n (weighting factor: 0.333).

Estimations methods used in the UOE questionnaires
Type of data	Detailed variables concerned	ISCED level	Reference year(s)	Data source (internal to UOE or not)	Data type (sample-based or not)	Data source name in English	Reason	Description of the estimation method
Finance	Payments for goods and services and for private tutoring	All ISCED levels	2017	external to UOE	sample-based	Study on the costs of school attendance	Avoidance of missing information	Results of the survey which was conducted in some regions of Austria were expanded to the national level and adapted to the ISCED levels.
Credit mobility	Mobility stay, type of mobility, country of destination	ISCED 6 - ISCED 8	since 2017/18	internal to UOE	population-based value	University statistics	Different behaviour regarding credit mobility on individual ISCED levels	Use of an unique expansion factor per ISCED level in order to compensate the missing information in case of unit non-response.
Credit mobility	Mobility stay, type of mobility, country of destination	ISCED 6 - ISCED 8	since 2015/16	internal to UOE	population-based value	University statistics	Non-response in the surveys of study-related stays abroad	Use of an expansion factor in order to compensate the missing information in case of unit non-response.
Personnel	ISCED level	ISCED 0 - ISCED 5	Since 2012/13	external to UOE	population-based value	School statistics	Teachers are recorded at school level. The corresponding programmes, in which they teach, span ISCED levels.	Classroom teachers are allocated to ISCED levels according to the number of classes at the respective ISCED level in certain school types.
Personnel	ISCED level	ISCED 01, 02	Since 2012/13	external to UOE	population-based value	Kindergarten statistics	Personnel of mixed-age groups has to be allocated to both sub-levels of ISCED 0.	Staff is allocated according to the numbers of children in the age groups 0-2 years and 3 years and older attending mixed-age groups.
Enrolment	Citizenship, residency	ISCED 3, ISCED 4, ISCED 5B	2006/07	internal to UOE	population-based value	School statistics	For the "Pflegehilfelehrgang" (ISCED 3), "Mittlere Gesundheitsschulen (ISCED 4), "Lehrerbildende Akademien" and "Gesundheitsakademien (ISCED 5B) data on citizenship and residency was not available.	The share of foreign students in some programmes was estimated by corresponding shares in other programmes at the respective level.
Graduates	Age	ISCED 5B	2006/07	internal to UOE	population-based value	School statistics	Age of graduates at "Lehrerbildende Akademien" (ISCED 5B) was not available.	The age distibutration of graduates of a certain programme was estimated by the age distribution of students enrolled in the last grade.
Graduates	Fields of study	ISCED 5B	2006/07	internal to UOE	population-based value	School statistics	For the Meister-qualification (ISCED 5B) data on the fields of study was not available.	The disbritution over fields of study was estimated by the distribution in the previous year.
Personnel	ISCED level	ISCED 0 - ISCED 5B	Until 2011/12	external to UOE	population-based value	School statistics	Teachers are recorded at school level. The corresponding programmes, in which they teach, span ISCED levels.	Classroom teachers are allocated to ISCED levels according to the number of classes at the respective ISCED level in certain school types.
Personnel	Full-time equivalents	ISCED 0 - ISCED 5B	Until 2006/07	internal to UOE	population-based value	School statistics	Details of the working time of teachers were unknown. Only FT/PT distinction.	Full time equivalents were calculated on the basis of the assumption: 2 part-time teachers correspond 1 full-time teacher. Starting with 2007/08 an estimation is no longer necessary (availability of individual data).
Personnel	School-level management personnel	ISCED 1	Since 2004/05	external to UOE	population-based value	School statistics	According to the number of classes in a school headmasters work either primarily as class-room teachers or are largely liberated from teaching duties.	Varying with the school size of primary schools (less vs. equal or more than 8 classes) headmasters were prorated into class-room teachers and school level management personnel.
Personnel	Sex	ISCED 0 - ISCED 5B	2004/05 to 2006/07	internal to UOE	population-based value	School statistics	Gender of the headmasters prorated as school level management personnel is unknown	The gender distribution is estimated by the share observed for all headmasters in different school-types. Starting with 2007/08 an estimation is no longer necessary (availability of individual data).
Foreign language learning	Data on foreign language learning	ISCED 1 - 3	2004/05 to 2006/07	external to UOE	population-based value	School statistics	Data on language learning was not available	Estimations refer to shares in different school-types found by an external study, that estimates language learning on the basis of the last available results (reference year 2001/02) of school statistics and other sources.
Enrolment	ISCED level	ISCED 5, ISCED 6	Until 2006/07	internal to UOE	population-based value	University statistics	Due to multiple enrolment the allocation of persons to ISCED levels had to be done artificially.	From the number of persons enrolled at universities those pursuing a programme on level ISCED 6 or ISCED 5B were subtracted. The difference was considered to be ISCED 5A students. (These numbers had to be complemented by students enrolled at other tertiary instituitions, e.g. Fachhochschulen, Kollegs etc.)
Enrolment	ISCED level	ISCED 5, ISCED 6	2007/08 to 2009/10	internal to UOE	population-based value	University statistics	Due to multiple enrolment the allocation of persons to ISCED levels had to be done artificially.	Starting with reference year 2007/08, the number of persons is calculated on the basis of fractional amounts assigned to study activities of individual persons, taking into account simultaneous enrollment at many tertiary institutions (public universities, Fachhochschulen, universities of education, private universities).
Foreign language learning	Data on foreign language learning	ISCED 3	Since 2010/11	internal to UOE	population-based value	School statistics	A comprehensive data set on language learning is normally available only after the UOE deadline (end of September). A certain number of schools does not report foreign language data in time.	Foreign language data of missing schools is taken from last year's data of the respective schools, assuming the composition of classes does not change much. The number of schools involved is usually small (below 20).
Graduates	Sex, mobility and usual residence of apprentices and master craftsmen	ISCED 3, ISCED 5B	2010/11 to 2011/12	internal to UOE	population-based value	Educational attainment register	Data on sex, mobility and residency is not reported for all graduates of apprenticeship and master craftsman programmes.	Missing values are imputed on hot-deck basis, assuming the incomplete data sets follow roughly the same distribution as those reported.
Enrolment, Entrants, Regional, Graduates, Class, Foreign language learning	Head count	all levels except ISCED 0	Since 2010/11	internal to UOE	population-based value	School statistics, university statistics	Possibility of counting a person multiple times	By making use of a personal identificator number, persons with multiple enrolments (graduations) are pro-rated according to the number of recorded activities over all levels of education except ISCED 0. In the end each person is counted only once (i.e. with a weight of 1 in total).
Finance	Current and capital expenditure	ISCED 1 - ISCED 3	Since 2000	internal to UOE	population-based value	School statistics	Central government expenditure for some educational institutions (expenditure for general compulsory schools, educational instituts for blind or deaf person, residential schools, education authority, grants for public transport) is only available as total.	Personnel expenditure is distributed to ISCED level 1 to 3 genral orientation, based on the percentage of teachers in these levels, other expenditure (e.g. material costs, grants to housholds) based on the percentage of classes in these levels.
Finance	Current and capital expenditure	ISCED 2 - ISCED 3	Since 2000	internal to UOE	population-based value	School statistics	Expenditure for lower and upper level of academic secondary schools is only available as total.	Expenditure is distributed to ISCED level 2 and 3 general orientation, based on the percentage of classes in academic secondary schools.
Finance	Current and capital expenditure	ISCED 1 - ISCED 5	Since 2003	internal to UOE	population-based value	School statistics	Administration costs of the Ministry of Education are only available as total.	Since 2003 expenditure is distributed to ISCED level 1 to 5 vocational/professional orientation, based on the percentage of number of students in these ISCED levels; from 2000 to 2002 this expenditure was not allocated.
Finance	Current and capital expenditure	ISCED 3V, ISCED 5B	2000-2009	external to UOE	population-based value	Administrative data, Ministry of Education	Budgetary data summarizes some educational institutions that are allocated to different ISCED levels.	The splitting to ISCED levels is done according to information of the Ministry of Education (96% ISCED 3V, 4% ISCED 5B)
Finance	Current expenditure	ISCED 1 - ISCED 5	Since 2000	external to UOE	population-based value	Administrative data, Ministry of Education	The payments on rent for schoolbuildings in ISCED levels 1 to 5 vocational/professional orientation are only available as total.	The Ministry of Education provides information on the lease costs of each school. Based on this data we calculate the distribution of payments over the ISCED levels and use this key to adjust the total expenditure (since 2004). From 2000 to 2003 the payments were seperated based on the number of students in these ISCED levels.
Finance	Current expenditure	ISCED 1 - ISCED 5	Since 2000	external to UOE	population-based value	Administrative data, Ministry of Education	School books are partially payed by the central government; this expenditure is only given as total.	The responsible Ministry provides information on costs of school books in different school types. This information is transformed into costs per ISCED level (since 2004); from 2000 to 2003 total expenditure was seperated based on the number of students in the ISCED levels.
Finance	Transfers to students	ISCED 2 - ISCED 8	Since 2004	external to UOE	population-based value	Administrative data, Ministry of Family and Youth	Expenditure on family allowance is only available as a total	In Austria family allowance is granted from the birth of a child until the end of initial education and training (but not exceeding 27 years of age (until June 2011) resp. 24 years (since July 2011)). For each child the family gets a basic amount (which depends on the age of the child), and extra money depending on the number of children. As long as the beneficiary is under 18 years old the payment is authorized automatically. For beneficiaries older than 18 years, the payment depends on enrolment in formal education which has to be proved. The proportion of relevant payments and its distribution over the ISCED levels is estimated on the basis of information on: (1) the numbers of first, second, third (and so on) children who get family allowance and (2) the number of students older than 18 years who attended school or university programmes and were entitled to get family allowance.
Finance	Transfers to students	ISCED 5 - ISCED 8	2000-2003	external to UOE	population-based value	Administrative data	Expenditure on family allowance is only available as a total	In Austria family allowance is granted from the birth of a child until the end of initial education and training (but not exceeding 27 years of age). For beneficiaries older than 18 years, the payment depends on enrolment in formal education which has to be proved. The proportion of relevant payments and its distribution over the ISCED levels is estimated on the basis of the number of students older than 18 years and younger than 27 years, who participated in tertiary education.
Finance	Personnel expenditure	ISCED 0 - ISCED 6	2000-2011	external to UOE	population-based value	Expert opinion	Austria has an unfunded retirement system; to provide pensions for the civil servants the expenditure on retirement must be estimated.	The expenditure on retirement is estimated with 30% of the personnel expenditure of the civil servants (positions/institutions not allocated to a level are distributed over the ISCED levels as already mentioned).
Finance	Personnel expenditure	ISCED 0 - ISCED 8	Since 2012	external to UOE	population-based value	ESA	Austria has an unfunded retirement system; to provide pensions for the civil servants the expenditure on retirement must be estimated.	Based on calculations of imputed pension contributions according to European System of Accounts (ESA) 2010 expenditure on retirement is estimated for each level of government. In 2018 the respective percentages were 12.94% of the personal expenditure of the civil servants for central government, 16.72% for regional government and 14.53% for local government.
Finance	Personnel expenditure	ISCED 1 - ISCED 3	Since 2000	internal to UOE	population-based value	School statistics	Regional government expenditure for general compulsory schools is partially only given as total.	Expenditure for general compulsory schools, in particular, expenditure on teachers at general compulsory schools who are employed by the Länder was divided between the relevant types of school (primary schools (ISCED level 1), lower secondary schools (ISCED level 2), special schools (ISCED level 1 to 2), pre-vocational schools (ISCED level 3)) using weighted teaching staff data (according to the extent of employment, age and salary level) - this is the procedure since 2004. From 2000 to 2003 the expenditure was seperated based on the percentage of teachers in ISCED level 1 to 3G.
Finance	Current and capital expenditure	ISCED 1 - ISCED 3	Since 2000	internal to UOE	population-based value	School statistics	Regional government expenditure for some educational institutions spanning ISCED levels (e.g. special schools) are only given as total.	Other expenditure (e.g. material costs, grants to housholds) is distributed based on the percentage of classes in these levels.
Finance	Current and capital expenditure	ISCED 1 - ISCED 3	Since 2000	internal to UOE	population-based value	School statistics	Local government expenditure on general compulsory schools are partially only given as total.	Expenditure on general compulsory schools which is not directly allocated to an ISCED level is diveded based on the distribution of students in the ISCED levels 1 to 3 general orientation.
Finance	Current and capital expenditure	ISCED 1 - ISCED 3G	2000-2011	internal to UOE	population-based value	School statistics	Expenditure on regional school administration is not differentiated by ISCED level.	Data is distributed based on the percentage of classes in the ISCED levels 1 to 3G.
Finance	Current and capital expenditure	ISCED 1 - ISCED 5	Since 2012	internal to UOE	population-based value	School statistics	Expenditure on regional school administration is not differentiated by ISCED level.	Data is distributed based on the percentage of classes in the ISCED levels 1 to 5.
Finance	Expenditure of private institutions	ISCED 0	Since 2005	internal to UOE	population-based value	School statistics	Expenditure of private entities is based on an annual survey; this survey is voluntary, i.e. private educational institutions are not obliged to answer the questionnaire. The expenditure of missing entities is estimated.	Since the year 2005 the procedure to handle missing entities is the following (about 53,20% of the private institutions participated in the survey on expenses and revenues for the finance year 2018): We know for the missing entities from other sources the number of full time equivalent employees and the number of children enroled (broken down by full-time/half-day child care, with/without board). We use this data to calculate the average annual salary per full time equivalent employee. Material expenditure and fees are estimated using the weighted number of enroled children (all children are standardised as full-time participants with board). Missing personnel expenditure and subsidies are estimated by means of the average annual salary of full time equivalent employees.
Finance	Expenditure of private institutions	ISCED 1 - ISCED 8	Since 2005	internal to UOE	population-based value	School statistics, Higher education statistics	Expenditure of private entities is based on an annual survey, which rests upon the Educational Documentation Act and is therefore obligatory - nevertheless a share of more than 10% of the private entities is regularely missing. The expenditure of these entities is estimated.	Since the year 2005 the procedure to handle missing entities is the following (about 88,68% of the private entities participated in the survey on expenses and revenues for the finance year 2018): We know for the missing entities from other sources the number of full time equivalent employees and students. We use this data to calculate the average annual salary per full time equivalent employee. Material expenditure and fees are estimated using the weighted number of students. Missing personnel expenditure and subsidies are estimated by means of the average annual salary of full time equivalent employees.
Finance	Personnel expenditure	ISCED 0 - ISCED 8	Since 2000	external to UOE	population-based value	Expert opinion, Ministry of Education	Personnel expenditure of central and regional government don't hint at teaching staff functions.	The separation between expenditure for teachers and expenditure for other pedagogical and administrative personnel is based on information from the Ministry of Education.

3.6. Adjustment

Not applicable.

4. Quality management

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4.1. Quality assurance

Not available.
New concept added with the migration to SIMS 2.0.
Information (content) will be available after the next collection.

4.2. Quality management - assessment

Not available

5. Relevance

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5.1. Relevance - User Needs

Not available.

5.2. Relevance - User Satisfaction

Not available.

5.3. Completeness

Refer to 5.3.1.

5.3.1. Data completeness - rate

The extent to which all statistics that are needed are available.

ISCED levels not covered
	Enrolments	Entrants	Personnel	Foreign languages learning	Regional enrolments	Graduates	Education expenditure
Data not covered			Teaching staff in health sector schools attached to hospitals. (Corresponding number of students: approx. 18.000)				Apprenticeship: cost to the employer
Reasons for unavailable data and, planned actions to improve coverage							This information is not available in registers and surveys are not in place.

6. Accuracy and reliability

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6.1. Accuracy - overall

Not applicable (exhaustive survey).

6.2. Sampling error

Not applicable (exhaustive survey).

6.2.1. Sampling error - indicators

Not applicable (exhaustive survey).

6.3. Non-sampling error

See below.

6.3.1. Coverage error

Divergence between the frame population and the target population.

Vocational training

Programmes shorter than one semester
(or Implementation of the semester rule)

Are vocational and technical training programmes in enterprises included in the UOE data collection (YES/NO)?

If Yes, how is the 10% school based component over the whole length of the programme assessed?

Do (formal) programmes of shorter duration than one semester, full time equivalent duration as defined nationally, exist (YES/NO)?

If Yes, how their duration (shorter than one semester) is assessed?

Are all programmes of shorter duration than one semester, full time equivalent duration as defined nationally excluded from the UOE data collection (YES/NO)?

If NO, how does the coverage deviate from the UOE Manual recommendation?

YES

Requirements are legally defined

YES

Analysis of curricula

ECTS points

YES (as far as known)

Early childhood education programmes
ISCED 01 programmes		Reporting of Age in ISCED 0		Personnel in ISCED 0				What is the starting age of compulsory Primary education (ISCED 1)? This is needed for the calculation of ECE indicators such as 'Pupils aged between 4 years old and the starting age of compulsory education, by sex - as % of the population of the corresponding age group'
Do Early Childhood Educational Development programmes (ISCED 01) exist in the country (YES/NO)?	If Yes, are these programmes included in the UOE data collection (YES/NO)?	Are children under the age of 3 reported as participating in ISCED 02 Pre-primary education programmes? (YES/NO)	If YES, please explain why.	Are Classroom Teachers and Teacher Aides reported separately in the UOE data collection? (YES/NO)	If NO, why? How are they reported?	What is the minimum level of qualification required to become a Classroom Teacher at ISCED 01 and 02? Please give ISCED level.	What is the minimum level of qualification required to become a Teachers’ Aide at ISCED 01 and 02? Please give ISCED level.
YES	YES	YES	The children are allocated according to the centre of gravity of the group they are attending.	YES		ISCED 5 in both cases	ISCED 2 plus non-formal education (varying by province), in both cases	6 years (at 1st of September)

Special education needs (SNE) programmes
Are students in special education included in the data provided on enrolments, entrants, graduates and regional data (YES/NO)?	If NO, could you please specify for which questionnaires and explain why?
YES

Adult education programmes and "continuing education"
Are adult education programmes included in the data? (YES/NO)	If NO, why?	If YES, does the national definition of “adult” or “continuing” education fully comply with the category as defined by the UOE manual?	If the national definition of “adult” or “continuing” education programmes does not fully comply with the category as defined by the UOE manual, how it is assessed that the national “adult” or “continuing” programmes are similar or equivalent to corresponding initial education?
YES		YES

Students enrolled in educational institutions organised by ministries other than ministry of education
Do educational programmes organised by Ministries other than Ministry of education exist in the country (YES/NO)?	If Yes, what is the coverage of these programmes in the UOE data collection?	If Yes, and if relevant, which of those programmes are excluded from the UOE data collection?
YES	Complete

Domestic educational activities		Distance learning / e-learning programmes
Are all country’s domestic educational activities reported in the UOE data collection (YES/NO)?	If NO, which domestic educational activity (e.g. for example Distance learning/e-learning involving two countries, commuting students, foreign campus, European administration schools, etc.) are not reported and why?	Are distance learning programmes data reported in the UOE questionnaires? (YES / NO / Partially / Not relevant)	If NO, please explain why.	If Partially, which ones are excluded and for what reasons?	If distance students are included in the data, are national distance learners in programmes organised by institutions outside your country excluded?
NO	Lycee Francais (one school, covering grades 1-12) is not included; it is under the jurisdiction of French authorities.	YES			Formal education with elements of distance learning is included in the data, but not identifiable. Domestic students enrolled in institutions outside the country are not covered.

Students participating in exchange programmes (credit mobile students)			Foreign languages learning
Are students in short term postings (i.e. exchange programmes (credit mobility)) excluded from the population of students in the data collection (YES/NO)?	If Yes, how the length of their stay abroad is assessed?	If NO, why they are not excluded?	Are students with SNE (Special Needs Education) enrolled in special schools excluded from the data on foreign languages? (YES/NO)	Apart from SNE pupils, is the scope of the population the same as the total of students enrolled? (YES/NO)	If NO, which pupils are not included?
YES	Incoming exchange students' length of stay in Austria is assessed through administrative data on the participation in exchange programmes. These data are reported each semester. Therefore, the shortest length of stay that is measurable amounts to one semester. Students with a stay of one or two semesters are excluded from the total population of students.		YES	NO	In principle the scope is the same, but the reference date is different (end of the school year). Exceptions are auxiliary nursing courses and other short programmes of the health sector as well as international schools. Non-regular students (a temporary status of pupils, who do not understand the instruction language, which is valid at most for 12 months) are not covered, either.

National programmes not covered by the UOE data collection, by ISCED level - Reasons why they are not covered
Programmes not covered at ISCED 0-Early childhood education	Programmes not covered at ISCED 1-primary level of education	Programmes not covered at ISCED 2-lower secondary level of education	Programmes not covered at ISCED 3-upper secondary level of education	Programmes not covered at ISCED 4-post-secondary non-tertiary education	Programmes not covered at ISCED 5-short-cycle tertiary education	Programmes not covered at ISCED 6– Bachelor's or equivalent level	Programmes not covered at at ISCED 7 – Master's or equivalent level	Programmes not covered at ISCED 8 – Doctoral or equivalent level
			Graduation data of vocational schools for agriculture and forestry are not included in DC22 because the necessary ordinance of the responsible Federal Ministery allowing the publication of data was not available. As soon as the ordinance enters into force, corrected graduation data will be transmitted.

Graduates: unduplicated count
Is the method of unduplicated count used for calculation of Graduates in the UOE data collection (YES/NO)?	If YES, please explain the method.
YES	Students, who successfully completed more than one programme in a given year of reference, are pro-rated in equal shares according to the number of graduations, regardless of the ISCED levels involved.

Tertiary education programmes (ISCED Levels (5-8)
Orientation of programme in tertiary education		Personnel in tertiary education, Academic staff
Does the orientation (general/academic, vocational/professional) in tertiary educational (ISCED levels 5 to 7) exist in the country (YES/NO)?	If YES, what is the national definition of the programme orientation?	Are PhD candidates who are employed and hold titles such as teaching assistant, teaching associate, teaching fellow, research assistant reported as academic staff in the UOE data collection (YES/NO)?
YES	Programmes that are part of the track leading to a doctoral programme are considered academic. For pragmatic reasons other courses leading to a master degree, which does not give access to a doctoral programme, are also considered academic. Tertiary programmes, which don't award an academic degree, are considered professional.	NO

6.3.1.1. Over-coverage - rate

Not available.

6.3.1.2. Common units - proportion

Not applicable (exhaustive survey).

6.3.2. Measurement error

Not applicable (exhaustive survey).

6.3.3. Non response error

Not applicable (exhaustive survey).

6.3.3.1. Unit non-response - rate

Not applicable (exhaustive survey).

6.3.3.2. Item non-response - rate

Not applicable (exhaustive survey).

6.3.4. Processing error

Not applicable (exhaustive survey).

6.3.4.1. Imputation - rate

Not applicable (exhaustive survey).

6.3.5. Model assumption error

Not applicable (exhaustive survey).

6.4. Seasonal adjustment

Not applicable.

6.5. Data revision - policy

Not available.

6.6. Data revision - practice

Any change in a value of a statistic released to the public.

Type of data reviewed	Detailed variables concerned	Reference time period	Year when the revision was made	Reason having led to the revision	Consequences on accuracy
Personnel	ISCED 1	2017	2019	Changes in the data source allowed a better identification of schoolheads.	More accurate numbers on management personell
Credit Mobility	ISCED 6-8	2016-2017	2019	Refinement of the treating of non-response in the survey on study related stays abroad	Better allocation of data over the ISCED levels
Enrolments	ISCED levels 5-8	2013	2017	Improvements of the longitudinal database	Coherent time series
Education expenditure	All ISCED levels	2013	2017	Adaptation of the allocation of family allowances to the ISCED levels.	Coherent time series
Education expenditure	Data on ISCED 0	2012	2016	Due to changes in the treatment of expenditure on early childhood education introduced in the data collection 2015 it was necessary to revise coresponding data delivered in the course of the previous data collection, too.	Coherent data on ISCED 0 for 2012 and 2013.
Entrants to tertiary education	New entrants to level	2013	2015	New database of longitudinal data allowed for considering a longer observation period in order to eliminate double counting over time.	More accurate data on new entrants.
Entrants to tertiary education	New entrants to level	2008-2010	2012	Availability of longitudinal data allowed for taking into account educational activities of the previous year in order to eliminate double counting over time. Moreover, for better alignment of entrant and enrolment data, data on entrants refer now to a single point of reference (beginning of the winter term) and comprises both the previous summer term and the current winter term, whereas previously the sum of entrants in the winter term and the subsequent summer term was reported. New information on incoming exchange students	Avoiding of double counting over time. Entrants of the previous summer term, no longer enrolled at the reference date, are neither reported as entrants nor under enrolment. Exclusion of incoming exchange students

6.6.1. Data revision - average size

[not requested]

7. Timeliness and punctuality

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7.1. Timeliness

Length of time between data availability and the event or phenomenon they describe. Typically includes:

Information related to the latest reference year (academic year t-t+1, or financial year t)
Data collection			Post-collection phase		Dissemination/publication in your country		Additional comments on deadlines and timeliness
Type of data	Start date	End date	Start date	End date	Start date	End date	Additional comments on deadlines and timeliness
Enrolment data public universities	December year t	December year t	January year t+1	August year t+1	September year t+1	September year t+1
Enrolment data private universities	November year t	January year t+1	January year t+1	April year t+1	April year t+1	April year t+1
Enrolment data Fachhochschulen	December year t	December year t	January year t+1	March year t+1	March year t+1	March year t+1
Enrolment data university colleges of teacher education	April year t+1	May year t+1	May year t+1	July year t+1	August year t+1	August year t+1
Enrolment data schools	September year t	October year t+1	December year t	October year t+1	November year t+1	November year t+1
Foreign language learning data	September year t+1	October year t+2	December year t+1	October year t+2	November year t+2	November year t+2	The complete data set would be available only after the deadline for data transmission (end of September year t+2). Therefore, an incomplete data set, enriched by estimations and imputations, has to be used.
Enrolment & personnel data Kindertagesheime	October year t	April year t+1	May year t+1	May year t+1	June year t+1	June year t+1
Graduation data public universities	December year t+1	December year t+1	January year t+2	August year t+2	September year t+2	September year t+2
Graduation data private universities and university courses	November year t+1	February year t+2	January year t+2	April year t+2	April year t+2	April year t+2
Graduation data Fachhochschulen	December year t+1	December year t+1	January year t+2	March year t+2	March year t+2	March year t+2
Graduation data university colleges of teacher education	April year t+2	May year t+2	May year t+2	July year t+2	August year t+2	August year t+2
Graduation data schools	September year t+1	October year t+2	December year t+1	October year t+2	November year t+2	November year t+2
Personnel data public universities	March year t+1	March year t+1	March year t+1	March year t+1	September year t+1	September year t+1
Personnel data private universities and university courses	November year t	February year t+1	January year t+1	April year t+1	April year t+1	April year t+1
Personnel data schools	April year t+1	December year t+1	December year t+1	February year t+2	March year t+2	March year t+2
Personnel data private schools	October year t	June year t+1	December year t+1	February year t+2	March year t+2	March year t+2
Finance data private institutions	January year t+2	August year t+2	September year t+2	October year t+2			Only published by international organisations.
Budget data of all levels of government	October year t+1	December year t+1	October year t+1	February year t+2	March year t+2	March year t+2

7.1.1. Time lag - first result

Not available.

7.1.2. Time lag - final result

Not available.

7.2. Punctuality

See below.

7.2.1. Punctuality - delivery and publication

The number of days between the delivery/release date of data and the target date on which they were scheduled for delivery/ release.

Submission dates for the latest reference year (academic year t-t+1, or financial year t)
Deadline for transmission of data: 30 September t+2					Deadline for transmission of data: 30 November of t+2
Enrolments	Entrants	Personnel	Foreign languages learning	Regional data	Graduates	Education expenditure
23 September 2022	23 September 2022	27 September 2022	23 September 2022	23 September 2022	28 November 2022	12 December 2022

If relevant,reasons for late delivery and action taken or planned for improving punctuality
Enrolments	Entrants	Personnel	Foreign languages learning	Regional data	Graduates	Education expenditure
						Occurance of an additional workload due to fundamental changes in the data structure of the raw data.

8. Coherence and comparability

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8.1. Comparability - geographical

The extent to which statistics are comparable between countries.

A. Deviations between the national methodology and the UOE Manual: non financial data

Reference period	Data collection period	Reference date for student and personnel ages
Data on educational personnel concern a single month of reference instead of the whole school year.

Enrolment: data collection period	Enrolment in multiple fields of education	Count of students: if relevant, detailed list of variables for which double counting are significant and why.	Regional enrolment	Foreign languages learning
Generally data is collected at the beginning of the school year and in some exceptional cases at the beginning of the programme activity.	Students with multiple enrolments are pro-rated in equal shares to each programme.

Entrants	New entrants by field of education	Graduates from specific programmes	Graduates by field of education
Students who enter more than one programme in a given year of reference are pro-rated in equal shares, regardless of the level of education.	Students who enter multiple fields are pro-rated in equal shares to each field.		Graduates who complete multiple programmes in a given year of reference are pro-rated in equal shares to each field.

Educational personnel in work- and school-based combined programmes	Educational personnel taxonomy: classroom teachers (ISCED 0-4) and academic staff (ISCED 5-8)	Educational staff at ISCED level 0	Educational personnel at ISCED levels 5-8	Educational personnel and temporary replacements
Educational staff in the work-based component of school- and work-based programmes is not covered.				Temporarily replaced teachers with a FTE conversion factor equal 0 are neither included in FT- nor PT-head counts.

B. Deviations between the national methodology and the UOE Manual: financial data

Expenditure at the pre-primary level - the childcare component
Reference period	Expenditure at the pre-primary level: is the childcare component excluded (yes/no/partially)?	If yes, which is exactly the share of "day care component" to be excluded from the data on the pre-primary level? If no, which estimation method is used to determine the share?	Expenditure for teaching/academic hospitals	Ancillary services expenditure	Evening child care
	No				Expenditure is not included

Cost of a dual-system programme to the employer.	Adjustment of enrolments in case there is no data on expenditure at the workplace	Expenditure for contributions on pension schemes	Households' payments for private tutering	Student living costs	Ancillary services coverage
Data not available	Adjustment done	Imputation of expenditure on retirement is done.	Estimated		Meals, school health services, transportation to and from school

8.1.1. Asymmetry for mirror flow statistics - coefficient

Not applicable.

8.2. Comparability - over time

The extent to which statistics are comparable or reconcilable over time.

	Main changes compared to data transmitted for the previous reference period
	Enrolments	Entrants	Personnel	Foreign languages learning	Regional data	Graduates	Education expenditure
Changes in the educational system	No changes	No changes	No changes	No changes	No changes	No changes	No changes
Changes in the coverage	No changes	No changes	No changes	No changes	No changes	No changes	No changes
Changes in the methodology	No changes	No changes	No changes	No changes	No changes	No changes	No changes
Other changes	No changes	No changes	One province provided data on staff in ISCED level 0 that had been estimated in previous years. This results in higher numbers of teacher aides and management personnel being reported, as well as changes in the age structure of teachers compared to the previous year. Change in reporting practice of another province resulting in higher numbers of management personnel on ISCED level 0.	No changes	No changes	No changes	More comprehensive identification of expenditure for R&D activities.

Main changes over time
Type of data	Detailed variables concerned	Reference year(s)	Changes in the educational system	Changes in the coverage	Changes in the methodology	Other changes
Personnel	ISCED levels 6 to 8	DC21: 2019/20			For a subset of tertiary institutions (universities of applied sciences) more accurate data on teachers were available; affected is the information on the reference period of duty as well as the reported extent of employment.
Personnel	ISCED level 0	DC21: 2019/20				One province changed the reporting practice of staff on ISCED level 01 and shifted personnel from the teachers category to teacher aides.
Graduates	ISCED levels 6 to 8	DC21: 2019/20			Improved operationalisation of concepts used in the questionnaire on credit mobility: Replacement of a proxy for 'type of mobility scheme' by a direct measure; Availability of ECTS points recognized by the home institution.
Enrolments	ISCED level 3	DC20: 2018/19				During last year's INES ad-hoc survey on VET some of the vocational programmes were reclassified with respect to the existence of a work-based component.
Enrolments, Entrants, Graduates, Personnel, Education Expenditure	ISCED levels 6 to 8	DC20: 2018/19				In order to dispel discrepancies in the ISCED mapping the following programme units were reclassified as 'academic' (changed 3-digit ISCED level categories): Prog.05.07, 05.08, 05.09, 05.11 & 06.01.
Graduates	Credit mobility on ISCED levels 6 to 8	DC20: 2018/19				Constrained availability of data on credit mobility due to the ongoing implementation of a new survey form on study-related stays abroad.
Finance	ISCED levels 1 to 8	DC19: 2017/18			Estimation of households payments outside educational institutions.
Graduates	Credit mobility on ISCED levels 6 to 8	DC19: 2017/18			Refinement of the estimation of non-response in the survey on study related stays abroad.
Personnel	School management personnel, ISCED 1	DC19: 2017/18				Changes in the employment law of teachers result in administrative data that allow a better identification of schoolheads on ISCED level 1.
Enrolments, Entrants, Regional	Age, tertiary education	DC19: 2017/18				Correction of erroneous age calculation in case of private universities (a rather small sector in AT)
Enrolments, Entrants, Regional data, Graduates	Data on ISCED-P level 5 as well as ISCED-A level 4	DC 18: 2016/17		Exclusion of university courses with less than 30 ECTS from the database.
Graduates	Age	DC 18: 2016/17				Correction of erroneous age calculation in case of private universities (a rather small sector in AT)
Enrolments, Entrants, Graduates	Data on tertiary education	DC 15: 2013/14			Mobile status: If country of prior education is unknown for a student enroled in a tertiary level programme, for an entrant to a tertiary programme or for a tertiary level graduate (mostly the case with ISCED level 5 programmes), the relevant information is derived instead from a longitudinal database: Students/entrants/graduates who were enroled before in Austria on the upper secondary level are not considered mobile.
Entrants	Data on tertiary education	DC 15: 2013/14			The use of a common school and university longitudinal database, that covers enrolments from 2006/07 onwards, allows for a longer observation period in order to decide on the New Entrant status. Therefore reported figures are more accurate than in previous years.
Education expenditure	Data on ISCED 0	DC 15: 2013		The adaptation concerning expenditure on after school centers, that was introduced in the previous data collection, was partly unjustified and therefore revoked.
Enrolments, Entrants, Regional data	Data on secondary education	DC14: 2012/13		Additional programmes of the health sector with short duration (6 month to 1 year) were included.
Graduates	Data on short cycle tertiary education	DC14: 2012/13		Master craftsman qualifications, attained without enrolment in a formal education programme, were excluded.
Education expenditure	ISCED level 0	DC14: 2012/13		In previous years expenditure on after school centers was included in expenditure on early childhood education; now it is separated and excluded.
Enrolments	Country of origin of tertiary students	DC14: 2012/13			Country of origin of mobile students refers in principle to the country where upper secondary education was completed. Only if this information is unknown it is replaced by the country of usual residence or - if the latter is also missing - by citizenship.
Education expenditure	Government sources, private sources	DC14: 2012/13			Concerning the funding of private educational institutions by public purse payments previously reported as transfers were reclassified as direct expenditure.
Enrolments, Entrants, Regional data, Graduates, Personnel, Educaction expenditure	ISCED level	DC14: 2012/13				Due to the implementation of ISCED 2011 especially the composition of ISCED levels 4 and 5 changed severely.
Enrolments, Regional data, Personnel	ISCED level	DC14: 2012/13		ISCED level 01 was not covered before
Enrolments	Country of origin of tertiary students	DC13: 2011/12			Information on the country of origin of enroled mobile students was provided for the first time. Thereby the country-information was estimated by students' citizenship. The mobile status itself, however, referred to the criterion 'upper secondary education completed abroad'. On the contrary, non-mobile students were reported with Austria as country of origin, regardless of their citizenship.
Enrolments, Entrants, Regional	Students on ISCED levels 5a/6	DC12: 2010/11		Exclusion of students in tertiary exchange programmes.
Enrolments, Entrants, Regional	Students on ISCED3	DC12: 2010/11		Exclusion of participants in short courses for sports instuctors.
Enrolments, Regional	Students on ISCED levels 1 to 6	DC12: 2010/11			Change of the pro-rating procedure; multiple enrolment can be observed now over ISCED levels 1 to 6.
Enrolments, Entrants, Graduates	Mobile students on tertiary level	DC12: 2010/11			Homecoming students are no longer classified 'mobile'.
Graduates	Country of origin	DC12: 2010/11			Country of origin of mobile graduates refers to the homeland address, regardless of the operationalization of the 'mobile' status. Before then country of origin was estimated through citizenship.
Enrolments	Students in ISCED levels 1 to 3	DC12: 2010/11			Finetuning with respect to the public/private distinction in primary and secondary education (shift of approx. 900 students in the direction of public education).
Entrants	New entrants to ISCED levels 3 to 6	DC12: 2010/11			The calculation of new entrants is based on longitudinal data, which include educational activities of the previous year. That allows for eliminating double counting over time partially.
Entrants	New entrants to ISCED levels 5a/6	DC12: 2010/11			Data on new entrants in higher education comprise both, the foregone summer term and the winter term, but refer to a unique reference date (beginning of the winter term). On the contrary, in previous years the sum of entrants in the winter term and the subsequent summer term was reported.
Personnel	Academic staff on ISCED levels 5a/6	DC12: 2010/11			In case of universities the coding of administrative data on personnel changed. As a consequence staff classified in previous years as academic staff is now reportered as academic support.
Graduates	Graduates of ISCED levels 3 to 5	DC12: 2010/11			The calculation of first time graduates definitely took into account degrees of a person recorded in previous years.
Education expenditure	Expenditure for public and private institutions on ISCED levels 1 to 4	DC12: 2010			Expenditure for teachers in private institutions was incomplete in previous years because of a mismatch of public subsidies; otherwise expenditure for teachers in public institutions was overestimated.
Foreign languages learning	Language learning data	DC12: 2010/11		The coverage of upper secondary pre-vocational and vocational education is now more comprehensive than in the past.
Foreign languages learning	Language learning data	DC11: 2009/10		Exclusion of a further type of activities: tutorial/exercise without obligation.
Entrants	Entrants to ISCED6	DC11: 2009/10	In the winter term 2009, the regulation on doctorate studies changed. The expectation of a longer programme duration caused a one-time run in the preceding summer term 2009; the respective entrants are reported as new entrants in the academic year 2009/10.
Enrolments	Data on enrolments at teacher training institutions	DC10: 2008/09		Courses with credits offered by teacher training institutions were reported for the first time.
Enrolments, Entrants, Graduates, Regional	ISCED-Level of certain educational activities	DC10: 2008/09			An evaluation of the entry requirements and acquired qualifications of two small programmes led to their re-classification. In previous years Aufbaulehrgänge and Berufsbildende höhere Schulen für Berufstätige were classified ISCED 4; starting with the school year 2008/09 (i.e. DC10), they are reported as ISCED 5B programmes.
Foreign languages learning	Language learning data	DC10: 2008/09			The analysis is based on individual data that refers to the end of the school year. Depending on the ISCED category, for 4 to 20 percent of the pupils learned foreign languages were estimated due to missing data.
Enrolments, Entrants, Graduates	ISCED-Level of certain educational activities	DC09: 2007/08	Post-secondary colleges for teacher training (ISCED 5B) were transformed into ISCED 5A-programmes offered at university colleges of teacher education; post-secondary colleges for medical services partly into Fachhochschul-programmes.
Enrolments, Entrants, Graduates	Data on enrolments at private universities	DC09: 2007/08		University courses and private universities (partly ISCED 5A, partly ISCED 5B) were included for the first time in the UOE tables.
Enrolments		DC09: 2007/08			Students enrolled in universities, Fachhochschulen, university colleges of teacher education, university courses and private universities were for the first time pro-rated according to the number of programmes they had taken. Explanation: In 2007/08, only in Austrian universities students are on average enrolled in about 1.4 programmes. In the years before the following estimation was done: the numbers of enrollments in ISCED 6 programmes and (to a minor part) ISCED 5B programmes were taken as numbers of students and substracted from the known total of persons pursuing regular university programmes, referring to this figure as ISCED 5A students in universities.
Entrants	Entrants data	DC09: 2007/08			New entrants to universities, Fachhochschulen, universities of education, university courses and private universities were for the first time pro-rated according to the number of programmes they had taken at the respective ISCED-level.
Graduates	Data on graduates of tertiary education	DC09: 2007/08			Graduates of universities, Fachhochschulen, university colleges of teacher education, university courses and private universities were for the first time prorated at the level of ISCED sub-categories (5A first, 5A second, 5B first, 6) according to the number of completed programmes. This results in different distributions over the fields of study.
Personnel	Data on personnel at teacher training institutions	DC09: 2007/08	The post-secondary colleges for teacher training (ISCED 5B) were upgraded to university colleges of teacher education (ISCED 5A).
Personnel	Data on school and university personnel	DC09: 2007/08		Teachers of private technical and vocational schools of their own statutory right ("Berufsbildende Statutschulen") were not included in previous years. Academic staff of private universities and university courses is included for the first time. For the university colleges of teacher education only permanent staff is reported while - in contrast to previous years - data on temporary lecturers is missing.
Personnel	Data on school teachers	DC09: 2007/08			The FTE-conversion of school teachers was done on the basis of payroll data, while in the years before 2 PT were assumed to correspond 1 FT. Consequence are PT-factors above 0.5 for the ISCED levels 1 to 4.
Regional data	Enrolment data in tertiary education	DC09: 2007/08			Students enrolled in universities, Fachhochschulen, universities of education, university courses and private universities were for the first time pro-rated according to the number of programmes they had taken. Therefore the sum over the regions does no longer differ from the total of Austria.
Graduates	Data on prevocational programmes	DC08: 2006/07			The completion of short pre-voctional programmes was not reported comprehensively in the previous year.
Personnel	Data on personnel in tertiary education	DC08: 2006/07			Academic staff reported in DC07 included teacher-aides personnel. In DC08, the respective personnel categories are excluded from the count of academic staff.
Personnel	Data on personnel at universities	DC07: 2005/06			Statistics on university staff is now derived from administrative sources. In previous years it was based on a data collection that asked for aggregate data; the FTE conversion factors were estimates for different categories of the personnel.
Enrolments, Entrants, Graduates, Regional	Data of school statistics	DC06: 2004/05			In 2004/05, school statistics was in a transition period. Therefore many data were not available on a regular basis but partly based on projections and estimations or reported missing.

8.2.1. Length of comparable time series

Not available.

8.3. Coherence - cross domain

The extent to which statistics are reconcilable with those obtained through other data sources or statistical domains.

Name of the national publication	Coherence issues
School Statistics, University Statistics	Due to pro-rating of enrolment figures in UOE as well as the use of different concepts (e.g. class-room teachers, new entrant to an ISCED level) published totals normally differ.
Statistics on early childhood education	Nationally published figures on age refer to the beginning of the school year (1 Sep) instead of the beginning of the calendar year (1 Jan) as practised in UOE.
Labour Force Survey	The use of administrative data in UOE allows a finer calibration of school forms / types of study than possible with survey data gained through interviewing.

8.4. Coherence - sub annual and annual statistics

Not available.

8.5. Coherence - National Accounts

The extent to which statistics are reconcilable with National Accounts.

Calculation method

Scope of education

The UOE educational expenditure data are compiled on a cash accounting rather than an accrual accounting basis as recommended by the national accounts framework.

In the UOE data collection all expenditure are assigned to the entity that makes the final expenditure, whereas national accounts asses the production value. The UOE data collection displays all expenditure in one single direction, whereas national accounts use accounts to look at output and intermediate consumption.

In contrast to the national accounts the UOE data collection treats transfer payments as expenditure as well.

National accounts generally cover a much broader spectrum of education as they include training by the employment agency, adult education programmes, adult education centres, music schools, dancing schools etc., all of which are explicitly excluded from the UOE data collection.

In the UOE data collection, ministries and administrative bodies should also be regarded as "education" and their expenditures counted, whereas in the national account such bodies are part of government administration.

The systems to classify educational institutions vary substantially as the ISCED classification applied in UOE data collection is based on functional criteria, whereas national accounts assign all institutions to NACE and CPA levels.

The criteria to classify entities as private and public are also different. The UOE data collection classifies entities based on who controlls it, whereas national accounts look at who is primarily responsible for the financing.This difference is particular apparent with the Universities of Applied Sciences which are classified as private institutions in the UOE data collection, while regarded as public by the national accounts.

8.6. Coherence - internal

Not available.

9. Accessibility and clarity

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9.1. Dissemination format - News release

Not available.

9.2. Dissemination format - Publications

Not available.

9.3. Dissemination format - online database

Not available.

9.3.1. Data tables - consultations

Not available.