Pupils and students - enrolments (educ_uoe_enr)

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

Compiling agency: Swiss Federal Statistical Office


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

Download


1. Contact Top
1.1. Contact organisation

Swiss Federal Statistical Office
1.2. Contact organisation unit

Population and Education / Education Process
1.5. Contact mail address

Espace de l'Europe 10, CH-2010 Neuchâtel, Switzerland


2. Statistical presentation Top
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/national-description_en
National system broad overview:
https://eacea.ec.europa.eu/national-policies/eurydice/content/switzerland_en
National Education System Description:
 http://swisseducation.educa.ch/en/swiss-education-system-5
National Education System - Provisions regarding language learning:
Langues et échanges — Accueil (edk.ch)
Structure of Education and Training Systems:
 http://swisseducation.educa.ch/en/swiss-education-system-5

 

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

 

Link to the ISCMAP programme and qualification:
ANNEX I
National link to programmes and qualifications:
 

 

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

International Classification of Education 2011 (ISCED)

ISCED Fields of Education and Training 2013

NUTS Classification
2.3. Coverage - sector

Formal education according to the definition of the ISCED Manual and the Manual for the joint UNESCO-UIS/OECD/EUROSTAT (UOE) data collection on education statistics.
2.4. Statistical concepts and definitions

For statistical concept used in this data collection please refer to the Manual for the joint UNESCO-UIS/OECD/EUROSTAT (UOE) data collection on education statistics.
2.5. Statistical unit

Students, entrants, graduates, personnel, level of education (for education expenditure).
2.6. Statistical population

This data collection covers formal education programmes that represent at least the equivalent of one semester (or one-half of a school/academic year) of full-time study and are provided within the reporting country’s own territory.
2.7. Reference area

National and regional area.

 

CH0 Schweiz/Suisse/Svizzera
CH01 Région lémanique
CH02 Espace Mittelland
CH03 Nordwestschweiz
CH04 Zürich
CH05 Ostschweiz
CH06 Zentralschweiz
CH07 Ticino
2.8. Coverage - Time

Enrollements, Entrants and Personnel refer to the school year 2018/19

Graduates refer to 2019

Educational expenditure refers to 2018
2.9. Base period

Not applicable.


3. Statistical processing Top
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 - ISCED 5 and ISCED 6 and 7 professional Elèves et étudiants (sans les hautes écoles) SDL Register (administrative data, canton, schools) Swiss Federal Statistical Office 
ISCED 6, 7 and 8 academic Etudiants et examens finals des hautes écoles Register (administrative data universities) Swiss Federal Statistical Office 

 

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 0 - ISCED 5 and ISCED 6 and 7 professional Elèves et étudiants (sans les hautes écoles) SDL Register (administrative data, canton, schools) Swiss Federal Statistical Office 
ISCED 6, 7 and 8 academic Etudiants et examens finals des hautes écoles Register (administrative data universities) Swiss Federal Statistical Office 

 

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 - ISCED 5 and ISCED 6 and 7 professional Personnel des écoles (SPE) Register (administrative data, canton, schools) Swiss Federal Statistical Office 
ISCED 6, 7 and 8 academic Personnel des hautes écoles Register (administrative data universities) Swiss Federal Statistical Office 

 

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 - ISCED 5 and ISCED 6 and 7 professional Elèves et étudiants (sans les hautes écoles) SDL Register (administrative data, canton, schools) Swiss Federal Statistical Office 
ISCED 6, 7 and 8 academic Etudiants et examens finals des hautes écoles Register (administrative data universities) Swiss Federal Statistical Office 

 

 

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?)
       

 

 

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 0 - ISCED 5 and ISCED 6 and 7 professional Diplômes (sans les hautes écoles) SBA Register (administrative data, canton, schools) Swiss Federal Statistical Office 
ISCED 6, 7 and 8 academic Diplômes des hautes écoles Register (administrative data universities) Swiss Federal Statistical Office 

 

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?)
All Dépenses publiques d'éducation (ÖBA) Register (Swiss Federal Finance Administration FFA) Swiss Federal Statistical Office
Swiss Federal Finance Administration 
3.2. Frequency of data collection

Annual.
3.3. Data collection

Collection of administrative and register data. Data providers are Cantons, educational institutions, Swiss Federal Finance Administration
3.4. Data validation

Data is validated using predefined rules and standards.
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
no weight. we conduct an extensive survey that consists of all the data available at the due date   no differing theoretical ages, we take the effective ages.  all part time equals to 50% of full-time - so the factor is times two.
3.6. Adjustment

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


4. Quality management Top
4.1. Quality assurance

Standard guidlines for quality assurance in the production of statistics are applied.
4.2. Quality management - assessment

The overall data quality using the quality criteria in this report is considered to be good.


5. Relevance Top
5.1. Relevance - User Needs

Cantons / Swiss Conference of Cantonal Ministers of Education (EDK): need of detailed data on enrollments, entrants, graduates, personnel and educational expenditures for governance, administration and planning of the education system

State Secretariat for Education, Research and Innovation (SERI): need of detailed data on enrollments, entrants, graduates, personnel and educational expenditures for governance, administration and planning of the education system

Universities and other Research institutions: need of detailed data on enrollments, entrants, graduates, personnel and educational expenditures for governance, administration and planning within their institution and for research

Employers’ organisations and Trade unions: need of detailed data on enrollments, entrants, graduates, personnel and educational expenditures for governance, administration and planning of the education system

Teacher unions: need of detailed data on enrollments, entrants, graduates, personnel and educational expenditures for governance, administration and planning of the education system
5.2. Relevance - User Satisfaction

The user satisfaction is generally high. Stakeholders and users are regularly consulted as regards data to be collected in order to close gaps in data availabilty in order to produce relevant statistics.
5.3. Completeness

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 ISCED 01, ISCED 2 Vocational, ISCED 5 General as well as Mobility data for ISCED 5, ISCED 6 Professional and ISCED 7 Professional is missing. Data on fields of education and training is available only on the two digit level. ISCED 5 General No data for private institutions, no data on teacher aids and personnel involved in special education. No data for ISCED 01. Data for ISCED 4 are included in ISCED 35. Data on professional programmes within ISCED 5, 6 and 7 include only colleges of higher education. No data on foreign language teaching is sent in.   Mobility data for ISCED5;

No data on first time graduates for ISCED 1, 2 and 4 Vocational. No data for private institutions.

 Data on private expenditure (households) is not or only partly (other private entities) available
Reasons for unavailable data and, planned actions to improve coverage

ISCED 01, ISCED 5 General and Mobility data is missing because providers of such programmes do not have this information in their register. ISCED 2 Vocational cannot exist.

ISCED 5 General data is missing because providers of such programmes don't have this information in their register.

 This information is not available in the register for private institutions; for professional programmes at tertiary level, the information is only available for colleges of higher education. Special education personnel is difficult to record as such. Work on improving this situation is being done. To collect data on students learning languages on a compulsory basis is to burdensome on respondents (schools ). Considering that there is hardly any use made of the data by Eurostat, there are no plans to improve the situation.   Mobility data for ISCED 5, data for private institutions, first time graduates for ISCED 1, 2 and 4 Vocational is missing because providers of such programmes don't have this information in their register. The missing data is not collected due to missing resources.
5.3.1. Data completeness - rate

Not available.


6. Accuracy and reliability Top
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 Every education programme in our register meets the requirements NO Not applicable  Yes  -

 

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  NO  NO  -  YES  -

ISCED 01: There are no Classroom Teachers at this level. The staff for this level have received pedagocical training on ISCED 3

ISCED 02: ISCED 6

ISCED 01: There are no Teacher's Aides at this level

ISCED 02: Normaly there are no Teacher's Aide a this level. 

 Childern having turned 4 by 31 July 

 

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  100%  -

 

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?
 YES  -  YES  -  -  Yes, since it is not possible to identify them

 

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?
NO  - They are not excluded because they usually attend at least a semester at their home univeristy in Switzerland      

 

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
No national formals programmes          

Certificate of advanced Studies and  Diploma of advanced studies (DAS) are not within the scope of the UOE data collection

   As a second degree on ISCED 8 the Habilitation is not within the scope of the UOE data collection

 

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 First-time graduation is identified by using longitudinal data on students in the Swiss education system in tertiary academic programmes. For all the other levels estimates are used. This estimates will gradualy be replaced by data based on longitudinal analyses of register data.

 

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 education (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 Professional education is defined as educational programmes on the tertiary level that are designed for students to acquire the practical/technical/occupationally specific /entrepreneurial skills and know-how needed for employment in a particular occupation with high levels of expertise and/or managerial responsibility or for entry into a profession with high skills requirements. Such programmes typically include work-based periods or require work experience specific to the profession. Professional programmes are typical provided by institutions or enterprises outside the university context and are dedicated for direct entrance into the labour market or are in relationship to an existing employment.

Academic education is defined as educational programmes that are theoretically based, informed by state of the art research and designed for students to acquire skills and competencies needed for scientific/research careers. That means that they involve the acquisition of scientific methods and usually require the completion of a research project or thesis. Theoretically-based and research-oriented studies form the core part of such programmes practical components play a subordinate role. The programmes are traditionally provided by universities and lead in a direct line from Level 6 (Bachelor) via Level 7 (Master) to Level 8 (advanced research programmes). In EU member states, the programmes are mainly offered by institutions which are part of the Bologna-Process.

  YES (as soon as they have a contract)
6.3.1.1. Over-coverage - rate

Not applicable (exhaustive survey).
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
Graduates First-time graduates ISCED 3 2002-2010 2012 Corrections in the estimation methode Improvement on the accuracy of the data. 
Finance  All data   2012 Corrections made by the data provider (ministry of finance) Improvement on the accuracy of the data. 
6.6.1. Data revision - average size

Not available.


7. Timeliness and punctuality Top
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
Enrolements October year t December year t November year t May year t + 2 March year t + 1  June year t + 2   
Entrants October year t December year t November year t May year t + 2 March year t + 1  June year t + 2   
Graduates January year t + 2 March year t + 2 February year t + 2 November year t + 2 June year t + 1  November year t + 2   
Personnel (ISCED5-6) January year t + 2 April year t + 2 April year t + 2 August year t + 2 July year t + 1  August year t + 2  
7.1.1. Time lag - first result

Enrollments: 3 month

Entrants: 3 month

Graduates: 6 month

Personnel: 7 month

Education expenditure: 24 month
7.1.2. Time lag - final result

Enrollments: 10 month

Entrants: 10 month

Graduates: 6 month

Personnel: 12 month

Education expenditure: 24 month
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
18 September year t + 2  24 September year t + 2  18 September year t + 2  Not transmitted 18 September year t + 2  30 November year t + 2  27 November year t + 2 

 

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
      Data is not being collected due to the burden on respondents      


8. Coherence and comparability Top
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
2016-08-15 till 2017-07-15 2016-11-15  2016-12-31

 

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
 2016-11-15  none      

 

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
130535.5 (full-time equivalent)  ISCED 0-4: 769318 and ISCED 5-8: 226057.5 (full-time equivalent)  163219 (full-time equivalent)  226057.5 (full-time equivalent)  data not available

 

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
 2015-12-31  2'355'412.00 - yes, childcare component is excluded    data not available  data not available data not available

 

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  data not available data not available data not available   no data no data 
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 1994 Introduction of the professional vocational baccalaureate
1998 Establishment of universities of applied sciences
2000 Introduction of the Bologna structure in universities
2005 Tertiarisation of the educational programmes leading to health professions		 1994 Introduction of the professional vocational baccalaureate
1998 Establishment of universities of applied sciences
2000 Introduction of the Bologna structure in universities
2005 Tertiarisation of the educational programmes leading to health professions

1994 Introduction of the professional vocational baccalaureate; 1998 Establishment of universities of applied sciences

 

     1995 Introduction of the professional vocational baccalaureate
2000 Establishment of universities of applied sciences
2004 Introduction of the Bologna structure in universities		 1994 Introduction of the professional vocational baccalaureate
1998 Establishment of universities of applied sciences
2005 Tertiarisation of the educational programmes leading to health professions
Changes in the coverage 2009/2010 Strict application of rules concerning ISCED 0 Strict application of rules concerning ISCED 0       2010/2011 Exclusion of certain former  ISCED 5B second degrees that are actually to be considered non formal   
Changes in the methodology 2010/2011 new data collection system
reclassification of some programmes 		 2010/2011 new data collection system
reclassification of some programmes 		 In the academic year 2010/2011, a new data collection system has been introduced for all educational programmes except the general/academic ones of tertiary level. For these, a new data collection system is used for the data of the calendar year 2013 onwards.     2010/2011 new data collection system
reclassification of some programmes 		  
Other changes              

 

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
Enrolements Slight increase in ISCED 3a /ISCED 4a From 1994 on Introduction of the professional vocational baccalaureate      
Entrants Slight increase in ISCED 3a /ISCED 4a From 1994 on Introduction of the professional vocational baccalaureate      
Personel Minimal increase in ISCED 3a /ISCED4a From 1994 on Introduction of the professional vocational baccalaureate      
Graduates  Slight increase in ISCED 3a /ISCED 4a From 1995 on Introduction of the professional vocational baccalaureate      
Education expenditure Minimal increase in ISCED 3a /ISCED 4a From 1994 on Introduction of the professional vocational baccalaureate      
Enrolements Shift from ISCED 5b to ISCED 5a From 1998 Establishment of universities of applied sciences       
Entrants Shift from ISCED 5b to ISCED 5a From 1998 Establishment of universities of applied sciences       
Personel Shift from ISCED 5b to ISCED 5a From 1998 Establishment of universities of applied sciences       
Graduates  Shift from ISCED 5b to ISCED 5a From 2000 Establishment of universities of applied sciences       
Education expenditure Shift from ISCED 5b to ISCED 5a From 1998 Establishment of universities of applied sciences       
Enrolements Changes in distribution between ISCED 5a first short, first long and second degree  Beginning in  2000 really visible from 2005 on  Introduction of Bologna structure in ISCED5a       
Entrants Changes in distribution between ISCED 5a first short, first long and second degree  Beginning in  2000 really visible from 2005 on  Introduction of Bologna structure in ISCED5a       
Graduates  Changes in distribution between ISCED 5a first short, first long and second degree  Beginning in  2004 really visible from 2007 on  Introduction of Bologna structure in ISCED5a       
Enrolements Changes from ISCED3b an ISCED3c to ISCED 5B From 2006 on Tertiarisation of educational programmes leading to health professions      
Entrants Changes from ISCED 3b an ISCED 3c to ISCED 5B From 2006 on Tertiarisation of educational programmes leading to health professions      
Graduates  Changes from ISCED 3b an ISCED 3c to ISCED 5B From 2006 on Tertiarisation of educational programmes leading to health professions      
Enrolements All ISCED levels except ISCED 5a and 5B 2010/2011     New data collection system  
Entrants All ISCED levels except ISCED 5a and 5B 2010/2011     New data collection system  
Personel All ISCED levels except ISCED 5a and 5B 2010/2011     New data collection system  
Graduates  All ISCED levels except ISCED 5a and 5B 2010/2011     New data collection system  
Enrolements ISCED 0 2009/2010   Improved coverage due to the exclusion of childcare only programmes    
Entrants ISCED 0 2009/2010   Improved coverage due to the exclusion of childcare only programmes    
Graduates  reduction in ISCED 5B second degrees 2010/2011   2010/2011 Exclusion of certain former  ISCED 5B second degrees that are actually to be considered non formal     
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
  Data on enrolments in formal education collected with survey (i.e. Labour Force Survey) is not coherent with register data due to differences in the time frame (last 12 month) and difficulties for respondents to delimit formal education. In general only relativ data on enrolment in formal education collected in Surveys is being published. 
8.4. Coherence - sub annual and annual statistics

Not applicable
8.5. Coherence - National Accounts

The extent to which statistics are reconcilable with National Accounts.

 

Calculation method Scope of education
 not calculations, numbers are based on actual counts  all fields and types of education are considered that take at least six month in full-time equivalent
8.6. Coherence - internal

There are no issues as concerns internal coherence.


9. Accessibility and clarity Top

Aggreated and pseudonymized data is published in printing and online. It is made accessible for anybody. In addition specific analysis and extracts can be made on request.
9.1. Dissemination format - News release

Annual production is being published in printing and online. Press releases are reserved for exceptional or new statistics.
9.2. Dissemination format - Publications

Annual production is being published in printing and online. Press releases are reserved for exceptional or new statistics.
9.3. Dissemination format - online database

Statistical production can be viewed online. There are multiple formats: interactive database with cubes that can be adjusted to users needs; pre-defined tables; pdf-versions of the printed publications.

Generally, the combination of all the characteristics is possible as long as it is within the data protection law, wich protects the identity of individuals and legal entities.
9.3.1. Data tables - consultations

The statistics (down-load counting) of the use of the different tables and sites is done annualy and by month.
9.4. Dissemination format - microdata access

Not available.
9.5. Dissemination format - other

Not available.
9.6. Documentation on methodology

The annual publications include methodological descriptions of the data and the results.
9.7. Quality management - documentation

There are handbooks with clear guidelines for the quality management. There are as well multiple plausibility checks done during and after the the data collection.
9.7.1. Metadata completeness - rate

Not available.
9.7.2. Metadata - consultations

Not available.


10. Cost and Burden Top

Indication of the cost associated with the collection and production of a statistical product and burden on respondents.

 

Time spent (in working days) Comments
80 Working days full time equivalent  


11. Confidentiality Top
11.1. Confidentiality - policy

There is a federal law to protect the indentity of individuals and institutions.
11.2. Confidentiality - data treatment

Data based on individual headcounts is not beeing published if the number of individuals or institutions is smaler than 4.


12. Comment Top

Information on Swiss Data Sources can be found here: https://www.bfs.admin.ch/bfs/en/home/statistics/education-science.html


Related metadata Top


Annexes Top
Annex 1 - ISCED Mapping for schoolyear 2020/2021 (UOE2022) – Switzerland