EDUCATION AND TRAINING

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

Compiling agency: Department for Education (DfE)

Time Dimension: 2019-A0

Data Provider: UK1

Data Flow: EDUCAT_ESQRS_A


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: EUROPEAN STATISTICAL DATA SUPPORT

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1. Contact Top
1.1. Contact organisation

Department for Education (DfE)

1.2. Contact organisation unit

International Evidence and Statistics | International Education | Department for Education

1.5. Contact mail address

London office:

Sanctuary Buildings, Great Smith Street, London SW1P 3BT

Sheffield office:

2 St Paul's Place, 125 Norfolk Street, Sheffield. S1 2FJ


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:
Education in the United Kingdom is devolved to each of the four countries: England, Scotland, Wales and Northern Ireland. 
National Education System Description:
Across the UK there are five stages of education: Early Years; Primary; Secondary; Further Education (FE) and Higher Education (HE). School education is compulsory for all children between the ages of 5 (4 in Northern Ireland) and 16. In England, young people must also do one of the following until they are 18: stay in full-time education; start an apprenticeship or traineeship; work or volunteer while in part-time education or training.
National Education System - Provisions regarding language learning:
England: Studying ancient or modern foreign languages is compulsory at ages 7-10 and studying at least one modern foreign language (MFL) is compulsory for ages 11-13 in public schools that must observe the National Curriculum (GDPIs/Independents do not have to follow). Pupils have an 'entitlement' to study MFL if they wish at ages 14-15. The introduction of the EBacc (English Baccalaureate), including a modern or ancient language, has incentivised schools to increase language uptake.
Wales: MFL is compulsory for ages 11-13. MFL forms part of the curriculum at ages 7-10 but is non-statutory (schools are encouraged, but have the option whether to teach it). In addition pupils learn Welsh language (but not as part of the MFL framework and so not reported here).
Northern Ireland: MFL is compulsory for ages 11-15.
Scotland: MFL is not compulsory but pupils have an 'entitlement' to study a MFL if they wish at ages 10-15.
Structure of Education and Training Systems:
For an overview of the structure of education system in each of the four UK countries, please see the following links:

England: https://eacea.ec.europa.eu/national-policies/eurydice/content/united-kingdom-england_en

Scotland: https://eacea.ec.europa.eu/national-policies/eurydice/content/united-kingdom-scotland_en

Wales: https://eacea.ec.europa.eu/national-policies/eurydice/content/united-kingdom-wales_en

Northern Ireland: https://eacea.ec.europa.eu/national-policies/eurydice/content/united-kingdom-northern-ireland_en

 

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

 

Link to the ISCMAP programme and qualification:
Please refer to ANNEX1: ISCMAP_UK_UOE19.
National link to programmes and qualifications:
England, Wales and Northern Ireland: https://www.gov.uk/what-different-qualification-levels-mean 

Scotland: https://scqf.org.uk/the-framework/about-the-framework/

 

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 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 UK Education and Training Statistics (ETS):https://www.gov.uk/government/collections/statistics-education-and-training. Provides data on formal school settings in England, Wales, Northern Ireland and Scotland. Data is collated from School Census data collected in each UK nation.

Early Years Census: provides data on formal non-school settings in England.

Register Department for Education (England); Welsh Government; Scottish Government; Department of Education (Northern Ireland).
ISCED 1, 24, 34 UK Education and Training Statistics (ETS):https://www.gov.uk/government/collections/statistics-education-and-training. Provides data on formal school settings in England, Wales, Northern Ireland and Scotland. Data is collated from School Census data collected in each UK nation. Register Department for Education (England); Welsh Government; Scottish Government; Department of Education (Northern Ireland).
ISCED 25, 35, 55+ Data on Further Education (FE) provision is collated from different sources in each of the four UK countries:

England: the Individualised Learner Record (ILR).

Wales: the Welsh Government’s Lifelong Learning Wales Record (LLWR).

Scotland: Scottish Funding Council.

Northern Ireland: Consolidated Data Return (CDR)

Register Department for Education (England); Welsh Government; Scottish Government; Department for the Economy (Northern Ireland).
ISCED 54, 64, 74, 84 Higher Education Statistical Agency (HESA): https://www.hesa.ac.uk/. Provides data on Higher Education institutions across England, Northern Ireland, Scotland, and Wales.  Register UK Higher Education Statistical Agency

 

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 1, 24, 34 UK Education and Training Statistics (ETS):https://www.gov.uk/government/collections/statistics-education-and-training. Provides data on formal school settings in England, Wales, Northern Ireland and Scotland. Data is collated from School Census data collected in each UK nation.  Register Department for Education (England); Welsh Government; Scottish Government; Department of Education (Northern Ireland).
ISCED 35, 55+ Data on Further Education (FE) provision is collated from different sources in each of the four UK countries:

England: the Individualised Learner Record (ILR).

Wales: the Welsh Government’s Lifelong Learning Wales Record (LLWR).

Scotland: Scottish Funding Council.

Northern Ireland: Consolidated Data Return (CDR)

Register

Estimation for some breakdowns across UK nations where data is not available.

Department for Education (England); Welsh Government; Scottish Government; Department for the Economy (Northern Ireland).
ISCED 54, 64, 74, 84 Higher Education Statistical Agency (HESA): https://www.hesa.ac.uk/. Provides data on Higher Education institutions across England, Northern Ireland, Scotland, and Wales.   Register  HESA (Higher Education Statistical Agency)

 

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 Data on Early Years settings is collated from different sources in each of the four UK countries:

England: School Workforce Census: https://www.gov.uk/government/collections/statistics-school-workforce. Provides data on teachers/aides in public school settings.

Early Years Census: provides data on teachers/aides in formal non-school settings in England.

Childcare and early years provider survey: https://www.gov.uk/government/collections/statistics-childcare-and-early-years/ Provides extra data on age/gender profiles for teachers/aides in non-school settings in England.

Wales: Pupil Level Annual School Census: https://statswales.gov.wales/Catalogue/Education-and-Skills/Schools-and-Teachers/Schools-Census/Pupil-Level-Annual-School-Census. Provides data on teachers in public school settings.

Scotland: Teacher Census: https://www2.gov.scot/Topics/Statistics/Browse/School-Education/teachcenssuppdata. Provides data on teachers in public school settings.

Northern Ireland: Teacher Workforce Statistics: https://www.education-ni.gov.uk/articles/education-workforce. Provides data on teachers in public school settings.

UK Education and Training Statistics (ETS):https://www.gov.uk/government/collections/statistics-education-and-training. Provides data on teachers in independent school settings in England, Wales and Northern Ireland.

Register

Estimation for some breakdowns across UK nations where data is not available.

Survey

Department for Education (England); Welsh Government; Scottish Government; Department of Education (Northern Ireland).
ISCED 1, 24, 34 Data on formal school-settings is collated from different sources in each of the four UK countries:

England: School Workforce Census: https://www.gov.uk/government/collections/statistics-school-workforce. Provides data on teachers/aides/management in public and GDPI settings.

Wales: Pupil Level Annual School Census: https://statswales.gov.wales/Catalogue/Education-and-Skills/Schools-and-Teachers/Schools-Census/Pupil-Level-Annual-School-Census. Provides data on teachers/aides/management in public school settings.

Scotland: Teacher Census: https://www2.gov.scot/Topics/Statistics/Browse/School-Education/teachcenssuppdata. Provides data on teachers in public school settings.

Support Staff statistics: https://www2.gov.scot/Topics/Statistics/Browse/School-Education/SupportStaff/SupportStaff17. Provides data on aides in public school settings.

Northern Ireland: Teacher Workforce Statistics: https://www.education-ni.gov.uk/articles/education-workforce. Provides data on teachers/management in public school settings.

UK: UK Education and Training Statistics (ETS): https://www.gov.uk/government/collections/statistics-education-and-training. Provides data on teachers in independent school settings in England, Wales and Northern Ireland.

Independent School Census: https://www.isc.co.uk/research/annual-census/. Provides data on aides in independent school settings across the UK.

Register 

Estimation for some breakdowns across UK nations where data is not available.

Department for Education (England); Welsh Government; Scottish Government; Department of Education (Northern Ireland).
ISCED 25, 35, 55+ England only:

Education and Training Foundation Staff Individualised Record: https://www.et-foundation.co.uk/research/workforce-data/. Provides data on teachers/aides/management in Further Education (FE) settings in England.

Register  Department for Education (England) and Education Training Foundation.
ISCED 54, 64, 74, 84 HESA (Higher Education Statistical Agency, Staff database): https://www.hesa.ac.uk/. Provides data on teachers/aides/management in Higher Education institutions across England, Northern Ireland, Scotland, and Wales.  Register  HESA (Higher Education Statistical Agency)

 

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 Same as ENRL Same as ENRL Same as ENRL
ISCED 1, 24, 34 Same as ENRL Same as ENRL Same as ENRL
ISCED 25, 35, 55+ Same as ENRL Same as ENRL Same as ENRL
ISCED 54, 64, 74, 84 Same as ENRL Same as ENRL Same as ENRL

 

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  Section 251, planned local authority education funding https://www.gov.uk/guidance/section-251-2017-to-2018 for government expenditure in England for early years providers outside of a school setting

Schools’ Consistent Financial Reporting (CFR) returns for LA maintained schools and academies’ accounting returns (AARs). https://schools-financial-benchmarking.service.gov.uk/Help/DataSources for public and GDPI schools in England with an early years element

Childcare and early years survey of parents https://www.gov.uk/government/statistics/childcare-and-early-years-survey-of-parents-2018 for household expenditure in England

Independent Schools Council Annual Report https://www.isc.co.uk/research/annual-census/

HMT Public Expenditure Statistical Analyses (PESA) https://www.gov.uk/government/collections/public-expenditure-statistical-analyses-pesa for government expenditure in Scotland, Wales and Northern Ireland, and capital expenditure in England. 

Register in England,

Register in England,

Survey,

Survey,

Register,

Non-government expenditure estimated for the whole UK using England figures.

 

Department for Education (England),

Independent Schools Council,

HM Treasury

ISCED 1, 24, 34 Schools’ Consistent Financial Reporting (CFR) returns for LA maintained schools and academies’ accounting returns (AARs). https://schools-financial-benchmarking.service.gov.uk/Help/DataSources for public and GDPI in England

Independent Schools Council Annual Report https://www.isc.co.uk/research/annual-census/ for private

HMT Public Expenditure Statistical Analyses (PESA) https://www.gov.uk/government/collections/public-expenditure-statistical-analyses-pesa for government expenditure in Scotland, Wales and Northern Ireland and capital expenditure in England
Register in England,

Survey,

Register,

Non-government expenditure estimated for the whole UK using England figures.

Department for Education (England),

Independent Schools Council,

HM Treasury

ISCED 25, 35, 55+  HMT Public Expenditure Statistical Analyses (PESA) https://www.gov.uk/government/collections/public-expenditure-statistical-analyses-pesa

FE College Accounts https://www.gov.uk/guidance/esfa-financial-management-college-accounts for non-government expenditure

Register

Register in England

Estimated for the whole UK using England figures

HM Treasury,

Department for Education (England)

ISCED 54, 64, 74, 84 - University expenditure HESA (Higher Education Statistical Agency, Finance database) for university expenditure

Student Loans Company data in each of England, Wales, Northern Ireland and Scotland

Register HESA (Higher Education Statistical Agency),

Student Loans Company

  

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 1, 24, 34 UK Education and Training Statistics (ETS): https://www.gov.uk/government/collections/statistics-education-and-training. Provides data on formal school settings in England in the England, Wales, Northern Ireland and Scotland. Data is collated from School Census data collected in each UK nation. Register Department for Education (England); Welsh Government; Scottish Government; Department of Education (Northern Ireland).
ISCED 35, 55+ Data on Further Education (FE) provision is collated from different sources in each of the four UK countries:

England: the Individualised Learner Record (ILR).

Wales: the Welsh Government’s Lifelong Learning Wales Record (LLWR).

Scotland: Scottish Funding Council.

Northern Ireland: Consolidated Data Return (CDR)

Register

Estimation for some breakdowns across UK nations where data is not available.

Department for Education (England); Scottish Government; Department for the Economy (Northern Ireland).
ISCED 54, 64, 74, 84 Higher Education Statistical Agency (HESA): https://www.hesa.ac.uk/. Provides data on Higher Education institutions across England, Northern Ireland, Scotland, and Wales. Register HESA (Higher Education Statistical Agency)
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
Not applicable Not applicable ENROL, REGIO, ENTR, GRAD: where FTE is not provided in the data we apply the following calculation: FTE = FT + 0.5*PT

PERS: FTE data for teachers at ISCED 0 in England's formal non-school settings is unknown. We apply a 0.6 ratio to part-time counts based on contract arrangements of nursery/daycare workers

 

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
Enrolments, Graduates Partial/full completion ISCED 35 (and ISCED 34 for Graduates) 2018 External to UOE Register-based Individualised Learner Record (England), Lifelong Learning Wales Record (Wales), Scottish Funding Council (Scotland), Consolidated Data Return (Northern Ireland) Partial/full completion splits are not currently available in vocational data from Northern Ireland, Scotland and Wales. England data from the Individualised Learner Survey is used to inform the split between ISCED 3 partial and full level completion in Northern Ireland, Scotland and Wales.
Enrolments, Regional, Entrants, Graduates, Personnel General/vocational split ISCED 2, 3, 5 2018 External to UOE Register-based UK Education and Training Statistics, Individualised Learner Record (England), Lifelong Learning Wales Record (Wales), Scottish Funding Council (Scotland), Consolidated Data Return (Northern Ireland), HESA UK data is split into general / vocational based on institution rather than qualification. All Further Education provision across the UK (delivered in colleges) is recorded as vocational. All school provision (ISCED 2 & 3) and Higher Education provision (ISCED 5) is recorded as general/academic.
Enrolments, Regional, Entrants, Graduates ISCED level ISCED 55 2018 External to UOE Register-based Individualised Learner Record (England), Lifelong Learning Wales Record (Wales), Scottish Funding Council (Scotland), Consolidated Data Return (Northern Ireland) Vocational data across UK nations cannot easily be split into ISCED levels above ISCED 55. A small number of students enrolled in ISCED11 Level 65 and 75 programmes are included in ISCED 55.
Enrolments, Entrants, Graduates Field of study  ISCED 35, 55 2018 External to UOE Register-based Individualised Learner Record (England), Lifelong Learning Wales Record (Wales), Scottish Funding Council (Scotland), Consolidated Data Return (Northern Ireland) England and Wales data is available to the 3 digit level, however Scotland and NI data split by Field of Study is not available. Scotland and NI data apportioned to 3 digit level based on England and Wales figures. Systems are similar and numbers involved are a small proportion of the UK total.
Enrolments, Entrants, Graduates Field of study ISCED 35, 55 2018 External to UOE Register-based Individualised Learner Record (England), Lifelong Learning Wales Record (Wales) ISCED 3 and 5 vocational data is not applicable at the 4 digit level. Recorded as N/A as agreed with Eurostat - it is not possible to map our Further Education provision at the 4 digit level without providing misleading information. For example, a lot of our training is more modular covering a range of skills that do not sit wholly within the lower levels of classification that assume a more granular link to occupations than is the case in the UK.  We also deliver a lot of tailored training aimed at supporting disadvantaged groups such as helping people back into the labour market and or onward to more targeted vocational training but hard to categorise at such a fine level.
Graduates New to ISCED level ISCED 35, 55 2018 External to UOE Register-based Individualised Learner Record (England), Lifelong Learning Wales Record (Wales), Scottish Funding Council (Scotland), Consolidated Data Return (Northern Ireland) Vocational data in England, Scotland Wales cannot be filtered based on a learner's previous qualification. Data is estimated based on Northern Ireland rates.
Class size Independent school class size ISCED 1, 2 2018 External to UOE Register-based Independent School Council survey The ISC does not cover every independent school and does not publish information on average class size. ISC data provides pupil:teacher ratios but not average class size. We use the ratio between PTR and class size for public schools to estimate class size in independent schools. We also assume other independent schools have similar pupil:teacher ratios to those that are covered by the ISC.
Personnel Age, Gender profiles ISCED 0 2018 External to UOE Survey-based Early Years Census Data provided on the numbers of teachers / aides in formal non-school settings in England cannot be split by gender or age. We use extra data from the Childcare and early years provider survey to estimate gender/age profiles for personnel figures from the Early Years Census.
Personnel Intensity ISCED 0 2018 External to UOE Register-based Early Years Census Personnel data from the Early Years Census for formal non-school settings cannot be split into intensity (FT/PT/FTE) All data is recorded as PT due to the nature of contracts (with FTE calculated as FTTE = 0.6*PT as stipulated above)
Personnel Teacher aides ISCED 0, 1, 2, 3 2018 External to UOE Register-based School Workforce Census (Eng), UK Education and Training Statistics Teacher aide data for ISCED 0 in Northern Ireland, Scotland and Wales and ISCED 1/2/3 in Northern Ireland is currently unavailable. Data is estimated based on enrolment data.
Personnel ISCED levels ISCED 0, 1, 2, 3 2018 External to UOE Register-based UK Education and Training Statistics Data on teachers in independent private schools is provided as an aggregate and cannot be split between ISCED level. 

Personnel data is split into ISCED levels based on pupil figures.

Personnel ISCED 2/3 split ISCED 2 and 3 2018 External to UOE Register-based School Workforce Census (Eng), School Pupil Level Annual School Census (Wales), Teacher Census (Scotland), Teacher Workforce Statistics (Northern Ireland) Workforce data across the UK is provided for all secondary (ISCED 2 and 3 together).

Personnel data is split into ISCED 2/3 based on pupil figures.

Personnel ISCED splits ISCED 25, 35, 55+, 54, 64, 74, 84 2018 External to UOE Register-based Individualised Learner Record (England), HESA Workforce data is provided as an aggregate and cannot be split between ISCED levels.

Vocational workforce data (ISCED 25, 35, 55+) is all provided in ISCED 3, Tertiary workforce data (ISCED 54, 64, 74, 84) is all provided in ISCED 64-84.

Finance Public expenditure ISCED 24 and 34 2017 External to UOE  Register PESA; Schools’ Consistent Financial Reporting (CFR) returns for LA maintained schools and academies’ accounting returns (AARs). Need to split figures for secondary schooling into ISCED 2 and 3 Expenditure for secondary is split between ISCED levels based on the percentage of FTE pupils at each level.
Finance Public expenditure ISCED 25, 35 and 55+ 2017 External to UOE Register PESA Need to split some figures for undistributed programmes across ISCED levels Expenditure for vocational education is split between ISCED levels based on the percentage of FTE pupils at each level.
Finance Household expenditure ISCED 0 and ISCED 6-8 2017 External to UOE Survey Childcare and Early Years Survey of Parents; Student Income and Expenditure Survey Only average fee amounts available, not totals Use average payments per pupil multiplied by pupil numbers.
Finance Private and Household expenditure ISCED 0, 1, 2, 3 and ISCED 55+ 2017 External to UOE Register, Survey Childcare and Early Years Survey of Parents; FE college accounts; Schools’ Consistent Financial Reporting (CFR) returns for LA maintained schools and academies’ accounting returns (AARs). No sources available for Scotland, Wales and Northern Ireland Private and household expenditure is uprated for each ISCED level based on the percentage of the ratio of pupils between England and Scotland, Wales and Northern Ireland.
Finance Destinations of expenditure (FIN2) ISCED 0, 1, 2, 3 and ISCED 55+ 2017 External to UOE Register Institutional accounts No available sources on total expenditure by destination Use average distribution of destinations in institution accounts to split out FIN1 totals.
3.6. Adjustment

Not available.


4. Quality management Top
4.1. Quality assurance

All data is produced according to the pillars, principles and practices of the Code of Practice where relevant: https://gss.civilservice.gov.uk/policy-store/code-of-practice-for-statistics/. The Code of Practice covers quality assurance arrangements: Quality assurance arrangements should be proportionate to the nature of the quality issues and the importance of the statistics in serving the public good. Statistics producers should be transparent about the quality assurance approach taken throughout the preparation of the statistics. The risk and impact of quality issues on statistics and data should be minimised to an acceptable level for the intended uses.

4.2. Quality management - assessment

All data is produced according to the pillars, principles and practices of the Code of Practice where relevant: https://gss.civilservice.gov.uk/policy-store/code-of-practice-for-statistics/. The Code of Practice covers quality management arrangements: Organisations should be open about their commitment to quality and make clear their approach to quality management. They should ensure that the organisational structure and tools are in place to manage quality effectively, and promote and adopt appropriate quality standards.


5. Relevance Top
5.1. Relevance - User Needs

Not available.

5.2. Relevance - User Satisfaction

Not available.

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 0 data in formal non-school settings is unavailable in other UK countries apart from England.

Field of Education at 4-digit level for ISCED 35 and 55 is "not applicable" to the UK system.

  ISCED 0 data in formal non-school settings is unavailable in other UK countries apart from England.

ISCED 0 Management personnel data is missing.

PERS-STU ISCED 01 enrolment figures in government dependent private institutions only cover pupils from the age at which they become eligible for some funded early education (from age 2 for selected pupils). This results in an underestimate of student figures at this ISCED level.

ISCED 25, 35, 55+ personnel data is unavailable in Northern Ireland, Scotland and Wales. Data provided in England only.

  Same as for enrolments Field of Education at 4-digit level for ISCED 35 and 55 is "not applicable" to the UK system Household payments outside educational expenditure not available from ISCED 0 - 5

FIN-STU ISCED 01 enrolment figures in government dependent private institutions only cover pupils from the age at which they become eligible for some funded early education (from age 2 for selected pupils). This results  in an underestimate of student figures at this ISCED level.

Reasons for unavailable data and, planned actions to improve coverage Data quality issues prevent including the above data.

4-digit counts are provided as an aggregate as agreed with Eurostat. It is not possible to map our Further Education provision at the 4 digit level without providing misleading information. For example, a lot of our training is more modular covering a range of skills that do not sit wholly within the lower levels of classification that assume a more granular link to occupations than is the case in the UK.  We also deliver a lot of tailored training aimed at supporting disadvantaged groups such as helping people back into the labour market and or onward to more targeted vocational training but hard to categorise at such a fine level.

  Data quality issues prevent including the above data.   Same as for enrolments 4-digit counts are provided as an aggregate as agreed with Eurostat. It is not possible to map our Further Education provision at the 4 digit level without providing misleading information. For example, a lot of our training is more modular covering a range of skills that do not sit wholly within the lower levels of classification that assume a more granular link to occupations than is the case in the UK.  We also deliver a lot of tailored training aimed at supporting disadvantaged groups such as helping people back into the labour market and or onward to more targeted vocational training but hard to categorise at such a fine level. Data quality issues prevent including the above data.
5.3.1. Data completeness - rate

Not available.


6. Accuracy and reliability Top
6.1. Accuracy - overall

Not applicable.

6.2. Sampling error

Not applicable.

6.2.1. Sampling error - indicators

Not applicable.

6.3. Non-sampling error

Not applicable.

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 Combined school- and work-based programmes (our Apprenticeships) meet the requirement that the school-based component represent at least 10% of the study over the whole programme. In England, for example, there is a 20% off-the-job training requirement for apprentices. Yes Learners with a programme of fewer than 150 Planned Learning Hours are excluded  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 Yes No   Yes   ISCED 6 (In Scotland can be ISCED 5) It depends on the position. Some support staff require no formal qualification, other positions require a minimum of ISCED 2-3 (ISCED 5 in Scotland for some roles). Age 5 in England, Scotland and Wales, age 4 in Northern Ireland.

 

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?
 No    

 

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  Distance/e-learning for students living abroad, and foreign campuses Partially   Students living abroad are excluded  Yes

 

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?
Incoming mobile students are excluded; outgoing mobile students are included.      Yes  Yes  

 

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  
                   

 

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 Variable on prior qualifications held is used to identify students who have graduated at the ISCED level/tertiary level before.

 

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 Orientation is decided by the institution that provides the programme. For example, if a programme is provided in Further Education settings it is defined as vocational/professional, if a programme is provided in a Higher Education setting it is defined as general/academic.  Yes
6.3.1.1. Over-coverage - rate

Not applicable.

6.3.1.2. Common units - proportion

Not applicable.

6.3.2. Measurement error

Not applicable.

6.3.3. Non response error

Not applicable.

6.3.3.1. Unit non-response - rate

Not applicable.

6.3.3.2. Item non-response - rate

Not applicable.

6.3.4. Processing error

Not applicable.

6.3.4.1. Imputation - rate

Not applicable.

6.3.5. Model assumption error

Not applicable.

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
Enrolments, Regional, Entrants, Graduates  ISCED 25, 35, 55+

UOE 2015 (Academic year 13/14)

UOE 2016 (Academic year 14/15)

UOE 2017 (Academic year 15/16)

 2019

For UOE 2018, we updated the capping methodology that we use as a proxy for one-semester of learning for our Further Education dataset that feeds into the vocational UOE categories. We have re-submitted previous returns (where possible) following this new methodology to enable an accurate time series and improve comparability.

Improvement to international comparability of 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
ISCED 0 formal school settings July year t + 1 September year t      November year t+1  November year t+1   
ISCED 0 non-formal school settings January year t + 1 January year t + 1     June t + 1 June t + 1  
ISCED 1, 24, 34 July year t + 1 September year t + 1     November year t + 1 November year t + 1  
ISCED 25, 35, 55+ September year t October t + 1     November t +1  November t +1  
ISCED 54, 64, 74, 84 July t + 1 November t + 1      January t + 2  January t + 2  
7.1.1. Time lag - first result

Not available.

7.1.2. Time lag - final result

Not available.

7.2. Punctuality

Not available.

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
 30 September year t+2 30 September year t+2  30 September year t+2   30 September year t+2 30 September year t+2  28 November year t+2  29 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
             


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
     Age is as at 31st August (rather than 1st January) in most datasets that feed into the UOE return.

 

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
    ISCED 0: England only formal non-school settings. Part-time counts from the Early Years Census include duplicates, for example, if a child splits their provision between two providers they will be counted twice. Duplicates are adjusted for in FTE counts, but remain in statistics calculated based on PT data.    

 

Entrants New entrants by field of education Graduates from specific programmes Graduates by field of education
        

 

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
        Special schools data not included in PERS  

 

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
  2017 No   Survey data is used to estimate it - Childcare and Early Years Survey of Parents      

 

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
            
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 Class Graduates Education expenditure
Changes in the educational system              
Changes in the coverage              
Changes in the methodology ISCED 0: England only formal non-school settings. The way intensity is calculated (FT/PT/FTE) has changed in the dataset leading to an increase in FT/FTE counts.
 
  Personnel figures across UK nations are now taken from each respective workforce publication rather than from the UK Education and Training publication which includes management counts among teacher data.     ISCED 35, 55+: we have included new data from Scotland and Northern Ireland rather than estimating

ISCED 3 partial/full completions: we have slightly amended the way we calculate full- and part-time completion and no longer can split between different school types.

 
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
All   2000 A programme in England under which public schools convert to government-dependent private schools, known as Academies      
All ISCED 3       Since 2006, only students participating in courses equal to or longer than a semester are included at ISCED level 3 and 4 rather than all students at further education colleges regardless of the length of the course taken as previous years.   
All ISCED 4 2010     ISCED 4 no longer reported separately, programme now classified within ISCED 3.  
Expenditure ISCED 5,6,7,8 2012     Tuition fees at tertiary are now reported as direct public expenditure in C2. These amounts were previously reported as a transfer in C11  
All ISCED 6, 7 2017   We have been able to separate out tertiary counts into first/second degrees    
All ISCED 25, 35, 55+ 2017     Methodology for incorporating vocational data has substantially changed. We are now more accurately capping courses at one-semester's worth of learning and breaking down data where relevant based on age/gender/field. Data for previous returns (years 2014-16) has also been resubmitted to enable a consistent time series.  
Expenditure ISCED 5-8 2017     We are now able to accurately report expenditure in HE for FIN2, as opposed to estimating total expenditure based on a percentages of the total income.  
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
 Education and Training Statistics for the UK: https://www.gov.uk/government/collections/statistics-education-and-training
 National figures also include enrolments in short courses of less than one semester
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, 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.
8.6. Coherence - internal

Not available.


9. Accessibility and clarity Top
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.

9.4. Dissemination format - microdata access

Not available.

9.5. Dissemination format - other

Not available.

9.6. Documentation on methodology

Not available.

9.7. Quality management - documentation

Not available.

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
300 full time equivalent

This excludes resources used to produce national datasets/surveys that are used in the UOE data collection, and resources in Northern Ireland, Scotland and Wales. Only the amount of work to prepare data in the format required for the UOE questionnaires is considered. 


11. Confidentiality Top
11.1. Confidentiality - policy

Not available.

11.2. Confidentiality - data treatment

Not available.


12. Comment Top

No further comments


Related metadata Top


Annexes Top
Annex 1 UK ISCED Mapping