Información sobre los resultados profesionales y las habilidades de los graduados holandeses. Edición 2019
In this study, LinkedIn, Statistics Netherlands and Eurostat examine anonymised and aggregated data about graduates of Dutch-based higher education institutions among LinkedIn members to explore their professional career path in detail, e.g. how they progressed in the labour market or pursued further study after completing their first degree.
The dataset was built from a significant cohort of LinkedIn members who reported graduation from Dutch institutions on their profiles. They completed a Bachelor’s degree at a university of applied sciences or a Master’s degree from a research university, between 2010 and 2014.
In designing the study, LinkedIn, Statistics Netherlands and Eurostat worked together to assess the dataset and investigate its representativeness, through validation and robustness checks. An approach for analysing the early career outcomes of graduates was developed based on thorough analysis of the data.
In general, the study pursued two objectives: using LinkedIn data to produce valuable statistical information and to assess the quality of these data for official statistics. [+]
How do countries across Europe organise their education systems? What are the different models of organisation in primary and secondary education in Europe and how long does each educational level last? How diverse are the programmes offered at tertiary level?
The answers to all of these questions can be found in Eurydice's latest publication The Structure of the European Education Systems. You will discover, for example, that there are three main organisational models of primary and lower secondary education in Europe. The report includes a map visually showing these models, national schematic diagrams and a guide to reading the diagrams. The information is available for 43 European education systems, covering 38 countries participating in the EU's Erasmus+ programme. [+]
This annual report shows how fee and support systems (including grants and loans) interact in higher education in Europe. It provides both a comparative overview and individual country sheets outlining the main elements of national systems. In particular, the publication describes the range of fees charged to students, specifying the categories of students that are required to pay and those who may be exempt. Similarly, it explains the types and amounts of public support available in the form of grants and loans, as well as tax benefits and family allowances, where applicable. The report focuses on fees and support in public and government‐dependent private higher education institutions. It includes data on short‐cycle, first‐cycle (Bachelor level) and second‐cycle (Master level) programmes. Information covers 38 countries, including the 28 EU Member States as well as Albania, Bosnia and Herzegovina, Switzerland, Iceland, Liechtenstein, Montenegro, Norway, Serbia, the former Yugoslav Republic of Macedonia and Turkey. [+]
This report was planned in the wake of the refugee crisis and aims at assessing to what extent national systems are able to respond to the needs of asylum seekers and refugees in higher education. While there is a strong potential demand for higher education among refugees and many have previously been enrolled in university programmes in their home country, it cannot be taken for granted that this demand is easily met.
This report is divided into two main parts. The first presents a selection of indicators on migratory flows which provide the context for the report. Building on this, the second part offers an overview of policies, strategies and measures that exist across European countries for the integration of asylum seekers and refugees in higher education. Although, in a majority of countries there is no specific policy approach, good practice can be found in a few systems on matters such as recognition of undocumented qualifications, support to language learning, financial support and personal guidance services. [+]
Regional and Urban Policy. Access to universities in the EU: a regional and territorial analysis By Hugo Poelman and Lewis Dijkstra
Regional Focus A series of short papers on regional research and indicators produced by the Directorate-General for Regional and Urban Policy 01/2018 December 2018
This regional focus shows the regions and areas that have good access to a university and those that do not. It uses data on the location of all universities, population grid statistics and the road network to measure the number of people who live more than a 45-minute drive from a university.
Convenient access to higher education can be an important asset for regional development and competitiveness. It can boost innovation and upgrade the skills of the labour force through education and lifelong learning. Widespread access will allow more people to attend university, including those who cannot afford to move to get a degree.
In general, universities are quite widely distributed across Europe. In the EU and the European Free Trade Association (EFTA) area an average of four out of five people live within a 45-minute drive of the main campus of at least one university. Nevertheless, in one in five NUTS-3 regions the majority of the population cannot reach a university in 45 minutes. These regions together represent 14 % of the EU plus EFTA’s population. Two-thirds of these regions lost population since 2010, compared to less than one-third of the regions where the majority lives close to at least one university. Most of the regions with low access to a university are located in eastern Member States. [+]
Is there anywhere in Europe where students can study without paying fees? Which countries charge the highest fees? What kind of financial support is offered to students, and who actually receives it? When students plan for higher education, one important element to consider is how much it will cost and whether they can receive any financial support. Reliable information on the costs and available student support in higher education is essential.
The report shows how fee and support systems, including grants and loans, interact in higher education in Europe. It describes the range of fees charged to students in publicly-funded higher education, specifying the categories of students that are required to pay and those who may be exempt. It also explains the types and amounts of public support available in the form of grants and loans, as well as tax benefits and family allowances, where applicable. [+]