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English-domiciled higher-level learners in England by subject area of study (Common Aggregation Hierarchy level 1 and 2), academic years 2019/20 to 2023/24.
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Data set details
- Theme
- Higher education
- Publication
- Higher Level Learners in England
- Release
- Academic year 2023/24
- Release type
- Number of rows
- 21,551
- Geographic levels
- National
- Indicators
- Number of entrants
- Number of qualifiers
- Percentage of all enrolments by characteristic
- Filters
- Broad type of higher learning
- Level of study
- Subject level 1
- Time period
- 2019/20 to 2023/24
Data set preview
| time_period | time_identifier | geographic_level | country_code | country_name | level | broad_type_of_higher_education | type_of_higher_education | subject_level_1 | subject_level_2 | number_of_entrants | number_of_enrolments | number_of_qualifiers | percentage_of_entrants_by_characteristic | percentage_of_all_enrolments_by_characteristic | percentage_of_qualifiers_by_characteristic |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 201920 | Academic year | National | E92000001 | England | Total | Total | Total | Total | Total | 769200 | 1790780 | 507195 | 100 | 100 | 100 |
| 201920 | Academic year | National | E92000001 | England | Level 4 | Total | Total | Total | Total | 66380 | 111460 | 40460 | 100 | 100 | 100 |
| 201920 | Academic year | National | E92000001 | England | Level 8 | Total | Total | Total | Total | 12700 | 47165 | 10230 | 100 | 100 | 100 |
| 201920 | Academic year | National | E92000001 | England | Level 6 | Total | Total | Total | Total | 423880 | 1144075 | 278130 | 100 | 100 | 100 |
| 201920 | Academic year | National | E92000001 | England | Level 5 | Total | Total | Total | Total | 69560 | 138285 | 41020 | 100 | 100 | 100 |
Variables in this data set
| Variable name | Variable description |
|---|---|
| broad_type_of_higher_education | Broad type of higher learning |
| level | Level of study |
| number_of_enrolments | Total number of enrolments |
| number_of_entrants | Number of entrants |
| number_of_qualifiers | Number of qualifiers |
Footnotes
- See the publication Methodology for explanation of differences from other official statistics on apprenticeships and higher education.
- From 2022/23, HESA's definition of a first year or entrant differs from that used previously with a small impact on overall student numbers. Prior to 2022/23, first year students at HEPs were those with a start date between 1 August and 31 July. For 2022/23 and onwards, entrants are defined as those students with a start date between 18 July and 17 July, the following calendar year. When used in conjunction with the Standard Registration Population, this has a small impact on overall student numbers, but the revision brings it in line with the concept used in the derivation of the Standard Registration Population.
- From 2022/23, students in HEPs who are writing-up at the end of the year are now able to be included in HESA's figures if certain conditions are met. In previous years, students in HEPs who are writing-up were excluded entirely.
- The “Other higher level” category is lower bound estimate, combining “Other higher level - Unfunded” and "Other higher level - ESFA / Adv. Learner Loan". There is likely to be some unfunded-learning in FE providers that is not recorded as it is only mandatory for providers to record information in the ILR for their ESFA-funded learners. There may also be higher level learning in the private sector that is not recorded in administrative data held by government.
- From 2023/24, the percentage taught across each Learn Direct Classification System (LDCS) subject that a higher education student studies at further education providers has stopped being collected as part of the Individualised Learner Record (ILR). A supplementary survey to collect this information from further education providers that are registered with the Office for Students (OfS) has been introduced for 2023/24. For this publication, students at further education providers with unavailable percentage taught information have had their time distributed evenly across each of their subjects. See the publication Methodology for more information.
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