engineering graduates per year by country

Tertiary education statistics: tables and figures. In three Member States, a minority of tertiary education students were studying in public institutions in 2021: in Belgium, the share was just over two fifths, with students in private institutions almost exclusively in government-dependent private institutions; in Cyprus, the share was around one quarter, with students in private institutions exclusively in independent private institutions; in Latvia, the share was less than one tenth, with students in private institutions mainly in government-dependent private institutions, although independent private institutions did account for nearly one quarter of all tertiary students. Target 9.5: Enhance scientific research, upgrade the technological capabilities of industrial sectors in all countries, in particular developing countries, including, by 2030, encouraging innovation and substantially increasing the number of research and development workers per 1 million people and public and private research and development spending. You can unsubscribe at any time using the link in our emails. In relative terms, the gender gap for this field of education was most marked in Belgium (excluding the French Community of Belgium for short-cycle tertiary) and Spain, where the ratios of male graduates to men aged 2029 years were 2.7 and 2.6 times, respectively, as high as the equivalent ratio for female graduates. Details of student enrolments and qualifications obtained by higher education (HE) students at HE providers in the UK for the academic year 2020 to 2021. Dont worry we wont send you spam or share your email address with anyone. You may opt-out by. Since the introduction of the Bologna process (see the article on Education and training statistics introduced) a major expansion in higher education systems has taken place, accompanied by significant reforms in degree structures and quality assurance systems. 48.4% for those following short-cycle tertiary courses. That progress has caused a massive shift in the world's population of graduates, a population the U.S. used to dominate. In 2013, 40 percent of Chinese graduates finished a degree in STEM, over twice the share in American third level institutions. These statistics on student enrolments and qualifications obtained by higher education (HE) students at HE providers in the UK are produced by the Higher Education Statistics Agency (HESA). Nursing and midwifery was the second most common field for those graduating with a bachelors degree (97500), followed by language acquisition (65500) and training for pre-school teachers (57900). Last year, India had the most graduates of any country worldwide with 78.0 million while China followed close behind with 77.7 million. Belgium: excluding the French Community of Belgium for short-cycle tertiary. UIS Statistics - UNESCO Center on International Education Benchmarking, Comparative Data for Top Performing Countries, Jobs Of The Future Will Look Radically Different: Workforce Prep Needs To As Well, HS Seniors & Grads Power BMWs High-Tech Workforce Pipeline. For several fields of education, there was a remarkable variability in the distribution of tertiary graduates in 2021 across the EU Member States. The United States ranks higher in science literacy (7th out of 37 Organisation for Economic Co-operation and Development [OECD] countries) than it does in mathematics literacy (25th of 37 OECD countries). The closest comparable data for the 4 Digit Course Mechanical Engineering is from the 2 Digit Course Engineering. Unlike the U.S., 20% of Mexican college graduates have relevant engineering degrees, amounting to over 110,000 per year, far surpassing the U.S. in technical talent. Countries That Produce the Most Engineers - WorldAtlas Short-cycle tertiary courses were most common in Spain and France where they accounted for more than one fifth of all tertiary students (23.2% and 20.1%, respectively); they were also relatively common in Latvia and Austria. If that sounds intriguing, consider a career in engineering. STEM (science, technology, engineering. Jun 16, 2015 Which countries produce the most engineering graduates every year? JEE Main 2024: Registration Dates, Top IIT Engineering Colleges - MSN The size of each bubble represents the total number of degrees awarded in that country. Graduates in the fields of science, technology, engineering and mathematics - STEM for short - are sought after globally, but are often in short supply. Figure4 extends the analysis of Table2 by presenting not only an analysis by broad field of education, but also by the sex of the graduates. To help us improve GOV.UK, wed like to know more about your visit today. There were 91 women among doctoral or equivalent graduates for every 100 men. The most common sector, by number of degrees awarded in Engineering, is Public, 4-year or above (145,119 completions in 2021). Many of those openings are expected to result from the need to replace workers who transfer to different . There were 1.45 million people teaching in tertiary education across the EU in 2021. In nearly all fields, the ratio of women to men was higher among graduates than among students: agriculture, forestry, fisheries and veterinary was the only exception. The Countries With The Most STEM Graduates [Infographic] - Forbes The federal government's five-year plan called for boosting STEM education to fill these roles and compete with . This means that every time you visit this website you will need to enable or disable cookies again. First year retention rate at Georgia Tech is 97%. 50+ Compelling College Graduates Statistics - (2023 Update) - Admissonsly Tertiary education includes not only what is commonly understood as academic education, but also includes advanced vocational or professional education. Despite men being in the majority among the short-cycle tertiary student population, there were slightly more women than men graduating, with a ratio across the EU of 101 women for every 100 men. Women accounted for a majority of the tertiary education teaching staff in Croatia, Bulgaria, Romania, Finland and Latvia, with the share peaking at 56.9% in Lithuania. Tertiary education provided by universities and other tertiary educational institutions follows secondary schooling. We also use cookies set by other sites to help us deliver content from their services. "As per our 2023 estimates, we expect 350k+ Indian students to head to the US this year and that number to grow by 30-40% every year thereafter," Chaturvedi says. Survey of Earned Doctorates (SED) - NSF - National Science Foundation In 2014, the ratio was 18.5 per 1000 people aged 2029 years while in 2021 it was 21.9 per 1000. While many subjects are offered at both bachelors and masters levels, it is important to note that courses in some fields, for example medicine and law, may be offered in some EU Member States principally or exclusively as masters courses. The table below shows the percent of degrees awarded in each area, with natural sciences on the side axis and engineering along the bottom axis. As of 2021, 37.9% of adults in this age group held a bachelor's degree, including 14.3% who also obtained a graduate or professional degree, according to data from the Census Bureau's Current Population Survey. The Countries With The Most Engineering Graduates [Infographic] - Forbes The share of women among tertiary students was: As such, the majority of short-cycle tertiary students and doctoral students were men, while the majority of bachelors and masters students were women. The relatively high number of graduates in France may, at least to some extent, reflect a shorter average course length. OECD: Number of degree-holders worldwide will reach 300 million - ICEF The lowest shares of doctoral students in the total number of tertiary education students were observed in the Netherlands (1.7%) and Italy (1.6%). Which countries churn out the most engineering graduates every year? Attainment of bachelor's or higher degrees, by country and age group: 2015 SUBJECT LEAGUE TABLE 2024. According to the UNESCO Institute for Statistics, the country that produces the highest number of engineering graduates per year is Russia, followed by the United States and Iran. "Based on current enrolment patterns, we project that by 2025 Chinese universities will produce more than 77,000 STEM PhD graduates per year compared to approximately 40,000 in the United States. In fact, except for Canada, all the countries in the group have percentages exceeding that of the United States in engineering degrees by at least double. Men outnumbered women among graduates from all fields where they also outnumbered women among students, with the exception of services. By contrast, Austria (20.0%) and Germany (22.1%) reported the highest shares. The percent of natural science degrees awarded in the United States is lower than all the countries in this group except for Japan, Poland and Finland. The classification has a three-level hierarchy based on broad fields (the highest level), narrow fields (the second level) and detailed fields (the third level) of education. In the EU there were 18.5 million tertiary education students in 2021, of which 59% were studying for bachelors degrees. Within that base of 137 million degree-holders in 2013, for example, 17% were in . Academic graduation by country - Wikipedia from U.S. 2020 Workforce. The views expressed in this article are those of the author alone and not the World Economic Forum. Manuals and other methodological information, [[File:Tertiary_education_statistics-interactive_ET2023.xlsx]], Participation in tertiary education by sex, Participation in tertiary education by field of education, Participation in tertiary education by type of institution. According to some estimates, the number of Chinese graduates aged 25 to 34 will rise 300 percent by 2030 compared to just 30 percent in the U.S. and Europe. *Click below to enlarge (charted byStatista), This is a BETA experience. Driven by digital technology, jobs are becoming more flexible and complex. Mar 16, 2023. Germany had by far the highest number of students studying for doctoral degrees in 2021 (192300) see Table1. Of these six fields of study, the top two fields were also the most common fields for which degrees were conferred to students in each racial/ethnic group in 2020-21. Top Engineering Schools in the UK in 2020 | Top Universities Social sciences, journalism and information. Since the 1990s, however, that has no longer been the case for the younger generation. The transition between programmes at tertiary level is, however, not always clearly distinguished and it may be possible to combine programmes and transfer credits from one programme to another. We should note that Canada and South Koreas percent of degrees increased at a rate below that of the United States and Japans percent of science and engineering degrees actually declined over that period. List Of Top Engineering Colleges As Per NIRF Rankings 2023. It is also quite uncommon accounting for 1.0% or less of the total number of tertiary students in several other EU Member States, namely Czechia, Germany, Croatia and Poland. Services. According to the UOE classification, the distinction between public and private is made according to whether a public agency or a private entity has the overall control of the institution and not according to which sector provides the majority of the funding. With post-graduate studies combining to nearly a million graduates. One prerequisite of tertiary education is the successful completion of ISCED level3 programmes that give direct access to first stage tertiary education programmes (access may also be possible from ISCED level4 programmes). This is nearly double the funding compared to its predecessor programme (20142020). Students in the United States are also much less likely to pursue degrees in science and engineering than their peers in the top performing countries, according to Science and Engineering Indicators 2014, a new report from the National Science Foundation (NSF). Among the non-EU countries included in Figure3, there were marginally fewer women who graduated from tertiary education than men in Switzerland (99 women for every 100 men), while in Liechtenstein, men were in a clear majority (66 women for every 100 men). This will be a continuing debate that demands our attention as a nation. Data journalist covering technological, societal and media topics, Japan Will Release Nuclear Wastewater From Ruined Fukushima Plant Into The Pacific Ocean From ThursdayHeres What To Know, Can Trump Be Disqualified From The Presidency? Should the US fear rising number of STEM PhDs in China? 1.58%. A-level results 2023 LIVE: London students get highest A* rate in the A new brief from NCEE explores how, in the wake of the pandemic, education systems both in the U.S. and abroad are harnessing innovation and digital technologies to deepen and accelerate learning for all students. December 3, 2012. Students - Tertiary graduates by field - OECD Data Engineering Undergraduate Courses in UK - Whatuni Last year, India had the most graduates of any country worldwide with 78.0 million while China followed close behind with 77.7 million. Schwab Foundation for Social Entrepreneurship, Centre for the Fourth Industrial Revolution. Nevertheless, the successful completion of a masters or equivalent level programme (ISCED level7) is usually required for entry into a doctoral or equivalent level programme (ISCED level8). In Trkiye, short-cycle tertiary courses were even more common as more than one third (37.6%) of all tertiary students were enrolled in such courses. The number of Engineering graduates in the workforce has been growing at a rate of 3.65%, from 4.28M in 2019 to 4.44M in 2020. Cookie information is stored in your browser and performs functions such as recognising you when you return to our website and helping our team to understand which sections of the website you find most interesting and useful. The distribution of graduates by field of study is calculated as the share of graduates from each field over the total of graduates. 1.58%. The Countries With The Most Engineering Graduates - Statista 1 Year Growth. An analysis by level of education provides data for short-cycle tertiary education separate from the rest of tertiary education. Search is too long (150 characters maximum), Education and earnings (next udpate: 12 September), Education and labour market outcomes by field of study, Educational attainment and labour-force status (next update: 12 September), Transition from school to work (next update: 12 September), Education and labour market outcomes of native- and foreign-born adults, Educational attainment and labour market outcomes by skills, Students, access to education and participation, Distribution of graduates and new entrants by field, Enrolment by gender, programme orientation, mode of study and type of institution, Enrolment of international students by country of origin, Share of international students and all students by field, Financial resources invested in education, Reference Statistics for Finance Indicators, Distribution of teachers by age and gender, Student-teacher ratio and average class size, Students' instruction time in compulsory education, Teachers' and school heads' statutory salaries, Teachers' and school heads' actual salaries, Teachers' and school heads' teaching and working time, Archive database (ISCED 1997 data: 2000-2012), Foreign / international students enrolled, Teaching and Learning International Survey (TALIS), Part 1 - Comparing innovation in education with other sectors, Part 2 - Innovation as change in classrooms and schools, Participation in non-formal education and training - 4-week reference period, Participation in formal and/or non-formal education and training - 12-month reference period, Intensity of participation (number of hours), Willingness to participate in formal and/or non-formal education, Barriers to participation in adult learning, Distribution of fields of study selected among non-formal education participants, Percentage of employed adults participating in adult education and training, Participation in adult learning by gender (12-month reference period), Distribution of unemployed adults by duration of unemployment and educational attainment, Relative earnings, by educational attainment, Differences in earnings between female and male workers, by educational attainment, Level of earnings relative to median earnings, by educational attainment, Percentage of 15-29 year-olds with income from employment among all 15-29 year-olds, by student status, Percentage of full-time, full-year earners, part-time earners and people with no earnings, by educational attainment, Relative earnings of students with income from employment, by educational attainment, Trends in relative earnings, by educational attainment, Trends in the differences in earnings between female and male workers, by educational attainment, Trends in the percentage of full-time, full-year earners, part-time earners and people with no earnings, by educational attainment, Fields of study among tertiary-educated adults, by age group, Employment, unemployment and inactivity rates, by field of study, Educational attainment of 25-64 year-olds, Educational attainment of 25-64 year-olds, by programme orientation, Employment, unemployment and inactivity rate of 25-64 year-olds, by educational attainment, Employment, unemployment and inactivity rate of 25-64 year-olds, by programme orientation, Trends in educational attainment, by educational attainment and age group, Trends in employment, unemployment and inactivity rates, by educational attainment and age group, Percentage of young adults not in education and unemployed by duration of unemployment, Percentage of young adults in education/not in education, by work status, age group and gender, Percentage of 15-29 year-olds in education/not in education, by educational attainment, work status and gender, Trends in the percentage of young adults in education/not in education, by educational attainment, work status and gender, Trends in the percentage of young adults in education/not in education, by work status, age group and gender, Percentage of native- and foreign-born adults, by age at arrival in the countries, Differences in earnings between native- and foreign-born workers, by educational attainment and age at arrival in the country, Educational attainment of native- and foreign-born adults, by age at arrival in the country, Employment, unemployment and inactivity rate of native- and foreign-born adults, by educational attainment and age at arrival in the country, Percentage of native- and foreign-born full-time, full-year earners, part-time earners and people with no earnings, by educational attainment and age at arrival in the country, Percentage of native- and foreign-born young adults in education/not in education, by work status and age at arrival in the country, Share of population by proficiency level and educational attainment, Earnings, by educational attainment and proficiency level (in USD), Educational attainment and literacy scores, by occupation, Fields of education and labour market outcomes, Frequency of use of ICT at work, by educational attainment, Labour market status, by educational attainment and proficiency level, NEETs, by literacy proficiency level and mean score, Proficiency, use and need of ICT at work, by main industry, Educational attainment of adults, by age group, parents' educational attainment and gender, Tertiary attainment of adults, by age group and parents' educational attainment, Intergenerational mobility in education, by parents' educational attainment and immigrant status, Percentage of adults working from home, by age group and educational attainment, Internet use, by age group and educational attainment, Trends in the use of the Internet for different activities among 55-74 year-olds, by educational attainment, Students attitudes and dispositions, by mother's educational attainment, Share of new entrants for each field of education by gender, Share of tertiary graduates by field of education and gender, Distribution of new entrants by field of education at each ISCED level, Distribution of new entrants into each field of education and ISCED level by gender, Share of graduates by gender in fields of education, Distribution of full- and part-time students, Distribution of students by programme completion and access to tertiary education, Share of vocational students in combined school- and work-based programmes, Share of vocational students in combined school- and work-based programmes among, Students' distribution by type of institution, International students by country of origin, International student matrix by country of origin and country of destination, Early childhood education and care enrolment, International graduates by country of origin, Distribution of mobile students by country of origin, Mobile student matrix by country of origin, Mobile student matrix by country of destination, Other indicators of international student mobility, Share of mobile students from neighbouring countries, Share of first time entrants below typical age, Share of first-time tertiary new entrants by level of education, Share of graduates by programme orientation, Share of graduates by type of institution, Share of first time among tertiary entrants, Share of new entrants below the typical age, Share of first time among tertiary graduates, Distribution of international students by field, Distribution of national students by field, Share of international students among all students, Share of women among international students, Educational expenditure by Source and destination, C1.1: Total expenditure on educational institutions per full-time equivalent student, C1.2: Public and total expenditure on educational institutions per full-time equivalent student, by type of institution, C1.3: Average annual growth in total expenditure on educational institutions per full-time equivalent student (2012 to selected year), C1.4: Total expenditure on educational institutions per full-time equivalent student for core educational services, ancillary services and R&D, C1.5: Total expenditure on educational institutions per full-time equivalent student relative to GDP per capita, C1.6: Total expenditure on educational institutions per full-time equivalent student, by source of funds, C1.7: Cumulative expenditure on educational institutions per full-time equivalent student between the age of 6 and 15, C2.1: Total expenditure on educational institutions as a percentage of GDP, C2.2: Change in total expenditure on educational institutions and change in GDP (2008, 2009, 2011 and 2019), C2.3a: Total expenditure on educational institutions as a percentage of GDP, by source of INITIAL funds, C2.3b: Total expenditure on educational institutions as a percentage of GDP, by source of FINAL funds, C2.4: Change in public expenditure on educational institutions and change in GDP (2008, 2009, 2011 and 2019), C3.1: Relative share of public, private and international expenditure on educational institutions, by final source of funds, C3.2: Relative share of public, private and international expenditure on educational institutions, by initial source of funds and public-to-private transfers, C3.3: Trends in the share of public, private and international expenditure on educational institutions, final source of funds (2011, 2015 and 2019), C4.1: Total public expenditure on education as a percentage of Total Government Expenditure, C4.2: Distribution of sources of total public funds devoted to education by level of government, initial and final, C4.3: Index of change in total public expenditure on education as a percentage of total government expenditure (2012 and 2019), C6.1: Share of Current and Capital Expenditure, by education level, C6.2: Current expenditure, by resource category (%), C6.3: Share of current expenditure, by resource category and type of institution, C6.4: Allocation of staff compensation, Capital and R&D expenditure between public and private educational institutions, C6.5: Average annual growth rate of current and R&D expenditure per full-time equivalent student, by type of institution (%) (2012-2019), Enrolment data adjusted to the financial year, GDP per capita - current prices and current PPP, Total Government Expenditure as a share of GDP, Total Government Expenditure - Constant prices (2015), Distribution of teachers by age and gender -ECEC, Educational personnel by type of institution, management personnel and teacher aides, Share of teacher aides among contact staff, Student-teacher ratio and average class size - ECEC, Instruction time in compulsory general education, Instruction time per subject by level of education, Trends in instruction time in compulsory primary and lower secondary general education, Trends in organisation of compulsory primary and lower secondary general education, Organisation of compulsory general education, Teachers' statutory salaries at different points in teachers' careers, Comparison of teachers' statutory salaries, Teachers' statutory salaries relative to wages of tertiary-educated workers, School heads' statutory salaries relative to wages of tertiary-educated workers, Trends in teachers salaries, based on level of qualifications, between 2000 and 2021, Teachers' actual salaries, by age group and by gender, Trends in teachers actual salaries, between 2000 and 2020, School heads' actual salaries, by age group and gender, Teachers' and school heads' actual salaries relative to earnings of tertiary-educated workers, Teachers' and school heads' actual salaries relative to earnings of tertiary-educated workers, by age group and by gender, Trends in teachers' statutory annual teaching time, Expenditure by funding source and transaction type, Expenditure by nature and resource category, International students enrolled/ latest year, Students aligned to finance and personnel data, The output of educational institutions and the impact of learning (Chapter A), Financial and human resources invested in education, Access to education, participation and progression (Chapter C), The learning environment and organisation of schools (Chapter D), Financial resources invested in education at sub-national level, Instruction time in compulsory general education (subnational data), Organisation of compulsory general education (subnational data), Average actual salaries of teachers and school heads (subnational data), Statutory salaries of teachers (subnational data), Teachers' teaching and working time (subnational data), Educational attainment of the population, by age group, Employment rate, by level of educational attainment and age group, Participation in formal and/or non-formal education and learning, Teachers working conditions, mobility and risk of attrition, Indicators of innovation as change in classrooms, Indicators of innovation as change in schools, Composite indices of innovation in classrooms and schools, Monthly Monetary and Financial Statistics (MEI), Bilateral Trade by Industry and End-use (ISIC4), Data extracted on 22 Aug 2023 14:03 UTC (GMT) from. Details of student enrolments and qualifications obtained by higher education (HE) students at HE providers in the UK for the academic year 2020 to 2021. https://www.hesa.ac.uk/news/25-01-2022/sb262-higher-education-student-statistics. While the Bologna process put in motion a series of reforms to make European higher education more compatible, comparable, competitive and attractive for students, it is only one strand of a broader effort concerning higher education. Leading is the 1.9 million bachelor's degree graduates and then followed by 989,000 graduates of associate's degree. The U.S. is now in third place with 67.4 million graduates . Engineering | Data USA STEM graduates have become a vital cog in the wheel of global prosperity and unsurprisingly, China is leading the way.

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