Key Facts and Figures 0607 - Higher Education Authority

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Table 1.2 Enrolment Trends 02/03 – 06/07 for Institutes of Technology & Dublin Institute of Technology (IoTs) 02/03 03/04 04/05 05/06 06/07 % increase 02/03 – 06/07 Full Time Undergraduate 49,957 51,798 50,424 51,517 51,322 2.7 Full Time Postgraduate 1,041 1,194 1,235 1,325 1,565 50.3 Overall Enrolment 50,998 52,992 51,659 52,842 52,887 3.7 Source: Statistics Section, Department of Education and Science Undergraduate enrolments at the IoTs declined very slightly in 2006/2007 Postgraduate enrolment levels at the IoTs, not traditionally a large part of Institute enrolment cohorts, increased by 50.3% since 2002/2003. The proportion of overall Institute postgraduate enrolments remains low however at 3% in 2006/2007 Table 1.3 Full-Time Undergraduate New Entrant Gender Trends 02/03 –06/07 for Universities, Colleges of Education, NCAD & RCSI SECTION ONE / OVERVIEW 02/03 03/04 04/2005 05/2006 06/07 % increase 02/03 – 06/07 Male 6,971 7,224 7,243 7,157 7,937 13.8% Female 10,388 10,793 10,678 10,956 11,482 10.5% Total 17,359 18,017 17,921 18,113 19,419 11.8% 15
Figure 1.2 Undergraduate New Entrant Gender Trends for Universities, Colleges of Education, NCAD & RCSI 02/03 – 06/07 14000 12000 10000 8000 6000 4000 2000 SECTION ONE / OVERVIEW 0 2002/2003 2003/2004 2004/2005 2005/2006 2006/2007 Male Female New entrants increased by 7.2% between 2005/2006 and 2006/2007 compared to a 1% increase in the previous year Male new entrants increased by 10.9% between 2005/2006 and 2006/2007 compared to a 4.8% increase for female new entrants Table 1.4 Full-Time Undergraduate New Entrant Trends 02/03 –06/07 for Institutes of Technology & Dublin Institute of Technology (IoTs) 02/03 03/04 04/05 05/06 06/07 % increase 02/03 – 06/07 Male N/A N/A N/A 8,654 8,612 Female N/A N/A N/A 7,848 7,746 Total 17,434 17,287 16,143 16,502 16,358 -6.2 Source: Statistics Section, Department of Education and Science * Gender figures unavailable for 02/03 – 04/05 New entrants to the IoTs continued to decline in 2006/2007. In terms of overall numbers there were over 1,000 less new entrants to IoTs in 2006/2007 than in 2002/2003 In 2006/2007 while the numbers of female new entrants decreased slightly compared to 2005/2006, due to an overall decline in new entrants, the proportion of females to males remained the same between both years (47%). In general there are fewer females than males enrolling in IoTs which is in contrast to the universities et al where almost 60% are female 16
Page 1 and 2: 06/07 HIGHER EDUCATION Key Facts an
Page 3 and 4: Section 1 CONTENTS Overview Table 1
Page 5 and 6: Table 5.3 % Breakdown of Hons Bache
Page 7 and 8: Census Date The census date for the
Page 9 and 10: Section 3 KEY POINTS Universities,
Page 11 and 12: The number of mature (+23) new entr
Page 13: Table 1.1 Enrolment Trends 02/03 -
Page 17 and 18: Figure 1.4 Total Graduate Trends by
Page 19 and 20: Table 2.1 CAO Applications and Acce
Page 21 and 22: Table 2.4 Full-time Undergraduate N
Page 23 and 24: Figure 2.1 Full-time Undergraduate
Page 25 and 26: Table 3.1 Undergraduate Enrolments
Page 27 and 28: Table 3.3 Full-Time Undergraduate E
Page 29 and 30: Table 3.5 Full-Time Undergraduate E
Page 31 and 32: Table 3.7 Part-Time Undergraduate E
Page 33 and 34: Section 4/ POSTGRADUATE ENROLMENT D
Page 35 and 36: Table 4.2 Research Postgraduate Enr
Page 37 and 38: Table 4.5 Full-Time Postgraduate En
Page 39 and 40: Social Sciences, Business & Law is
Page 41 and 42: Table 4.10 Part-Time Postgraduate E
Page 43 and 44: Table 5.1 Graduates 2006 by Gender,
Page 45 and 46: Figure 5.2 Part-Time Hons Bachelor
Page 47 and 48: Table 5.4 Graduates 2006 by Gender,
Page 49 and 50: Figure 5.4 Percentage of Tertiary T
Page 51 and 52: Section 6: STUDENT DETAILS KEY POIN
Page 53 and 54: Table 6.2 Age Distribution of Full-
Page 55 and 56: Table 6.4 Domiciliary Origin of all
Page 57 and 58: Table 6.6 Age distribution of Full-
Page 59 and 60: Table 6.7 Domiciliary Origin of all
Page 61 and 62: This section provides an introducti
Page 63 and 64: SECTION SEVEN / FURTHER EDUCATION A
Page 65:
The Higher Education Authority Broo
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