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Tertiary education ( higher education, or post-secondary education) is the level following the completion of secondary education.
The World Bank defines tertiary education as including universities, colleges, and vocational schools. Higher education is taken to include undergraduate and postgraduate education, while vocational education beyond secondary education is known as further education in the United Kingdom, or included under the category of continuing education in the United States.
Tertiary education generally culminates in the receipt of certificates, , or . Higher education represents levels 5, 6, 7, and 8 of the 2011 version of the International Standard Classification of Education structure. Tertiary education at a nondegree level is sometimes referred to as further education or continuing education as distinct from higher education.
UNESCO stated that tertiary education focuses on learning endeavors in specialized fields. It includes academic and higher vocational education.
The World Bank's 2019 World Development Report on the future of work argues that given the future of work and the increasing role of technology in value chains, tertiary education is becoming even more relevant for workers to compete in the labor market.
The International Standard Classification of Education in 1997 initially classified all tertiary education together in the 1997 version of its schema. They were referred to as level 5 and doctoral studies at level 6. In 2011, this was refined and expanded in the 2011 version of the structure. Higher education at undergraduate level, masters and doctoral level became levels 6, 7, and 8. Nondegree level tertiary education, sometimes referred to as further education or continuing education was reordered as level 4, with level 5 for some higher courses. Revision of the International Standard Classification of Education (ISCED) . Retrieved 5 April 2012.
In the days when few pupils progressed beyond primary education or basic education, the term "higher education" was often used to refer to secondary education, which can create some confusion. This is the origin of the term high school for various schools for children between the ages of 14 and 18 (United States) or 11 and 18 (United Kingdom and Australia).
The tertiary gross enrollment ratio ranges from 9% in low-income countries to 77% in high-income countries, where, after rapid growth in the 2000s, reached a plateau in the 2010s.
Between now and 2030, the biggest increase in tertiary enrollment ratios is expected in middle-income countries, where it will reach 52%. Sustainable Development Goal 4 (SDG 4) commits countries to providing lifelong learning opportunities for all, including tertiary education.
This commitment is monitored through the global indicator for target 4.3 in the sustainable development goal 4 (SDG 4), which measures the participation rate of youth and in formal and non-formal education and training in the previous 12 months, whether for work or non-work purposes.
The right of access to higher education is mentioned in a number of international human rights instruments. The UN International Covenant on Economic, Social and Cultural Rights of 1966 declares, in Article 13, that "higher education shall be made equally accessible to all, on the basis of capacity, by every appropriate means, and in particular by the progressive introduction of free education". In Europe, Article 2 of the First Protocol to the European Convention on Human Rights, adopted in 1950, obliges all signatory parties to guarantee the right to education.
University completion rates for students with disabilities are much lower compared to completion rates of students without disabilities.
Tertiary education can increase human capital and economic growth.
Higher education includes teaching, research, exacting applied work, as exists in and , and social services activities of universities.Pucciarelli F., Kaplan Andreas M. (2016) Competition and Strategy in Higher Education: Managing Complexity and Uncertainty , Business Horizons, Volume 59
Within the realm of teaching, it includes both the undergraduate level, and beyond that, graduate-level (or postgraduate level). The latter level of education is often referred to as graduate school, especially in North America. In addition to the skills that are specific to any particular degree, potential employers in any profession are looking for evidence of critical thinking and analytical reasoning skills, skills, information literacy, Ethics judgment, decision-making skills, fluency in speaking and writing, problem solving skills, and a wide knowledge of liberal arts and sciences.
In the Greek world, Plato's Academy (), Aristotle's Lyceum () and other philosophical-mathematical schools became models for other establishments, particularly in Alexandria of Egypt, under the Ptolemies.
In South Asia, the city of Taxila, later the great Buddhist monastery of Nalanda (), attracted students and professors even from distant regions.
In China, the Han dynasty established chairs to teach the Five Confucean Classics, in the Grand School, Taixue (), to train cadres for the imperial administration. All these higher-learning institutions became models for other schools within their sphere of cultural influence.
In 425 CE, the Byzantine emperor Theodosius II innovated as he established the Pandidakterion, with a faculty of 31 professors, to train public servants. In the 7th and 8th centuries, "cathedral schools" were created in Western Europe. Meanwhile, the first Madrasahs were founded in the Muslim empire – initially mere primary schools in the premises of major mosques, which gradually evolved toward secondary, later higher education. However high the intellectual level of these schools could be, it would be anachronistic to call them "universities". Their organization and purposes were markedly different from the corporations of students and teachers, independent from both the Church and the State, which established themselves from the 12th century in Western Europe as Universitas Studiorum.
According to UNESCO and Guinness World Records, the University of al-Qarawiyyin in Fez, Morocco is the oldest existing continually operating higher educational institution in the world. and is occasionally referred to as the oldest university by scholars.Verger, Jacques: "Patterns", in: Ridder-Symoens, Hilde de (ed.): A History of the University in Europe. Vol. I: Universities in the Middle Ages, Cambridge University Press, 2003, , pp. 35–76 (35) Undoubtedly, there are older institutions of higher education, for example, the University of Ez-Zitouna in Montfleury, Tunis, was first established in 737. The University of Bologna, Italy, founded in 1088, is the world's oldest university in continuous operation,de Ridder-Symoens, Hilde: A History of the University in Europe: Volume 1, Universities in the Middle Ages , Cambridge University Press, 1992, , pp. 47–55 and the first university in the sense of a higher-learning and degree-awarding institute, as the word universitas was coined at its foundation.
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| 1.8 |
| 1.6 |
| 1.2 |
| 2.4 |
| 2.7 |
| 1.5 |
| 1.6 |
| 1.2 |
| 1.1 |
| 1.9 |
| 1.5 |
| 1.6 |
| 1.6 |
| 1.3 |
| 0.9 |
| 0.9 |
| 1.4 |
| 0.8 |
| 1.4 |
| 1.0 |
| 1.4 |
| 1.4 |
| 1.2 |
| 0.5 |
| 1.2 |
| 1.8 |
| 1.6 |
| 2.0 |
| 1.3 |
| 1.3 |
| 0.8 |
| 1.1 |
| 1.2 |
| 1.5 |
| 1.5 |
| 1.6 |
| 1.5 |
| 1.5 |
| 2.5 |
The percentage of adults who have attained individual tertiary education levels by country is shown in the following table.
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| 0.3 |
| 0.3 |
| 0.7 |
| 1.5 |
| 0.8 |
| 1.3 |
| 1.0 |
| 1.9 |
| 0.9 |
| 0.5 |
| 3.4 |
| 0.0 |
| 1.2 |
| 1.7 |
| 1.2 |
| 0.6 |
| 0.4 |
| 0.8 |
| 2.9 |
| 0.1 |
| 1.2 |
| 1.1 |
| 1.5 |
| 0.8 |
| 0.9 |
| 0.9 |
| 3.7 |
| 0.8 |
| 2.0 |
| 3.2 |
| 0.4 |
| 1.7 |
| 2.1 |
A 2014 report by the Organisation for Economic Co-operation and Development states that by 2014, 84 percent of young people were completing upper secondary education over their lifetimes, in high-income countries. Tertiary-educated individuals were earning twice as much as median workers. In contrast to historical trends in education, young women were more likely to complete upper secondary education than young men. Additionally, access to education was expanding and growth in the number of people receiving university education was rising sharply. By 2014, close to 40 percent of people aged 25–34 (and around 25 percent of those aged 55–64), were being educated at university.
The Carnegie Classification of Institutions of Higher Education provides one framework for classifying U.S. colleges and universities in several different ways. US tertiary education also includes various non-profit organizations promoting professional development of individuals in the field of higher education and helping expand awareness of related issues like international student services and complete campus internationalization.
Italy has a large and international network of public or state-affiliated universities and schools offering degrees in higher education. State-run universities of Italy constitute the main percentage of tertiary education in Italy and are managed under the supervision of Italian's Ministry of Education.
Italian universities are among the oldest universities in the world; the University of Bologna (founded in 1088) notably, is the oldest one ever; also, University of Naples Federico II is the world's oldest state-funded university in continuous operation. (1981). 9788802035680, UTET. ISBN 9788802035680 Most universities in Italy are state-supported. 33 Italian universities were ranked among the world's top 500 in 2019, the third-largest number in Europe after the United Kingdom and Germany.
There are also a number of Superior Graduate Schools ( Grandes écoles) or Scuola Superiore Universitaria, which offer officially recognized titles, including the Diploma di Perfezionamento equivalent to a Doctorate, Dottorato di Ricerca i.e. Doctorate or Doctor Philosophiae i.e. PhD. Some of them also organize master's degree courses. There are three Superior Graduate Schools with "university status", three institutes with the status of Doctoral Colleges, which function at Graduate school and post-graduate level. Nine further schools are direct offshoots of the universities (i.e. do not have their own 'university status'). The first one is the Scuola Normale Superiore di Pisa (founded in 1810 by Napoleon as a branch of École Normale Supérieure), taking the model of organization from the famous École Normale Supérieure. These institutions are commonly referred to as "Schools of Excellence" (i.e. "Scuole di Eccellenza").
Italy hosts a broad variety of universities, colleges and academies. Founded in 1088, the University of Bologna is likely the oldest in the world. In 2009, the University of Bologna is, according to The Times, the only Italian college in the top 200 World Universities. Milan's Bocconi University has been ranked among the top 20 best business schools in the world by The Wall Street Journal international rankings, especially thanks to its M.B.A. program, which in 2007 placed it no. 17 in the world in terms of graduate recruitment preference by major multinational companies. Bocconi was also ranked by Forbes as the best worldwide in the specific category Value for Money. In May 2008, Bocconi overtook several traditionally top global business schools in the Financial Times Executive education ranking, reaching no. 5 in Europe and no. 15 in the world.
Other top universities and polytechnics are the Università Cattolica del Sacro Cuore in Milan, the LUISS in Rome, the Polytechnic University of Turin, the Politecnico di Milano (which in 2011 was ranked as the 48th best technical university in the world by QS World University Rankings), the University of Rome La Sapienza (which in 2005 was Europe's 33rd best university, and ranks among Europe's 50 and the world's 150 best colleges and in 2013, the Center for World University Rankings ranked the Sapienza University of Rome 62nd in the world and the top in Italy in its World University Rankings.) and the University of Milan (whose research and teaching activities have developed over the years and have received important international recognition). This university is the only Italian member of the League of European Research Universities (LERU), a prestigious group of twenty research-intensive European Universities. It has also been awarded ranking positions such as 1st in Italy and 7th in Europe (The Leiden Ranking – Universiteit Leiden).
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