Gulf Labour Markets, Migration, and Population (GLMM) Programme

An international independent, non-partisan, non-profit joint programme of a major Gulf think tank and a globally renowned academic migration centre.
The programme provides data, analyses, and recommendations contributing to the improvement of understanding and management of
Gulf labour migration, population, and labour markets, engaging with and respecting the viewpoints of all stakeholder.

Oman: Mobile students from Oman by receiving country (2005-2013)

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Time 2005 2006 2007 2008 2009 2010 2011 2012 2013
Afghanistan
Albania
Algeria
American Samoa
Andorra
Angola
Anguilla
Antigua and Barbuda
Argentina
Armenia
Aruba
Australia 479 491 559 522 546 517 476 486
Austria 3 2 2 3 2 2
Azerbaijan 1 1 1 1 1 1
Bahamas
Bahrain 40 67 18
Bangladesh
Barbados
Belarus
Belgium 1 1 1
Belize
Benin
Bermuda
Bhutan
Bolivia (Plurinational State of)
Bosnia and Herzegovina
Botswana
Brazil 2
British Virgin Islands
Brunei Darussalam 2 1 2 5
Bulgaria 1
Burkina Faso
Burundi
Cambodia
Cameroon
Canada 150 126 167 150 141 129 87
Cabo Verde
Cayman Islands
Central African Republic
Chad
Chile
China
China, Hong Kong Special Administrative Region
China, Macao Special Administrative Region
Colombia
Comoros
Congo
Cook Islands
Costa Rica
Côte d’Ivoire
Croatia
Cuba 1 1 1
Curaçao
Cyprus 1 1 2 2 1
Czech Republic 1 1 1
Democratic People’s Republic of Korea
Democratic Republic of the Congo
Denmark 1 1 2 2
Djibouti
Dominica
Dominican Republic
Ecuador
Egypt
El Salvador
Equatorial Guinea
Eritrea
Estonia
Ethiopia
Faeroe Islands
Falkland Islands (Malvinas)
Fiji
Finland 1 1
France 19 19 24 27 31 40 31 27
French Guiana
French Polynesia
Gabon
Gambia
Georgia
Germany 16 16 14 15 16 16 18 23
Ghana
Gibraltar
Greece
Grenada
Guadeloupe
Guam
Guatemala
Guinea
Guinea-Bissau
Guyana
Haiti
Holy See
Honduras
Hungary 1 1 1 2 2
Iceland
India 406 432 277 232
Indonesia
Iran (Islamic Republic of) 5 4 4 3 4 1 1 3
Iraq
Ireland 27 13 21 18 22 26 20 12
Israel
Italy 2 3 5 3 3 4 4
Jamaica
Japan 9 26 10 9 12 6 6 8
Jordan 1,310 1,581 1,012 1,217 1,237 1,051 946 1,079
Kazakhstan
Kenya
Kiribati
Kuwait 109 112
Kyrgyzstan
Lao People’s Democratic Republic
Latvia
Lebanon
Lesotho
Liberia
Libya
Liechtenstein
Lithuania
Luxembourg
Madagascar
Malawi
Malaysia 441 456 123 228 263 259 306
Maldives
Mali
Malta 1
Marshall Islands
Martinique
Mauritania
Mauritius
Mexico
Micronesia (Federated States of)
Monaco
Mongolia
Montenegro
Montserrat
Morocco 30 59 68 93 140 181
Mozambique
Myanmar
Namibia
Nauru
Nepal
Netherlands 4 1 1 5 4 10
Nl Antilles
New Caledonia
New Zealand 49 123 152 156 136 120 110
Nicaragua
Niger
Nigeria
Niue
Norfolk Island
Norway
Oman
Pakistan
Palau
Palestine
Panama
Papua New Guinea
Paraguay
Peru
Philippines
Poland 1
Portugal 78 1 1 1
Puerto Rico
Qatar 197 180 155 217 245 223 223
Republic of Korea 2 2
Republic of Moldova
Réunion
Romania 2 1 2 1
Russian Federation 41 33 35
Rwanda
Saint Helena
Saint Kitts and Nevis
Saint Lucia
Saint Pierre and Miquelon
Saint Vincent and the Grenadines
Samoa
San Marino
Sao Tome and Principe
Saudi Arabia 107 116 115 122 129 173 144 192 333
Senegal
Serbia
Seychelles
Sierra Leone
Singapore
Sint Maarten (Dutch part)
Slovakia 3 4 3 2
Slovenia 1
Solomon Islands
Somalia
South Africa 2
South Sudan
Spain 1 3 21 1 10 2 2 3
Sri Lanka
Sudan
Sudan (pre-secession)
Suriname
Swaziland
Sweden 4 6 6 4 10
Switzerland 3 6 3 3 2 2 3 2
Syrian Arab Republic
Tajikistan
Thailand 1 2 4 3
The former Yugoslav Republic of Macedonia
Timor-Leste
Togo
Tokelau
Tonga
Trinidad and Tobago
Tunisia
Turkey 4 4 2 2 2 2 1 2
Turkmenistan
Turks and Caicos Islands
Tuvalu
Uganda
Ukraine
United Arab Emirates 5,265 5,186 5,258
United Kingdom of Great Britain and Northern Ireland 1,152 1,136 1,324 1,762 1,211 1,212 1,172 1,202
United Republic of Tanzania
United States of America 370 349 260 361 267 283 307 521
United States Virgin Islands
Uruguay
Uzbekistan
Vanuatu
Venezuela (Bolivarian Republic of)
Viet Nam
Western Sahara
Yemen
Zambia
Zimbabwe

Source: UNESCO, UIS

ANNEXED NOTE

1. Technical Notes and Definitions

The table refers to students enrolled in tertiary education (ISCED: levels 5, 6 and beyond)

Education statistics are compiled by UNESCO on the basis of national administrative sources, reported by Ministries of Education or National Statistical Offices of receiving countries.

The number of students enrolled refers to the count of students studying in the reference period.
Students are classified as international students if they left their country of origin and moved to another country for the purpose of study. Figures of mobile students are therefore different from figures of foreign students, who may be studying in the country they were residing prior to enrolling in higher education.

Germany: Data for the years 2008 and beyond are UIS estimates.
Absence of any data for a given country most often reflects “nil or negligible values” pertaining to the mobile students’ nationality.

2. Institution which provides data

Unesco Institute of Statistics (UIS), UNESCO.

3. Data availability

The data was extracted from UIS database UIS.Stat
http://data.uis.unesco.org/
“Education”
“International student mobility in tertiary education”
Topic:”Inbound students”
Sub-topic: “Inbound internationally mobile students by country of origin”

Similar data are also available from OECD and Eurostats databases, for immigration countries relevant to both institutions (OECD countries, EU-28 countries).

Last date of access: March 2015

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