สถิตินักเรียนนักศึกษา
LF-T002 จำนวน อัตราการเพิ่มและร้อยละ ปีการศึกษา 2551 – 2561 จำแนกตามระดับการศึกษาและสายวิชา
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| ตารางที่ 4-2 จำนวน อัตราการเพิ่มและร้อยละ ปีการศึกษา 2551 - 2561 จำแนกตามระดับการศึกษาและสายวิชา | |||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| Table 4-2 Number, growth and percentage of new enrollments during academic year 2008 - 2018 by level and field of education | |||||||||||
| หน่วย: คน (Unit: Persons) | |||||||||||
| ระดับการศึกษา (Level of education) | จำนวน (คน) Number (Persons) | อัตราการเพิ่ม Growth (%) | ร้อยละ (%) | ||||||||
| สายวิทย์ (S&T) | สายสังคม (Social science) | ไม่ระบุ (Not specified) | รวม (Total) | สายวิทย์ (S&T) | สายสังคม (Social science) | รวม (Total) | สายวิทย์ (S&T) | สายสังคม (Social science) | ไม่ระบุ (Not specified) | รวม (Total) |
|
| 1. ต่ำกว่าปริญญาตรี (Lower than bachelor degree level) | |||||||||||
| 2551 (2008) | 176,011 | 125,481 | 0 | 301,492 | -8.80% | -9.32% | -9.02% | 58.38% | 41.62% | 0.00% | 100.00% |
| 2552 (2009) | 174,385 | 130,909 | 0 | 305,294 | -0.92% | 4.33% | 1.26% | 57.12% | 42.88% | 0.00% | 100.00% |
| 2553 (2010) | 164,542 | 120,389 | 0 | 284,931 | -5.64% | -8.04% | -6.67% | 57.75% | 42.25% | 0.00% | 100.00% |
| 2554 (2011) | 169,277 | 129,631 | 0 | 298,908 | 2.88% | 7.68% | 4.91% | 56.63% | 43.37% | 0.00% | 100.00% |
| 2555 (2012) | 160,720 | 115,212 | 7,106 | 283,038 | -5.06% | -11.12% | -5.31% | 56.78% | 40.71% | 2.51% | 100.00% |
| 2556 (2013) | 152,217 | 110,793 | 3,039 | 266,049 | -5.29% | -3.84% | -6.00% | 57.21% | 41.64% | 1.14% | 100.00% |
| 2557 (2014) | 160,890 | 109,689 | 50 | 270,629 | 5.70% | -1.00% | 1.72% | 59.45% | 40.53% | 0.02% | 100.00% |
| 2558 (2015) | 174,608 | 117,609 | 6,594 | 298,811 | 8.53% | 7.22% | 10.41% | 58.43% | 39.36% | 2.21% | 100.00% |
| 2559 (2016) | 174,054 | 114,265 | 0 | 288,319 | -0.32% | -2.84% | -3.51% | 60.37% | 39.63% | 0.00% | 100.00% |
| 2560 (2017) | 174,616 | 112,409 | 0 | 287,025 | 0.32% | -1.62% | -0.45% | 60.84% | 39.16% | 0.00% | 100.00% |
| 2561 (2018) | 225,500 | 197,262 | 0 | 422,762 | 29.14% | 75.49% | 47.29% | 53.34% | 46.66% | 0.00% | 100.00% |
| 2. ปริญญาตรี (Bachelor degree level) | |||||||||||
| 2551 (2008) | 148,644 | 382,497 | 0 | 531,141 | 0.36% | 1.33% | 1.05% | 27.99% | 72.01% | 0.00% | 100.00% |
| 2552 (2009) | 127,119 | 266,637 | 0 | 393,756 | -14.48% | -30.29% | -25.87% | 32.28% | 67.72% | 0.00% | 100.00% |
| 2553 (2010) | 162,616 | 326,032 | 99 | 488,747 | 27.92% | 22.28% | 24.12% | 33.27% | 66.71% | 0.02% | 100.00% |
| 2554 (2011) | 169,538 | 353,999 | 109 | 523,646 | 4.26% | 8.58% | 7.14% | 32.38% | 67.60% | 0.02% | 100.00% |
| 2555 (2012) | 123,484 | 278,460 | 78,996 | 480,940 | -27.16% | -21.34% | -8.16% | 25.68% | 57.90% | 16.43% | 100.00% |
| 2556 (2013) | 120,812 | 297,347 | 38,344 | 456,503 | -2.16% | 6.78% | -5.08% | 26.46% | 65.14% | 8.40% | 100.00% |
| 2557 (2014) | 155,615 | 313,199 | 23,572 | 492,386 | 28.81% | 5.33% | 7.86% | 31.60% | 63.61% | 4.79% | 100.00% |
| 2558 (2015) | 143,734 | 332,238 | 426 | 476,398 | -7.63% | 6.08% | -3.25% | 30.17% | 69.74% | 0.09% | 100.00% |
| 2559 (2016) | 137,311 | 271,275 | 0 | 408,586 | -4.47% | -18.35% | -14.23% | 33.61% | 66.39% | 0.00% | 100.00% |
| 2560 (2017) | 132,381 | 281,561 | 0 | 413,942 | -3.59% | 3.79% | 1.31% | 31.98% | 68.02% | 0.00% | 100.00% |
| 2561 (2018) | 128,714 | 280,132 | 0 | 408,846 | -2.77% | -0.51% | -1.23% | 31.48% | 68.52% | 0.00% | 100.00% |
| 3. สูงกว่าปริญญาตรี (Higher than bachelor degree level) | |||||||||||
| 2551 (2008) | 13,509 | 49,818 | 0 | 63,327 | 14.56% | 16.28% | 15.91% | 21.33% | 78.67% | 0.00% | 100.00% |
| 2552 (2009) | 12,769 | 42,607 | 0 | 55,376 | -5.48% | -14.47% | -12.56% | 23.06% | 76.94% | 0.00% | 100.00% |
| 2553 (2010) | 16,492 | 49,954 | 0 | 66,446 | 29.16% | 17.24% | 19.99% | 24.82% | 75.18% | 0.00% | 100.00% |
| 2554 (2011) | 15,788 | 46,022 | 0 | 61,810 | -4.27% | -7.87% | -6.98% | 25.54% | 74.46% | 0.00% | 100.00% |
| 2555 (2012) | 11,448 | 38,294 | 5,404 | 55,146 | -27.49% | -16.79% | -10.78% | 20.76% | 69.44% | 9.80% | 100.00% |
| 2556 (2013) | 10,156 | 40,160 | 1,806 | 52,122 | -11.29% | 4.87% | -5.48% | 19.49% | 77.05% | 3.46% | 100.00% |
| 2557 (2014) | 12,653 | 41,601 | 1,867 | 56,121 | 24.59% | 3.59% | 7.67% | 22.55% | 74.13% | 3.33% | 100.00% |
| 2558 (2015) | 11,992 | 44,331 | 711 | 57,034 | -5.22% | 6.56% | 1.63% | 21.03% | 77.73% | 1.25% | 100.00% |
| 2559 (2016) | 11,348 | 29,633 | 0 | 40,981 | -5.37% | -33.16% | -28.15% | 27.69% | 72.31% | 0.00% | 100.00% |
| 2560 (2017) | 9,960 | 24,626 | 0 | 34,586 | -12.23% | -16.90% | -15.60% | 28.80% | 71.20% | 0.00% | 100.00% |
| 2561 (2018) | 8,876 | 22,478 | 0 | 31,354 | -10.88% | -8.72% | -9.34% | 28.31% | 71.69% | 0.00% | 100.00% |
| 3.1 ปริญญาโท (Master degree level) | |||||||||||
| 2551 (2008) | 11,725 | 39,193 | 0 | 50,918 | 11.18% | 10.49% | 10.65% | 23.03% | 76.97% | 0.00% | 100.00% |
| 2552 (2009) | 10,778 | 31,292 | 0 | 42,070 | -8.08% | -20.16% | -17.38% | 25.62% | 74.38% | 0.00% | 100.00% |
| 2553 (2010) | 13,697 | 33,858 | 0 | 47,555 | 27.08% | 8.20% | 13.04% | 28.80% | 71.20% | 0.00% | 100.00% |
| 2554 (2011) | 13,228 | 42,501 | 0 | 55,729 | -3.42% | 25.53% | 17.19% | 23.74% | 76.26% | 0.00% | 100.00% |
| 2555 (2012) | 9,473 | 35,876 | 4,762 | 50,111 | -28.39% | -15.59% | -10.08% | 18.90% | 71.59% | 9.50% | 100.00% |
| 2556 (2013) | 8,227 | 37,308 | 1,602 | 47,137 | -13.15% | 3.99% | -5.93% | 17.45% | 79.15% | 3.40% | 100.00% |
| 2557 (2014) | 10,252 | 37,110 | 1,212 | 48,574 | 24.61% | -0.53% | 3.05% | 21.11% | 76.40% | 2.50% | 100.00% |
| 2558 (2015) | 9,285 | 38,196 | 525 | 48,006 | -9.43% | 2.93% | -1.17% | 19.34% | 79.57% | 1.09% | 100.00% |
| 2559 (2016) | 9,506 | 24,526 | 0 | 34,032 | 2.38% | -35.79% | -29.11% | 27.93% | 72.07% | 0.00% | 100.00% |
| 2560 (2017) | 7,767 | 18,496 | 0 | 26,263 | -18.29% | -24.59% | -22.83% | 29.57% | 70.43% | 0.00% | 100.00% |
| 2561 (2018) | 6,703 | 18,066 | 0 | 24,769 | -13.70% | -2.32% | -5.69% | 27.06% | 72.94% | 0.00% | 100.00% |
| 3.2 ปริญญาเอก (Doctoral degree level) | |||||||||||
| 2551 (2008) | 1,272 | 2,557 | 0 | 3,829 | 21.14% | 41.66% | 34.12% | 33.22% | 66.78% | 0.00% | 100.00% |
| 2552 (2009) | 1,128 | 1,425 | 0 | 2,553 | -11.32% | -44.27% | -33.32% | 44.18% | 55.82% | 0.00% | 100.00% |
| 2553 (2010) | 1,772 | 2,310 | 0 | 4,082 | 57.09% | 62.11% | 59.89% | 43.41% | 56.59% | 0.00% | 100.00% |
| 2554 (2011) | 1,653 | 2,199 | 0 | 3,852 | -6.72% | -4.81% | -5.63% | 42.91% | 57.09% | 0.00% | 100.00% |
| 2555 (2012) | 1,141 | 1,723 | 0 | 2,864 | -30.97% | -21.65% | -25.65% | 39.84% | 60.16% | 0.00% | 100.00% |
| 2556 (2013) | 1,295 | 2,138 | 0 | 3,433 | 13.50% | 24.09% | 19.87% | 37.72% | 62.28% | 0.00% | 100.00% |
| 2557 (2014) | 1,695 | 2,505 | 209 | 4,409 | 30.89% | 17.17% | 28.43% | 38.44% | 56.82% | 4.74% | 100.00% |
| 2558 (2015) | 1,780 | 2,079 | 184 | 4,043 | 5.01% | -17.01% | -8.30% | 44.03% | 51.42% | 4.55% | 100.00% |
| 2559 (2016) | 1,407 | 1,615 | 0 | 3,022 | -20.96% | -22.32% | -25.25% | 46.56% | 53.44% | 0.00% | 100.00% |
| 2560 (2017) | 1,367 | 1,689 | 0 | 3,056 | -2.84% | 4.58% | 1.13% | 44.73% | 55.27% | 0.00% | 100.00% |
| 2561 (2018) | 1,353 | 1,683 | 0 | 3,036 | -1.02% | -0.36% | -0.65% | 44.57% | 55.43% | 0.00% | 100.00% |
| รวมทุกระดับชั้น (Total in all level) | |||||||||||
| 2551 (2008) | 338,164 | 557,796 | 0 | 895,960 | -4.18% | -0.16% | -1.72% | 37.74% | 62.26% | 0.00% | 100.00% |
| 2552 (2009) | 314,273 | 440,153 | 0 | 754,426 | -7.06% | -21.09% | -15.80% | 41.66% | 58.34% | 0.00% | 100.00% |
| 2553 (2010) | 343,650 | 496,375 | 99 | 840,124 | 9.35% | 12.77% | 11.36% | 40.90% | 59.08% | 0.01% | 100.00% |
| 2554 (2011) | 354,603 | 529,652 | 109 | 884,364 | 3.19% | 6.70% | 5.27% | 40.10% | 59.89% | 0.01% | 100.00% |
| 2555 (2012) | 295,652 | 431,966 | 95,677 | 823,295 | -16.62% | -18.44% | -6.91% | 35.91% | 52.47% | 11.62% | 100.00% |
| 2556 (2013) | 283,185 | 448,300 | 46,001 | 777,486 | -4.22% | 3.78% | -5.56% | 36.42% | 57.66% | 5.92% | 100.00% |
| 2557 (2014) | 329,158 | 464,489 | 26,064 | 819,711 | 16.23% | 3.61% | 5.43% | 40.16% | 56.66% | 3.18% | 100.00% |
| 2558 (2015) | 334,149 | 500,779 | 9,489 | 844,417 | 1.52% | 7.81% | 3.01% | 39.57% | 59.30% | 1.12% | 100.00% |
| 2559 (2016) | 333,317 | 435,417 | 11,874 | 780,608 | -0.25% | -13.05% | -7.56% | 42.70% | 55.78% | 1.52% | 100.00% |
| 2560 (2017) | 316,957 | 418,625 | 0 | 735,582 | -4.91% | -3.86% | -5.77% | 43.09% | 56.91% | 0.00% | 100.00% |
| 2561 (2018) | 363,090 | 499,872 | 0 | 862,962 | 14.55% | 19.41% | 17.32% | 42.07% | 57.93% | 0.00% | 100.00% |
| ที่มา: สำนักงานคณะกรรมการการอุดมศึกษา (สกอ. : ข้อมูล 13 กุมภาพันธ์ 2562) สำนักงานคณะกรรมการการอาชีวศึกษา (สอศ. : ข้อมูล ณ 25 มกราคม 2562) และ สำนักงานเลขาธิการสภาการศึกษา (สกศ. : ข้อมูล ณ 26 กุมภาพันธ์ 2562) | |||||||||||
| Source: Office of the Higher Education Commission (Data as of 13 Febuary 2017), Office of Vocational Education Commission (Data as of 25 January 2017) and Office of the Education Council (Data as of 26 February 2017) | |||||||||||
| หมายเหตุ: ปี 2561 เป็นปีแรกที่มีการเก็บข้อมูลนักศึกษาใหม่ของอาชีวศึกษาเอกชน จำนวน 123,250 คน | |||||||||||
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