The table below describes percentages of homeschooled students in Some Country in 1999-2004.
雅思学术类写作 Task 1 题目：Education 主题
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The graph below shows the comparison between the number of applicants and the number of students who were granted admission in a university.
The graphs show enrolment in different colleges in the Higher Colleges of Technology in 1999.
The chart below shows the numbers of male and female research students studying six science-related subjects at a UK university in 2009.
The graphs below give information about computer ownership as a percentage of the population between 2002 and 2010, and by the level of education for the years 2002 and 2010.
The charts below show the main reasons for study among students of different age groups and the amount of support they received from employers.
The charts below show what UK graduate and postgraduate students who did not go into full-time work did after leaving college in 2008.
The bar charts below provide information about percentages of students who are proficient in a foreign language in different countries.
The graph below shows four countries of residence of overseas students in Australia.
The bar graph below shows the numbers of male and female research students studying six subjects at a US university in 2011.
The chart below shows the number of men and women (in thousand) in further education in Britain in three periods and whether they were studying full-time or part-time.
The plans below show a college café before it was redesigned and how it looks now.
The table shows the proportions of pupils attending four secondary school types between 2000 and 2009.
The chart below shows the different levels of post-school qualifications in Australia and the proportion of men and women who held them in 1999.
The pie charts below show information on the highest level of education of women in Someland in 1945 and 1995.
The charts below show the main reasons for study among students of different age groups and the amount of support they received from employers.
