Social challenge/ impact linked to:

Co-creation phase linked to:

A) Understanding & establishing co-creation   

Level of importance

2 - Medium Importance / good to have

Description

This indicator covers various statistics regarding the actors available for taking part in the DivAirCity process. This includes:

• The total number of NGOs dealing with DivAirCity-related issues operating within each city/ project area.
• Number of schools in the area + just outside it. 
• Number of children attending these schools
• Number of people using social facilities (e.g.  elderly centres and refugee centres) 
• The proportion of stakeholders participating in the discovery phase. 

Scale as linked to D2.2 framework

• Borough (but the list of NGOs can include the NGO working at city level) 

Data source and input type

• Public statistics
• GIS datasets (school location)
• Participation phase respondent answers

Connection with SDGs

• Goal 1: No poverty
• Goal 2: Zero hunger
• Goal 3: Good health and well-being
• Goal 4: Quality education
• Goal 5: Gender equality
• Goal 6: Clean water and sanitation
• Goal 10: Reduced inequalities
• Goal 11: Sustainable cities and communities
• Goal 12: Responsible consumption and production
• Goal 13: Climate action
• Goal 16: Peace, justice and strong institutions
• Goal 17: Partnerships for the goals

Required Data

• Number of NGOs per project area who have roles relating to areas of DivAirCity
• Number of schools and kindergartens in and just outside city district
• Number of children living in district and going to kinder garden or school inside/just outside city district and living outside district but going to school/kindergarden inside district 
• Number of people using social facilities (e.g.  elderly centres and refugee centres) 
• Proportion of different stakeholders and population groups 6+1 participating in the discovery phase co-creation activities (measured in tick off participation – to the extent that it is impossible to identify individuals)

Expected Outputs

• Some of these datapoints (e.g. location of schools) are more useful as GIS point/vector data. 
•  

Calculation methods

Level of expertise required

• Basic

Links and references