Changes for page 5.3.1.2. Education
Last modified by Hyunji Cho on 2022/02/02 11:15
From version 2.1
edited by Hyunji Cho
on 2022/01/13 15:38
on 2022/01/13 15:38
Change comment:
There is no comment for this version
To version 1.3
edited by Hyunji Cho
on 2022/01/11 11:51
on 2022/01/11 11:51
Change comment:
Update document after refactoring.
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... ... @@ -1,1 +1,1 @@ 1 - 5\. MetricsandKPIs.5\.3\: External References - UK Doughnut Model Indicators.5\.3\.1\. Social Foundation.WebHome1 +Temporary storage.5\.3\: External References - UK Doughnut Model Indicators.5\.3\.1\. Social Foundation.WebHome - Content
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... ... @@ -1,57 +1,0 @@ 1 -= 5.3.1.3. Education = 2 - 3 -|= 4 -| 5 - 6 -|(% style="width:340px" %)((( 7 -====== **Description** ====== 8 -)))|(% style="width:736px" %)The domain of education was clearly identified through the analysis of responses to Rio+20, the literature review, the Oxfam workshop and discussion with stakeholders. It is viewed as being fundamental in its own right as well as a factor in attainment of many of the other domains which together form the social floor. In the Humankind Index consultation one respondent stated that ‘[a]ccess to education for all ages [is important to living well in your community]. Literacy and the ability to engage in social dialogue are critical.’56 9 -|(% style="width:340px" %)((( 10 -====== **Scale as linked to D2.2 framework** ====== 11 -)))|(% style="width:736px" %)((( 12 - 13 - 14 -* City 15 -* Neighborhood 16 -* Household 17 -))) 18 -|(% style="width:340px" %)((( 19 -====== **Data source [ link to data framework]** ====== 20 -)))|(% style="width:736px" %)((( 21 -* Census or education data 22 -))) 23 -|(% style="width:340px" %)((( 24 -====== **Data needs** ====== 25 -)))|(% style="width:736px" %)((( 26 -* Enrolment in primary or secondary schools 27 -* number of, or highest, educational qualifications attained 28 -))) 29 -|(% style="width:340px" %)((( 30 -====== **Expected Outputs** ====== 31 -)))|(% style="width:736px" %)((( 32 -* example of UK data: Average pay differentials, adults with no formal qualifications compared to those with five GCSEs 33 -))) 34 -|(% style="width:340px" %)((( 35 -====== **Calculation methods** ====== 36 -)))|(% style="width:736px" %)((( 37 -* 38 -))) 39 -|(% style="width:340px" %)((( 40 -====== **Links and references** ====== 41 -)))|(% style="width:736px" %)((( 42 -* ((( 43 -ONS (2013) ‘2011 Census: Qualifications and Students, Local Authorities in the United Kingdom’, Newport: ONS. Table KS501UK, http:~/~/www.ons.gov.uk/ons/rel/census/2011-census/key-statistics-and-quick-statistics-for-localauthorities-in-the-united-kingdom~-~--part-2/stb-key-statistics-part-2.html (accessed January 2015). 44 - 45 -ONS (2014) ‘Highest Level of Qualification by Sex’, Newport: ONS. Table LC5107EW. http:~/~/www.nomisweb.co.uk/census/2011/lc5107ew (accessed January 2015). 46 - 47 -Labour Force Survey cited in The Poverty Site, ‘Working-age adults without qualifications’, http:~/~/www.poverty.org.uk/59/index.shtml (accessed January 2015). 48 -))) 49 -))) 50 - 51 -Revisions 52 - 53 -|**Version**|**Name**|**Date**|**Changes made** 54 -|**0.1**|Name (Organisation)|05/01/2022|[changes made in this edit] 55 -| | | | 56 - 57 -