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5.3.1.2. Education

Last modified by Hyunji Cho on 2022/02/02 11:15

5.3.1.2. Education

 
 
Description
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
Scale as linked to D2.2 framework

 

  • City
  • Neighborhood 
  • Household
Data source [ link to data framework]
  • Census or education data
Data needs
  • Enrolment in primary or secondary schools
  • number of, or highest, educational qualifications attained
Expected Outputs
  • example of UK data: Average pay differentials, adults with no formal qualifications compared to those with five GCSEs
Calculation methods
  •  
Links and references

  • 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).

    ONS (2014) ‘Highest Level of Qualification by Sex’, Newport: ONS. Table LC5107EW. http://www.nomisweb.co.uk/census/2011/lc5107ew (accessed January 2015).

    Labour Force Survey cited in The Poverty Site, ‘Working-age adults without qualifications’, http://www.poverty.org.uk/59/index.shtml (accessed January 2015).

Revisions

VersionNameDateChanges made
0.1Name (Organisation)05/01/2022[changes made in this edit]