View the indicators and measures for Domain 3: Education and learning: Inequality in the capability to be knowledgeable, to understand and reason, and to have the skills to participate in society.
Description
The capability to be knowledgeable, to understand and reason, and to have the skills to participate in society is a critical life domain. The capability to function as a knowledgeable learner is both important in its own right but also contributes to the expansion and equality of capabilities in other spheres of life. This domain covers inequalities in education capabilities over the life-course, combining measures of low levels of educational attainment with measures of high attainment and unequal access to elite education opportunities. The domain also includes measures of critical thinking, awareness of rights and treatment within learning establishments.
Measurement considerations
Inequalities in this domain include differences in attainment between groups - age, gender, ethnicity, religion, indigenous people, children in vulnerable situations – as well as family background. Inequality is also assessed through measures of overall inequality in educational attainment, ordinal inequality measures based on highest level of educational attainment and evidence of elitism.
Click on the button beside each sub-domain to see related indicators and measures. You may click on the Expand All button to view all indicators and their measures and references to any related Sustainable Development Goals (SDGs).
| Sub-domains: | ||
| Attain the highest possible standard of knowledge, understanding and reasoning through access to education, training and lifelong learning that meets individual needs | ||
Indicator:
Basic skills Measures:
Percentage of people of working age achieving functional literacy and numeracy skills Reference: UN SDG:
4.6.1
Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex Inequality in maths and reading skills (measured by age 15) Reference: UN SDG:
4.1.1
Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex Percentage of children under 5 years of age who are developmentally on track in learning Reference: UN SDG:
4.2.1
Proportion of children under 5 years of age who are developmentally on track in health, learning and psychosocial well-being, by sex
Indicator:
Educational attainment and schooling Measures:
Percentage of each age group completing: (a) primary education; (b) secondary education; (c) further education or youth training; (d) higher education Inequality in educational attainment (ISCED 2011 0-8 levels) for population aged 25+ years (years of schooling if attainment is missing) Reference: UN SDG:
4.5.1
Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated Educational attainment by family background Reference: UN SDG:
4.5.1
Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated Percentage of 16-18 year olds not in education, employment or training Reference: UN SDG:
8.6.1
Proportion of youth (aged 15-24 years) not in education, employment or training
Indicator:
Participation in lifelong learning Measures:
Percentage of population aged 25+ years who have participated in formal or informal learning in last 12 months Reference: UN SDG:
4.3.1
Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex | ||
| Evidence of financial constraints limiting attainment and unequal access to elite education opportunities | ||
Indicator:
Evidence of education elitism Measures:
Percentage of young people unable to pursue further or higher education due to financial constraints Percentage of secondary school population attending private fee paying schools Evidence of unequal access to prestigious education institutions due to discriminatory admissions procedures by gender, race/ethnicity, socio-economic status | ||
| Access information and technology necessary to participate in society | ||
Indicator:
Use of the internet and technology Measures:
Percentage of population who have used the internet for any purpose within the last 3 months by age Reference: UN SDG:
17.6.2
Fixed Internet broadband subscriptions per 100 inhabitants, by speed 17.8.1
Proportion of individuals using the Internet Percentage of youth and adults with information and communications technology (ICT) skills, by type of skill Reference: UN SDG:
4.4.1
Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill | ||
| Develop critical thinking, active and global citizenship, knowledge and understanding of human rights | ||
Indicator:
Critical thinking and awareness of rights Measures:
Percentage who have knowledge and understanding of human rights and consumer rights etc. (a) through inclusion on school curriculum; (b) through campaigns, literature and public events Reference: UN SDG:
4.7.1
Extent to which (i) global citizenship education and (ii) education for sustainable development, including gender equality and human rights, are mainstreamed at all levels in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment | ||
| Be treated with dignity and respect in education and learning establishments | ||
Indicator:
Treatment in education and learning establishments Measures:
Percentage of those attending who say they are: (a) treated with respect at school or college; (b) have experienced bullying or violence at an educational establishment | ||