Education and social outcomes - internal version

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Database Specific

Database Specific

Abstract

Abstract

The data presented in this table are addressing one of the seven quality of life dimensions that have been identified within the framework of Education and Social Outcomes. The seven dimensions are: Health status, Work-life balance, Social connections, Civic engagement and governance, Environment, Personal safety and Subjective well-being.

Source

Source

Data source(s) used

Data source(s) used

Data are coming from different surveys. Please refer to each indicator for data sources used.

Data Characteristics

Data Characteristics

Contact person

Contact person

Date last updated

Date last updated

03-10-2022

Other data characteristics

Other data characteristics

Further detail as to the methodology used during the data collection for each indicator, the references to the sources and the specific notes for each country are available in:

Concepts & Classifications

Concepts & Classifications

Classification(s) used

Classification(s) used

For data from the Survey of Adults Skills, educational attainment variables are based on ISCED-97. For other data sources, educational attainment variables are based on ISCED 2011.

Other manipulations

Other manipulations

Data from the Survey of Adult Skills are not diplayed when the sample size for numerator is below 5 and when the sample size for denominator is below the product of 30 * number of categories.

Other Aspects

Other Aspects

Quality comments

Quality comments

When interpreting the results and the differences between groups a special attention should be given to the standard errors and the confidence interval (when available).

Recommended uses and limitations

Recommended uses and limitations

The statistical estimates presented in this table are based on samples of adults, rather than values that could be calculated if every person in the target population in every country had answered every question. Therefore, each estimate has a degree of uncertainty associated with sampling and measurement error, which can be expressed as a standard error. The use of confidence intervals provides a way to make inferences about the population means and proportions in a manner that reflects the uncertainty associated with the sample estimates. In this table, there is one column with the heading “Value”, which indicates the average percentage or mean, and a column with the heading “SE” (when available) indicates the standard error. Given the survey method, there is a sampling uncertainty in the percentages or means of twice the standard error. For example, for the values: % = 10 and S.E. = 2.6, 10% has an uncertainty zone of twice (1.96) the standard error of 2.6, assuming an error risk of 5%. Thus, the true percentage would probably (error risk of 5%) be somewhere between 5% and 15% (“confidence interval”). The confidence interval is calculated as: % +/– 1.96 * S.E., i.e. for the previous example, 5% = 10% – 1.96 * 2.6 and 15% = 10% + 1.96 * 2.6.

The data presented in this table are addressing one of the seven quality of life dimensions that have been identified within the framework of Education and Social Outcomes. The seven dimensions are: Health status, Work-life balance, Social connections, Civic engagement and governance, Environment, Personal safety and Subjective well-being.

Data are coming from different surveys. Please refer to each indicator for data sources used.

03-10-2022

Further detail as to the methodology used during the data collection for each indicator, the references to the sources and the specific notes for each country are available in:

For data from the Survey of Adults Skills, educational attainment variables are based on ISCED-97. For other data sources, educational attainment variables are based on ISCED 2011.

Data from the Survey of Adult Skills are not diplayed when the sample size for numerator is below 5 and when the sample size for denominator is below the product of 30 * number of categories.

The statistical estimates presented in this table are based on samples of adults, rather than values that could be calculated if every person in the target population in every country had answered every question. Therefore, each estimate has a degree of uncertainty associated with sampling and measurement error, which can be expressed as a standard error. The use of confidence intervals provides a way to make inferences about the population means and proportions in a manner that reflects the uncertainty associated with the sample estimates. In this table, there is one column with the heading “Value”, which indicates the average percentage or mean, and a column with the heading “SE” (when available) indicates the standard error. Given the survey method, there is a sampling uncertainty in the percentages or means of twice the standard error. For example, for the values: % = 10 and S.E. = 2.6, 10% has an uncertainty zone of twice (1.96) the standard error of 2.6, assuming an error risk of 5%. Thus, the true percentage would probably (error risk of 5%) be somewhere between 5% and 15% (“confidence interval”). The confidence interval is calculated as: % +/– 1.96 * S.E., i.e. for the previous example, 5% = 10% – 1.96 * 2.6 and 15% = 10% + 1.96 * 2.6.

When interpreting the results and the differences between groups a special attention should be given to the standard errors and the confidence interval (when available).