Andrea Broughton, Rachel Marangozov and Chiara Manzoni from the Institute for Employment Studies helped us define the concept of vulnerability and identity the people at higher risk of harm, abuse, discrimination or disadvantage. Jon Bashford and Sherife Hasan Community from Innovations Enterprise LLP helped us develop three indicators in the and personal security’ ‘Justice domain, namely and civil justice’, justice’ and ‘Criminal ‘Restorative resettlement and reintegration’. ‘Rehabilitation, Jane Harris, Lucy Asquith and Hannah Spencer from CordisBright Consulting helped us develop the care’ indicator. ‘Social Ebony Riddell Bamber and Tracey Agyeman from the Equality and Diversity Forum (EDF) hosted a roundtable discussion on intersectionality and how to apply the concept practically to equality and human rights monitoring. Participants were members of the EDF NGO and research networks. We are very grateful to our partners and those who contributed to the development of the framework through a range of consultation events and discussions. A full list of people and organisations who sent a written response to the consultation can be found in the appendix. 2.3 Developing domains The Measurement Framework covers six domains, or themes, reflect the things or areas in life that are important to people and enable them to flourish. Education To be knowledgeable, to understand and reason, and have – the skills and opportunity to participate in parenting, the labour market and in society Education is an important driver of people’s success in work, sense of achievement and emotional and financial well-being. However, educational opportunity is not shared equally in Britain and outcomes vary hugely. This domain assesses the extent to which all children and young people in Britain can fulfil their right to an education. It highlights the differences between various groups of children and young people in terms of how well they do in school, their likelihood to be excluded from school, to be bullied in school, or left without a clear path following the completion of their compulsory schooling. The domain also gives
Andrea Broughton, Rachel Marangozov and Chiara Manzoni from the Institute for Employment Studies helped us define the concept of vulnerability and identity the people at higher risk of harm, abuse, discrimination or disadvantage. Jon Bashford and Sherife Hasan Community from Innovations Enterprise LLP helped us develop three indicators in the ‘Justice and personal security’ domain, namely ‘Criminal and civil justice’, ‘Restorative justice’ and ‘Rehabilitation, resettlement and reintegration’. Jane Harris, Lucy Asquith and Hannah Spencer from CordisBright Consulting helped us develop the ‘Social care’ indicator. Ebony Riddell Bamber and Tracey Agyeman from the Equality and Diversity Forum (EDF) hosted a roundtable discussion on intersectionality and how to apply the concept practically to equality and human rights monitoring. Participants were members of the EDF NGO and research networks. We are very grateful to our partners and those who contributed to the development of the framework through a range of consultation events and discussions. A full list of people and organisations who sent a written response to the consultation can be found in the appendix. 2.3 Developing domains The Measurement Framework covers six domains, or themes, reflect the things or areas in life that are important to people and enable them to flourish. Education – To be knowledgeable, to understand and reason, and have the skills and opportunity to participate in parenting, the labour market and in society Education is an important driver of people’s success in work, sense of achievement and emotional and financial well-being. However, educational opportunity is not shared equally in Britain and outcomes vary hugely. This domain assesses the extent to which all children and young people in Britain can fulfil their right to an education. It highlights the differences between various groups of children and young people in terms of how well they do in school, their likelihood to be excluded from school, to be bullied in school, or left without a clear path following the completion of their compulsory schooling. The domain also gives