R_EDUC_UNQU = (EDUC_LEVEL_UNQU_GEN:unqu * 100.0) / EDUC_LEVEL_TOT:total
| Data Role | Period Covered | Authority | Source | Details | Method |
|---|---|---|---|---|---|
| EDUC_LEVEL_UNQU_GEN:unqu | 1951 | SRC | GBH Source Documentation System | 1951 Census of England and Wales, County Report, Table 25 , 'Occupied Population in 3 Age Sections by 5 Terminal Education Ages', for 'AC, Urban Area with population of 50,000 or more, Urban Remainder' | Redistricted by GBH project |
| EDUC_LEVEL_UNQU_GEN:unqu | 1961 | SRC | GBH Source Documentation System | 1961 Census of England and Wales, Education, Table 4 , 'Population aged 25 and over by 7 Terminal Education Age groups (10% sample)', for 'AC, LAA, Con Centres, NT' | Redistricted by GBH project |
| EDUC_LEVEL_UNQU_GEN:unqu | 2001 | NOMIS | NOMIS - Official Census and Labour Market Statistics | Office for National Statistics, NOMIS - Official Census and Labour Market Statistics (Table UV024, Qualifications (6 way)) | Exact count provided by a government statistical office for this area |
| EDUC_LEVEL_UNQU_GEN:unqu | 2011 | NOMIS | NOMIS - Official Census and Labour Market Statistics | Office for National Statistics, NOMIS - Official Census and Labour Market Statistics (Table QS501UK - Highest level of qualification) | Exact count provided by a government statistical office for this area |
This can be calculated for 1951 and 1961, and then in 2001 and 2011, but the measures are
actually rather different in the two pairs of years.
For 1951 and 1961, the figures are for the proportion of people leaving school at or before
age 15, i.e. before the ages at which public exams are usually first taken, while
for 2001 and 2011 they are simply for people without any qualifications.
Here it is particularly important to remember that, as the figures cover
the whole working population, the data do not tell us what was currently
happening in schools in the census year.
The very high national rates in 1951, 86% of the workforce of England and Wales
lacking qualifications other than those acquired on the job, reflect the low
priority given to the education of most of the population in the first half
of the century, but this was already changing.