1. DATA POWER A computing resource for 9-13 year olds Supported by:
There has never been a greater need to support young people to make sense of data and, understand its use (as well as its potential misuse). Collecting, analysing, evaluating and presenting data are essential skills in the UK’s computing curricula and important elements of the curricula of maths and other subjects too. This inspiring resource for 9-13 year olds demonstrates the purpose of computing through the use of real-life data from different countries and communities in the world.
Supported by:

2. UNIT 1 Thinking about data
Learners will discuss what data is. They will explore examples of data collected about their lives, and consider how this data is used by different people and organisations. Learners will collect and present data to show how they spend their time during a typical day. Finally, they will compare their “time use” data with others in the class and speculate how “time use data” might vary among young people in different parts of the UK and elsewhere in the world.

3. WHAT IS DATA?
Image info: The amount of milk collected at a community collection centre in Bangladesh is written down in little pocket-sized booklets. The dairy producers here keep these books as a record of the milk they have contributed. The women will receive a payment every seven days based on the amounts written in these booklets.  Photo credit: Rachel Corner/Oxfam
Data is a collection of facts which can be used to calculate, analyse or plan something. There are different types of data such as numbers, dates, text, images and sound.

4. WHEN YOU USE A PHONE...
Types of data that might be collected include: your location, what numbers you call and receive, how long your phone calls last, what texts you send and receive, mobile data usage and which apps you use.
Image info: Oxfam's Pink Phones project in Cambodia involves the distribution of mobile phones to women in rural communities. The phones enable women farmers to gain access to vital farming information such as information about the weather and the current market prices for their crops. Oxfam sends this information by text to help them plan when to harvest.
Photo credit: Simon Rawles

5. WHEN YOU GO SHOPPING...
Types of data that might be collected include: which items you buy and the quantities of these, CCTV footage, and how much money you spend. Some people might have loyalty cards. These enable shops to monitor your shopping habits and give you vouchers based on the types of items that you buy frequently.
Image info: Rola Saafi is hosting displaced young Syrians from Sayyidah Zaynab, near Damascus. They are able to use coupons donated by Oxfam in association with a partner agency PARD to purchase food and hygiene items at the supermarket.
Photo credit: Sam Tarling/Oxfam

6. WHEN YOU TRAVEL...
Types of data that might be collected include: where you are going to and from, the number of passengers, the price of your ticket, how many items of luggage you are carrying and how heavy it is, your name, address and your passport details.
From left to right:
Image info: Children travelling to school in Peru. Peru ranks among the most dangerous countries in the world for road safety.
Photo credit: © Young Lives/Sebastian Castañeda Vita
Image info: An aeroplane (BA 747) in flight.
Photo credit: Allen Watkin from London, UK: commons.wikimedia.org/w/index.php?curid=
Licensed under the Creative Commons Attribution-Share Alike 2.0 Generic license: creativecommons.org/licenses/by-sa/2.0/

7. WHEN YOU GO TO SCHOOL...
Types of data that might be collected include: name and address, date of birth, the names of your parents or carers, emergency contact telephone numbers, your behaviour, test scores, your attendance and whether or not you have completed your homework.
Image info: A typical classroom in a community in Viet Nam.
Photo credit: © Young Lives/Nguyen Quang Thai & Trinh Van Dang

8. WHEN YOU USE THE INTERNET...
Types of data that might be collected include: how much data you use, what web pages you visit (these are stored in your internet history) and what you search for. Some websites require you to create an account in order to access them and you may need to enter personal details such as your name and address.
Note : Many websites use small pieces of data called “cookies”. When you visit a website for the first time, a cookie is downloaded and stored on your computer. The next time you visit that website, your computer checks to see if it has a cookie linked to that site. If it does, the information contained in that cookie is sent back to the website. This information may then be used to alter your experience of the website. For example, you may see different content depending on how many times you have visited a website. Cookies can also be used to store data about which particular web pages on the site you visit, what items you add to a shopping cart or information that you have entered such as a username or password. Find out more:
Image info: A student using a computer at her high school in Liberia, having learnt to type at her previous school where typewriters were donated by Oxfam partner FAWE (Forum for African Women Educationalists). Now she is able to develop her skills further and open up her career opportunities.
Photo credit: Abraham Conneh/Oxfam GB

9. WHEN YOU GO TO THE DOCTOR...
Types of data that might be collected include: your name and address, height, weight, blood group, what injections you have had, if you have any allergies and your blood pressure. Each time you visit a nurse or doctor, he or she will enter some details about your visit and this data will be stored on your medical record.
Image info: A doctor takes a patient’s blood pressure at a free healthcare centre in Azmoure, Tunisia. Supported by Oxfam’s AMAL programme (AMAL means hope in Arabic), this centre opens once a month for the local community.
Photo credit: Ellie Kealey/Oxfam

10. WHAT ACTIVITIES DO YOU DO EACH DAY?
Caring for others
Using a tablet or computer
Doing homework
Playing with friends
After-school clubs and activities
Attending school
Using a mobile
Travelling to and from school
Helping at home
Sleeping
Eating

11. HOW LONG DO YOU SPEND DOING DIFFERENT ACTIVITIES?
Discuss how learners would collect data about how much time they spend carrying out different activities. Possible discussion questions include:
How would you record this data?
What time use categories would you use?
How would you compare your “time use” data with others in the class? Draw out that we need to have a consistent approach in order to effectively collect and compare individual “time use data” for everyone in the class, such as using the same time use categories.
Do you think that everyone in our class will have the same time use data? Which activities do you think we will have similar time use for? Which activities do you think we will have different time use for? Why do you think this?
Photo credit: Liz Newbon/Oxfam

12. WAYS OF PRESENTING DATA
Bar chart
Pie chart
Line graph
Table
Activity
Daily time use (hours)
Sleeping 9
At school 7
Going to after-school club 1
Playing with friends 2
...

13. THINKING ABOUT TIME USE DATA
What differences are there between your time use and that of other people in the class? What might be the reasons for these differences?
Do you think this time use data might be different in other classes in the school, for example in a class of younger children?
How might time use vary in different parts of the UK, for example in urban and rural areas?
What similarities and differences do you think there might be between our daily time use, and that of young people in other parts of the world?

14. UNIT 2 Data about Young Lives
Learners will think about what they need to do well in life and the difference between “needs” and “wants”. They will then consider how they would spend a community’s money and how data might support their decision making. Next, learners will be introduced to Young Lives and start to think about how the data collected during this project is being used by governments and organisations (such as Oxfam) to support communities. Finally, learners will use data visualisation tools to explore and present “time use” data from the Young Lives communities. They will compare “time use” data from boys and girls, as well as from children living in urban or rural communities, and discuss possible reasons for any differences.

15. WHAT DO WE NEED TO DO WELL IN LIFE?
Think
Pair
Share
Image info: A girl enjoys a makeshift swing on the school veranda in Andhra Pradesh, India.
Photo credit: © Young Lives / Sarika Gulati

16. Looking after the environment Access to water and sanitation
SHARING OUT THE MONEY
Education
Health care
Transport
Leisure facilities
Looking after the environment
Caring for people
Housing
Keeping people safe
Explore the choices that learners have made and their reasons for them. Possible discussion questions are provided below:
What similarities and differences were there between the distributions of different groups?
How did you decide which area should have the most money spent on it?
How do you think real community leaders decide how to spend their community’s money?
What data might have helped you to decide how to share out the money? Draw out the importance of having data about a community such as population size, percentage of people of different ages, number of people who already have access to water and sanitation, and numbers of children in school. For example, a community with a high percentage of young people and few children in school might decide to spend more money on education; a community where few homes have running water might decide to spend more money on improving access to water; a community with lots of traffic jams might decide to spend more money on improving public transport.
Access to water and sanitation
Your idea

17. WHAT IS YOUNG LIVES?
Young Lives is an international research project looking at how poverty is affecting children’s lives. It is a led by a team in the Department of International Development at The University of Oxford in the UK.
Researchers have followed the lives of nearly 12,000 children in four different countries (Ethiopia, India, Peru and Vietnam) for 15 years, from 2000 to 2015.

18. WHAT IS YOUNG LIVES?
The researchers have collected a lot of data about the children’s lives. They have also interviewed the children and some of their families.
This is Luz, one of the children interviewed in the project. She is from Peru.
Photo credit: © Young Lives/Sebastian Castañeda Vita

19. WHERE IN THE WORLD? UK Viet Nam India Ethiopia Peru
Click forward on the slide to reveal the locations of these countries.
The countries will appear in the following order: UK, Ethiopia, India, Peru and Viet Nam.
Map source: Geographical Association
Can you locate the UK, Ethiopia, India, Peru and Viet Nam on a world map?

20. WHICH COUNTRY IS THIS? Clockwise from top left:
Image info: Traffic in Addis Ababa, the capital city of Ethiopia.
Photo credit: Justin Clements,
Licensed under the Creative Commons Attribution 2.0 Generic license: creativecommons.org/licenses/by/2.0/
Image info: Many children in Addis Ababa live in homes made of corrugated iron. This area will soon be demolished to make way for new buildings. All the families living here will have to move.
Photo credit: © Young Lives/Alula Pankhurst
Image info: Dembel Shopping Centre, Addis Ababa.
Photo credit: Vob08, en.wikipedia.org/wiki/Dembel_City_Center#/media/File:Dembel_City_Center.jpg
Licensed under the Creative Commons Attribution-ShareAlike 3.0 Unported license: creativecommons.org/licenses/by-sa/3.0/
Image info: People on their way to collect water from hand-dug open wells a river bed in rural Ethiopia.
Photo credit: Jane Beesley/Oxfam
Image info: Members of the Assosa Farmers’ Enterprise selling vegetables at a market in the region of Benishangul Gumuz in Ethiopia.
Photo credit: Carol Salter/Oxfam
Image info: The view from Imet Gogo near Geech base camp, near Ras Dashan in the Simien Mountains, Ethiopia.
Photo credit: Giustino en.wikipedia.org/wiki/Semien_Mountains#/media/File:Semien_Mountains_02.jpg
Licensed under the Creative Commons Attribution-Share Alike 2.0 Generic license: creativecommons.org/licenses/by-sa/2.0/

21. WHAT DOES OXFAM DO? Clockwise from top left
Image info: Collecting water from a tap stand in Zaatari camp, Jordan, home to thousands of Syrians who have been forced to flee the war in Syria.
Photo credit: Caroline Gluck/Oxfam
Image info: Noorkishili Naing’isa receives a call on her mobile phone while grazing her livestock in Mairowa Chini, Ololosokwan, Tanzania. Noorkishili is a leader in her community and the mobile phone has probably done more than anything else to make it possible for Maasai women to organise activities, both within and between villages.
Photo credit: Geoff Sayer/Oxfam
Image info: The London People’s March for Climate, Justice and Jobs, took place in November 2015 and was organised and supported by a diverse group of over 100 UK organisations, including Oxfam. Marchers shared the same goal to campaign for a strong global deal to stop climate change spiralling out of control.
Photo credit: Brendan Foster/Oxfam

22. AFEWORK ETHIOPIA
This is Afework (A-fee-work). He is 12 years old and lives in Addis Ababa, the capital of Ethiopia. Afework’s mother died when he was seven years old and his father died when he was ten. Afework lives with his older brother, Bekele, and his cousin Addisu.
They live in a compound with 12 houses built around a courtyard. The houses belong to the local council (kebele) and are made of mud and wood. All the families share three kitchens and six latrines. The house has white walls and is just one big room. The room is dark but they have electricity for lighting and a TV and video player. The room is split into two by a curtain. On one side of the curtain there is a big wooden bed. On the other side are cupboards and kitchen equipment. There are also two boxes for storing clothes and bedding.
Afework goes to a private school. He doesn’t have to pay any school fees because he is an orphan. Afework likes going to school. In his spare time he likes playing football with his friends and watching TV. When he is older he wants to be a doctor or a football player. He would like to be a doctor to help his people. He would like to be a football player because he loves football!
Key word
A latrine is a toilet or a more simple facility used as a toilet. It generally doesn’t have a bowl and could be a simple trench or pit in the ground.
Photo credit: © Young Lives/Aida Ashenafi
Here is Afework. In his spare time he likes playing football with his friends and watching TV.

23. SEBLE ETHIOPIA
This is Seble (Seb-lay). Seble thinks that she is 12 years old but she’s not quite sure. Seble and her family live in a rural area of Oromiya State in Ethiopia. She has seven brothers (five older and two younger) and one older sister. The family have a small house with a large yard where they often gather together with friends and neighbours to drink coffee and chat. Three of Seble’s brothers are already married and live away from home.
Seble started going to school when she was eight years old. She stills go to school but is behind for her age. Seble had to drop out of school for a year when she was in first grade. This was partly because she was ill but also because her parents couldn’t afford to buy exercise books for her. Seble also missed a bit of school in Grade 2 because her mother became ill and Seble and her sister had to look after her.
Seble helps her mother a lot in the house, fetching firewood and water, cleaning, and making coffee, bread and injera. She learned to make coffee when she was four years old! Since Seble was 11 she has also been working part time as a labourer, doing work such as planting or picking vegetables. Sometimes she also sells bread to earn money for her family. Seble helps on the family farm as well, grinding corn for bread, and weeding teff.
Seble would like to be a teacher when she is older.
Key words
Rural is used to describe an area in the countryside.
Injera is a type of flat bread.
Teff is the name of the crop from which injera is made.
Photo credit: © Young Lives/Antonio Fiorente
In this photograph, Seble and a friend are cutting hay feed.

24. RAVI INDIA Here is Ravi eating his lunch.
He is having dahl (lentils) and rice.
This is Ravi (Rav-y) and he is 13 years old. He lives in a village in the state of Andhra Pradesh in India. Ravi lives with his parents and brothers. Ravi’s nephew also lives with them; he is the son of Ravi’s older sister. Ravi and his family come from a Scheduled Caste group, also known as Dalits.
Ravi had to drop out of school three years ago to earn money to help his family pay off a debt of 20,000 rupees (≈£195). He is now working full-time as a farm help. Ravi picks groundnuts, clears stones from the fields and does other seasonal work like cutting grass.
Ravi has to get up at 5.00am to clean out the cattle shed, sweep the floor and fetch water. He leaves to work in the fields at 9.00am and comes back around 3.00pm for lunch. In the evenings he often helps with chores such as collecting firewood or going to the shop to buy food for dinner. Sometimes he watches TV or plays marbles with his friends. On Sundays Ravi spends the day relaxing at home. They eat chicken or mutton and sometimes he goes to the movies.
When his family’s debt is paid off, Ravi hopes to be able to go to school again. Ravi thinks that children of his age should go to school.
Key word
India’s caste system dates back thousands of years and is still extremely important in everyday life today. Scheduled Castes (otherwise known as Dalits) and Scheduled Tribes (also known as adivasis, India’s indigenous people) are the most disadvantaged communities.
Photo credit: © Young Lives/Farhatullah Beig

25. HARIKA INDIA Harika has to work hard to help her mother at home.
This is Harika (Har-i-ka). She is 12 years old and lives in a village in the state of Telangana in India. Harika is the only girl in her family. She has two brothers, one older and one younger. Her older brother stays with an aunt who lives nearby. Harika has to work hard to help her mother at home. She fetches water, sweeps the floor, washes the dishes, cooks and spins cotton. Her younger brother doesn’t have to do any of the housework.
Like most of the children in her village, Harika and her brother have to work in the fields during the cotton season. Sometimes children from neighbouring villages also come to help. The cotton has to be pollinated. Everyone in the village needs the money they make from selling the cotton.
Harika enjoys school and thinks that education is important. She worries about missing school when she has to work in the fields. During this time Harika often gets up at 4.00am so that she can study before going to work. Harika thinks that her friend Salma is lucky because she doesn’t have to work in the fields or at home and she wears nice dresses. At school she plays games with her friends like skipping and kho kho. She sometimes watches TV at a neighbour’s house in the evening.
When she is older Harika would like to be a teacher like her uncle. However, she can only study up to tenth grade at the school in her village. Her parents would like her to continue after tenth grade but she would have to go to school in another village.
Key words
Pollinated means that the pollen has been transferred to the stigma, ovule or flower or plant, so allowing fertilisation.
Kho kho is a popular playground game in India, a bit like tag.
Photo credit: © Young Lives/Farhatullah Beig

26. MANUEL PERU
This is Manuel (Man-well) and he is 12 years old. His family are Quechua. This is the main indigenous group in Peru. Manuel lives with his two sisters, three brothers, parents and grandmother. All of his family are very important to him and Manuel gets on well with his brothers and sisters.
Manuel and his family live in a rural area in the Andean highlands in Peru. They have hens, sheep, a pig and a cow; as well as a dog, a cat and a turkey! In their community there are many plants, birds, trees, animals and hills. It is a beautiful place. Manuel likes the plants and flowers most. Manuel’s house is down a narrow path, just off the main road. It is a two-storey adobe house. Adobe is a traditional material made from sand and clay. There is also a separate kitchen made of corrugated cardboard.
Manuel helps his parents in the house and on their farm. He is proud that he is able to do this. Manuel also works for other people on their land. Manuel works for a few hours every day, in the afternoons after school. He looks after pigs, gathers firewood and harvests maize, wheat and quinoa*. Manuel gets paid around 10 soles (about £2.16) for an afternoon’s work. He gives the money that he earns to his mother. It makes him feel good to do this. In his spare time Manuel plays football, volleyball and basketball. He has recently learned to ride a bicycle. Manuel also likes going to church.
Manuel has been going to school since he was 5. He’s a little bit behind for his age. Manuel missed a lot of classes last year because he was working, so he had to repeat the year. He likes his classroom and all the posters and other materials on the walls. Manuel also likes his teacher because she encourages them to learn. Manuel wants to go to secondary school. He would like to be an engineer or a teacher when he is older. Manuel would also like to travel!
Key words
The Quechua are one of Peru’s indigenous groups, the country’s original people who lived in Peru before the Spanish settlers arrived in the 16th century. Throughout history they have often been treated unfairly and faced disadvantages in their lives.
Rural is used to describe an area in the countryside.
Quinoa is a grain which has been grown in the Andes for thousands of years.
Photo credit: © Young Lives/Sebastian Castañeda Vita
“I help my parents in the house and on our farm. We have hens, sheep, a pig and a cow; as well as a dog, a cat and a turkey!”

27. LUZ PERU “I enjoy being with my friends at school.”
This is Luz (Loose) and she is 14 years old. Luz lives with her parents, younger sister, uncle, aunt and cousin. They live in a quiet and peaceful town in the Puno region in Peru.
Her parents work hard running a small tailoring business. Sometime Luz helps out as well. When she was nine years old, Luz learned how to wash her clothes and sew shirt sleeves using a sewing machine at school. Her father taught her how to use their family’s sewing machine and now Luz knows how to sew others things as well. Luz helps her parents after she has finished her homework. Luz doesn’t get paid for this work but she thinks that it is right that children should work to help their parents because they buy food and clothes for their children and support them through school.
Luz started kindergarten when she was five. She finished primary school when she was 11 and she is now in the second grade of secondary school. Luz never misses school, except when she’s ill and her parents say that she can stay at home.
Luz thinks that she will be studying at university by the time that she is 20. Her parents hope that she will be able to complete a university degree and become a doctor or a business manager. They are happy for Luz not to get married until after she has completed her studies.
Photo credit: © Young Lives/Sebastian Castañeda Vita
“I enjoy being with my friends at school.”

28. HUNG VIET NAM
This is Hung (Hungh). He is 13 years old and lives in a village in the Red River Delta region of Viet Nam. Hung lives with his parents and older brother. The family have a small house in the centre of the village. Their house has a big front yard and in the backyard there is a pigsty and a shed for their cows. Hung has his own room which has a quiet space where he can study.
Hung goes to school in the morning and works on the family farm most afternoons. On Monday and Friday he has extra classes in the afternoon for literature, maths and English. Hung likes maths. He has been helping his parents on the farm since he was ten years old. Hung’s school is three kilometres away so he has to get up very early in the morning to get there on time. Sometimes Hung walks there and sometimes he goes by bicycle.
On the family farm they grow plants and trees, including orange trees. The oranges are sold in the city of Hanoi, which is the capital of Viet Nam. Sometimes Hung’s family struggle to make enough money. Recently they had to sell some of their land to get some more money.
Sometimes Hung worries about having to get up so early in the morning and how he must work hard if he wants to do well. Hung thinks that he has a normal life which is neither poor nor rich.
Photo credit: © Young Lives/Pham Viet Anh
“I want to go to school to have more knowledge. I know that if I can study well, I will have a better life later.”

29. LIEN VIET NAM “My favourite subjects are drawing and English.”
This is Lien (Lee-en). She is 13 years old. Lien lives with her family on the edge of Hanoi, the capital city of Vietnam. They have a small house with a vegetable garden. There are two rooms with a kitchen and toilet on the left hand side of the house.
The living room has a television, a sewing machine and two beds. As there isn’t much space in the house, Lien sleeps next door at her uncle’s house. Her parents sleep in the back room. People are always dropping into their house for a chat. They all sit down on the floor together to talk about things.
Lien’s family struggle to make enough money. Both of her parents have to work long hours and a long way away from home. Lien’s father is a brick layer and her mother works in a pottery factory in the local town. They have to leave home very early in the morning so Lien does all the cooking, washing and gardening. She also takes her younger brother and sister to school every morning. Lien has an older sister but she has gone away to the city to study.
Lien’s favourite subjects are drawing and English. She often gets good marks in these subjects. At school, Lien likes meeting her teachers, being with friends and learning new things. She also likes doing high jump, long jump and running but she hasn’t won any prizes for these yet.
At home, Lien likes looking after the vegetable garden with her younger brother and sister. They enjoy talking to one another while picking vegetables.
When she was 12, Lien’s grandparents lent her parents some money to buy a sewing machine. In the summer, Lien uses the sewing machine to earn money. She works from 8.00am to 5.00pm, with a break for lunch and a rest when she needs to. Lien earns around 20,000 – 30,000 dong a day (about £0.56 – £0.84) and gives this money to her mother.
Photo credit: © Young Lives/Pham Viet Anh
“My favourite subjects are drawing and English.”

30. THINKING ABOUT YOUNG LIVES
What similarities and differences are there between the lives of these children and your own life?
What similarities and differences are there between the lives of these children?
Are there any differences between the lives of the two children from each country?
What do you think might be the reasons for any differences?
What do you think might be the best areas to spend money on in any of these children’s communities?
Ravi doesn’t go to school. Does this mean that more money should be spent in his community on schools and teachers than on other things?

31. INVESTIGATING TIME USE
Sleeping
Work for pay outside of the household
Attending school
Tasks for family farms or business
Studying outside of school
Sleeping
Everyone needs regular sleep to be healthy.
Image info: A mother carries her sleeping child as she waits to be seen at the clinic in Gardensville, Monrovia, Liberia.
Photo credit: Aubrey Wade
Tasks on family farms or business
For children living in rural areas, tasks might include herding cattle, shepherding, planting, harvesting or working in other family businesses.
Image info: Seble, one of the featured children, and a friend cut hay for animal feed in rural Ethiopia.
Photo credit: © Young Lives/Antonio Fiorente
Domestic tasks
These might include fetching water or firewood, cleaning, cooking, washing or shopping.
Image info: A young woman collects water in rural Andhra Pradesh, India.
Photo credit: © Young Lives/Sarika Gulati
Work for pay outside of the household
Many of the Young Lives children, particularly in urban areas, do some kind of paid work for someone outside of their home.
Image info: Shoe shining is a way to earn money in towns in Ethiopia.
Photo credit: © Young Lives/Aida Ashenafi
Caring for others
This might involve looking after younger brothers and sisters, or caring for someone in the household who is ill or disabled.
Image info: A brother and sister in Viet Nam.
Photo credit: © Young Lives/Pham Viet Anh
Attending school
Most but not all of the Young Lives children go to school.
Image info: Writing on the blackboard under the watchful eye of a teacher in a rural school in Ethiopia.
Studying outside of school
This might be private tuition or doing homework.
Image info: Two girls in Ethiopia laugh over some homework.
Play or leisure activities
This might include playing, chatting with friends or relaxing with family.
Image info: Boys playing running and jumping games in the southern Andean highlands of Peru.
Photo credit: © Young Lives/Giancarlo Shibayama
Domestic tasks
Caring for others
Play or leisure activities

32. THINKING ABOUT TIME USE
What similarities and differences in time use are there between children in urban and rural areas, and between boys and girls in each of the four countries?
Do you think that all children in each of the countries will have the same time use?
What similarities and differences are there between your time use and daily life, and that of these young people?
What do you think might be the reasons for any of these similarities and differences?
Do you think the differences are fair?

33. UNIT 3
The power of data
In this unit, learners will create simple infographics which raise awareness of some of the inequalities that exist between people’s lives. Learners will first consider how and why governments and organisations use data to make decisions when planning for the future. They will investigate some ways in which “well-being” is quantitatively measured and consider questions about data from the four Young Lives countries, as well as the UK. Learners will then discuss what inequality means and how it can exist both between and within countries. They will explore how organisations, such as Oxfam, use infographics to raise awareness of inequality, before going on to create infographics of their own.

34. Average income per person
MEASURING WELL-BEING
Average income per person
Life expectancy
Access to water
Clockwise from top left:
Average income per person
This is the average income of each person in a country. It is often measured in US$.
Image info: A man withdraws money from a cash machine in Baqa, Jordan.
Photo credit: Sam Tarling
Life expectancy
This indicator measures life expectancy at birth. This is the average number of years a newborn infant would live if the current pattern of mortality at the time of birth were to stay the same throughout their life.
Image info: A mother and child in Pampamarca main square in Peru.
Photo credit: Percy Ramírez/Oxfam
Access to water
This indicator measures the percentage of the population who have access to clean water sources that are protected in some way from outside contamination, such as water pipes, taps or boreholes. Unimproved water sources are those that have no protection from outside contamination, such as a pond or river.
Image info: A girl washes her jerry can under a tap in Harre village in Ethiopia.
Photo credit: Shumon Alam/Oxfam
Primary school enrolment
This indicator measures the percentage of children who are of the official primary age and are enrolled in primary school.
Image info: A classroom in Andhra Pradesh, India where children commonly use chalk boards for their work.
Photo credit: © Young Lives/Farhatullah Beig
Access to electricity
This indicator measures the percentage of a country’s population with access to electricity.
Image info: Ranbeer and his wife Sundari crouch next to the controls of an electric water pump, recently installed in their community in India.
Photo credit: Rajendra Shaw/Oxfam
Infant mortality rate
This indicator measures the number of children who die before they reach their first birthday.
Image info: A mother and baby in Viet Nam.
Photo credit: © Young Lives/Pham Viet Anh
Infant mortality rate
Access to electricity
Primary school enrolment

35. Mobile phone subscriptions Percentage living in extreme poverty
MEASURING WELL-BEING
CO2 emissions
Mobile phone subscriptions
Internet users
Clockwise from top left:
CO2 emissions
Average amount of CO2 emissions per person.
Image info: J.D. Irving Smoke Stacks in Fallsview Park/Reversing Falls, Saint John, New Brunswick, Canada.
Photo credit: Tony Webster: commons.wikimedia.org/wiki/File:J.D._Irving_Smoke_Stacks_( ).jpg
Licensed under the Creative Commons Attribution-Share Alike 2.0 Generic license: creativecommons.org/licenses/by-sa/2.0/
Mobile phone subscriptions
This indicator measures the number of people (per 100 people) who subscribe to a public mobile telephone service. This could be a ‘contract’ or a ‘pay as you go’ phone.
Image info: A child playing with an old mobile phone in Kibati camp, North Kivu, Democratic Republic of the Congo.
Photo credit: Caroline Irby
Internet users
This indicator measures the number of people (per 100 people) who have access to the Internet.
Image info: Learning by playing with computers at school in Ben Tre province, Viet Nam.
Photo credit: © Young Lives/Pham Viet Anh
Inequality score
Countries can be given a score (called the GINI index) to show how equal or unequal they are. A score of 0 means that the country is completely equal, with everyone in the country having exactly the same amount of money. In reality no country is like this. A score of 100 means that the country is completely unequal. In reality, no country looks like this either. Each country therefore has a score somewhere between 0 and 100*. The closer to 0 a country is, the more equal it is. The closer to 100 the country is, the more unequal it is. You may wish to point out to learners that researchers use other ways of measuring in-country inequality too, such as the Palma ratio. The GINI index is just one of the indicators commonly used.
*Note that some people use a score between 0 and 1 for the GINI index, where 0 means the country is completely equal and 1 means that the country is completely unequal.
Image info: São Paulo, Brazil The Paraisópolis favela (Paradise City shanty town) borders the affluent district of Morumbi. 
Photo credit: Tuca Vieira
Percentage living in extreme poverty
Extreme poverty is usually defined as living on less than US$1.90* per day for all your needs. In 2016, approximately 1.2 billion people around the world were living in extreme poverty. Many people living in extreme poverty are in countries where others are extremely wealthy.
*Note: You may wish to convert this figure into £. The corresponding amount in £ has not been provided here, as currency exchange rates can change so rapidly.
Image info: Housing for the wealthier upper middle class rises above the shacks that are home to residents of a slum area called Shanti Busti in India. 
Photo credit: Tom Pietrasik/Oxfam
Population
This indicator measures the number of people living in a country. It counts all residents regardless of their legal status or citizenship, except for asylum seekers who are not permanently settled in their country of asylum. These people are generally counted as part of the population of their country of origin.* Although population isn’t used to measure how ‘well’ a country is doing, it is used in the calculation of other well-being indicators; for example, in working out the percentage of people without access to basic needs, such as access to clean water or electricity.
*World Bank definition: data.worldbank.org/indicator/SP.POP.TOTL
Image info: A twice-weekly vegetable market in the town of Bara Gaon, India.
Population
Percentage living in extreme poverty
Inequality score

36. In September 2015, country leaders came together to agree some “Sustainable Development Goals” (SDGs). The SDGs are a set of goals which aim to make our planet fair, healthy and sustainable by Data is used to measure progress on the SDGs every year, with the aim of achieving all the goals by 2030.
Image source: The Global Goals for Sustainable Development,

37. MEASURING WELL-BEING Indicator Ethiopia India Peru Viet Nam UK
Average income per person (US$)
619
1,582
6,122
2,111
43,734
Life expectancy (years) 64 68 75 76 81
Access to water (% of total population) 57 94 87 98
100
Primary school enrolment
(% of relevant age group) 86 92 93
Access to electricity
(% of total population) 27 79 91 99
Infant mortality rate (per 1,000 live births) 41 38 13 17 4
CO2 emissions (tonnes per person per year)
0.1
1.7
1.9
6.4
Mobile phone subscriptions
(per 100 people) 43
110
131
126
Internet users 12 26 53
Inequality score 33 35 44
Living in extreme poverty 34 21 3
No data
Population (millions)
1311 31 65
Ask learners questions about the data, such as:
What is the life expectancy in Peru?
What percentage of the population has access to electricity in Ethiopia?
What is the difference between the number of internet users per 100 people in the UK, compared to the number in India? You may wish to discuss how computers can be used to make calculations and data comparisons.
Which country has the lowest life expectancy?
How many people in India are living in extreme poverty?
Data source: World Bank Open Data: data.worldbank.org/
Data collected from 2009 – 2015.

38. WHAT DOES INEQUALITY MEAN?
We can think of inequality as the difference between the things which some groups of people have, compared to other people.
It is a bit like looking at how a big a slice of cake one person has, compared to another.
Explain that we can think of inequality as the difference between the things some groups of people have compared to other people. It’s a bit like looking at how big a slice of cake one person has, compared to another. Explain that there is inequality between countries; for example, some countries are wealthy while others are extremely poor. There is also often inequality within countries, where many people only a little and a few people have a lot.
Photo credit: Liz Newbon/Oxfam

39. THINKING ABOUT INEQUALITY
Inequality is not just about how money is shared between and within countries.
There can also be inequality in the kinds of opportunities people have in life.
Say that inequality isn’t just about how much money is shared out between or within countries. Inequality also affects the opportunities that people have. Ask learners to think about other ways in which children’s lives and opportunities might be unequal. Discuss their ideas and make the point that there are many ways in which inequality affects people’s lives, such as opportunities for employment, working conditions, and access to water, education and health care.
Clockwise from top left.
Access to water
Image info: A boy collects water from a well in Dargalar, Azerbaijan.
Photo credit: David Levene/Oxfam
Access to play
Image info: Lucas plays football in his home town of Macuscani, high in the mountains of Peru.
Photo credit: Annie Bungeroth/Oxfam
Access to education
Image info: Students at a girls’ school in the village of Sanjar Bhatti, Pakistan.
Photo credit: Irina Werning/Oxfam
Access to health care
Image info: Dr Amen Yagoub treats Barka (6) at the Maddodha Health Clinic in Sayoun, Yemen.
Photo credit: Abbie Trayler-Smith/Oxfam
Access to technology
Image info: Noorkishili Naing’isa receives a call on her mobile phone while grazing her livestock in Mairowa Chini, Tanzania.
Photo credit: Geoff Sayer/Oxfam

40. RAISING AWARENESS
Ask learners to look at this simple infographic and discuss what they think is effective about it, and what could be improved. Possible discussion questions are provided below:
Do you think this infographic is effective or ineffective? Why do you think this?
What font is used for the text? Is all the text the same size? Why do you think the designer (or designers) made these choices? Draw out the point that infographics often have little text with just a few key words. The number “62” is much larger than the rest of the text. Ask learners why they think this is.
What image is used in this infographic? Why do you think this image was used?
Draw out that a bus was used to help people appreciate the relatively small size of a group of 62 people. Remind learners that infographics use images, patterns, diagrams and charts to make data easier to understand.
What colours are used in the text, images and background? Are there lots of different colours or just a few? Do you think these colours work well together? Point out that just one colour is used for the text, keeping the infographic simple but helping the text to stand out against the background. Contrasting colours might be used to emphasise this inequality. Designers might also think about what colours work well together so that the infographic is both engaging and eye-catching.
Would you improve anything about this infographic? If so, what would you do?
Image source: Infographic from Oxfam’s Even it Up Campaign: act.oxfam.org/great-britain/cameron-inequality-petition-even-it-up

41. RAISING AWARENESS
Infographics linked to Oxfam campaign issues such as climate change and inequality.
Clockwise from top left:
Image source: Even It Up: A blueprint for change (Oxfam GB, 2016)
Image source: Oxfam twitter.com/oxfam
Image source: The Food Transformation, Harnessing consumer power to create a fair food future (Oxfam International, 2012)