inst/app/www/content/EN/policies/policy-social.md

In WHESRi/whesApp: Builds shiny app for the Welsh Health Equity Solutions Platform

Social and Human Capital

Policies that improve human capital for health through education, learning and literacy; and policies that improve the social capital of individuals and communities in a way that protects and promotes health and well-being.

Scoping overview: search criteria for the identification of key legislation and policies

Policy themes and related key words and phrases have been identified by scanning the data indicators, in addition to the terms and definitions highlighted in the chapter ‘Social and Human Capital’ in the WHO Health Equity Policy Tool, and by looking at synonyms or descriptions of the data and policy indicators.

| Policy Themes | Key words/phrases | | ------------------------------------ | ------------------------------------------------------------ | | Discrimination | Equal treatment, rights, unjust or prejudicial treatment, discrimination, protected characteristics (Age, Disability, Gender reassignment, Marriage and civil partnership, Race, Religion or belief, Sex, Sexual orientation) | | Volunteering | Participation in volunteering, communication, informal learning, unpaid work, voluntary | | Education | NEET rates, Children's reading and maths proficiency, public spending on early years education (e.g. on crèches, day care centres and primary education), adult education and training, health and social literacy, lifelong learning, | | Political participation | Perceived ability to influence politics, political corruption, | | Social participation | Regular contact with family/friends, social isolation, civic participation, social justice, social connections, loneliness and social isolation | | Feeling of control over own life | Freedom, trust in others, feeling of autonomy, mental health |

Focus on key indicators

One component of the policy analysis for social and human capital is to focus on NEET rates, participation in volunteering, perceived ability to influence politics, trust in others and children’s reading and maths proficiency. These five key policy indicators closely align with the seven data indicators as shown in table 8. Combined they have been identified as playing an important role in equity in relation to social and human capital in Wales.

| HESR Policy indicators | Link to HESR Data Indicator* | *Data Indicator number | | -------------------------------------------- | ------------------------------------------------------------ | ------------------------- | | NEET Rates | Percentage of young people 16-24 years old who are not in employment, education or training | 51 | | | Percentage of adults aged 25-64 years participating in formal and non-formal education and training | 53 | | Participation in volunteering | Percentage of people aged 16+ years participating in formal voluntary activities | 54 | | Perceived ability to influence politics | Percentage of people aged 16+ years reporting having no ability to influence politics | 55 | | | Percentage of people aged 16+ years reporting low levels of freedom of choice and control over their own life | 46 | | Trust in others | Percentage of adults aged 18+ years reporting low trust in other people | 56 | | Children’s reading and maths proficiency | Percentage of children aged 15 years achieving minimum proficiency in mathematics and reading | 52 |

The policy indicators and their link to health equity (including the data indicators they align with):

1. NEET Rates This indicator measures health equity because young people who are not in employment, education or training for prolonged periods are at greater risk of social exclusion, depression and engaging in behaviours detrimental to health such as smoking, excessive drinking and gambling. 2. Participation in volunteering Volunteering promotes health equity by providing opportunities for social connections, relationships, informal learning, physical activity and civic engagement. Volunteering is an indicator of civic cohesion, which promotes health equity by providing opportunities for community participation to those at risk of social exclusion. Volunteering often involves physical activity and social interaction, which generates benefits for both physical and mental health. 3. Trust in others The level of trust in others is a measure of social justice and inclusivity in societies. Disaggregation by sex, education and income captures whether the level of trust is based on socioeconomic status. Higher levels of trust are found in societies with better physical and mental health and more equally distributed incomes.

4. Perceived ability to influence politics

Effective political participation is important to promote the conditions needed to ensure health equity. For vulnerable people and those at risk of social exclusion, having a degree of influence over local, regional and national development decisions confers the potential to improve their health and wellbeing as well as a sense of control over their lives.

5. Children’s reading and maths proficiency

Raising numeracy and literacy levels and reducing gaps in proficiency have a direct effect on health literacy and an indirect effect on future opportunities in the labour market and consequently on income security and social inclusion. Important impacts in terms of developing health-promoting skills also include relationship management, ability to exert control over life, social participation, ability to reason, communication, decision-making, and accessing health and other resources.

WHESRi/whesApp documentation built on Dec. 18, 2021, 6:21 p.m.