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Centre for Research on the Wider Benefits of Learning, Institute
of Education, 2003
This study uses data from the National Child Development
Study and looks at changes in the lives of nearly 10,000 adults
born in 1958. It estimates the effects of participation in
various types of learning between the ages of 33 and 42, looking
at outcomes which are indicators of health, good citizenship
and social cohesion. Unfortunately, numbers of responses were
too small to include some courses, including basic skills
and access courses.
- Although attitudes and behaviours for the group remained
broadly stable over the period, participation in learning
played an important role in contributing to the small shifts
which did occur, indicating that it is an important "driver
for change" for large numbers of people.
- Participation in adult learning has positive effects on
a wide spectrum of health and social outcomes (exercise
taken, life satisfaction, race tolerance, authoritarian
attitudes, political interest, memberships of civic organisations,
and voting behaviour).
- For most of the variables examined, taking the first and
second courses is the most valuable for the learner, as
these are associated with more change than when they take
part in subsequent courses. This suggests the importance
of widening participation.
- Previous research on the effects of adult learning has
concentrated on wage effects only and neglected non-accredited
learning and its wider benefits.
The research concludes that the statistical evidence together
with evidence from case studies show that educational participation
has a range of non-economic benefits which extend into the
learner's personal life and community. The researchers judge
that non-accredited "leisure" courses may have particular
value in combating social exclusion, since they are available
to all (unlike work-related courses) and seem to be particularly
important in increasing civic participation, especially for
those with qualifications below Level 2 (equivalent to higher
grade GCSE) at age 33.
The research also finds that participation in adult learning
has the potential to sustain and improve well being, but that
it also carries an element of risk: there were both positive
and negative effects depending on the type of course and on
the characteristics of the learner. The researchers comment
that it is important that adequate support is available to
learners, especially those who face obstacles to success and
who enrol as a result of programmes designed to widen participation.
They intend to investigate these issues further.
Feinstein, L., Hammond, C., Woods, L., Preston, J. and Bynner,
J. (2003). The Contribution
of Adult Learning to Health and Social Capital. London: Institute
of Education.
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