1. Social outcomes of learning Tom Schuller University of Brno, Andragogy May 2011

2. Social Outcomes of Learning Two parts: 1. -Explore frameworks for understanding the social outcomes of learning -Identify possible research agenda 2. -Introduce ‘public value’ as a way of analysing social outcomes :

3. “ Measuring the size of these wider benefits of learning is an important research priority, where progress requires better measures of people’s characteristics in a range of domains and surveys that follow the same individual over time.” Stiglitz, Sen and Fitoussi 2009, p47

4. Three Capitals Identity capital Social capital Human capital Self concept Goals Enjoyment Values Friends networks Civic participation Motivation to learn Health Family Skills Knowledge Qualifications

5. Measuring social progress (OECD) Human well-being: outcomes for people Physical and mental health Knowledge and understanding Work Material well-being Freedom and self-determination Interpersonal relations Source: A Framework to Measure the Progress of Societies OECDSTD/DOC(2010)5 See also http://www.wikiprogress.org/index.php/Global_Projecthttp://www.wikiprogress.org/index.php/Global_Project

6. % of GDP Education and Health Expenditures (Public and Private ) Public expenditures on Health (OECD average) Public expenditures on Education (OECD average)

7. Mental health problems 2003

8. Obesity 2007

9. General conclusions from research overview  Very strong links between education and determinants of health such as health behaviours and preventative service use. Many of these links are causal, i.e. even with rigorous controls the effects go beyond the associational;  The benefits of education to health go beyond that of schooling. Eg, one study estimates that for every 100,000 women enrolled in adult learning we might expect 116-134 cancers to be prevented;  The health productivity of learning requires considerably more attention from policy-makers. Measurement of education depends too heavily on quantity and qualifications.  Not all learning is good for health!

10. Key relationships linking learning, competence and capital formation Figure 2.1. Figure 2.1.

11. Two-way multi-level impacts

12. Impact of Education -Pathways Attributes - Knowledge, skills and non-cognitive traits Resources - Income - Access to networks Social status - Occupational status - Educational status - Peer status Lifestyles (Exercise) Diet Obesity/BMI Mental Health Drinking Individual Health related behaviours Health outcomes determinants Education

13. Marginal effects of education

14. Absolute Education Model The more education you have Relative Model The more education you have vs. the average education your peers have Cumulative Model The more education your peers have Three Causal Mechanisms Linking Education and Outcomes

15. Competitive Political Activity Expressive Political Activity Voting Voluntary Associations Institutional Trust Interpersonal Trust Cumulative Education Model Absolute Education Model Sorting/Relative Model Education’s impact on Civic Engagement

16. Figure 6. Level of participation in political and social activities at each level of education, by country Countries are ranked according to the difference between the least and the most educated. Source: ESS2002/CID2005

17. Personality traits as dependent variables openness conscientiousness extraversion agreeableness neuroticism

18. Individual Sustaining Collective/community Transforming Personal change Self-maintenance Social fabric Community activism The effects of learning

19. SOL: conclusions Maintain the focus on outcomes Blend the economic and the social Not just broadening but lengthening Include distributional issues

20. A personally biased list of priorities for researching social outcomes -effects of different pedagogies/andragogies - informal learning, especially through ICT - longitudinal studies and ‘linked lives’ - different stages of the lifecourse. What would yours be??

21. Part 2 http://www.niace.org.uk/current- work/informal-adult-learning-for-older- people-in-care-settings

22. Public Value analysis simple logic transparent and modest assumptions empirical evidence as available sensitivity analysis, showing range some outcomes a) not quantifiable, b) not susceptible to monetarisation

23. PVA 1: residential care in an ageing society Average weekly cost of residential care: £465 Assume participation in learning leads to postponement of entry into care by 1 month Gross savings £2015, but assume only 15- 30% : £300-£600 60,000 permanent admissions in 2007/8 Savings £18-36 million

24. PVA 2: mental health Estimated cost to employers of mental ill- health: £25 bn (Sainsbury Centre) Empirical evidence from longitudinal data on impact on mental health of raising educational level of women with no qualifications (Chevalier & Feinstein) Sensitivity analysis essential

25. PVA 3: crime Annual cost per prisoner: £40K Reoffending costs est. at £11-13bn Assumptions: participation in learning reduces recidivism by a) 2%, b) 5%; allow for fixed costs, so 1% and 2.5% saving. Net savings: £130m/325m NB Excludes all external benefits

26. Family Man & Fathers Inside Safe Ground manage the HM Prison Service programmes Family Man and Fathers Inside. Both programmes use drama, role play, group and portfolio work to encourage male prisoners to recognise their responsibilities to their family. Safe Ground / HMPS 'Family Man' & 'Fathers Inside' copyright 2010

27. Programme Success Safe Ground track the progress of students before and after participation. Over 3500 students have graduated from the FM/FI programmes Almost 8,000 qualifications have been awarded across the Network, 95% of our graduates were engaged in useful activity compared to 69% before starting FM/FI Safe Ground / HMPS 'Family Man' & 'Fathers Inside' copyright 2010

28. Intergenerational relationships

29. Further reading/sources OECD 2007 Measuring the Social Outcomes of Learning, OECD/CERI OECD 2010 Improving Health and Social Cohesion through Education http://www.wikiprogress.org/index.php/Global_Project Centre for Research on the Wider Benefits of Learning www.learningbenefits.net www.learningbenefits.net European Lifelong Learning Indicators www.elli.orgwww.elli.org Tom Schuller et al (2004) The Benefits of Learning, RoutledgeFalmer

30. thanks tomschuller@longviewuk.com

31. The ELLI-Index – Background reports on Indicators, Statistical model, Statistical validation Download: www.elli.org