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Social outcomes of learning Tom Schuller University of Brno, Andragogy May 2011 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 “ 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 Three Capitals Identity capital Self concept Goals Enjoyment Motivation to learn Health Skills Knowledge Qualifications Human capital Values Family Friends networks Civic participation Social capital 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 OECD STD/DOC(2010)5 See also http://www.wikiprogress.org/index.php/Global_Project Education and Health Expenditures (Public and Private) % of GDP 18 16 Public expenditures on Health (OECD average) 14 12 10 8 Education (2004) 6 Health (2005) 4 2 0 USA France UK Italy Japan OECD Average Public expenditures on Education (OECD average) Mental health problems 2003 50% 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% Lifetime prevalence 12-month prevalence Obesity 2007 40% 35% 30% 25% 20% 15% 10% 5% 0% 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! Key relationships linking learning, competence and capital formation F Lifewide i Lifelong-lifewide learning g u Lifelong r e Adult Working life learning 2 contexts . -----------------•Adult education Initial Social & 1 formal •Firm training education civic life •Informal learning . Human capital Economic and social outcomes Private non-monetary outcomes Public non-monetary outcomes Private monetary outcomes Public monetary outcomes Competencies Home, family & leisure life Social capital Complex interactive and dynamic process over time Two-way multi-level impacts Impact National Family/Community Individual Cohesion, inequality and environment Social capital and neighbourhoods Healthy and civic behaviours, identity Impact of Education -Pathways Individual Attributes - Knowledge, skills and non-cognitive traits Resources - Income - Access to networks Social status - Occupational status - Educational status - Peer status Health related Health outcomes behaviours determinants Lifestyles (Exercise) Diet Obesity/BMI Education Mental Health Drinking Marginal effects of education Marignal improvement in CSE Marignal improvement in CSE Marignal improvement in CSE Lineareffects Increasing returns Education level Marignal improvement in CSE Education level Marignal improvement in CSE Spike effect Education level Diminishing returns Education level Marignal improvement in CSE Threshold effect 1 Threshold effect 2 Education level Education level Three Causal Mechanisms Linking Education and Outcomes 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 Education’s impact on Civic Engagement Sorting/Relative Model Competitive Political Activity Expressive Political Activity Absolute Education Model Voting Voluntary Associations Cumulative Education Model Institutional Trust Interpersonal Trust Figure 6. Level of participation in political and social activities at each level of education, by country Low level of education Medium level of education High level of education 1,5 1,0 0,5 0,0 Countries are ranked according to the difference between the least and the most educated. Source: ESS2002/CID2005 United States Spain Czech republic Austria Belgium Germany Switzerland Italy Luxembourg France Netherlands Poland Norway Denmark Finland Ireland Portugal Hungary Sweden Greece -1,0 United Kingdom -0,5 Personality traits as dependent variables •openness •conscientiousness •extraversion •agreeableness •neuroticism The effects of learning Individual Self-maintenance Personal change Transforming Sustaining Community activism Social fabric Collective/community SOL: conclusions • Maintain the focus on outcomes • Blend the economic and the social • Not just broadening but lengthening • Include distributional issues 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?? Part 2 http://www.niace.org.uk/currentwork/informal-adult-learning-for-olderpeople-in-care-settings 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 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 1530% : £300-£600 • 60,000 permanent admissions in 2007/8 • Savings £18-36 million PVA 2: mental health • Estimated cost to employers of mental illhealth: £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 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 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 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 Intergenerational relationships 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 European Lifelong Learning Indicators www.elli.org Tom Schuller et al (2004) The Benefits of Learning, RoutledgeFalmer thanks [email protected] The ELLI-Index – Background reports on Indicators, Statistical model, Statistical validation Download: www.elli.org Learning environment Peers ( e.g. parents) Learning activities Family Workplace School Individual attributes Learning environment Learning environm ent Information; cognitive, social and emotional skills; habits and attitudes; occupation, income and social networks. Peers ( e.g. neighbours) Peers (e.g. colleagues) 1 Learning activities Learning activities Community Curricular activities Peers (e.g. classm ates) Learning environm ent (e.g. school m eals)