Adult learning

What makes adult learning good for wellbeing? Who benefits most? What does this mean for policy and practice?

Existing evidence shows us that learning is good for wellbeing.

However, to inform learning programmes and policies, we need to know more. We need to know what it is about learning that is important for improving wellbeing and how this is different for different groups. Does it matter if there is a recognised qualification at the end? Whether the learning takes place in a classroom or elsewhere? This underlying understanding is not well developed.

The review this briefing is based on aims to address this gap. We reviewed the state of the evidence of the impact of adult learning on wellbeing for different groups, and looked at some of the causal mechanisms at play. The review looked at a broad range of adult learning: we included any learning activities which resulted in gaining knowledge or skills but excluded work-based learning and formal education at schools and universities.

Policy-makers and commissioners need to be aware that:

• ‘Soft’ outcomes, like confidence, self esteem, interpersonal awareness, can be as important as ‘hard’ outcomes, such as skills or formal qualifications
• Although not the focus for enquiry, this report highlighted that a  number of barriers to learning still exist, especially for marginalised groups.

Learning/training providers should realise that:

• Both ‘hard’ and ‘soft’ outcomes matter for wellbeing. We need to consider how these outcomes are captured and how effectively learning is delivering both types of outcome.
• A range of different learning opportunities is important. This report highlights that the motivations and needs of different groups vary.

Researchers could consider exploring:

• What do different learners need? What is the most cost effective choice for different groups? Existing studies did not allow us to explore this in detail.
• The review brought together a range of evidence both qualitative and quantitative, but there were relatively few studies which combined them in a robust and detailed evaluation of learning interventions.