The views represented here are those of the author and not necessarily
those of the Commission
Well-being and Happiness, by
John Field
This is the fourth of the Inquiry’s thematic papers, published
on 2 June 2009. Written by Professor John Field, a
commissioner for the Inquiry, the paper argues that education has a
measurable impact on well-being, through all the stages of life.
That impact takes place at different levels: education has a direct
effect on well-being, by helping people develop capabilities and
resources which influence their well-being; it has an indirect
effect, leading to outcomes that in turn allow people to thrive and
increase their resilience in the face of risk; and it can have a
cumulative effect, by influencing the social and economic
environment in which people spend their lives. And the effects on
well-being themselves can be collective as well as individual. The
paper considers the challenges for learning providers to make more
of their contribution to well-being; for policy-makers and providers
to promote well-being through collaboration across policy areas such
as health, employment, social policy, culture and the arts; and the
need to develop well-founded approaches to measurement.
Well-being and
Happiness: a summary of discussions at the expert seminar
and Commissioner's meeting
This note summarises the key points and issues for further
consideration by the Inquiry that were raised during the Well-being
and Happiness Expert
Seminar on 22 January 2008.
Adult
Learning and Mental Well-being
This paper provides a background analysis of research into the
relationship between adult learning and well-being. It notes that
there is a general paucity of rigorous research that focuses
specifically on this topic. Studies covered in the review include
both those which examine the effects of adult learning upon factors
that are directly relevant to well-being (such as self-efficacy,
confidence, or the ability to create support networks), and those
that address factors that are indirectly associated with well-being,
such as earnings or employment. It argues that evidence from current
research suggests that adult learning appears to have a positive,
albeit qualified, effect on attitudes and behaviours that affect
people’s mental well-being.
Dementia and Lifelong
Learning
This paper considers evidence on the role of education in preventing
dementia. It argues that much more research is needed in this area,
but some early findings are suggestive. Whilst people with higher
levels of education experience the onset of dementia later than
others, their condition also progresses more rapidly, and this has
been linked to their greater capacity to mask and cope with their
illness. Lifelong learning after diagnosis may also have a role to
play in helping people to deal with their condition.
The Impact of
Lifelong Learning on Well-being and Happiness
This review considers research-based evidence on the impact of
lifelong learning on health and well-being. It focuses on the notion
of well-being as an outcome of learning, and looks in particular at
subjective and psychological well-being, and at the impact of
learning on reducing the risk of depression. A range of
methodological and definitional challenges are highlighted. Findings
suggest that the evidence is variable. There are some clear positive
effects, but also indications that job dissatisfaction increases
with higher levels of education.
The Impact of WEA Courses
on Well-being and Happiness
Drawing on the experiences of learners on WEA projects and courses,
this paper sets out qualitative evidence to show the impact of adult
learning on well-being and happiness. It includes examples from each
of the WEA’s three strands of provision: Second Chance to Learn;
Cultural Studies; and Community Involvement.
Written Evidence Submitted
Follow the links below to read a selection of the written evidence submitted to the Inquiry in response to the call for evidence for this theme.
The
Inquiry into the Future
for Lifelong Learning 
Well-Being and
Happiness
PDF Help - All documents on this website are PDF files (unless
otherwise stated)