Themes

Well-being and happiness

The views represented here are those of the author and not necessarily those of the Commission

Call for evidence: the impact of lifelong learning on happiness and well-being
Closing date for evidence was 12 February 2008.

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.

Papers presented at Thematic Seminar

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.