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Introduced in the United Kingdom in 2012, Universal Credit (UC) is a welfare benefit that replaces six working-age 'legacy' benefits for out-of-work and low-income people. Designed with the aim of simplifying benefits and incentivising paid work, UC represents a deepening of conditionality in the British welfare state. Considering these developments, this paper quantitatively investigates the effect of UC on recipients' life satisfaction. Data from the United Kingdom Household Longitudinal Study is analysed, primarily using a fixed-effects regression approach. Results reveal a significantly negative effect of UC recipience on life satisfaction. Robustness checks and alternative model specifications, including difference-in-differences and inverse probability weighting, confirm this finding. Additionally, mediation models give credence to the idea that UC also negatively affects life satisfaction indirectly by increasing psychological distress. Heterogeneity tests indicate that UC has a less negative effect on single parents' life satisfaction compared to non-parents. Meanwhile, UC has a significantly more negative effect on the life satisfaction of people not in paid work (for reasons other than unemployment) than those in paid work. Discussion focuses on the potential effect of welfare conditionality specifically, and implications for future research and policy are explored. [ABSTRACT FROM AUTHOR]

This paper examines the possibility that life-long learning promotes intergenerational class mobility. The following two research questions are asked. Is it the case that further education provides individuals coming from less advantaged origins with a second chance to improve on their educational attainment? Is it the case that the returns to further qualifications, in terms of chances of upward class career mobility, are greater for children from less advantaged backgrounds than for children from more advantaged backgrounds? The analyses – that are based on the complete educational and class histories of men and women in a British birth cohort – mainly produce negative findings. Children coming from managerial and professional backgrounds seem to benefit most from further education. More specifically, further education appears to be an effective means of career advancement for individuals of managerial and professional origins who start out in their working lives in relatively low-level class positions. Via further education they can increase or update their qualifications, and in turn enhance their chances of being counter-mobile back to their class of origin. Overall, based on the findings of this paper, we can conclude that qualifications attained through life-long learning primarily serve to maintain, rather than to narrow, inequalities attached to social origins in Britain. [ABSTRACT FROM PUBLISHER]

With the continued implementation of the personalisation policy, Personal Budgets (PBs) have moved to the mainstream in adult social care in England. The relationship between the policy goals of personalisation and safeguarding is contentious. Some have argued that PBs have the potential to empower recipients, while others believe PBs, especially Direct Payments, might increase the risk of abuse.This paper provides empirical evidence about levels of uptake of PBs and safeguarding referrals in England based on in-depth analysis of national data at aggregate, local council level in England, covering 152 Councils. This is complemented by analysis of 2,209 individual referral records obtained from three purposively selected study sites. The aim is to explore whether available data could provide evidence of association between the uptake of PBs and safeguarding referrals. Analysis of the national dataset found no significant relationships between PB uptake and the level and type of alleged abuse. However, analysis of individual-level referral data, from the three selected sites did find some significant associations particularly with financial abuse; and found the main perpetrators of the alleged abuse to be home-care employees. The findings are discussed within the context of current policy and practice. [ABSTRACT FROM AUTHOR]