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Researchers investigated effects of adult learning (AL) on a range of measures of health and social capital and cohesion. Data from the National Child Development Study relating to almost 10,000 adults born in Britain in 1958 were used, with focus on changes in their lives between age 33 in 1991 and 42 in 2000. Findings indicated AL played an important role in contributing to small shifts in attitudes and behaviors that occur during mid- adulthood; AL participation contributed to positive and substantial changes in health behaviors and small improvements in well-being; it did not protect against onset or progression of depression; positive effects were found in relation to two of three measures of health practices (giving up smoking and taking more exercise); effects of taking leisure courses on adoption of health practices were particularly pervasive; participation in AL may involve an element of risk to life satisfaction and psychological health; strong evidence indicated AL contributed to changes in attitudes and behaviors that promote social capital and, possibly, social cohesion; taking academic accredited courses played a particularly important role in development of attitudes promoting social capital and social cohesion; and participation in leisure courses raised race tolerance and was integral to the growth of civic participation. (Appendixes include 62 references and 33 pages of tables and figures.) (YLB)

The relationship between learning and continuity and change in adult life was explored in a study involving 140 in-depth biographical interviews of adult learners in 3 different areas of England and case studies of 6 adult learners. The study methodology was based on a triangular conceptualization according to which personal identity, human capital, and social capital constitute the apices of a triangle encompassing 12 categories of benefits derived from learning. The study established that initial education has a variety of effects beyond the crucial effects on subsequent life changes and earnings that have been well documented elsewhere. Education was shown to provide structure to people's lives and the confidence, skills, and opportunity to access knowledge relevant to new situations. Family members' participation in learning benefitted the rest of their families in numerous ways. Little evidence of education directly improving physical health was found; however, participation in education promoted civic activity and development of social capital and social cohesion. Policymakers were advised to give greater recognition to the sustaining effect of education on personal lives and the social fabric and to the benefits of family learning programs and nonaccredited and local courses. Information about respondents' background characteristics and the interview topic guides are appended. (Contains 23 references.) (MN)

The wider benefits of further education (FE) were examined in a survey circulated to more than 10,000 FE practitioners in a representative sample of FE colleges throughout England. A total of 2,729 questionnaires (approximately 27%) were returned. The following were among the benefits of FE cited: esteem; efficacy; independence of thought; problem solving; and improved information technology skills. FE was also considered effective in developing social networks and bridging differences between ethnic groups and individuals of different ages. FE colleges were perceived as resources encouraging social and cultural development and "community esteem." FE was deemed most beneficial to students in access and basic skills courses. Practitioners who had been working in the sector longer were less likely to report wider benefits of FE. It was recommended that curricula seen as particularly effective in generating wider benefits be promoted. It was further recommended that, because FE colleges are critical hubs of activity, they should be preserved as physical locales and not transformed into a "brand" for provision of distance learning or locally franchised courses. The following items are appended: a structural equation model of the perceived benefits; coefficients and model fit for the ordinary least squares regressions; and the questionnaire. (Contains 10 references.) (MN)

The mechanisms through which lifelong learning affects health were examined by analyzing research from the fields of education, the economics of education, the economics of health, medical sociology, health promotion, health psychology, health inequalities, and medicine. The first part of the analysis dealt with the correlations between education and health and directions of causality connecting education and health. The next phase of the analysis focused on the mechanisms through which learning affects health. Particular attention was paid to the following topics: economic factors; health-related behaviors; resilience and dealing with stress; relationships with medical professionals and access to medical services; and education and healthy societies. A substantial body of evidence suggesting the existence of positive correlations between education and physical and mental health was identified. A common theme emerging from the research was that the immediate outcomes of education play a fundamental role in generating the behaviors, skills, and personal attributes that have early but lasting effects on mental health and cumulative effects on physical health. It was suggested that participation in education promotes health by increasing participants' self-esteem, self-efficacy, problem-solving skills, aspirations, future orientation, interpersonal trust, social competency, antidiscriminatory attitudes, and sense of belonging. (Contains 9 tables/figures, 10 endnotes, and 214 references.) (MN)