Continuous learning throughout

life can bring people a range of

benefits.

Education and training improve mental capital, which in turn increases resilience in later life. Learning can also help improve physical and mental health, reducing pressure on family and community resources.

Policy Implication 3.1

Lifelong Learning

Mental health issues have cost

implications for the state and to

employers.

Source: Centre for Mental Health (2010) The economic and social costs of mental health problems in 2009/10

According to the OECD in 2014,

mental health issues cost Britain

£70bn a year and were the cause of

40% of the 370,000 new claims for

disability benefit each year.

The cost represents 4.5% of GDP

each year, caused by productivity

losses, higher benefit payments and

the increased cost to the NHS.

120

80

100

0

20

40

60

Health andSocial Care

OutputLosses

HumanCosts

Total

2002/03 2009/10

Economic and social costs of mental health problems in England in 2002/3 and 2009/10 in £billions

3.1a

Lifelong Learning

Learning can benefit mental resilience

and age-related cognitive decline.

Source: BIS (2012) The Relationship between Adult Learning and Wellbeing: Evidence from the 1958 National Child Development Study

In terms of accredited learning, there is evidence of:

In terms of non-accredited learning, there is evidence of:

In terms of accredited learning, there is evidence of:

An effect on life satisfaction, but the association is not robust to the inclusion of controls for concurrent adult social and economic status, and it is related to women rather than the full sample.

An effect of leisure or interested related learning in decreasing female depression

A positive effect of leisure or interest related learning on self - efficacy.

A positive impact of work related training on life satisfaction

An effect of accredited learning on decrease in mens self- efficacy

A positive impact of work related training on self efficacy

In terms of non -accredited learning, there is evidence of:

An effect of leisure or interest related learning, in relation to women

A significant unconditional assocation between work-relat-ed training and improvements in depression - although this is reduced once controls are included

In terms of accredited learning, there is evidence of:

An effect on life satisfaction, but the association is not robust to the inclusion of controls for concurrent adult social and economic status, and it is related to women rather than the full sample.

An effect of leisure or interested related learning in decreasing female depression

A positive effect of leisure or interest related learning on self - efficacy.

A positive impact of work related training on life satisfaction

An effect of accredited learning on decrease in mens self- efficacy

A positive impact of work related training on self efficacy

In terms of non -accredited learning, there is evidence of:

An effect of leisure or interest related learning, in relation to women

A significant unconditional assocation between work-relat-ed training and improvements in depression - although this is reduced once controls are included

In terms of accredited learning, there is evidence of:

An effect on life satisfaction, but the association is not robust to the inclusion of controls for concurrent adult social and economic status, and it is related to women rather than the full sample.

An effect of leisure or interested related learning in decreasing female depression

A positive effect of leisure or interest related learning on self - efficacy.

A positive impact of work related training on life satisfaction

An effect of accredited learning on decrease in mens self- efficacy

A positive impact of work related training on self efficacy

In terms of non -accredited learning, there is evidence of:

An effect of leisure or interest related learning, in relation to women

A significant unconditional assocation between work-relat-ed training and improvements in depression - although this is reduced once controls are included

In terms of accredited learning, there is evidence of:

An effect on life satisfaction, but the association is not robust to the inclusion of controls for concurrent adult social and economic status, and it is related to women rather than the full sample.

An effect of leisure or interested related learning in decreasing female depression

A positive effect of leisure or interest related learning on self - efficacy.

A positive impact of work related training on life satisfaction

An effect of accredited learning on decrease in mens self- efficacy

A positive impact of work related training on self efficacy

In terms of non -accredited learning, there is evidence of:

An effect of leisure or interest related learning, in relation to women

A significant unconditional assocation between work-relat-ed training and improvements in depression - although this is reduced once controls are included

In terms of accredited learning, there is evidence of:

An effect on life satisfaction, but the association is not robust to the inclusion of controls for concurrent adult social and economic status, and it is related to women rather than the full sample.

An effect of leisure or interested related learning in decreasing female depression

A positive effect of leisure or interest related learning on self - efficacy.

A positive impact of work related training on life satisfaction

An effect of accredited learning on decrease in mens self- efficacy

A positive impact of work related training on self efficacy

In terms of non -accredited learning, there is evidence of:

An effect of leisure or interest related learning, in relation to women

A significant unconditional assocation between work-relat-ed training and improvements in depression - although this is reduced once controls are included

In terms of accredited learning, there is evidence of:

An effect on life satisfaction, but the association is not robust to the inclusion of controls for concurrent adult social and economic status, and it is related to women rather than the full sample.

An effect of leisure or interested related learning in decreasing female depression

A positive effect of leisure or interest related learning on self - efficacy.

A positive impact of work related training on life satisfaction

An effect of accredited learning on decrease in mens self- efficacy

A positive impact of work related training on self efficacy

In terms of non -accredited learning, there is evidence of:

An effect of leisure or interest related learning, in relation to women

A significant unconditional assocation between work-relat-ed training and improvements in depression - although this is reduced once controls are included

In terms of accredited learning, there is evidence of:

An effect on life satisfaction, but the association is not robust to the inclusion of controls for concurrent adult social and economic status, and it is related to women rather than the full sample.

An effect of leisure or interested related learning in decreasing female depression

A positive effect of leisure or interest related learning on self - efficacy.

A positive impact of work related training on life satisfaction

An effect of accredited learning on decrease in mens self- efficacy

A positive impact of work related training on self efficacy

In terms of non -accredited learning, there is evidence of:

An effect of leisure or interest related learning, in relation to women

A significant unconditional assocation between work-relat-ed training and improvements in depression - although this is reduced once controls are included

In terms of accredited learning, there is evidence of:

An effect on life satisfaction, but the association is not robust to the inclusion of controls for concurrent adult social and economic status, and it is related to women rather than the full sample.

An effect of leisure or interested related learning in decreasing female depression

A positive effect of leisure or interest related learning on self - efficacy.

A positive impact of work related training on life satisfaction

An effect of accredited learning on decrease in mens self- efficacy

A positive impact of work related training on self efficacy

In terms of non -accredited learning, there is evidence of:

An effect of leisure or interest related learning, in relation to women

A significant unconditional assocation between work-relat-ed training and improvements in depression - although this is reduced once controls are included

An effect on life satisfaction, but the association is not robust to the inclusion of controls for concurrent adult social and economic status, and it is related to women rather than the full sample.

An effect of leisure or interest-related learning on increased life satisfaction, in relation to women.

An effect of leisure or interest-related learning in decreasing female depression.

A positive effect of leisure or interest-related learning on self-efficacy.

An effect of accredited learning on decrease in men’s self-efficacy.

A positive impact of work-related training on life satisfaction.

A positive impact of work-related training on self-efficacy.

A significant unconditional association between work-related training and improvements in depression – although this is reduced once controls are included.

3.1b

Lifelong Learning

Median Hourly Pay Proportion in Employment

Degree 85%£16.10

A-Levels 84%£10.00

GCSEs 78%£8.68

No Qualification 49%£6.93

Employment rates are higher for those

with higher levels of education.

Sources: ONS (2011) Earnings by Qualification, 2011 | ONS (2014) Fewer than half of those with no qualifications were in employment

Education levels are also important for understanding wage differentials

3.1c

Financial and technological skills

will be increasingly important as

the population ages. Evidence

shows that these skills can improve

people’s retirement savings and

their work and health outcomes.

However they are particularly problematic for older people to develop and maintain, so may require specific focus from policymakers.

Policy Implication 3.2

Lifelong Learning

Current older people have lower

technological skills affecting the

benefits technology can bring to an

ageing population.

Source: Oxford Internet Surveys (2013) Cultures of the Internet: The Internet in Britain

% o

f use

rs w

ho a

re fa

irly

to v

ery

conf

iden

t

Creative Critical Social Technical0

20

40

60

80

10095

89

82

72

80

58

29

69

33

73

56

34

Students Employed Retired

Will this remain true as older cohorts change? The proportion of

over 65s online has more than doubled since 2005 to 52% in 2014.

Specific internet skills by lifestage

3.2a

Lifelong Learning

People with low levels of Defined

Contribution savings appear to be least

well equipped with the necessary skills

to take the best decisions about their

pensions

Source: Silcock, D. (2015). Foresight evidence review

3.2b

Lifelong Learning

Throughout the lifecourse, use of

modern ICT is linked to educational

attainment.

A strong association has been found between internet use and whether

respondents (of all ages) have qualifications, and attained education is a

strong predictor of non-use among older adults.

No qualifications Basic qualifications Further education Higher education

100

80

60

40

20

0

% w

ho u

se th

e in

tern

et

2011 2013

80

31

7991

84

40

92 95

Use by educational qualifications

3.2c

Source: Oxford Internet Surveys (2013) Cultures of the Internet: The Internet in Britain

Participation in organised adult

learning is falling.

Older people are currently less likely to receive workplace training or participate in adult education, and there are differences in participation across socio-economic groups, genders and ethnicities. Participation rates need to be increased to fully realise the benefits of lifelong learning.

Policy Implication 3.3

Lifelong Learning

Despite all the benefits of continuing

to learn throughout life, older people

are currently less likely to participate in

learning than younger age groups.

Source: Hyde, M. and Phillipson, C. (2015) Foresight evidence review

27% 27%

23%

11%

27% 27%30%30%

26%

11%

Male

20-29 30-39 40-49 50-59 60-69 20-29 30-39 40-49 50-59 60-69

Female

Age group (years) Age group (years)

Proportion of men and women reported receiving work-related training in the past 12 months

3.3a

Lifelong Learning

Those with higher levels of education,

higher incomes or in full-time work are

more likely to participate in learning

activities.

Proportion of UK residents who report taking part in formal education or training in the last 12 months, by highest educational qualification, 2002-2014

0

35

30

25

20

15

10

5

2002 2006 2010 2014

No qualification Up to O Level/GCSE/NVQ2

A-Level/NVQ3 Higher educational qualification

Prop

orti

on o

f lea

rner

s (%

)

Year

Educational qualification:

Source: Hyde, M. and Phillipson, C. (2015) Foresight evidence review

3.3b

Lifelong Learning

There are a range of motivations for

work-related learning. These vary by

age.

Work-related motivations for learning among workers aged 50+, 2012

40

35

30

25

20

15

10

5

0Help in

current jobGet

qualificationEmployer

requirementMake

work more satisfying

Change job/employer

Professional requirements

To get apaid job

50-54 55-64 65-74 75+

Prop

orti

on o

f lea

rner

s (%

)

Motivation for learning

Age group (years):

Source: McNair, S. (2012) Older people’s learning in 2012: A survey

3.3c

Lifelong Learning

Older workers have lower levels of

tertiary education.

The 65 and over age group was the only age group with more people reporting

no qualifications as opposed to at least one qualification.

16-24

10.5%

25-34

9.1%

35-49

12.5%

50-64

25.1%

65+

52.9%

Proportion with no qualifications by age group in England and Wales

3.3d

Source: ONS (2014) Local Area Analysis of Qualifications Across England and Wales

Lifelong Learning

Government funding for adult

education is reducing.

Source: LSE (2015) The Coalition’s record on Further and Higher Education and Skills: Policy, Spending and Outcomes 2010-2015

Funding for adult education is expected to decline by 24% for the 2015-16

academic year (plus additional 3.9% cut to non-Apprenticeship Adult Skills

Budget)

0

400

800

1200

200

600

1000

1400

1600

£m

Elements of Adult Skills Budget Other skills funding

1800

2000

Adu

lt Sk

ills

(Cla

ssro

om b

ased

)

Adu

lt A

ppre

ntic

eshi

ps

Oth

er W

orkp

lace

Tra

inin

g

Oth

er

Com

mun

ity L

earn

ing

Off

ende

r Le

arni

ng

Lear

ner

Supp

ort F

unds

Nat

iona

l Car

eers

Ser

vice

Skill

s In

fras

truc

ture

Euro

pean

Soc

ial F

und

and

othe

r

2013/14

2009/10

Spending on elements of adult skills training 2009–10 to 2013–14 (real terms 2009/10 prices)

3.3e

Lifelong Learning

Private and public spending on

learning declines rapidly per head of

population for those over 25.

Annual UK learning expenditure per head by age group, 2009

Expe

ndit

ure

per

head

of p

opul

atio

n (£

)

0

50

100

150

200

250

300

25-49 50-74 75+

Individual/community sector expenditurePrivate employer expenditurePublic expenditure

Age (years)

Funding source:

Source: Schuller, T. and Watson, D. (2009) Learning Through Life: Inquiry into the Future for Lifelong Learning NIACE

3.3f

Lifelong Learning

Community learning initiatives have

been found to be an effective way

of addressing the adverse effects

of retirement and social isolation

and provide a mechanism for health

promotion.

Source: Cordier, R. and Wilson, N. J. (2014) Community-based Men’s Sheds: promoting male health, wellbeing and social inclusion in an international context Health Promotion International 29 483-493

Men’s Sheds is a community learning

initiative funded in Australia from

the Health budget

3.3g

Lifelong Learning

The proportion of training paid for

in part or in whole by employers

reportedly declines with age.

Proportion of training paid for by employer, survey of British workers aged 50+, 2012

50-54 55-64 65-74

All the cost Some of the cost None of the cost

Prop

orti

on o

f tra

inin

g pa

id (

%)

Age group (years)

Funding proportion:

60

50

40

30

20

10

0

60

50

40

30

20

10

0

Source: McNair, S. (2012) Older people’s learning in 2012: A survey

3.3h

Lifelong Learning

Lifelong Learning

Lifelong Learning

Lifelong Learning

Lifelong Learning

Lifelong Learning

Lifelong Learning

Lifelong Learning

Lifelong Learning

Lifelong Learning

Lifelong Learning

Lifelong Learning