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Archive for January, 2010

This paper, written by Ricardo Sabates, sets out to summarise the evidence of the impact of lifelong learning on poverty reduction.  The author takes great care to stress that the paper is “a contribution to an empirically based understanding of the complex mechanisms through which education impacts on poverty reduction.” p4

The paper provides a definition of poverty and sets out the learning opportunities for poor people before reviewing literature on the effects of adult education, financial and health literacy and the impact of lifelong learning on the reduction of child poverty.  As I have noted before, this paper, in common with the other three publications in this series on Public Value, does not develop or challenge the definition of public value given in Foreword  p2 (See previous posts) and like the other papers does not use the term in the main body of the text.

More clearly than the other papers, this paper sets out a series of six clear propositions, which are worth reproducing in full.

  1. The impact of learning on employment possibilities is a key area for poverty reduction. For individuals in employment improved income has been the result of continuing learning and training opportunities.
  2. Adult education with provision of financial literacy and support to access public funds can help fill the gap in financial services for low-income disadvantaged families.
  3. There are important health benefits of adult learning. Particularly important for the poor are the benefits of health literacy and numeracy.
  4. Improving the education of adults is not just about them, but also about their children. Upgrading adult skills can bring large returns for their children.
  5. There is a lack of studies investigating the net impact of lifelong learning on poverty reduction in the UK and on the possible multiplier effect of education policies with other initiatives. There is a particularly strong need for continuing longitudinal studies.
  6. Lifelong learning should be part of any approach to reducing poverty, but it will only be fully effective in interaction with other policies. p4 (more…)
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The second paper produced by the Matrix Knowledge Group for the series on Public Value is entitled “Lifelong Learning and Well-being: an analysis of the relationship between adult learning and subjective well-being”.  As noted in the Foreword, the paper “addresses the question of how far learning can contribute to improving well-being. It takes a particular approach applying cost-benefit analysis to produce very specific results, quantified and even given monetary values. Such an approach is open to criticism, but it helps focus the debate on alternative choices.” p2

The paper “addresses the question of how far learning can contribute to improving well-being. It takes a particular approach applying cost-benefit analysis to produce very specific results, quantified and even given monetary values. Such an approach is open to criticism, but it helps focus the debate on alternative choices.” p2

As with the other papers reviewed in this series, the definition of public value adopted is presented in the first paragraph of the Foreword and not examined in the paper itself and we will examine that here. (more…)

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