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Centre for Policy on Ageing | |
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| Wellbeing and learning in later life | | Author(s) | Andrew Jenkins, Tarek Mostafa |
| Journal title | International Journal of Education and Ageing, vol 3, no 1, July 2013 |
| Publisher | Associaton for Education and Ageing, July 2013 |
| Pages | pp 9-24 |
| Source | www.associationforeducationandageing.org |
| Keywords | Learning capacity ; Adult Education ; Well being ; Qualitative Studies ; England. |
| Annotation | Since the late 1990s, a research literature on the wider, or non-economic benefits, of learning has developed. This research has typically used large-scale, longitudinal datasets to estimate the effects of learning in adulthood on various outcomes. In recent years there has been a particular interest in well-being as an outcome. This research used quantitative data from the English Longitudinal Study of Ageing (ELSA), a large-scale, nationally-representative survey of older adults. The research focused on people in their 50s and 60s, and related a measure of their well-being to participation in several types of learning. The authors found evidence that, amongst this demographic group, it was the non-vocational types of learning, rather than vocational education and training courses which were associated with higher well-being. The authors reflect on these results, discussing ways of measuring well-being, and the advantages of using quantitative data to analyse the benefits of learning. Previous research on the learning and well-being of older adults has been overwhelmingly qualitative. The authors argue that both qualitative and quantitative approaches are useful, that the results from these different types of study complement each other, and that there is ample scope for further quantitative studies on the benefits of learning. (RH). |
| Accession Number | CPA-151113205 A |
| Classmark | DE: GP: D:F:5HH: 3DP: 82 |
Data © Centre for Policy on Ageing |
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| ...from the Ageinfo database published by Centre for Policy on Ageing. |
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