There's more to learning than earnings

The Centre for Research on the Wider Benefits of Learning (WBL) investigates the benefits that learning brings to the individual and to society as a whole. WBL's main objectives are to clarify, model and quantify the outcomes of all forms of intentional learning so as to inform the funding, implementation and practice of educational provision through the life course.  It is funded by DCSF.

Our research looks to inform policy, to deepen understanding of the complex ways in which learning can benefit individuals, and to provide robust evidence about the scale of these effects and the returns they represent.

New WBL Flagship Report:
The social and personal benefits of learning: A summary of key research findings
 

(2008) Compiled and edited by Leon Feinstein, David Budge, John Vorhaus and Kathryn Duckworth

 

This report reveals what researchers have discovered about how education affects individual well-being, family dynamics and community cohesion.


Flagship Publications

WBL Newsletter Winter 2008/09

The new issue of WBL Update is now available online.

The newsletter introduces the new synthesis of key findings published by WBL in this issue and outlines some recent research reports and discussion papers. The discussion piece focuses on a longitudinal study of British council housing estate performance in context. Other items include an article about a WBL study commissioned by the Nuffield Foundation looking at trends in adolescents’ time use out of school; a summary of forthcoming projects, imminent publications and current research projects being carried out by WBL.

Update Winter 2008/09

New WBL Compendium Report:
Young people, their social networks and school support: exploratory analyses of friendships, well-being and multi-agency working in two secondary schools
 

(2008)

This is a compendium of three short, exploratory reports. These focus on the development of young people’s social capital in secondary school, in terms of their friendship networks and psychological well-being. We also consider the experience of the school and local authority in supporting students’ well-being through multi-agency working.

Compendium report