3.1. Positive effects of learning
Researchers worldwide are investigating the effects of learning on individuals and society. The Bertelsmann Stiftung and Research Centre on the Wider Benefits of Learning (2013) analysed more than 200 international studies and research projects on the effects of formal, non-formal and informal learning processes on the development of identity, health, life satisfaction and happiness and social cohesiveness. The results are surprising and unambiguous. Without exception, studies show that learning contributes to personal development and the ability to change oneself. People enjoy learning; it makes them happy and curious, and they like to discover new things. Learning affects people’s resilience and their physical and mental health. And learning leads to more participation in social life and social solidarity.
More recent research on the effects of adult learning confirms these results. For example, the UK study ‘What are the wider benefits of learning across the life course’ based on longitudinal analysis from the Research Centre on the Wider Benefits of Learning, which looked at the effects of adult learning on health, employment and social and community life. The BeLL research project (Benefits of Lifelong learning in Europe), executed in 10 countries, covered 8,500 adult learners from nine EU Member States and Serbia. One finding of the BeLL research is that the lower the educational level of the learner, the more positive the changes that he or she attributed to participation in a course. Participants mentioned more confidence and more motivation to learn, they recognised adult education as an important opportunity, and would encourage others to participate in learning. The changes were greatest in the group where educational background is at ISCED 1 or lower level (primary education, or first stage of basic education, or less).
Another finding is that generic skills are an important by-product of adult education for personal and professional development. The learners interviewed by the BeLL research project report all sorts of skills, many of which are obviously related to the course topic, from ICT and language skills to yoga, dancing, sewing, photography, creative writing, and so on. But participants also mention skills that have no evident connection to the course topic. These seem to be mostly generic skills such as social skills, communication skills and learning skills. Some participants describe how important learning skills are for them, considering them as key to their personal or professional development.
Many of the success stories we received explicitly mention the positive effects of learning. Here are two examples from Egypt and Estonia.
Success story from Egypt: Involvement is the key to enjoy learning
Basma Farahat is assistant professor of Business Administration at the faculty of Commerce of Suez Canal University in Ismailia, Egypt. She teaches an organisational behaviour course to first year students and wants them to enjoy learning and understand organisational behaviour, not just to memorise facts for the final exam. As management topics are quite theoretical and conceptual, she knew she would lose her students’ interest from the first lecture if she taught in the traditional way. She discussed with her students what her lectures would be about, and how important it is to enjoy learning by getting involved in it. She started to involve them in games and activities to understand the concepts she explained during the lectures. Instead of presenting their assignments in the traditional way of oral presentations, she gave her students the chance to express what they learnt in videos. After every lecture, students divided into teams, and Ms. Farahat randomly assigned a topic to each team. Students had autonomy to make the videos using different creative forms such as singing, acting, using graphics, giving examples, storytelling, conducting interviews and so on. Videos should clearly explain the concept and should not be longer than minutes. Every week Ms Farahat watched the videos together with students during the lecture. This gave students a sense of a competition to be the best team. To engage others outside the class, they created a YouTube channel to upload the videos about different topics in organisational behaviou,r such as attitudes, perception, personality, etc. This teaching and learning approach made students' attitudes toward management courses positive, they were more self-confident, learned how to express themselves better, and explaining the organisational behaviour concepts in their own way improved their understanding. And, students enjoyed learning!
Success story from Estonia: Community days for seniors
Care worker students at Tallinn Health Care College in Estonia organise community days for seniors. The community day is a study event, and students prepare topics in their field of study such as health promotion for seniors, assistive devices, or how to manage someone with dementia. But instead of presenting their work in front of a classroom, they present it to seniors from their community. The students also do the marketing for the event, arrange the room, welcome the seniors and moderate the day. So, besides acquiring knowldege for their profession as care worker, students also learn how to organise an event. The Community day for seniors is a success for the students, because they not only acquire new knowledge but also raise their self-esteem and gain entrepreneurial skills. It is also a success for the seniors, who are involved in community activities and gain new knowledge that is relevant to them. The event can take place in different settings, the choice of the place depending on students wishes and possibilities. One community day was organised at the nursing home where students follow work based learning, while another took place at a local day center. The community day is not a compulsory element of the education programme for trainee care workers, but the students enjoy organising it and it has positive effects on their learning. The community day motivates them, makes them more eager to learn and ready to take the responsibility, and during lessons they feel able to express their viewpoints. The community day is also a success because it helps to raise the self-esteem of care worker students. The prestige of care workers is not very high, but after experiencing the success of the day they feel that they can really do something meaningful.
Further reading:
• Bertelsmann Stiftung. The wider benefits of learning (5 parts). London: Centre for Research on the Wider Benefits of Learning.
• The BeLL-project (2014). Benefits of Lifelong Learning in Europe: Main Results of the BeLL-Project.
• Tom Schuller (2017). What are the wider benefits of learning across the life course? UK: Foresight, Government Office for Science.
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