Understanding the origins of poor literacy and numeracy skills in adulthood and how to improve them is of major importance when society places a high premium on proficiency in these basic skills. This edited collection brings together the results of recent longitudinal studies that greatly extend our knowledge of what works in raising skill levels, as well as the social and economic returns to improvement. Many fundamental research questions in adult education involve change over time: how adults learn, how program participation influences their acquisition of skills and knowledge, and how their educational development interacts with their social and economic performance. Although a growing number of longitudinal studies in adult basic education have recently been completed, this book is the first systematic compilation of findings and methods. Triangulating findings from different methodological perspectives and research designs, and across countries, this text produces convergence on key conclusions about the role of basic skills in the modern life course and the most effective ways of enhancing them.

In an age when the next generation have worse prospects than those of their parents, this book appraises the challenges young people face resulting from the instability of their lives. Based on youth experience of education, employment and political participation in England and Germany, the book examines the impact of digitalisation in the context of rising inequality, accelerating technological transformation, fragile European institutions, growing nationalism and mental and economic stress arising from the COVID-19 pandemic. The insights gained point to young peoples' agency as central to acquiring the skills and resources needed to shape their future in the digital society.

The 2007-8 financial crisis and subsequent 'Great Recession' particularly affected young people trying to make their way from education into the labour market at a time of economic uncertainty and upheaval. This is the first volume to examine the impact of the Great Recession on the developmental stage of young adulthood, a critical phase of the life course that has great significance in the foundations of adult identity. Using evidence from longitudinal data sets spanning three major OECD countries, these essays examine the recession's effects on education and employment outcomes, and consider the wider psycho-social consequences, including living arrangements, family relations, political engagement, and health and well-being. While the recession intensified the impact of pre-existing trends towards a prolonged dependence on parents and, for many, the precaritization of life chances, the findings also point to manifestations of resilience, where young people countered adversity by forging positive expectations of the future.

Since the end of the Second World War, society has been characterised by rapid and extensive political, economic, scientific, and technological change. Opportunities for education, employment, human relations, and good health, have all been greatly affected by those changes, as have all aspects of life. Consequently, each post-war generation has been like no other before or since. Britain, uniquely, has five large-scale life course studies that began at intervals throughout that period. They have shown how lives are shaped by individual characteristics, their past and current experiences and opportunities, and so reflect their times. This book describes those fundamental changes that affected life chances differently in each generation, and how governments struggled to accommodate the changes with new policies for improving and managing the nation's capital in terms of education, family policy, health, human rights, and economics. A Companion to Life Course Studies provides a resource for the interpretation of the findings and design differences in the five studies, and the stimulus for new comparisons of life course between these differing generations that would contribute to policy and to understanding.

Understanding the origins of poor literacy and numeracy skills in adulthood and how to improve them is of major importance when society places a high premium on proficiency in these basic skills. This edited collection brings together the results of recent longitudinal studies that greatly extend our knowledge of what works in raising skill levels, as well as the social and economic returns to improvement. Many fundamental research questions in adult education involve change over time: how adults learn, how program participation influences their acquisition of skills and knowledge, and how their educational development interacts with their social and economic performance. Although a growing number of longitudinal studies in adult basic education have recently been completed, this book is the first systematic compilation of findings and methods. Triangulating findings from different methodological perspectives and research designs, and across countries, this text produces convergence on key conclusions about the role of basic skills in the modern life course and the most effective ways of enhancing them.

Since the end of the Second World War, society has been characterised by rapid and extensive political, economic, scientific, and technological change. Opportunities for education, employment, human relations, and good health, have all been greatly affected by those changes, as have all aspects of life. Consequently, each post-war generation has been like no other before or since. Britain, uniquely, has five large-scale life course studies that began at intervals throughout that period. They have shown how lives are shaped by individual characteristics, their past and current experiences and opportunities, and so reflect their times. This book describes those fundamental changes that affected life chances differently in each generation, and how governments struggled to accommodate the changes with new policies for improving and managing the nation's capital in terms of education, family policy, health, human rights, and economics. A Companion to Life Course Studies provides a resource for the interpretation of the findings and design differences in the five studies, and the stimulus for new comparisons of life course between these differing generations that would contribute to policy and to understanding.

First published in 1997, this study of 9,000 people born in the same week in 1970, who have been followed up since birth, has produced a unique picture of life for those in their mid 20s - a year before the new Labour Government took office. The new survey shows a fractured society with clear evidence of an increasing gulf between those 'getting on' with their careers and blooming and those who are being left behind. The polarisation between those 'getting on' and those 'getting nowhere' was primarily about financial and career achievement but was also reflected in almost every other area of their lives. A theme running throughout the book is what characterises successful integration into adult life, as opposed to marginalisation and social exclusion which is encountered by increasing numbers of young people.

Published in 1997, this text is built around themes agreed upon for a conference which aimed to set the agenda for youth research over the next decade. These themes are: the shaping of trajectories and biographies - individualization, agency, structure; vulnerable groups excluded and included youth, polarization, marginalization; social construction of identity - identity, culture, gender, ethnicity; political and social participation and citizenship. The book brings together the work of British and Continental researchers.

How do education and learning really impact on people's lives? The Benefits of Learning is a detailed, systematic and vivid account of the impact of formal and informal education on people's lives. Based on extended interviews with adults of all ages, it shows how learning affects their health, family lives and participation in civic life, revealing the downsides of education as well as the benefits. At a time when education is in danger of being narrowly regarded as an instrument of economic growth, this study covers: * the interaction between learning and people's physical and psychological well-being * the way learning impacts on family life and communication between generations * the effect on people's ability and motivation to take part in civic and community life. Packed with detail from adults' own accounts of their lives, the book reveals how learning enables people to sustain themselves and their communities in the face of daily stresses and strains, as well as sometimes transforming their lives. The book opens up new avenues for debate. It is a valuable resource for education researchers and of particular interest to education policy makers, adult education practitioners, health educators and postgraduate students in education.

The Benefits of Learning is a detailed, systematic and vivid account of the impact of formal and informal education on people's lives. Based on extended interviews with adults of all ages, it shows how learning affects their health, family lives and participation in civic life, revealing the downsides of education as well as the benefits. At a time when education is in danger of being narrowly regarded as an instrument of economic growth, this study covers: The interaction between learning and people's physical and psychological well-being The way learning impacts on family life and communication between generations The effect on people's ability and motivation to take part in civic and community life. Full of detail from adults' own accounts of their lives, the book reveals how learning enables people to sustain themselves and their communities in the face of daily stresses and strains, as well as sometimes transforming their lives. The book opens up new avenues for debate. It will be a valuable resource for education researchers and of particular interest to education policy makers, adult education practitioners, health educators and postgraduate students in edu

Published in 1997, this text is built around themes agreed upon for a conference which aimed to set the agenda for youth research over the next decade. These themes are: the shaping of trajectories and biographies - individualization, agency, structure; vulnerable groups excluded and included youth, polarization, marginalization; social construction of identity - identity, culture, gender, ethnicity; political and social participation and citizenship. The book brings together the work of British and Continental researchers.

First published in 1997, this study of 9,000 people born in the same week in 1970, who have been followed up since birth, has produced a unique picture of life for those in their mid 20s - a year before the new Labour Government took office. The new survey shows a fractured society with clear evidence of an increasing gulf between those 'getting on' with their careers and blooming and those who are being left behind. The polarisation between those 'getting on' and those 'getting nowhere' was primarily about financial and career achievement but was also reflected in almost every other area of their lives. A theme running throughout the book is what characterises successful integration into adult life, as opposed to marginalisation and social exclusion which is encountered by increasing numbers of young people.

In an age when the next generation have worse prospects than those of their parents, this book appraises the challenges young people face resulting from the instability of their lives. Based on youth experience of education, employment and political participation in England and Germany, the book examines the impact of digitalisation in the context of rising inequality, accelerating technological transformation, fragile European institutions, growing nationalism and mental and economic stress arising from the COVID-19 pandemic. The insights gained point to young peoples' agency as central to acquiring the skills and resources needed to shape their future in the digital society.

The 2007-8 financial crisis and subsequent 'Great Recession' particularly affected young people trying to make their way from education into the labour market at a time of economic uncertainty and upheaval. This is the first volume to examine the impact of the Great Recession on the developmental stage of young adulthood, a critical phase of the life course that has great significance in the foundations of adult identity. Using evidence from longitudinal data sets spanning three major OECD countries, these essays examine the recession's effects on education and employment outcomes, and consider the wider psycho-social consequences, including living arrangements, family relations, political engagement, and health and well-being. While the recession intensified the impact of pre-existing trends towards a prolonged dependence on parents and, for many, the precaritization of life chances, the findings also point to manifestations of resilience, where young people countered adversity by forging positive expectations of the future.

Social capital arising from social networks based on trust has been traditionally seen as the property of adults from which the younger generation gain benefit. Far less attention has been given to the production of social capital among young people themselves, in making the transition from dependent child to independent adult. Through findings from research groups in Finland and England, this book fills the gap by examining how young people develop and use social capital in different contexts at school and outside, in cementing friendships, in developing identity, in smoothing the passage through education and from school to work, and in resisting coercion into pre-designated adult roles. As part of the developing field of youth studies, the book will be of much interest to academics and policy makers and practitioners working with young people.

Social capital arising from social networks based on trust has been traditionally seen as the property of adults from which the younger generation gain benefit. Far less attention has been given to the production of social capital among young people themselves, in making the transition from dependent child to independent adult. Through findings from research groups in Finland and England, this book fills the gap by examining how young people develop and use social capital in different contexts at school and outside, in cementing friendships, in developing identity, in smoothing the passage through education and from school to work, and in resisting coercion into pre-designated adult roles. As part of the developing field of youth studies, the book will be of much interest to academics and policy makers and practitioners working with young people.