Socioeconomic Contributions of Adult Learning to Community: A Social Capital Perspective

Abstract

As an explanatory concept that relates skills and knowledge to economic outcomes, "human capital" has dominated for decades. Skills and knowledge are certainly central attributes of a learning society. Given the limitations of economy as a proxy for social well-being, however, two outstanding questions about the impact of adult learning on community linger: What are the multiple impacts of adult learning on community? How do these occur? To address these questions adequately, the theoretical construct of social capital is proving useful. This article examines the impacts of such a nebulous entity as adult learning on diverse socioeconomic domains, and it looks at how these impacts occur. Outcomes of learning are discussed against the eight Organization for Economic Cooperation and Development indicators of social well-being. Social capital-its networks, trust, and shared values-emerges as the missing link in explaining the integrated role of knowledge and identity resources in generating adult learning benefits.This article draws on empirical research to build theory about the impact of adult learning on socioeconomic well-being. The argument is that the impact of learning on society is brought about by social capital. The skills and knowledge of "human capital" can be brought into socioeconomic circulation only through social means.

Capitalizing on community music: a case study of the manifestation of social capital in a community choir

“…The availability of social capital to individuals and groups depends on the quality of the interactions and the knowledge and identity resources, which are inherent in the participants in the interactions (Balatti & Falk, 2001). The social capital developed through such interactions facilitates leaming and use of skills and knowledge and 'promotes active and sustainable leaming' (Falk, 2000, p. 2).…”

“…Learning, either formal or informal, has been identified by many authors (Balatti & Falk, 2001;Falk, 2000;Falk & Kilpatrick, 1999;Field & Schuller, 1997;Schuller & Field, 1998) as a social capital indicator that results from learning interactions. For some Community Choir members, learning is 'personal growth' (Isabella).…”

From Consideration to Commitment: Factors in Adults’ Decisions to Enroll in a Higher Education Degree Program

“…Research into adult enrollment patterns has evolved from identifying adults' reasons for enrolling in learning opportunities (Houle, 1961;Johnstone & Rivera, 1965) to examining the social, environmental, situational, and institutional factors that infl uence enrollment (Balatti & Falk, 2002;Cross, 1981;Kilpatrick, Field, & Falk, 2003;Park & Choi, 2009;Smart & Pascarella, 1987;Stein & Wanstreet, 2006;Yang, Blunt, & Butler, 1994). Johnstone and Rivera (1965) suggested that the foundation for adult participation was to improve one's occupational standing by improving present performance or seeking learning for a new occupation.…”

Vers un nouveau mode de régulation de la formation continue des cégeps québécois : une transition ambiguë

“…Le financement de la formation continue, dans l'ensemble des réseaux -institutions d'enseignement ; entreprises ; réseaux associatifs -demeurera toujours une réalité complexe et plurielle (ministère de l 'Éducation, 2004 ;Balatti, 2002 ;OCDE, 2002OCDE, , 2000bBélanger et Bochinek, 2000 ;Carr-Hill, 1999 ;Heidemann, 1996). La formation continue collégiale n'y fait pas exception en raison d'une part de la diversité des sources non gouvernementales, d'autre part de la multiplicité des sources gouvernementales, qu'il s'agisse du ministère de l'Éducation, bien sûr, mais aussi du ministère de l'Emploi, de l'Immigration, de l'Agriculture, de l'Industrie, de la Justice, etc.…”