1. Founders & Initiators of the 3 Studies
Dr James W B Douglas
Professor Neville Butler
Dr Mia Kellmer Pringle
Professor Eva Alberman
Professor Geoffrey Chamberlain

2. Periods & ages of data collection in the 3 studies

3. The changing social class structure of jobs

4. Periods & ages of data collection in the 3 studies

5. Percentage gaining degrees or other tertiary qualifications

6. Percentage with tertiary qualifications by father's class

7. Percentage of sons in same occupation as fathers
Intermediate
Skilled Manual
Total
Professional
Semi-skilled manual
Junior non-manual
Unskilled

8. Women labour market states 16-30
Unemployed
Out of the labour force
Part time work
Full time work
Government training
Full time education

9. Employment rates of mothers with a child under 5

10. Average hourly pay

11. Pay gap: 90/10 ratio

12. Gender pay gap: born 1946
Raw pay gap: 49%

13. Gender pay gap: born 1958
Raw pay gap: 37%

14. Gender pay gap: born 1970
Raw pay gap: 20%

15. Age at first birth
1946 cohort
1958 cohort
1970 cohort

16. Tenure in the early 30s Own Shared own Rent LA/HA Rent private
Rent free
Other

17. Mean birth weight (kg) in the three cohorts

18. Average (mean) childhood height (cm) in relation to father’s social class
1946 cohort at 7 years (1951)
1958 cohort at 7 years (1965)
1970 cohort at 10 years (1980)
MALES I
123
124
140 II
121
IIInm
138
IIIm
119 IV V
117
All classes
120
139
FEMALES
122
118
137
112

19. Cohort differences in breast-feeding: % breast-fed for 1 month or more

20. % obesity (BMI30) Age in years 1946 study 1958 study 1970 study MALES15
0.3 (1961) 16
0.9 (1974)
1.6 (1986) 30
12.0 (2000) 33
12 (1991) 36
5.0 (1982) 43
10.0 (1984) 53
23.0 (1999)
FEMALES
1.6 (1961)
1.3 (1974)
2.1 (1986)
11.0 (2000)
12.0 (1991)
7.0 (1982)
14.0 (1984)
27.0 (1999)

21. Reports (%) of physical illnesses
1946
cohort
(36 years 1982)
(43 years 1989)
1958
(33 years 1991)
(42 years 2000)
1970
(30 years 2000)
MEN
Asthma 3 6 8 10 13
High blood pressure 9 5 11
WOMEN 12 14

22. Reports (%) of mental illness
1946 Cohort
(36 years 1992)
(43 years 1989)
1958 Cohort
(33 years 1991)
1958 cohort
(42 years 2000)
1970 cohort
(30 years 2000)
MEN
Depression & anxiety* 8 10 7 14
Trouble with nerves etc 15 13
WOMEN 18 16 12 21 20 28 19 29
*PSE and PSF in 1946 cohort, Malaise in 1958 and 1970 cohorts

23. Mean number of alcohol units consumed by men and women in a week

24. Percentage of drug use by men and women

25. Current membership of an organisation in three cohorts by occupation group: women

26. Political Apathy

27. Belief that ‘I never really seem to get what I want out of life’ in 3 cohorts by occupation group: men

28. Type of contact with the police in 3 cohorts: men

29. Experience of ever been arrested in two cohorts by highest qualification: men

30. 1. Other forms of capital:- Cultural capital Economic capital
CAPITALS IN MOTION
Personal identity
Self concept
Plans / goals
1. Other forms of capital:-
Cultural capital
Economic capital
Emotional capital
Enjoyment
Motivation to learn
2. Structural constraints
Attitudes and values
(e.g. trust)
Health
Family
Skills
Friends / Networks
Knowledge
Civic Participation
Qualifications
Human capital
Social capital

31. Take-up of learning between 33 and 42
As you’ll see, just over .4 of the sample – that is, just over 40% of the sample took no courses at all between 33 and 42. In other words, almost 60% - 58% participated.
Most people who participate take just one course (just over 20%)
Very few take 6+

32. Percentages participating in types of courses
The questions in the NCDS survey ask people about what sort of courses they took
Therefore we have been able to look at effects of taking different types of courses
These are…
As you see, relatively few people took access courses, courses in basic skills, or govt training

33. Associations between participation in learning (number of courses taken) and changes in health outcomes
Outcome
Estimate
P-value
Mean change
Estimate/mean
Gave up smoking
.003
.197
.28 1%
Change in units drunk
.044
.151
-.71
-6%
Increased exercise
.004
.006
.41
Change in life-sat.
.007
-.22
-3%
Became depressed
.001
.409
.09
Exited from depression
.002
.752 0%
The first column lists the outcomes that we are interested in
The second column gives the magnitudes of associations between taking courses and each outcome that we found in the analyses
The third column entitled p-value gives the probability that the estimate (in the second column) is zero.
We can see that it is quite likely that the estimates for several of the outcomes are zero. In fact, there are only really two that are very unlikely not to be zero.
These are the associations between the total number of courses taken and increased level of exercise and change in life satisfaction.
What are the sizes of these associations?
Let’s take change in exercise taken as our example
The estimate in the first column means that for every course taken, 4 people in 1000 will increase their level of exercise
To get an idea of how important this effect is, we can compare the estimate with the proportion of the sample who increased their level of exercise between 33 and % of them did, which is 410 in 1000.
The estimated effect of taking each course seems quite small in comparison.
But of course, the estimated effect of taking two courses will be double, and some people take more than two courses.
In addition, we need to think about the impact of adult learning upon changes in exercise taken in relation to the total population of adult learners in Britain. When we gross up the findings in this way, the effect appears substantial, and probably represents important savings in relation to healthcare.

34. Associations between participation in learning (number of courses taken) and changes in social capital and cohesion outcomes
Outcome
Estimate
P-value
Mean change
Estimate/mean
Change race tolerance
.013
.000
.19 7%
Change pol. Cynicism
-.002
.150
.44 0%
Change support auth
-.009
.26
-3%
Increased pol. Int
.003
.008 2%
Increased no. mbrshps
.12 3%
Voted in 97 abstd 87
.007
.036 .5 1%
The findings relating to changes in social capital and cohesion are very striking. We have fairly strong evidence here for effects of adult learning on five of our six outcomes.
The sizes of these effects are substantial when we look at the changes they represent relative to the average shifts in attitudes or civic participation for the whole sample.
As with the previous slide, we must remember that some people take several courses, and the estimates given here are the sizes of effects of taking just one course. If, for example, someone takes three courses, this will be associated with an increase in race tolerance that is equivalent to 21% of the average shift for the whole sample.
Once again, if we think about how many adults in Britain take courses, we can see that the total impact upon attitude change and levels of civic participation is very important.
So now we move on to the next stage in our analyses. We’ve conducted a lot more analyses using different measures of participation in learning and for different groups within the sample.

37. Income inequality and general trust

38. Income inequality and violent crime

41. (knowledge, skills etc) Status Network centrality
Learning effects on social capital (joining, volunteering and engagement)
Learning Joining
volunteering
civic engagement
Cognitive resources
(knowledge, skills etc)
Adapted from R. Nie
Status Network centrality

42. Learning effects on social cohesion
Learning effects on social cohesion
Labour market structures:
Union density and compass
Reach of collective agreements
Minimum wage
Income dispersal
Dispersal of outcomes Social Cohesion
Trust
Civic cooperation
Learning
Socialization

43. 1970 BRITISH COHORT STUDY
What is done? 1970 cohort as example.