This paper gives an overview of the work of the recent independent Inquiry into the Future for Lifelong Learning in the UK. The author first outlines the range of the Inquiry, to give an idea of the overall context; this includes its application in each of the regions within the UK ( England, Scotland, Wales and Northern Ireland.). He turns then…

Distinguishes between human capital and social capital. Examines the social construction of knowledge and various levels: families, organizations, and communities. (Contains 18 references.) (SK)

Explores forms of social capital and the relationship between human and social capital. Depicts the relationship between high and low social capital and initial educational attainment, participation in continuing education and training, and participation in nonformal education. (SK)

Expansion of higher education in Britain is driven by political expediency, resulting in imbalance between initial and recurrent education. To reach the goal of a learning society, there must be a better distribution between working time and education and recognition of learning as a social activity, not merely a human capital investment. (SK)

Examines a theoretical framework of research organized by human, social, and identity capital. Reports results from two large-scale longitudinal datasets. Focuses on four outcome clusters: (1) health; (2) well-being; (3) social attitudes; and (4) political involvement. Concludes that education is an absolute prerequisite for promotion of personal…

Although it is true that education is an investment, there are risks associated with relying too strongly on the metaphor of education as investment. The main problems with the investment metaphor are as follows: (1) it pushes aside the notion of education as a consumption good that people want for its own sake; (2) the human capital approach can…