The economic benefits of educational participation are well documented. More recently, attention has been focused on the effects of participation in education on non-economic benefits, such as the development of social capital. The Organisation for Economic Co-operation and Development (OECD), distinguishes between human and social capital as follows:

… social capital refers to the networks, institutions, policies, norms and relationships that enable people to act together, create synergies and build partnerships...human capital refers to the knowledge, skills and competencies embodied in individuals. (OECD 1999 in Kearns & Papadopulos 2000, p.35).

Central to notions of social capital is the proposition that trust and reciprocity are both a source and an outcome of social capital and promote effective cooperation. Such characteristics contribute to social cohesion and enable communities to build (McLure 2000).

So what does this mean for LLN provision in Australia?

An increased focus in social capital in the last few years has started to provide some interesting findings. Balatti, Black and Falk (2006), for example, concluded from their research in four adult literacy courses that there can be positive social capital outcomes from participation, even when there is no evidence of improved literacy attainment. Where the latter is achieved, they found that the combination of human and social capital (improved reading, writing and/or speaking skills as well as better interpersonal/intrapersonal skills) often results in greater socioeconomic wellbeing. It also became clear that different learners acquired different benefits from literacy programs.

Australia included some proxy measures for social capital in the background information of participants in the 2006 Adult Literacy and Life Skills Survey (ALLS). The Health Literacy, Australia report produced by the Australian Bureau of Statistics documents the relationship between social capital and wellbeing and literacy.

Interesting report in VOCED

The contribution of adult learning to health and social capital, Leon Feinstein et al. 2003.

Other useful references

Australian Council of Adult Literacy (ACAL): Part I of 'Literacy beyond the classroom: ACAL's approach to literacy as both lifelong and lifewide' by Dr Pauline O'Maley expounds on NCVER research on social capital approaches and implications.

See also articles by Margaret McHugh and Steve Black on this topic in ACAL's LiteracyLink.

Did you know?

The National Institue of Adult and Community Education (NIACE, UK) has conducted research into how to 'measure' social capital gains. See for example the 'catching confidence tool', which offers advice and guidance on how to capture changes in learners' confidence levels; or its guide on best practice for non-adult literacy professionals working in and with communities where literacy, language and numeracy issues may affect the people they are helping.