Understanding the wider benefits of learning as part of employability programmes

Blog posts

12 Jan 2026

Emily Kramers, Research Fellow
Rosie Gloster, Deputy Director, Public Policy Research

Adult learning offers benefits beyond the subject itself. This has long been recognised; in 1998 David Blunkett announced plans for the Wider Benefits of Learning Research Centre, and in 2008 Feinstein, L. et al. published research showing health, financial, social, emotional and civic gains from learning.

Interest is international too. The BeLL project, funded by the European Commission, ran from 2011–2014 and was the first comparative study of liberal adult education across 10 European countries. Using quantitative and qualitative methods, it identified themes including self-efficacy, civic engagement, mental well-being, work-related benefits, health behaviours, family roles, cultural understanding and improved educational competencies.

So, when we conduct research into any adult learning provision in the UK, it’s no surprise that our findings reveal benefits to learners that go beyond the direct acquisition of the learning aim. The wider benefits of learning are often an overspill of a specifically designed outcome, but their effects can be substantial.

When we worked with the Greater London Authority (GLA) to evaluate their delivery of the London Multiply programme (an initiative designed to improve maths capabilities in adults), one of the most notable findings was the effect on confidence of learners who had participated. Greater confidence was reported by 66% of learners and extended beyond confidence using numbers; learners reported increased confidence in their ability to continue in education, navigate everyday life in London and access work, among other things.

ESOL for Restart participants

Earlier this year, the ReAct partnership of the Restart employment support programme providers conducted research into the delivery of English for Speakers of Other Languages (ESOL) for Restart participants. At a time when demand for ESOL within employment services is high, the project looked at three different models of provision through a case study approach – the full report is available here. Whilst language acquisition to improve employability may be the primary objective for Restart providers, it is often paired with other changes, such as increases in confidence and empowerment.

Fig 1: Wider benefits of learning

Confidence
Staff members involved in delivering ESOL provision reported that participants were often nervous but willing at the start of their language learning journey. However, they noticed gradual improvements in participants’ confidence as they progressed through the course. An increase in confidence is often a scaffold to other areas of personal and social benefit.

Independence and combating social isolation
Restart staff often found that participants gained increased independence through developing their language skills. For example, participants may not previously have had the English skills to navigate local transport, but building language ability meant they could understand and plan routes which enabled them to gain the independence to travel alone. For instance, one participant had previously relied on her husband travelling with her to Restart appointments but following ESOL classes was very proud that she could now use the bus independently.

Building communities
Adult learning is usually experienced in group settings, and these groups may consist of a diverse range of individuals. For some of the learners on the Restart programme, this was the first time they had encountered people from that range of backgrounds. Tutors and staff noted that participants gained knowledge and understanding of other cultures and built communities and connections.

Digital literacy
The online nature of some of the ESOL provision also helped participants improve their digital literacy. The use of Zoom, WhatsApp and sometimes ChatGPT in ESOL provision contributed to overcoming digital barriers for those with low digital skills and experience. This increased digital literacy also meant individuals could use technology in other areas of their lives and complete day-to-day tasks, including tasks that improved their social and emotional wellbeing such as video-conferencing with friends and relatives abroad.

Skills for life
Participating in an ESOL course was also seen to equip participants with skills for life, including being able to make and attend doctor, dentist and other health-related appointments, for example. Another key area of impact was on the relationship with their children’s learning establishment; being able to attend school appointments and events such as parents’ evenings and meetings with teachers was very important to participants and enabled them to engage more effectively with their children’s learning.

Measuring and communicating the wider benefits of learning

The role of learning in unlocking potential is well-documented and examining ESOL for Restart participants showed just how impactful effective language learning as part of employability support can be for people building a life in the UK. ESOL learning may lead to employment, but even when that is not achieved, language learning can unlock a range of social, personal and economic outcomes. Evidence suggests that even for participants with little previous experience of education, the experience of being part of a positive learning community could increase willingness to engage with similar programmes going forward. A key insight emerging from this and similar projects is the need to anticipate, measure, and genuinely value the wider benefits of learning and to ensure these benefits are built into how success is defined and communicated.

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Any views expressed are those of the author and not necessarily those of the Institute as a whole.