Ruth Moxon June 2024


The Adult Education Budget (AEB) aims to engage adults and provide the skills and learning they need to equip them for work or other learning. The London Learner Survey (LLS) provides detailed insight into the economic and social outcomes achieved by AEB learners. The survey is of learners who participated in GLA AEB funded training or Free Course for Jobs (FCFJ) programmes. The results shown here are for academic year 2022/23. This dashboard summarises the key data explored in the London Learner Survey 2022/23 report.


The LLS consists of two linked surveys of people participating in GLA-funded Adult Education Budget (AEB) learning:

  • A baseline survey administered by learning providers when the learner starts their course;

  • A follow-up survey, administered by IFF Research from approximately five to seven months after the end of learning. This enables the LLS to measure outcomes achieved by learners post-AEB courses.


In 2022/23 230,000 learners enrolled in 487,000 aims* through the devolved AEB in London. The final data is based on a sample of 9,644 learning aims undertaken by 9,248 learners.


The data reported has been weighted and is representative of learning and learners in London, however, the results should be interpreted with caution. Firstly, the surveys are a snapshot meaning that learner outcomes may not be well represented on the days the baseline and follow-up surveys took place. Secondly, these results report changes in social and economic outcomes, but these changes cannot be solely attributed to the impact of AEB learning. For further information on the weighting, sample sizes and methodology see the LLS report and technical report. For more information about the AEB learners and courses taken in the academic year 2022/23, please see here.


Headlines

The LLS surveys learners who have participated in AEB-funded courses in London, using a variety of questions to measure both economic and social outcomes. Following their course, 81% of learners are in employment or had started / or were about to start further learning.

Additionally, the survey found that:


The 2022/23 LLS shows that:

  • The majority (94%) of learners experienced positive social changes (equivalent to around 185,000 learners). The social impact was across a range of metrics, and we estimate that approximately:

    • 158,000 learners (80%) experienced an increase in their general wellbeing due to their course

    • 170,000 learners (87%) felt more confident due to their course

    • 152,000 learners (77%) met new people due to their course

  • Just under half (46%) of learners (equivalent to around 81,000 learners) experienced positive economic changes five to eight months after completing their course. Additionally, we estimate that approximately:

    • 23,000 (24% of learners out of employment) went into employment

    • 11,000 (20% of employed learners) had an increase in earnings

    • 127,000 (65% of learners) went onto further learning


The results below are organized by provision type, which includes funding models and learning levels. Additionally, key demographics are highlighted: age, gender, ethnicity, and learner’s disability, learning difficulty, and/or health problem (LLDD).

The AEB is made of up of two funding models: Adult Skills and Community Learning. Adult Skills is class-room based learning that comprises a range of education services for adults that support individual learning and progression of workplace skills.

In contrast to Adult Skills, Community learning includes a range of community based and outreach learning opportunities, primarily managed and delivered by local authorities, special colleges and general further education colleges designed to bring together and support adults. The majority of qualifications in Community Learning are at Other Level.

Economic Outcomes

Positive Economic Outcome

The data shows that many learners were already in employment prior to their learning (34%) but the AEB helps them to gain skills and confidence to progress in their career. In that scenario, and to align with the Mayor’s goal of facilitating access to quality employment and further education through AEB courses, we primarily measure economic outcomes by assessing improvements in learners’ economic situations.

Overall, 46% of learners in the AEB had a positive economic change.

A positive economic change is defined as meaning one of the following situations applies:

  • A learner has moved into employment;

  • A learner moved from a temporary job to a permanent job

  • Their pay increased

  • They have continued onto further training at a higher NVQ level

  • They have moved from inactivity to looking for work.

Provision

*Retired learners have been excluded as they are not expected to experience an economic change following AEB participation.


Demographics

*Retired learners have been excluded as they are not expected to experience an economic change following AEB participation.


Relatively higher positive economic outcomes are seen for those doing Adult Skills courses and courses at a higher level. By demographic higher outcomes are seen for younger learners and men.

There are small differences in the share of learners experiencing a positive economic outcome by ethnicity, with the exception of Black learners who are considerably more likely to experience a positive outcome. Differences by demographics may be partially explained by type of provision and qualification taken (for more information see the London Learner Survey 2022/23 report.

Progression into employment

For a third of learners (30%) their economic activity status (whether they were employed, unemployed, inactive or a student) changed between the baseline and follow-up survey.

Of those whose economic activity status changed, almost half moved into employment. In addition, 24% of learners who were out of employment when they started their courses had moved into employment upon completion of the follow-up survey.



A quarter (25%) of out of work Adult Skills learners moved into employment following their course, in Community Learning the figure is 17%. As with the share of learners experiencing a positive economic outcome, there is a clear relationship between economic activity and level with higher levels being more likely to move into employment.

Black or White ethnicity learners are the most likely to have moved into employment (both 29% respectively) compared to other learners.

Provision


Demographics


Progression within work: Earnings

Overall, nominal average earnings is estimated to have increased by 8% between the baseline and follow-up surveys. For those earning below the London Living Wage (£11.95 per hour in 2022/23) in the baseline, 28% were earning above it in the follow-up.
Baseline Follow-up Change
Mean Earnings: £23,500-£24,800 £25,400-£27,000 8%


Participants in Adult Skills have comparatively lower earnings and hours worked on average than learners doing Community Learning (in both baseline and follow-up).

Around 15% of learners aged 50+ benefited from an increase in income following their AEB course, compared to 23% of those aged 19-23. A similar difference is apparent between men and women with 24% of men experiencing an increase in income compared to 17% of females.

Provision


Demographics


Progression within work: Hours

Some of the trends in earnings are partly explained by hours worked. Between the baseline and follow-up average hours worked increased from 29.9 to 30.8 hours per week for those in employment.
Baseline Follow-up Change
Mean Hours: 29.9 30.8 2.8%


A larger share of employed learners in Adult Skills programmes experienced an increase in hours worked (28%) compared to those in Community Learning programmes (22%). For learners at Level 3, a significant share (45%) saw an increase in hours worked, compared to 25% for all learners in the AEB.

Provision


Demographics


Progression into further learning

As well as improving employment outcomes, the AEB is also a stepping-stone to further and higher learning. The LLS found that this was the case for a substantial proportion of learners; 65% of learners had started or were going to start more study or training.

The likelihood of pursuing further education varies based on the type of course. Community Learning participants exhibit a higher likelihood (69%) of continuing their education compared to those in Adult Skills (63%), mainly due to Community Learners frequently choosing to do additional Community Learning courses.

This trend persists across different levels of learning, with Entry Level and Other Level courses boasting the highest percentage of learners advancing to further education. A significant portion (59%) of Level 3 learners opt for further education despite the substantial time commitment these courses entail (often around one or two years).

Certain demographic characteristics, such as being female, White, or over 50, correlate with a higher likelihood of progressing into further education.

Provision


Demographics


In addition, 40% of this learning was above the level of the previous learning aim the learner studied in the AEB. The survey found the majority of further learning was taking place in FE colleges/institutions, but a significant number of learners went on to study at a HE institution or start an apprenticeship.


Comparative level of learning for those undertaking further learning

Social Outcomes

The LLS also collects data on social outcomes which are currently missing from other educational outcome datasets. This allows a more holistic understanding of how the AEB is impacting learners.

Positive Social Outcome

In 2022/23, a vast share of learners (94%) reported that participation in the AEB had led to a positive social outcome.

The LLS defines a positive social outcome based on the responses to three questions where the learner must report one of the following:

  • They reported the course had a positive impact on their wellbeing;

  • They reported the course made them more confident, or

  • They reported that the course helped them to meet new people.

Learners on Entry Level and Level 3 courses are the most likely to experience a positive social outcome (96% each), the figure drops to 91% for learners on Level 1 courses.

Women are three percentage points more likely to experience a positive social outcome compared to men (95% vs 92%).

There are small differences in the share of social outcomes by ethnicity, with Asian and Black learners the most likely to experience a social outcome (95%), compared to 93% for learners from a White, Mixed or Other ethnic group background.

Provision


Demographics


Health and wellbeing

The survey asked an initial question on the extent to which the course impacted the learner’s wellbeing. The responses to this were overwhelmingly positive; 80% of learners said their courses had a positive impact.

What impact, if any, has the course had on your general wellbeing? Has it had…


Note: DK/PNTS stands for Don’t know/Prefer not to say.


Following methodology from the ONS, the LLS has 4 measures of wellbeing: life satisfaction, worthwhileness, happiness and anxiety, which learners self-report on a 0 to 10 scale. For life satisfaction, worthwhileness and happiness, on average there has been an improvement between the baseline and follow-up survey.

By funding model there is a large gap in the share of learners reporting that the course led to an improvement in their wellbeing. In Adult Skills, just over three quarters (77%) of learners reported an improvement in their wellbeing due to their course, whilst 86% of learners in Community Learning reported the same. 

By age, there are substantial differences in the share of learners reporting that the course led to improvements in their wellbeing. For learners aged 19-23, 72% reported that course positively impacted their wellbeing whereas the figure is 85% for those aged 50+.

Notably, around three quarters (76%) of learners reporting a learning disability or health condition (LLDD) experienced an improvement in their wellbeing due to their participation on the course.

Provision


Demographics


Improved self-efficacy

Self-efficacy is a person’s belief in their ability to succeed in different situations and challenges. Self-efficacy ensures once learners gain skills they can be confident in applying them to their work and wider areas of life. AEB courses are helping learners to grow in confidence: 87% of respondents reported an increase in their confidence as a result of the course.

Has the course helped you to feel more confident?


Note: DK/PNTS stands for Don’t know/Prefer not to say


Learners taking a Level 3 course are the most likely to report an increase in their confidence following their course (90%), followed closely by those on Entry Level courses (89%).

Younger learners and women are more likely than older learners and men to report improvements in their confidence due to their AEB course (89% of younger learners (aged 19-23) vs 84% of older learners (aged 50+) and 88% of women vs 84% of men).

Provision


Demographics


Additionally, learners have shown an increase in their levels of self-efficacy across a range of indicators. The share of learners who believe they can find a way to get what they want if someone does not agree with them has increased from 72% to 74% and the share of learners who believe it is easy for them to reach their goals has increased from 81% to 83%.

Improved social integration

Improving London’s social integration is one of the Mayor’s top priorities and it means:

• Helping Londoners to build meaningful and lasting relationships with each other

• Supporting them to be active in their communities and to play a part in the decisions that affect them

• Reducing barriers and inequalities, so that Londoners can relate to each other as equals

The AEB can play an important role in social integration in London due to the diversity of Londoners it brings together in one place. In fact, 77% of AEB courses helped learners to meet different people, despite only 27% of learners citing this as one of the reasons for enrolling in their course.

To what extent do you agree or disagree that the course has helped you to meet lots of different people?


Note: DK/PNTS stands for Don’t know/Prefer not to say


More than three quarters of learners report meeting different people due to their course regardless of funding model (78% in Adult Skills and 75% in Community Learning).

As with many of the other social outcomes, Asian and Black learners are the most likely to report meeting different people due to their course (81% and 79%, respectively), compared to only 74% of White learners.

Provision


Demographics


Participation in volunteering

Volunteering plays a crucial role for communities across London and unites Londoners from different backgrounds. Between the baseline and follow-up surveys, there is no increase in the share participating in volunteering, but there is a small shift in more learners doing formal rather than informal volunteering in the follow-up. Additionally, for those who are volunteering, the frequency of volunteering increased between the baseline and follow-up.

Whilst 45% of learners across the AEB participate in volunteering at the follow-up survey, this rises to 55% for learners in Community Learning and 58% for learners taking an Other Level qualification.

There is a considerable difference in the likelihood of volunteering by age. Learners aged 50 or above are 23 percentage points more likely to volunteer in the follow-up survey than learners aged 19 to 23 (57% vs 34%). Women are more likely than men to participate in volunteering (47% vs 41%).

Provision


Demographics


Conclusion

The 2022/23 survey provides a strong evidence base to suggest that the AEB is helping transform the lives of Londoners, particularly those who are facing barriers in the labour market. More than 81,000 learners were able to move into employment, progress in their role or start further study following their course. More than half (59%) of these learners were from Black Asian or Minority ethnic background (48,000 learners).

The social outcomes from adult education are often overlooked but are of equal importance to the GLA. More than 185,000 learners experienced a positive social outcome following the course - with 158,000 seeing improvements in their health and wellbeing and more than 170,000 learners feeling more confident.

These results also show that the outcomes for learners vary by provision and demographics, this information means that GLA can target provision of the AEB to ensure that the benefits of Adult learning are wide reaching and inclusive, regardless of a learner’s backgrounds.

More information

*Learning aims can be defined a single enrolment at a provider as represented on the Individualised Learner Record. In some instances, this will represent a single course, although in some situations a course can be made up of multiple aims. In Adult Skills, this involves classroom, distance and e-learning, whilst in Community learning, it comprises a range of non-formal courses to promote civic engagement and community development.

View our full 2022/23 report on the London Learner Survey.

View the technical methodology on how IFF conducted the survey

For the latest data on the Adult Education Budget in London see our data releases for 2022/23 and for the first half of the academic year 2023/24.

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