Today's global policy climate recognises the importance of better addressing non‐economic dimensions of well‐being and social progress such as health, social engagement, political interest and crime. It is well known that education plays an important role in shaping these indicators of social progress. However, little is understood about the causal effects, the causal pathways, the role of contexts, and the relative impacts of different educational interventions on social outcomes. This limited knowledge base prevents policy makers from taking concrete actions to improve the well‐being of nations. This report aims to address the challenges for assessing the social outcomes of learning by providing a synthesis of the existing evidence, original data analyses and policy discussions.
No Supplementary Data
No Article Media
Document Type: Review Article
Publication date: 01 September 2010