Despite the policy importance of lifelong learning, there is very little hard evidence from the UK on (a) who undertakes lifelong learning and why, and (b) the economic benefits of lifelong learning. This paper uses a rich longitudinal panel data set to look at key factors that determine whether someone undertakes lifelong learning and then models the effect of the different qualifications acquired via lifelong learning on individuals' economic outcomes, namely wages and the likelihood of being employed. Those who left school with O-level qualifications or above were much more likely to undertake lifelong learning. Undertaking one episode of lifelong learning also increased the probability of undertaking more lifelong learning. We found little evidence of positive wage effects from lifelong learning. However, males who left school with only low-level qualifications do earn substantially more if they undertake a degree via lifelong learning. We also found important positive employment effects from lifelong learning.

The education policies of governments have become increasingly directed towards economic ends, including the development of workforce skills. UK governments have been particularly committed to such policies and have adopted some quite distinctive tools, relying heavily on targets and emphasizing certificated rather than uncertificated learning. The underlying assumptions of such policies have been subject to sustained critique, but there has been relatively little empirical evidence available regarding their impact on individual adult learners. This paper uses a large national longitudinal data set to examine whether governments in the UK have met their objectives and how far these are consistent with the learners' own. It provides, in particular, detailed information on the factors affecting acquisition of additional formal qualifications in adult life and whether there has been any shift in favour of the less skilled in recent years. It also examines the extent to which qualifications, and especially those prioritized by government, lead to increased earnings for their holders. The results strongly suggest that current policies are failing even on their own terms. In conclusion the paper provides some possible explanations for the findings and sets them in an international context. IntroductionDuring the last quarter of the 20th century the education policies of European and North American governments became increasingly directed towards immediate economic goals, especially in the post-compulsory, further and adult sectors. This development reflected concerns over increased global competition and each country's own economic performance and has been informed by a rather simplistic version of human capital theory. The development of the population's (and so the workforce's) skills came to be regarded as both a critical, and a sure-fire, way of improving productivity. Within the education sector governments have correspondingly directed support towards the development of vocational skills and towards courses and activities of apparently direct relevance to the workplace (Green et al., 2000;Grubb

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In recent decades there has been a well‐documented increase in organisations' use of formal tests for selection purposes. This article investigates whether tests' technical qualities and predictive validity are the critical determinants of take‐up, or whether other organisational and contextual factors are more important. Case studies of organisations were used to identify the factors driving change and Workplace Employee Relations Survey data were analysed to determine the consistency of the findings with national data. The single most important factor appears to be the regulatory environment, with tests used as a precautionary measure to protect selection decisions from challenge. The growing formal professionalisation of HR departments is also important, and the influence of both factors is consistent with current theories of organisational decision‐making. Continued growth in test use is likely, but the implications for efficiency in selection are less clear.

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