Working and ageing - Cedefop - Europa

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266 Working and ageing Guidance and counselling for mature learners Figure 14.1. Transitions after 50 Personal transitions • midlife change Source: Phillipson, 2002. Employment transitions • career management • part-time work • self-employment • retirement Income transitions • pensions • benefits • salary / wage Family transitions • household changes • children leaving home • divorce • living alone Care transitions • expanding/ changing care tasks Leisure transitions • expanding/ changing leisure activities From the organisational perspective, during a period of economic downturn, many organisations adopt early voluntary retirement/redundancy programmes, placing the older workforce, in particular, at risk of exiting the labour market. In addition, talent management programmes tend to be geared towards younger staff, with few opportunities to learn and develop available to older workers. It is important to note, however, that the extent to which the challenge of the ageing workforce is managed across the public, private and voluntary sectors varies significantly. One of the key findings of Loretto and White (2006), in their study of 40 employers across Scotland from both the public and private sectors, was the acknowledgement by employers that early redundancy programmes ʻalmost wholly targeted older workersʼ (Loretto and White, 2006, p. 322). They also suggest that older workers are more likely to remain in employment in smaller, private companies as there is often no financial incentive for the employee to retire early. This is an important point to consider when comparing workers across sectors and at different skill levels. While popular conception among many authors (Loretto and White, 2006; Naegele and Walker, 2006; McNair et al., 2007) suggests that employers view older workers positively and recognise several desirable qualities such as reliability, experience and knowledge, the reality is that older workers are increasingly being deemed ʻdisposableʼ by many organisations. Scotlandʼs largest local authority has recently adopted a strategy to cut 4 000 jobs held
y workers aged 50+ over a 12-month period, around 12% of the workforce (Braiden, 2009). One of the key challenges facing both employers and individuals is changing mindsets. For employers, it is educating, informing and reinforcing key issues such as demographic change, the threat of losing valuable knowledge from the organisation and increasing competition in the future for younger workers with the necessary skills. For individuals, support and encouragement in planning and changing their career trajectory in later life is crucial as is appropriate advice and guidance on opportunities to reskill, retrain and access appropriate learning and career opportunities to help realise this goal and encourage individuals, where appropriate, to remain working longer and later in life. 14.4. The role of lifelong learning CHAPTER 14 Realising the potential of older workers in Scotland 267 The University of Strathclydeʼs centre for lifelong learning has developed and tested several projects designed to help older workers reengage in learning and explore their options in later life ( 54 ). Through combining 20 years of lifelong learning and employability experience, findings point towards older workers being keen to learn and develop, with many willing to explore new areas of interest. While some consider pursuing areas of personal interest, others actively explore the possibility of changing career direction and trajectory or are forced to reconsider the point at which they retire due to financial circumstances. Lifelong learning can be a crucial common denominator in both. Conclusions drawn from past studies carried out by the centre (Novotny, 2006) suggest that, as individuals age, the opportunity to participate in lifelong learning often reduces, with multiple barriers such as time, cost, low self-confidence and self-esteem. Further, encouragement and incentive to learn declines rapidly from age 45+, especially among those from more socially deprived backgrounds, and is particularly prevalent among those whose early experiences of ʻformalʼ education have been negative. Schuller and Watson (2009) in their inquiry into the future of lifelong learning reinforce this with data provided by NIACE. Table 14.1 shows the percentage of current or recent participation in learning across the four life stages. ( 54 ) OWL, older workers learning project; and AWE, advancing womenʼs employability project.
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EN Working and ageing Guidance and
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A great deal of additional informat
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Foreword Population ageing is one o
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Acknowledgements This publication r
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8. Policy, research and practice: s
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14.2. Participation rates of indivi
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CHAPTER 1 Setting the scene: promot
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To improve quality and transparency
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Gomes present the set-up and outcom
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CHAPTER 2 Do European employers sup
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CHAPTER 5 Cognitive ageing in older
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PART 2 Meeting the challenges - Eme
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unmet demand is limited, as is the
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people in the second phase (25-50)
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CHAPTER 7 Learning, work and later
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are now better than ever before, es
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CHAPTER 8 Policy, research and prac
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will need to be supported by struct
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ʻflexicurityʼ model is challenged
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different forms of retirement (2010
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8.8. Policy considerations CHAPTER
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9.1. Introduction CHAPTER 9 Changin
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CHAPTER 9 Changing patterns of guid
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their continuing learning and devel
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Table 9.4. Use of past work experie
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CHAPTER 10 Career development in la
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life, much will change. Cate and Jo
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CHAPTER 11 Maintaining senior emplo
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