Working and ageing - Cedefop - Europa

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Working and ageing
Guidance and counselling for mature learners
Table 14.1. Current or recent participation in learning across
the four life stages, 2008
Age 18-24 25-49 50-74 75+
Percentage participation 65 45 27 11
Source: NIACE adult participation in learning survey, 2008 in Schuller and Watson (2009, p. 101).
Smith (2010) describes this as the ʻfunnelʼ theory of participation (Figure
14.2). In order for individuals, regardless of educational background and
experience, to participate fully in lifelong learning activity, the ʻfunnelʼ
phenomenon has to be addressed. Education in Scotland, as in most
developed countries, begins at an early age with many children benefiting from
preschooling before progressing onto primary and secondary education. For
an increasing proportion of young people, further or higher education is seen
as the norm around the ages of 16 to 18 with others continuing to participate
via work-based learning. This is confirmed by data from the Scottish
government showing that 57.5% of school leavers in 2009 progressed to
university or college (Scottish government, 2010). At this stage though, a drop
in participation levels can be observed with individuals exiting the learning
system altogether. This narrows further with age, although a proportion of
learning may take place through continuous professional development activity.
For those unemployed engagement in learning is even less likely. On reaching
age 45+, participation rates in learning drop significantly, particularly among
those in low-skilled, low-paid jobs or who are unemployed.
In contrast, Smith (2010) suggests a more participative and inclusive
approach, one that engenders a culture of continuous learning throughout the
lifecourse. The ʻhourglassʼ theory of participation (Figure 14.3), while
acknowledging the need for a robust and challenging educational system in
early years, argues that it is equally important to open up opportunities in later
life to pursue interests, improve employability prospects and explore potential.
Through reflection and personal exploration, opportunities for reentering the
labour market or embarking on a career change in later life can be improved.
There is also an opportunity for providing a sense of direction for those who
may be considering, or are already in, retirement. In essence, this model
concurs with Barham and Hawthornʼs (2010) analysis of the support required
for older adults to make informed career decisions. They conclude that quality
careers guidance is equally important for the older part of the population as it
is for those starting in working life.