Working and ageing - Cedefop - Europa

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268 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.
Figure 14.2. ʻFunnelʼ theory of participation 3 to 16/18 16/18 to 24 24 to 45 45+ to statutory retirement age Source: Smith, 2010. 3 to 16/18 16/18 to 24 24 to 45 45+ to statutory retirement age Preschool, Primary education Secondary education Further education / higher education Mod apps Professional development Figure 14.3. ʻHourglassʼ theory of participation Source: Smith, 2010. ? Preschool, Primary education Secondary education Further education / higher education Mod apps Professional development Lifelong learning Career reinvention Reflection Personal exploration CHAPTER 14 Realising the potential of older workers in Scotland 269 Building on this ethos, the centre for lifelong learning was invited to develop a pilot project in 2008 by the Department for Work and Pensions (DWP) to address the high number of economically-inactive incapacity benefit claimants over the age of 50 in Glasgow (Smith, 2010). Analysis of DWP data for Glasgow showed that of the total number of 58 250 incapacity benefit claimants some 25 850 were aged between 50 and 64.Of these claimants, 22 900 aged over 50 had been claiming incapacity benefit for two years or more (DWP, 2006). The ʻrealising your potentialʼ project methodology formed
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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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28 Working and ageing Guidance and
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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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Working and ageing - Cedefop - Europa

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