Working and ageing - Cedefop - Europa

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276 Working and ageing Guidance and counselling for mature learners consisting of short two-hour sessions was designed and played an integral part, helping to bridge the gap between the centreʼs expert area of knowledge and support more widely through other, external organisations. A wide range of topics, informed by individuals participating in the project, were offered and included information sessions on: (a) business start-up; (b) volunteering; (c) changing career direction and employability support; (d) coaching, mentoring and counselling; (e) recognition of prior learning; (f) lifelong learning opportunities. For individuals who may have lacked confidence or motivation in contacting organisations themselves to find out information, the added benefit of the seminar programme was that they came along with others they met through the programme who shared common areas of interest. It also provided a nonthreatening way of finding out information on services available externally. Stage 4. Work ability The project also aimed to test the concept of work ability indexing (Ilmarinen, 2006). Where the Finnish Institute of Occupational Health and similar studies ( 57 ) consider the correlation between individual and work-related factors and their impact on a personʼs ability to continue working at a later stage in life, the ʻrealising your potentialʼ project aimed to adapt existing models, by including areas other than health, and examine the impact of other barriers faced by individuals. Using a self-administered questionnaire, individuals are encouraged to answer questions relating to five key areas that may impact on their employability currently, and in the future: competence; motivation; health; family; and finances. Stage 5. Evaluation Evaluation takes place through a series of focus groups. The decision to adopt this method of capturing feedback is driven by the rich source of information available from individuals and a genuine desire to capture the thoughts of older workers. Potentially, more valuable data could be collated, particularly from earlier groups of individuals who came through the programme 18 months previously. The ability to measure the impact of the programme ( 57 ) Swinburne university project: redesigning work for an ageing society.
against individual experiences since completion is likely to be greater. Had paper evaluations been used immediately after the learning programme stage, data may have misrepresented the true impact of the programme on individuals. To capture thoughts and views more comprehensively, a paper-based evaluation will also take place allowing individuals to contribute their personal views on the value and benefit of the programme. 14.8. Findings CHAPTER 14 Realising the potential of older workers in Scotland 277 Although the project concludes in May 2011, several findings can be drawn from work carried out to date. As of March 2011, 10 groups totalling 134 older workers from a wide range of backgrounds and industry sectors have participated and benefited from the programme. In terms of gender, the split between men and women is contrary to Schuller and Watsonʼs (2009) findings that participation in learning is more or less equal above the age of 50 for both men and women. In this instance women (75%) were more participative in learning than men (25%). With the exception of one participant, all were white most being from the UK, and three participants were aged 65+. All other participants were aged 50 to 65. Of the total number of participants 63% worked in the public sector, 34% came from the private sector and 3% from the voluntary sector. Of those who came from the private sector, 44% were self-employed. 14.8.1. Learning and qualifications When initially scoping out the project, prior to the global recession and financial crisis, the general consensus among staff was that the content may lend itself more to individuals who fell into the category of low-skilled and lowpaid. Evidence would suggest that this is unfounded, as 64% of participants were qualified to level 4 and above of the international standard classification of education (ISCED). Of participants, 19% could be considered to fall into the low skill category (level 2 and below). Even then, many held positions that, today, would demand a degree or equivalent. These individuals have acquired the necessary work skills through extensive experience. However, while a high percentage of participants were well qualified, future project activity may have to review the recruitment process to ensure those who are less skilled, and may have less confidence in participating in this type of programme, have the opportunity to do so.
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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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Working and ageing - Cedefop - Europa

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