Working and ageing - Cedefop - Europa

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278 Working and ageing Guidance and counselling for mature learners At the personal exploration stage, data were captured on learning history and preferred modes of learning. In terms of involvement in any formal learning, it had been more than 10 years for 64% of participants with only 11% participating in formal learning over the previous two years. This changed significantly when asked how long it had been since participating in informal learning. Some 79% were actively engaged in learning or had been within the past two years compared with 11% who had not participated in informal learning for over 10 years. Table 14.2 shows this in more detail. Table 14.2. Participation rates of individuals in formal and informal learning over time Time-scale < 2 years 2-5 years 5-10 years 10+ years Formal 11% 10% 15% 64% Informal 79% 7% 3% 11% Source: Centre for lifelong learning, 2011. A review of preferred learning styles also took place. All participants had experience of classroom-based learning with only 42% having experienced online learning, with the overwhelming response being it is not their preferred way of learning. Only 25% of participants had experienced distance learning with 35% having experienced workplace learning. Individuals were also asked to consider the type of learning that would interest them most at this stage in their working lives. Some 60% indicated that career-related learning would be of interest and 81% responded that they would also like to learn for their own personal interest. Only 10% were interested in achieving any type of formal or vocational qualifications. 14.8.2. Accessing advice and guidance In 2008, the Scottish government created Skills Development Scotland, a nondepartmental public body which brought together the careers, skills, training and funding services of Careers Scotland, Scottish University for Industry (Learndirect Scotland) and the skills intervention arms of Scottish Enterprise and Highlands and Islands Enterprise. The organisation has 1 400 staff and a network of public access centres and offices across Scotland. It is an allage guidance service open to everyone regardless of age. When individuals were asked if they knew of this service, 78% responded they had never heard of it. Once the background to the service had been explained, 80% indicated
CHAPTER 14 Realising the potential of older workers in Scotland 279 they were unlikely to, or unsure of whether to, access the services offered. The main reason given for this was that the service was more tailored to, and appropriate for, younger people. The seminar programme proved reasonably successful in linking individuals with areas of interest that may be of value in the future. However, only 44% of participants attended at least one of the 13 seminars that took place, with some attending more than one. This perhaps highlights that work is still required on finding a successful bridging solution between what the programme offered and what individuals wanted to move onto despite the content of seminars being driven by participants themselves. 14.8.3. Uncertainty Many older adults experience significant barriers that affect participation in learning and these become more amplified with age. In addition to issues such as time, cost, perception of relevance and ability, one of the key issues identified is managing and coping with change in later life. This would appear to be exacerbated by the current economic situation with many facing increasing uncertainty around their employment situations. One of the most significant findings relates to the level of uncertainty many individuals face when considering the point at which they retire, and the likelihood of working beyond statutory retirement age. Of participants, 61% stated that they are likely, or extremely likely, to work beyond retirement age, which in the UK is currently 65 for men and 60 for women. A further 30% were not sure whether they will work beyond this point with only 9% unlikely to. 14.8.4. Public sector observations Two of the 10 groups consisted solely of individuals working in the public sector. The groups were set up in consultation with union representatives and human resource managers within the organisations, one from the civil service and the other a health authority. Both groups took place on the employerʼs premises and within separate organisations in different parts of Scotland. This is in contrast to the other eight groups, which took place within the university. In the civil service, 95% left school with no formal qualifications and entered straight into employment, compared with 54% of participants in the other eight groups. These data were not captured for the health authority so no comparison can be made. Also, 94% of civil service participants had not been involved in learning for more than 10 years compared with 27% of participants from the health authority and 64% of the other eight groups. This shows wide variances and may also be explained by changing legislation that affected
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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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