Working and ageing - Cedefop - Europa
Working and ageing - Cedefop - Europa
Working and ageing - Cedefop - Europa
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<strong>Working</strong> <strong>and</strong> <strong>ageing</strong><br />
Guidance <strong>and</strong> counselling for mature learners<br />
he can reach it, the unknown man shoots him, leaving Lawrence to ask the<br />
question: ʻwhy?ʼ<br />
Having identified the ʻdot on the horizonʼ the two men relate it to their known<br />
world, but their thought process is varied <strong>and</strong> they are unclear which response<br />
is appropriate for lack of data. As the ʻdotʼ grows larger new theories emerge,<br />
but still the overwhelming sense of uncertainty increases until the situation<br />
evolves to a point where little time is left to develop or implement an effective<br />
solution <strong>and</strong> panic sets in.<br />
Consider for a moment that the ʻdot on the horizonʼ is retirement. For many<br />
individuals, this has always been in the distance with little or no planning made<br />
on how to live beyond their working life. For some, the financial reality is now<br />
beginning to come into focus <strong>and</strong> the reality of potentially working beyond<br />
statutory retirement age a real possibility. For others, their career is their life,<br />
with little or no outside interests. The trauma this uncertainty brings to many<br />
can be paralysing, with a real fear of the future <strong>and</strong> what lies ahead. The<br />
response by many is often to do nothing <strong>and</strong> hope for the best.<br />
If attitudes of, <strong>and</strong> towards, older workers are to change, a much deeper<br />
transformation must take place involving all key stakeholders. Individuals<br />
should be better prepared to cope with the various employability challenges<br />
faced in later life. Central to this is appropriate information, advice <strong>and</strong><br />
guidance in a suitable environment that older individuals are prepared to<br />
engage in. Here, partial responsibility lies with employers in helping workers<br />
to prepare <strong>and</strong> plan for the transition from work to retirement, considering that<br />
many may wish to work beyond statutory retirement age. For example, options<br />
such as flexibility <strong>and</strong> the opportunity to downshift, either through reduced<br />
hours or reduced levels of responsibility should be recognised as an important<br />
part of preretirement (Smeaton et al., 2009).<br />
Government also has a responsibility to provide an accessible advice <strong>and</strong><br />
guidance service that older adults are prepared to engage in <strong>and</strong> benefit from,<br />
tailoring the support required to suit the needs of this unique client group.<br />
There is also an onus to inform <strong>and</strong> encourage greater involvement in<br />
vocational education <strong>and</strong> training, <strong>and</strong> relevance to the older worker of the<br />
national qualifications framework, as well as opportunities for recognising prior<br />
learning. It is, therefore, crucial for governments <strong>and</strong> policy-makers to continue<br />
considering the challenges presented by an <strong>ageing</strong> society <strong>and</strong> provide<br />
suitable support <strong>and</strong> opportunity for those approaching, arguably, the greatest<br />
transitional period of their lives.<br />
Lifelong learning has a key role to play <strong>and</strong> can be a major contributing<br />
factor to improve the quality of later life <strong>and</strong> the capacity <strong>and</strong> opportunity for