Workshop 03
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The Senior Studies Institute at the University of Strathclyde provides lifelong learning opportunities for people over 50 through classes, seminars, and university course access. As populations age, more older workers will stay in the labor market longer to address workforce challenges. Potential solutions include reviewing ageist recruitment and training practices, and creating flexible work arrangements to take advantage of experienced older workers who face barriers to continuing employment.
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According to the ILC’s Healthy Ageing and Prevention Index, the UK’s work span is only 31.5 years, ranking the UK 47th out of 121 countries. Skills shortages driven by demographic change are hitting all sectors of the UK’s economy: by 2030, we could see a shortage of 2.6 million workers. On the other hand, if UK employment rates for those aged 50 to 64 matched the rates of those aged 35 to 49, the country’s GDP would increase by more than 5%.
One way to improve work span and employment is through lifelong learning. However, in the UK, as the Learning and Work Institute’s Adult Participation in Learning survey showed, rates of learning continue to fall with age. In 2023, only 36% of people aged 55 to 64, 24% of those aged 65 to 74, and 17% of those aged 75 and over said that they’d taken part in any kind of learning in the past three years.
To better understand the approaches in other countries, we consulted with experts in lifelong learning, both from the UK and globally. ILC's report, in collaboration with Phoenix Insights, Redefining lifelong learning: lessons from across the globe considers the approaches taken in Singapore, Japan, South Korea, Canada, Germany, the Netherlands and Sweden. While each country’s approach is different, and shaped by its wider cultural, political and economic context, there are some common threads including: learning culture; the range of learning opportunities on offer; levels of support and investment; and accessibility
Introduction to RECOUP research: objectives, themes, methods, preliminary fin...
The Centre for Education and International Development at the University of Cambridge conducts research on how education contributes to socioeconomic development and improving outcomes in developing countries. From 2005-2010, it led a Research Consortium on Educational Outcomes and Poverty including partners in the UK, India, Pakistan, Ghana, and Kenya. The consortium's research objectives were to understand the relationships between education and poverty, how educational outcomes can be promoted, and how policy can achieve social and economic transformation. The research used quantitative and qualitative methods like household surveys and case studies across different locations.
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This document proposes a project called "Own It" to tackle youth unemployment in Motherwell, Scotland by encouraging entrepreneurship in the third sector. The project would establish student societies that contribute hours weekly to local charities, gaining experience. This would raise awareness of the third sector as a career and encourage job creation. Over time, the project aims to become self-sustaining and inspire innovation, offset demands on government, and stimulate work ethic among youth. The goal is for thousands of students annually to benefit from this experience.
1019 2b-450 employers eaps-hylton
With the aging of the Boomer workforce, employers are challenged with the largest talent replacement program in history. Managing this challenge is the question facing many employers. Differences in generation attitudes can lead to workplace tension. This talk offers a variety of measures that employers and employees can use to successfully bridge age and talent gaps.
UK Youth Beyond Current Horizons
Presentation of Beyond Current Horizons programme in relation to non formal learning for the UK Youth, St George's Hall, Futurelab event 'Vision not Division'
Adult education
Adult education provides learning opportunities for adults to gain new knowledge, skills, attitudes or values in formal, non-formal or informal contexts. It aims to help adults satisfy personal and professional goals by responding to their needs. While purposes may vary, adult education generally focuses on vocational, social, recreational or self-development. Taking adult education courses can benefit employment prospects by making individuals more marketable with in-demand skills, leading to higher pay or expanding options to work anywhere. Investing in adult education benefits individuals, families, communities and the overall economy.
The Applied Model - A new model for a new era of Graduate Education
There is a fierce global debate about the value and future of universities.
While there is a myriad of opinions arguing for how universities should change. Few address the issue from the perspective of a student and fewer still seek to design solutions which optimise for student outcomes.
Taking a “student first” perspective, this deck provides a summary of a comprehensive white paper on the subject which can be found here: https://www.locke.com.au/applied-model/
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The document discusses career education and a new Career Education Standard for Scotland. It aims to raise awareness of career education and its importance for transforming lives through learning and creating inclusive environments. The standard will help develop career management skills, knowledge of the world of work, and understanding of how to secure and sustain employment. Partners like schools, Skills Development Scotland, parents, and employers all have important roles to play in supporting career education under the new standard.
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Workplaces In Change 3 - Slide 2/3
The document describes phases of a research project that aims to develop an assistance system to support age-differentiated work design and employee assignment. Phase 1 involves cross-sectional studies to identify design measures needed to adequately assign current employees regarding performance and strain. Phases 2-3 involve longitudinal studies to identify proactive design measures for an aging workforce and measures for specific workers to prevent disorders or strain. Tool I was developed and validated to assess physical demands and abilities, and initial studies found little dependence between age and disorders but correlations between workload and disorders.
Workshop 10
The document discusses age policies and strategies for maintaining employee performance at work in hospitals. It notes the aging workforce and need to attract and retain employees. Key points discussed include implementing an age-conscious personnel management policy, managing employees of all ages with common tools while also considering the specific needs of young and older workers, building skills throughout one's career, and using tools like training, evaluation, and surveys to engage and develop employees of all ages.
Workshop 17
The document discusses age management in small and medium enterprises (SMEs). It describes the roles and services of various French organizations that support SMEs in managing employee age, including providing information, advice, training programs, and consulting services. It outlines the methodology used to conduct age diagnoses of SMEs to identify issues related to an aging workforce and develop tailored action plans.
Workshop 23 - Slide 2/2
The South West Opportunities for Older People (SWOOP) project focuses on helping older workers in southwest England remain economically active. SWOOP provides services like information, advice, guidance, training, coaching and help finding work. It targets both individuals aged 45+ and employers. By the end of 2006, SWOOP had helped 254 beneficiaries, most over age 50. Findings showed that older workers valued career advice and that age discrimination and poor job hunting skills remained issues. Employers were often compliant with age discrimination law but had not changed practices and still preferred younger workers due to stereotypes.
Workshop 24
The document discusses the work of Frauenstiftung, located in southern Upper Austria. Frauenstiftung aims to promote gender equality and empower women aged 45+ in the regional social economy. It offers counseling, training programs, and works with regional partners. One of its projects involved two training courses for 30 women aged 45+, focusing on skills development, health, learning, and unleashing creativity to change perceptions of aging. The courses helped participants reflect on their skills and dreams to gain new perspectives and self-images for better aging and work.
Workshop 26
The document discusses elderly plans and generation management in small and medium enterprises (SMEs). It describes a project called "experience has future" that supported 15 SMEs in Vienna. The project helped companies analyze their situation, initiate measures to support all three generations of employees, and develop sustainability at work for elderly employees. The consulting approach involved information, sensitization, analysis, conception, implementation, and evaluation. Key topics addressed included organizational culture, lifelong learning, knowledge management, and age-adjusted jobs.
Workshop 27
The document discusses a project called "Advancing Women's Employability" which aims to help women aged 50+ improve their employment prospects. The project includes pathfinder and accelerator programmes made up of sessions on topics like career skills, business startups, health, and technology. It shares the story of a participant who gained confidence, went to college, and did volunteer work after completing the project. Lessons learned highlighted that the programme was well-received but also identified issues around personal planning, caring commitments, health, and supporting women beyond the project.
Workshop 28
This document summarizes a project conducted in Upper Normandy, France from 2002-2005 aimed at developing strategies for integrating and orienting senior workers at the regional level. The project was led by OPCAREG Haute-Normandie, a non-profit organization that manages training budgets for companies. The goals of the project were to make use of senior workers' experience, facilitate job changes or adaptations for seniors, and keep them in the labor market longer. Over the course of the project, 19 knowledge transfer schemes were realized by pairing seniors with juniors. The document outlines a 12-step recipe for successful knowledge transfer based on lessons learned from partnerships with various companies.
Workshop 02
1. Health promotion programs are important for unemployed individuals, especially those aged 50 and older, to help preserve employability and quality of life. However, such programs are currently underdeveloped.
2. Long-term unemployed individuals aged 50-60 who participated in qualification programs that included psychosocial counseling achieved higher reemployment rates compared to those using standard support.
3. Community-based health promotion programs that help build social support networks can significantly improve unemployed individuals' psychological well-being and reduce health risks.
Workplaces In Change 1 - Slide 3/4
The document summarizes a study that aimed to map managers' decision latitude on age management issues and perceptions of and attitudes towards senior workers. A self-administered questionnaire was sent to 352 managers at Vattenfall Norden, with a 54.6% response rate. The study examined managers' decision latitude, perceptions of older workers, how older workers are treated, and what factors are important for managers' retirement decisions.
Workplaces In Change 1 - Slide 1/4
The document summarizes the outcomes of Vattenfall's "Energetic Ageing" program aimed at retaining older workers and facilitating knowledge transfer. Key findings include:
1) Interviews found that the Senior Resource Pool and mentoring components of the program were well-received, helping seniors feel valued and develop new skills.
2) Participation in educational seminars increased interest among seniors in working past retirement age and facilitated intergenerational knowledge sharing.
3) Statistical analyses showed the program was associated with lower sick leave rates for older workers and increased average retirement ages across the company.
Workplaces In Change 1 - Slide 2/4
The document summarizes a study that evaluated Sweden's 80-90-100 policy which allows employees aged 58 and over to reduce their working hours to 80% of normal hours while receiving 90% of their salary and 100% of retirement contributions. The study interviewed employees and managers who participated in the policy to understand their perceptions. The results showed that the policy increased leisure time for employees and allowed some to continue working despite health issues. Managers found the policy increased productivity. However, implementing the policy in all roles was difficult. Overall, participants were satisfied with the policy and saw it as extending their working lives.
Learning And Qualifications 2 - Slide 1/3
The document discusses a knowledge transfer process competency model called Nova.PE for small and medium sized enterprises. The model involves a standardized process from start to end using a "knowledge tree" to transfer intergenerative knowledge. The date is July 18, 2007 and it involves Christian Riese from the Ruhr-University of Bochum.
Learning And Qualifications 2 - Slide 2/3
The document discusses skills transfer and lifelong learning for older workers. It notes that older workers' skills can become obsolete but focusing on skills transfer is more proactive than focusing on age. While much is known about why lifelong learning is important for older workers, less progress has been made on how to implement it. Workplaces are key to success but training institutions also need new approaches to support skills transfer. The participation of older workers, especially those over 55, in education and training remains lower than other age groups.
Learning And Qualifications 2 - Slide 3/3
Skills transfer methodology involves acquiring and maintaining skills through experience-accelerated training. It aims to help companies address risks from losing critical skills held by employees, such as due to retirement. To implement skills transfer, companies first identify critical skills and who possesses them through experience. They then choose a person to transfer skills and a target person to receive them. Effective transfer requires the two to work together solving problems, not just one demonstrating or the other observing. Skills transfer follows six steps including identifying opportunities and critical skills, training transferring and target persons, implementing the transfer process, and documenting lessons learned.
Learning And Qualifications 3 - Slide 1/4
The document discusses a qualification scheme called AQUA for middle-aged women in Germany. The project aims to empower women through lifelong learning and gaining a formal qualification. It provides support for self-directed learning groups and helps participants share experiences to overcome obstacles. The learning process involves understanding one's learning style, time management, making theory practical, and gaining appreciation from colleagues. It also discusses the roles and support needed from line managers for the women participating.
Learning And Qualifications 3 - Slide 2/4
The Portuguese Ministry of Labour and Social Solidarity recognizes the importance of certification programs in boosting qualifications and promoting active aging. Portugal's Recognition, Validation and Certification of Skills system aims to increase qualification levels of both young and adult populations through vocational training and professional certification. Over 250,000 adults have participated in the program at 268 New Opportunities Centers, with nearly 100,000 adults already certified. The certification program has had direct impacts such as improved self-esteem and indirect impacts on employability and continued participation in the workforce.
Learning And Qualifications 3 - Slide 3/4
The document discusses lifelong learning opportunities for older workers and identifies several issues that can limit their participation. It analyzes the problem from four perspectives: participating communities of practice, cultural-historical activity theory, complexity theory, and psychoanalytic theory. All perspectives emphasize examining the entire work system and social/historical factors that influence what knowledge is valued. Overall, the document calls for a critical examination of ageism and norms in the workplace to create more inclusive learning spaces that bring multiple generations together and value the strengths of different groups.
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9
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- 1. Enhancing Employability through Learning Presented by Graham Smith Senior Studies Institute University of Strathclyde
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