The Provision of Vocational Education for Older Workers - Essay Example

? The Provision of Vocational Education for Older Workers of Introduction Vocational education and training (VET) programs educate and train people with the intention of employing them in a particular trade (Doak, 2012). Normally, such training is brief and does not last more than two years. Vocation schools are sometimes referred to as technical schools and they differ from other college or school programs in that they target specific jobs such as dental hygiene, plumbing, hairstyling and mechanics among others. However not all trades can be learned through vocational training. One feature of vocational training and education is that it has a career-oriented focus, often done by people preparing for specific careers and on graduating, vocational learners begins to work in these high-demand jobs immediately (Doak, 2012). The other feature of vocational education is that it is offered by highly skilled experts in the concerned disciplines and involves a lot of practical work in the laboratories, workshops or work studios. Thus less time is spent in classrooms contrary to the case in other types of learning institutions. There are several requirements for one to undertake vocational training. These include high school diploma or equivalents. Although it is not essential, applicants are required to go for areas they have expertise in since these programs. It is not essential since learners are often taught all they need to know to work in a given field. Thus, even applicants without prior skills and experience are transformed into competent and skilled workers. Vocational education and practice has become a rather important concept in recent times given its view as an alternative to university education and its being less expensive compared to other college and university educational programs such as degree. Further, with a vocational training, job prospects are rather higher and stable jobs could be found within months of completing a program. Nonetheless, job prospects generally depend on market dynamics and individual trainees (Doak, 2012). Vocational practices also promote on-the-job learning, which is quite attractive to many employers. For older workers, vocational education serves as a path to a second career, better labour market position and a more enriched and fulfilling life. Therefore, it is apparent that not all undertaking vocational programmes are high school graduates seeking to enter the workforce for the first time. Many people in vocational programs are older workers interested in new careers and thus require retraining. The main reason people seek vocational education is the need to balance different skills for improved productivity and social order. For instance, while mechanics and plumbers are necessary for social order, beauticians, dental hygienists, and medical aides are useful for quality of life. There are numerous demands and requirement-related challenges encountered in vocational practice that affect different kinds of workers and high school graduates (Wolf, 2002). This paper explores the current and future requirements and demands for the older worker regarding vocational practice. Vocational Requirements/Demands for Older Workers Lifelong learning for older workers continues to attract the attention of stakeholders such as employers, the government and the older workers. For them to remain competent and not be rendered redundant, older workers have to acquire the latest skills and proficiency required for their jobs, which may have changed over the time they have been employed. Without the necessary vocational training and practices being imparted into this category of workers, employers would be forced to retire or retrench them and employ new, younger and more skilled labourers. The effects of demographic changes in the nature and the structure of the workforces has thus created a lot of vocational education and training concerns for employers such as the government and those in the private sector (Lauglo & Rupert, 2005). Consequent to these demographic changes, there is the likelihood of a diminished labour that will negatively affect competitiveness and productivity of workers (De Munck et al., 2007). It is thus of the essence that workers and employers have a deeper and wider understanding of the latest labour market trends and demands. Such an understanding will help employers to know the manner in which peoples’ working lives have to be reshaped, more so for the aging workforce, which has to cope with the technological changes and the increasingly globalised economy. Although in the last decade of the 20th century, the trend was to remove older workers from the labour market, this has since changed due to demographic changes. Instead, education and training is being sought for this category of workers. Importantly for the contemporary workforce and employers, training and education systems for older workers must be adjusted to account for the demographic changes. This educational and training adjustments should however be guided by the need to arm these aging workers with the requisite competencies to meet the new labour market trends and demands (De Munck et al., 2007). It is this rush to arm older workers with the right skills and competences that has led to the growing importance of lifelong learning in the current workforce. Demand for continuous skill development, working life knowledge and attitude and lifelong learning are some of the reasons for the call for new approaches to the structuring and implementation of learning outside the workplace. Additionally, there is a heightened need to place more effort in the recognition, monitoring and the effective implementation of the available knowledge into organisations and their workers so that they remain relevant and competitive (De Munck et al., 2007). The current workplace challenges for the younger and the older workers have also prompted stakeholders to re-evaluate the idea of job-related competences and the meaning of the concept of ‘competent workers’. Consequently, the stereotype attitudes towards learning and worker development have since changed. Cognizant of the role of lifelong learning for older workers, researchers continue to study the concept of lifelong learning among this group of workers, focusing on issues such as learning of older workers and the development, utilisation and maintenance of their job-related competences, skills, knowledge, learning, values, and learning attitudes. In addition, some of these lifelong learning researches have focused on the individual and organizational opportunities, effects, and needs of the aging population and the changes in their working lives. Past and Current Researches and their Findings These studies have led to a number of recommendations and conclusions. First, it has been shown that older workers are quite competent. However, their competence is qualitatively lower that that of younger workers. The reasons explaining these differences in competence are work histories, experiences and educational background. Strangely, age is not one of the factors listed as causing the competence difference (Reeves, 2006). The only aspects of old age that affect lifelong learning are memory and speed. In fact, both worker groups have various strengths and weaknesses in their competence when compared with each other. As a matter of fact, studies have shown that employers tend to value the competence of older workers than they value that of younger workers (Reeves, 2006). This scenario is particularly common in the small and medium enterprise sectors of the economy. That older workers’ experience and competence are valued by employers and managers is evidenced by the fact that in most cases, they are mentors to the younger generation of workers. In addition, their experience and characteristics are more vital contributions to work-competence than even formal training. Interestingly, it has also been realized in studies that workers’ age is also directly proportional to occupational experience and worker motivation. Also identified in lifelong learning researches is the challenge brought about by the changing working life and workplace to older workers. These changes in working life and the workplace have not only stimulated learning but have also reduced the opportunities for learning. On a rather positive note, it has been established that age has little effect on the effectiveness of at-work learning. However it is important to note that the organisation, support and reward for lifelong learning are crucial to the success of individual and collective lifelong learning (Reeves, 2006). As mentioned above, the learning of older workers is challenged by the ever-changing working life and workplace, accompanied by increasing workload and time pressures, which reduce learning opportunities for older workers who some times adopt an adjusting rather than participating strategy for these working life and workplace changes. The other pointer to the fact that older workers can learn as well as younger workers is that learning at work has been established to vary across work types than it varies across age groups. Although some older workers manage well, new technology remains the greatest challenge to lifelong learning for older employees (Wolf, 2002). Unfortunately, for some older workers, new technology has resulted in their departure from the workforce. Some of them also prefer practice-based approach to lifelong learning through a more general theoretical approach. The other research finding worth mentioning is that successful work-based learning and training interventions for older workers result in self-confidence, improved motivation for lifelong learning, organisational commitment to work and a better social climate at the workplace for older workers (Schuurman, 2004). Older Workers with Disabilities other largely affected group of worker is the older worker with disabilities. For this class of older workers, vocational rehabilitation and employment trends and practices have changed in recent times. Even for this category of workers, work is considered a basic human right, prompting organisations such as the International Labour Organisation (ILO) to advocate for employment and vocational rehabilitation interventions and programs for people with disabilities. It is therefore of the essence that employers are conversant with the latest and future trends and practices regarding vocational rehabilitation of workers with disabilities. Although work is of critical social role to all, some disabilities jeopardize peoples’ abilities and opportunities to work. What is more, the older disabled community has continually received little and disproportionate attention with regards to rehabilitation to enjoy and exploit the available work opportunities (Schuurman, 2004). Specifically, their access to vocational rehabilitation faces a lot of hurdles. This discrimination persists despite the apparent growing population of older and disabled persons. It is necessary that when older and disabled persons return or report to work, their psychological, physical, and social characteristics should be considered and any help that could improve their situation and job prospects considered (Schuurman, 2004). Among the common trends and practices targeting the vocational training and employment of older workers with disabilities are community-based rehabilitations, supported employment, the quota system and sheltered and open employment. These programs and interventions are particularly prompted by the recognition that people with disabilities have rights similar to the able-bodied. Unfortunately, many nations and organisations have failed to cater for disabled workers by wholly integrating them into the active social and economic life of the community. In fact, in every corner of the universe, socioeconomic issues have hampered the employment and development opportunities for many disabled people who are not provided for and end up working and achieving below their potential. In fact, in worse situations, labour markets are so unfair to the disabled that employment is non-existent (Schuurman, 2004). Although cynics will cite general economic and social conditions as responsible for the situation the disabled older worker faces with regards to the labour market, it is clear that some level of sense for social justice by social planners is all that is required to highlight the plight of the disabled worker. Unlike, prejudice, this sense of social justice will ensure that the disabled worker is treated fairly in areas of lifelong learning and vocational rehabilitation (Schuurman, 2004). The principles of equality and participation should thus form the basis of providing vocation opportunities and services to disabled workers. The ILO Role and Standards At the forefront in advocating for the labour market rights and equality for disabled and older workers is the ILO, which has set several standards and guidelines for employers on vocational rehabilitation for these workers. Addressing these concerns are the international standards, ILO Convention 159 and Recommendation 168 of 1983, which deals with the vocational rehabilitation and employment of the disabled persons. According to these ILO recommendations and standards, all governments should have and implement policies that promote equal employment and vocational opportunities to the disabled persons in an open and free labour market (Ryan & Unwin, 2001). The services and the rights that the ILO Recommendation 168 demands employers to accord the disabled include equal access and opportunity to employment, training, retention and advancement in employment that corresponds to their choice, suitability, skills, knowledge and experience. There are several reasons for which ILO seeks vocational training and education for the disabled worker. First, like their able-bodied counterparts, disabled people require reasonable income for comfortable life, which can only be achieved via gainful employment. Hence, to be promoted and earn better salaries, the disabled must undertake lifelong learning and become more competent and relevant in the labour market (Ries & Trout, 1993). The disabled worker also needs to develop and have an enriching life, which can only be achieved by working in an open labour market. Third, through open employment and equal opportunities to lifelong learning, disabled workers get easily integrated with people living normal lives. This integration enables the disabled to form social relationships, skills and status, thus boosting their self-image. With references to the quota system, ILO insists that employers should introduce systems that promote the vocational training and education of older disabled workers, thus their employment and promotion opportunities in the open labour market. Thus, an employment and vocation quota systems in which employers are obligated to offer vocational training and other related services to disabled senior employees by a given quota/percentage of employees should be practiced by employers. In addition, financial aids such as loans and subsidies should be given to disabled older workers under vocational programs to ease their financial burdens. In current times, employers apply different types of loans and incentives to promote vocational development of older and disabled employees (Ryan & Unwin, 2001). These incentives and grants include grants for facilities and equipment for training and employing disabled workers. Second, some governments such as the Japanese authorities offer subsidies for equipment used to train disabled workers. There are also grants for employers hiring and training people with severe impairments, which target special facilities and equipment and their installation. Grants are also provided for the costs of special training and guidance for moderately and severely disabled and aging workers. Importantly, governments provide grants and special training to private facilities that provide education and training programs for disabled employees (Ryan & Unwin, 2001). Recommendations for Older Worker Lifelong Learning These recommendations are specifically important for current and future policy formulation for the older worker to remain competent. First, awareness should be raised about the value of older workers at the workplace and in their working life. This awareness may be achieved by pointing out the strengths of this group of workers such as their competences, characteristics and experience. In fact, in some European countries, programs and awareness campaigns have produced excellent outcomes, which show the best examples of good vocation practices for older workers. There is also the need to initiate educational programs that seek to create and strengthen lifelong learning opportunities and support genuine learning for older workers and the provision for the upgrading of these workers’ basic skills. Also highly recommended are strong efforts to reverse the worrying trend in which employers tend to lower the retirement age for workers, which has consistently dealt a blow to the labour market position of older workers. The strategies to be used in making the labour market position favourable for older workers include age-management initiatives. Above all, the most effective intervention for labour market improvement for older workers is more vigorous efforts and positive attitudes towards older worker training and education. Furthermore, the benefits of inter-generational cooperation and communication on increased productivity cannot be overemphasised and should be integrated not only in organisational but also in national polices on vocational education and training. Nonetheless, the risks and extra expenditures of these interventions on small organisations should not be ignored and national policies that promote the lowering of these risks and expenditures for small organisations should be established. Even as the policies to improve the labour market opportunities and position for the older workers are implemented, it is of the essence that a balance is struck between personal interests in work, leisure and training. In other words, the designed vocational education and training polices should be flexible enough to make arrangements and allowances for work and retirement. For an illustration, the personal interests of older workers in the last days of their careers should form the basis of their vocational programs and practices for personal as well as skill development. Importantly, management teams should design and implement initiatives that promote and develop sensitivity and the endorsement of workforce multiplicity in administration policies and practices. Through open discussions with older workers, employers and managers should improve awareness and clarity about the relationships between working and learning so that an inclusive and longer-term learning and development policy is established. To give older workers the opportunity to be directly involved in the structuring and running of organisations, there is need for an inclusive approach to the designing, organising and implementing of educational and training programs and systems that are sensitive to all workers. Employers should therefore explore the emerging and flexible ways in which learning and working activities could be organised so that the unique competences of the older but experienced worker could be utilised. The Change and Learning Culture Among the major drivers of the emerging importance of lifelong learning for all types of workers are change and the culture of learning that are currently spreading in all sectors of economy. Without embracing change and a learning culture, an organisation will obviously be left behind as they miss the new techniques of doing business and acquiring knowledge and competences. Thus, the other common method by which employers and managers could respond to the changing vocational demands and requirements by the older worker is to respond to the emerging approaches to learning and take advantage of the diversified competences and skills of their employees. These new forms of learning and training have particularly been shown to be effective in the integration of learning culture into organisations, thus assisting in the development of learning organizations. More focus should also be on the effects of workplace learning and training on actual jobs done by the highly experienced older workers. Moreover, attention should be paid to individual and collective competence advancement while considering learning programs and participation. The other recommendations for vocational education and practices for older workers are diversity-sensitive human resource development policies and practices, awareness on learning style and strategy difference, experience in learning activities and participation, inclusive support and encouragement, and the need to empower older workers who might have a negative self-image (Sharpe, 1993). Others are incentives for older workers, encouragement to chart own career, social security, knowledge and skill exchange, and additional research on the improvement of learning environment and practices. The Future of Vocational Education World over, the vocational education sector is identified by a number of trends and practices. Among these trends are increased application of technology, information and communication systems and regional/national demographic changes. It is these changes in the practices and trends in vocational education that pose serious challenges to the sector, especially with regards to the boundary of work life and educational/training systems. Vocational education and training stakeholders are thus faced with the challenge of the transition from education and training to employment. The other challenge is that of ensuring that future generations of workers have the right skills required in the labour market. It is therefore not enough to address the past and current demands and requirements of vocation: more needs to be done in preparing for future trends and practices in vocation (ldrich, 2005). Besides allowing employers and governments to draw up new and advanced vocational education plans, knowledge on future trends and practices in vocational education is important for guiding the stakeholders in proposing and implementing the best investment s and partnerships to ensure personal and career development for older workers. These investments in vocational education, for instance, will direct older workers towards the emerging and high-need industries such as education, healthcare and engineering. One future trend for the vocational education and training sector is the closer collaboration between governments and employers to support vocation and empowerment of older workers. In this collaboration, governments will play the role of identifying the required competences for the labour market after which the right investment will be directed at the initial workplace training (ldrich, 2005). Further, governments and private employers will jointly conduct researches on vocational training and education structures to support older workers’ education, competences and empowerment. Conclusion Vocational education and training (VET) refers to education programs for specific jobs in the labour market. Most of these jobs targeted by VET are quite high-demand and high-paying, highlighting the strengths of VET over other forms of academic-oriented learning. Because of the current market labour trends and practices, which emphasise change and learning, older but experienced workers face certain challenges related to competences. In particular, technological advances threaten the employability of older workers who may soon be rendered redundant. The other affected sub group within the bracket of older workers is the disabled worker who has not only physical but also psychological and social challenges that require rehabilitation. To avoid losing these experienced older workers, employers and managers must stay ahead of the pack by implementing current vocation trends and practices on their older workers. In addition, employers should be on the lookout for future trends on vocational training and education for older and disabled workers who should be accorded equal employment and vocation rights and the younger and able-bodied counterparts. References De Munck, B., Kaplan, S. L., and Soly, H. (2007). Learning on the shop floor: historical perspectives on apprenticeship. Berghahn Books. Doak, M. J. (2012). “Vocational Training - What is Vocational Training? 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