Older Workers and Lifelong Learning - Report Example

Older Workers and Lifelong Learning 1. Introduction Globalisation places a high premium on education and skills as they can increase workers ability to innovate, adapt to new and rapidly changing technologies. Similarly, global competition made investors look for competitive workforce such as those that are appropriately trained and has the ability to learn. There is therefore a need for training that can help create jobs or skills development system providing an environment for sustainable enterprise. However, focusing on education and training for young people is not enough since there is also a need to retain workers in jobs or move to new one whenever necessary. In particularly, older workers must be able to respond to the changing work requirements, adjust and be flexible otherwise they will likely experience painful dislocations and structural unemployment (Liddicoat & Baldauf 2008, p.187). The following sections discusses some of the factors contributing to changing requirements of vocational practice, the current and transforming requirements affecting older workers productivity and performance. It also discusses the role of lifelong learning and educational provisions in empowering older workers throughout their working life. 2. Factors Contributing to the Changing Requirements of Vocational Practice 2.1 Globalised Economy and Rapidly Changing Technology In the age of globalised economy and the rapid changing information and communication technology, skills are radically developing in terms of speed and content thus there is a growing demand for multi-skilling and lifelong learning (Anxo 2008, p.167). These rapidly changing technologies particularly demand changes in occupational requirements thus workers must update and learn new skills to maintain their jobs. Lifelong learning in this context serves the workforce two ways. One is to prepare them for the changing job requirements and the other is to ensure that older workers can remain active in the labour force (Spring 2009, p.60). In Europe for instance, policies and reforms promoting lifelong learning are aimed to enhance adult skills and to maintain employment rate of older workers aged 55-64 to at least 50 percent (International Labour Office 2010, p.40). 2.2 Upgrading and Flexibilisation of VET Systems Mansfield & Mitchell (1996) argues that in order for VET to succeed, it must be looking at the changes in the nature of work, economy, the broader environment, and organisations (p.14). In other words, the VET system must flexible enough to accommodate changes outside the education system and consider how the world of work is rapidly changing. Similarly, upgrading of workers knowledge and skills as discussed earlier is unavoidable due to rapidly changing technology and tough competition brought about by globalisation. These factors contributing to the changing requirements of vocational practices are also changing and therefore work practices will continuously change in the passing of time. These include powerful economic forces that not only demands upgrading but flexibilisation of VET systems, globalisation of markets, high-speed technological innovation, ICT development, and so on. Primarily, VET should be able to deliver support for lifelong learning and produce flexible qualifications (Nijhof et al, 2003, p.7). Some of the problems associated with upgrading are the fact that many workers are aging, inadequately trained, many are due for retirement, and so on. Hiring and retaining workers depend in part on the availability of labour, productivity and cost, and employers’ willingness to upgrade their knowledge and skills. However, an older worker productivity is also depends on skill levels and many of them fail to maintain and upgrade their skills due to perceptions that they are being discriminated in the workplace and chose to retire early (Morris 2000, p.3). They also cost more compared to younger workers due to practices related to earnings, health insurance, and pension. Similarly, government policies about employee benefits may discourage business organisations to hire older workers (Schaffner 2003, p.375). Consequently, government policies and organisational practices are focusing on training and retraining of older workers making them the centre of organisations productivity initiatives, education, alternative work arrangements, job transfers, equipment redesign while they are being disadvantaged by unnecessary training and experience requirements (Watson & Hassett 2003, p.253). 3. Current and Transforming Requirements of Work Practice 2.1 Changes to work being undertaken Employees in organisations seems pressured by structural changes such as mergers, downsizing, reduction of available resources, growing global competition, decreasing number of core jobs, and increasing amount of work. Although still many employees are still maintains their efficiency and effectiveness, some particularly older workers feel disempowered and threaten by these changes (Hayakawa 2003, p.22). Older workers according to Adams & Beehr (2003) have significant firm-specific human capital thus changes in nature of work affects them significantly (p.6). Some of the changes to work being undertaken are more thorough preparations for work, increasing commitment to skills and knowledge, and demands for more work. Along with globalisation and rapidly changing technology also comes marginalisation of the lower skilled and awareness of the role of education in resolving these issues. Many believe that lifelong has emerged as a response to this issue and intended to develop multi-skilled and competitive workforce (Elliott et al. 2010, p.152; McKenzie 2001, p.368). Lifelong vocational learning is to help improve workers participation at work where workers have the opportunity to learn continuously. These include development of more positive attitudes to self, life and family, and compliance to workplace requirements. This is because workers participation at work is now considered as organisations’ investment in human capital (Jackson 2011, p.181). The increasing commitment to knowledge and skills is due to perceptions that these work requirements are central to national stability and competitiveness as affected by globalisation and rapidly changing technologies (Burke & Jackson 2007, p.28). According to the National Research Council (2006), workers are facing greater expectation in terms of knowledge and skills thus they expected to participate with lifelong learning. This is because with each change come new demands for acquisition of work-related knowledge and skills relevant to this change otherwise obsolescence is inevitable (p.99). The productivity of the labour force depends on the number of factors but for older workers the use of advanced technologies such as computers, automated systems, and robotics is the most challenging. Compared to what they used to do few decades ago, current jobs require high level of skills and continuous upgrading to remain up-to-date. Some jobs are becoming deskilled as machines are taking over the usual work performed by workers that are often left with servicing and maintenance work. Moreover, since training and knowledge are rapidly becoming obsolete, these affected workers earns less and easily replaceable (Morgan & Kunkel 2011, p.149). Computers threaten the job security of older workers since it significantly change the nature of work and requires learning and use of different skills. For this reason, they have to change their ways and participate in upgrading of skills to maintain their value in the market otherwise they may experience job displacement. However, contrary to stereotype thinking that they learn less well than the young, older workers although slow are capable of learning new skills and therefore may benefit from retraining (Rogers 1996, p.203). 3.2 Requirements for Work Performance The changing nature of work not made an issue out of employee development but work performance and older workers attitudes. According to Schultz & Adams (2007), the older workers physical such as increasing obesity and others and mental health affects their ability to work at later age and cope with modern work environment performance requirements (p.315). Moreover, older workers may require more protection from work environment since comorbidity or distribution and co-occurrence of medical conditions may affect their health status and adaptability to working conditions. Due to utilisation of medical care, this condition may alter their workplace activities and ultimately their work performance (Wegman & McGee 2004, p.8). Some studies on the impact of age-related changes on older workers suggest variability in performance between the young and older people. According to Shaie (2001), workers over age 45 are often employed in industries like manufacturing, service, and trade that expected to show large growth in the future. However, this does not necessarily mean that older workers opportunities will expand since skill requirements of these industries are also changing and requiring new ways of performing. Moreover, prior experience with computers is seen as an important predictor of performance on computer related tasks. Although that they are capable of learning new skills as mentioned earlier, older people often encounter difficulties whenever they are introduced in an unfamiliar domains. More importantly, these difficulties and the myths associated with older workers (learning less) often disqualify them for training or retraining opportunities. Recent studies on age and work performance suggest that although there is evidence that performance increases with age, other evidence shows that it remains the same and decreases with age. The relationship between age and performance is dependent on the type performance measure, the nature of the job, and experience thus contradictory results may be expected (p.550). Performance is often shaped by individual capacities, interests, perspectives, and agency (Billet 2006, p.179) thus the above contradicting results may be true. For instance, correlations between age and ability, motivation and work performance is low and according to Willis & Reid (1999), the decline in ability is likely due to older workers less exposure to training and education as they are often selected out from opportunities to learn new skills and competencies. Moreover, since behaviour and motivation is associated with age, older workers may be on their own are voluntarily selecting out because they see themselves as people less suited for new learning experiences. One important factor influencing such behaviour is age grading since it does not only affect older workers confidence but people who evaluate their performance capabilities (p.261). 3.3 Changing ways of engaging with work (Participation at work and lifelong learning) The nature of work and the type of knowledge and skills required have change and therefore workers may experience changes in the way they engage with work. Older workers are the most affected of this changing economic and political environment as one study conducted in Australia in the mid 1990s suggest that participation rates of male workers with age 54-59 have dropped considerably from 91.3 to 74.8. Some older workers were reported displaced by new technology while the decline manufacturing firms put employees out of work (Borowski et al. 1997, p.218). These changes are the reasons why young and old workers have to study further and take the opportunities being offered by lifelong learning (Jarvis 2004, p.75). According to Keese (2006), financial incentives improvement in order to persuade workers to work longer and receptivity of employers to older workers is only half of the challenge. This is because older workers are mostly suffering from poor health, inadequacy of skills, difficult working conditions, and others that may push them into early retirement. Similarly, lack of good employment services and further career progression may reduce their interest to work longer (p.18). According to Rubenson (2011), important to individual’s participation and learning is their agency, capacity, and subjectivity thus older workers interest on lifelong learning will be directed by what motivates, directs, and focuses their efforts at learning through work (p.74). Study suggests that many workers were motivated and engaging in learning when some short-term training is offered in the workplace thus older workers may be encouraged to learn and confidently engage at work (Crowther & Sutherland 2007, p.227). Upgrading older workers skills is one way of improving their employability or relevance to their current work since most of them have lower levels of education and skills training compared to younger workers. Lifelong learning can improve organisations human capital particularly less well educated adults. They can gain basic foundation of literacy and other skills that can help them qualify in jobs that are mostly offered to young adults (Keese 2006, p.119). Moreover, the nature and structure of work seems that jobs and work are cyclical in the sense that they now often require workers to re-shape their occupation from time to time and to re-skill or re-learn in order to cope with change. Lifelong learning reflects and reinforces these cyclical patterns in a way that adults can keep up their skills and knowledge current to the demand of the industry (Borowski et al. 1997, p.218). Lifelong learning can increase the attractiveness of older workers to employers as they will have better skills and ability to learn until the end of their work career. According to Holzman et al. (2009) workers do undergo a series of training during the careers and since retention rates of older workers are high, it is more profitable to train them than younger workers. For instance, the OECD report in 1998 suggests that retention rates of workers at 45 are higher than those of young workers in 6 OECD countries (p.120). It is therefore more logical to retain and let older workers continue their education and update their skills. Continued and lifelong learning can help them adapt to the changing circumstances and acquire necessary flexibility in terms of work. Besides, older workers according to some study are still active and interested in lifelong learning. For instance, contrary to common belief the 1990 study of retired workers in the United States shows that old students were quick to learn, equally interested in learning, and enjoy campus life (Shea & Haasen 2006, p.100). 4. Maintaining and Developing of the current work practice for older workers (Supporting their learning needs through educational provisions) The ageing of the workforce according to Cooper et al. (2009) will the most significant development in the near future and older workers will in time constitute a larger share of the workforce. Therefore, there is a need to ensure employability of older workers particularly those that who do not want to retire early and this can be achieved by making their skill level relevant to the changing work requirements through lifelong learning and relevant educational provisions (p.616). Training and up-skilling of people already in work particularly older workers is highly recognised in educational provisions (Bagnall 2010, p.31) thus VET system provide support for school-based apprenticeships (OECD 2006, p.68). In recognition of lifelong learning emerged various forms of adult education and training such as school-based apprenticeships allowing students to undertake training in conjunction with their secondary school qualification. In Australia, school-based approaches enable students young and old to meet the Australian Quality Training Framework standards resulting to certificate and credit towards a vocational qualification (CCH Australia 2010, p.379). Distance education with the help of new technology enables older workers to study outside educational institutions. For instance, use of media and information technologies provides an alternative classroom-based teaching and promotion of distance teaching methods benefiting those who wish to study at home. Home learners such as older people can acquire wide range of information at times and circumstance more convenient for them (Lockwood 1995, p.131). Home-based learning enables older workers to improve their time management and control their own learning. They will be responsible enough to prepare themselves for workplace challenges such as learning skills that can make them more employable, resourceful, and competitive. Moreover, those who are already taking time to learn at the workplace may extend their studies at home rather than training centres (Race 2005, p.27). Polytechnic as the name implies is an educational provision offering knowledge and skills in industrial and applied sciences. The idea behind polytechnic education emerged from the need for highly trained workforce thus changes in occupational qualifications affecting older workers can be resolve by entering these institutions. For instance, older workers can acquire competencies that would allow them to function as knowledge workers or transition to other work such as business administration, technology and transport, health and social services, and other competencies they can use in the working life (Valimaa & Lewis 2006, p.90). VET institution is not the only educational provision that needs to cope with industry requirements but even universities need to be relevant to what the industry demands. For this reason, older workers particular those with professional qualifications may opt to upgrade their knowledge and skills from nearby universities (Borger 2006, p.7). The 1997 Australian Bureau of Statistics Survey of Retirement Intentions among workers age 45 and older reveals that about 34% of full-time workers want to work past the age of 64. Majority of these workers who wants to retire late at their age are professional workers who can benefit from educational provisions promoting lifelong learning at the university level (OECD 2005, p.140). Lifelong learning private providers are products of flexible and customised educational provisions. Although public education institutions are generally responsible for older workers education, they do not have monopoly of education and training particularly in the area of further education and lifelong learning. Private providers are expected to give their share of knowledge and competency training as well relevant skills adult can use in their working life (OECD 2002, p.74). For this reason, older workers can also upgrade and further develop their skills with privately run training centres near their workplace or home for their convenience. Similarly, community education is a product of democratic and inclusive educational provision recognising the capacity of all individuals to learn. This include recognition of the need for broad social and community partnership that will assist in the realisation of government policies aiming to provide lifelong education at all levels (Chapman & Aspin 1997, p.161). Older workers therefore have variety of choices in enhancing their knowledge and skills since there seems no limit for lifelong learning. 5. Conclusion Older workers are undoubtedly disadvantaged by the rapidly changing nature of work caused by new technology and global competition. They must respond to the changing work requirements otherwise they will suffer painful dislocations and unemployment. However, older workers are traditionally viewed as inflexible and difficult to learn thus their participation in training or skills upgrading are often ignored by organisations. Contrary to common belief, older workers are willing and quick to learn and if given the right opportunity they can perform well in today’s working environment. This opportunity includes flexible and inclusive educational provisions that provide older workers with ability, knowledge, and skills they can use for the rest of the working life. 6. References Adams G. & Beehr T, (2003), Retirement: reasons, processes, and results, Germany: Springer Publishing Company Anxo D, (2008), Labour market transitions and time adjustment over life course, Netherlands: Rozenberg Publishers Bagnall R, (2010), Lifelong learning and the limitations of economic determinism, International Journal of Lifelong Education, 19:1, pp.20-35 Billett S, (2006), Work, change, and workers, Germany: Springer Publishing Company Borger H, (2006), Human Resource, Australia: Career FAQs Publishing Borowski A, Encel S, & Ozanne E, (1997), Ageing and social policy in Australia, Cambridge University Press, Melbourne Australia Burke P. & Jackson S, (2007), Reconceptualising lifelong learning: feminist interventions, United Kingdom: Taylor and Francis CCH Australia, (2010), Australian master fair work guide, Australia: CCH Australia Limited Chapman J. & Aspin D, (1997), The school, the community, and lifelong learning, United States: Continuum International Publishing Group Cooper C, Goswami U, & Sahakian B, (2009), Mental capital and well-being, United States: John Wiley and Sons Crowther J. & Sutherland P, (2007), Lifelong learning: Concepts and Context, United Kingdom: Routledge Elliot G, Fourali C, & Issler S, (2010), Education and social change: connecting local and global perspectives, United States: Continuum International Publishing Group Gorard S. & Rees G, (2002), Creating a learning society: Learning careers and policies for lifelong learning, United States: The Policy Press Hayakawa E, (2003), The inspired organisation: Spirituality and energy at work, Canada: Trafford Publishing Holzmann R, MacKellar L, & Repansek J, (2009), Pension reform in South-eastern Europe: Linking to labour and financial market reform, United States: World Bank Publications International Labour Office, (2010), General survey concerning employment instruments in light of the 2008 Declaration on Social Justice for a Fair Globalisation, Switzerland: International Labour Organisation Jackson S, (2011), Innovations in lifelong learning: Critical perspectives on diversity, participatio, and vocational learning, United Kingdom: Taylor and Francis Jarvis P, (2004), Adult education and lifelong learning, United Kingdom: Routledge Keese M, (2006), Live longer, work longer, France: OECD Publishing Liddicoat A. & Baldauf R, (2008), Language planning and policy: Language planning in local context, United Kingdom: Multilingual Matters Lockwood F, (1995), Open and distance learning today, United Kingdom: Routledge Mansfield B. & Mitchell L, (1996), Towards a competent workforce, United Kingdom: Gower Publishing Limited McKenzie P., (2001), How to make lifelong learning a reality: Implications for the planning of educational provision in Australia, in Aspin D, Chapman J. & Sawano M, International Handbook of Lifelong Learning, London: KIuwer Academic Publishers, pp. 367-377 Morgan L. & Kunkel S, (2011), Aging, Society, and the Life Course, Germany: Springer Publishing Company Morris S, (2000), New opportunities for older workers: A statement of national policy, United States: Diane Publishing National Research Council, (2006), Learning to think spatially, United States: National Academic Press Nijhof W, Heikkinen A, & Nieuwenhuis L, (2003), Shaping flexibility in vocational education and training: institutional, curricular, and professional conditions, Germany: Springer OECD, (2002), Lifelong learning in Norway, France: OECD Publishing OECD, (2005), Australia, France: OECD Publishing OECD, (2006), OECD Economic Surveys: Australia, France: OECD Publishing Race P, (2005), 500 tips for open and online learning, United Kingdom: Routledge Rogers W, Fisk A, & Walker N, (1996), Aging and skilled performance: Advances in theory and applications, United States: Routledge Rubenson K, (2011), Adult learning and education, United States: Academic Press Schaffner H, Horn C, & Heldrich J, (2003), A nation at work: The Heldrich guide to the American workforce, United States: Rutgers University Press Schaie K, (2001), Handbook of the psychology of aging, United States: Gulf Professional Publishing Schultz K. & Adams G, (2007), Aging and work in the 21st century, United States: Routledge Shea G. & Haasen A, (2006), The older worker advantage: Making the most of our aging workforce, United States: Greenwood Publishing Spring J, (2009), Globalisation of education: An introduction, United Kingdom: Taylor & Francis Valimaa J. & Lewis G, Higher Education and working life: Collaborations, confrontations and challenges, United States: Emerald Group Publishing Watson D. & Hassett W, (2003), Local government management: Current Issues and Best Practices, United States: M.E. Sharpe Wegman D. & McGee J, (2004), Health and safety of older workers, United States: National Academic Press Willis S. & Reid J, (1999), Life in the middle: Psychological and social development in middle age, United States: Academic Press Read More