Policy implementation strategies in support of lifelong learning for older workers Toshio Ohsako, Ph.D Consultant, UNESCO Former UNESCO Senior Research Specialist and Visiting Professor, Stockholm University

Lifelong learning for older owrkers Live Longer, Work Longer (OECD, 2006) We now challenge: Live Longer Learn Longer (lifelong learning) Work Longer

Why and when people learn effectively? Learning can be effective when the learner is able to foresee its outcomes as personally beneficial (work skills, personal developemnt, etc). It is important for the learner to enjoy, control and to be positively challenged in the process of learning (not only outcomes), Learning does not take place in a vacuum - supportive learning environments are crucial. Learning interventions are effective when they begin at an earlier age of the learner and be sustained throughout the lifespace (e.g sustained ”learning to learn”)

Implications for policy implementation:  Co-ordinated policy implementation for result- oriented LLL and employment  Old learner-friendly LLL policy implementation  A two-pillar implentation: long-term and targeted

Co-ordinated and result-oriented policy implementation for LLL and employment:  It is important that policies should be implemented cooperatively by the employment sector and the LLL sector (education, training, HRD, etc).  Financial incentives for LLL alone (e.g. tax breaks, LLL grants to employers) are not sufficient conditions for learning.  A clear linkage should be conceived: Older workers get a job, promoted, re-employed upon completion of LLLprogrammes  A LLL-to-job contract should be established between LLL training agencies, employment service agencies, employers, unions prior to the initiation of LLL

Examples : -Australia: Active Partcipation Model (APM, 2003): seeking for a job is part of the Partcipation Agreement. -France:New French agreement ” employees lifelong access to training (2003): ” Training passport ” lists skills and vocational aptitude to be developedrequested by employees. -Japan: Employment Security Offices (600 nation-wide) help older workers to get a job upon completion of LLL under an agreement with training agencies.

Old learner-friendly LLL policy implementation Supportive LLL environments and individualised services:  learning conditions and contents tailored to individual worker’s needs experiences, and prior learning  interactive learning environments(e.g between employees and employers)  personalized support (e.g career and vocational counsellng)  short courses  convenient learning locations  self-directed learning  link to the workplace  a strong policy-practice link is needed to advance these areas  innocvations and creativity are needed to advance these areas  collaborations are needed between researchers (learning, ergonomics, human development, gerontology, etc)  dissemination of successful model cases (e.g. Agora)

Two-pillar LLL policies for older workers  LLL policies for younger workers (who are to be future older workers)  a life cycle perspective ”Learning to learn” attitudes are portable from early/younger age to older age. The work expereinces of younger people impact on their work attitudes and decisions when they become older  Targeted policies for older workers (low-skilled, unemployed, disabled, immigrants, etc)  inclusive/diversity-friendly LLL for all age groups and all challenged populations.

We know that the majority of Nobel-Prize winners are older workers. However, we know little about the learning potential of average older workers, under- educated and low-skilled workers. Research work on and dissemination of successful models of ”learning older workers” should be reinforced.

Age of award for each field of Nobel Prize (n=678; ) Age of award Source: Ohsako, T. (1998). Hamburg: UNESCO-Institute for Education. Unpublished data.