From lifelong learning to later life self-employment: a conceptual framework and an Israeli enterprise perspective

Abstract

Purpose The purpose of this paper is to highlight important aspects of adopting a lifelong learning mindset as a way to improve entrepreneurial employability and self-employment capabilities among older workers, and to examine their practicality in enterprise services. Design/methodology/approach This paper takes a two-method research approach that synthesizes an original conceptual framework based on current gerontological and work psychology literature with qualitative organizational case study in the Israeli labor market. Findings The process of lifelong learning and accumulation of employability underpins a fulfilling career in self-employment later in life, through continuous self-acquisition of necessary knowledge and complementary skills. Adopting a lifelong learning mindset may contribute to older workers developing lifelong employability by self-realizing their meaningful life wisdom alongside becoming lifelong learners, and consequently, by becoming protean career owners capable of acquiring entrepreneurial competencies and skills. Program analysis of social and business enterprises established in Israel to meet the demand for the acquisition of later life skills demonstrates the various ways in which they play a role in supporting this process. Research limitations/implications The need for future research and practice on the conceptual framework presented in this paper is analyzed and discussed in the Israeli context. Originality/value This paper contributes to the ongoing discussion on third-age entrepreneurship, by conceptually linking the core concept of lifelong learning to entrepreneurial employability, and demonstrating its application in the Israeli work culture.

The use of active learning methods for lifelong education

“…It confirms and complements the results obtained (Bjursell et al, 2021). After all, the value of specialists on the labour market, and therefore the opportunities for work, directly depends on the level of knowledge (Carr, 2020;Eppler-Hattab, 2021). In order to learn effectively, self-education skills must be developed, and the use of active learning methods will help improve the quality of learning outcomes for adults.…”

The SEM Model of Better Workers’ Life in Companies

“…The aging workforce is a major challenge for all companies (Torres et al, 2022). Companies can demonstrate that they value and respect elderly workers by implementing human resources policies and practices designed to address the needs and improve the working conditions of elderly workers (Eppler-Hattab, 2021). Elderly workers need to understand their emotions, needs and motivations, and cognitive abilities to determine what it takes to function successfully in the workplace (Uhunoma et al, 2021).…”

“…From this point of view, it is important to include elderly workers in training designed and tailored specifically to them (Torres et al, 2022). Employers need to recognize the benefits of elderly workers, value their contributions, be willing to invest in their age-diverse workers and reward them for a job well done (Eppler-Hattab, 2021). Moreover, training for workers is an important component for retaining elderly workers and increasing their working capacity (see, e.g., Armstrong-Stassen and Templer, 2005;McNair et al, 2012, Zwick, 2015.…”

“…These falls can reduce working capacity and, consequently, increase work-related injuries and occupational diseases (Mansour and Tremblay, 2019). Therefore, from this point of view, it is important that, in addition to the proper creation of jobs in companies, the promotion and possibility of providing physical activities prevail (Eppler-Hattab, 2021). Physical activity during working hours can reduce the incidence and frequency of age-related injuries (Pluta and Rudawska, 2021).…”

Implementation of the of Lifelong Learning Principles as a Background for Quality Specialized Education of Journalists

“…Researchers are announcing increased accountability of learners and educational service providers for lifelong learning at all levels (Boeren, 2017). The prospects of lifelong learning are in its clear correlation with the ability to work effectively, run a business, build a full career based on self-acquisition of additional necessary knowledge, skills and abilities (Eppler-Hattab, 2021). Today, science has empirically confirmed the correlation between learning motivation, metacognitive factors and lifelong learning (Gogh & Kovari, 2018); between lifelong learning and the transformation of awareness of this goal by the learner and the impact of educational institutions on this process (Talmage et al, 2018); between lifelong learning intentions and information literacy (Mbagwu, Chukwuedo & Ogbuanya, 2020); adequately selected technologies to support the development of self-determined learning (Blaschke, 2018).…”