Older Employee Behaviour and Interest in Continuing Education

Abstract

The increasing older population actually sets the conditions for adult education and its potential for innovation in reception and support for older employees. Therefore it is important to keep in mind the needs older learners have, along with their educational interests and behaviour. This article presents the results of a national representative survey in Germany concerning the educational interests and behaviour of older learners, especially older employees. This survey shows the influence of income status, level of schooling and gender on educational behaviour and so explains the differences within the group of older adults concerning continuing education participation, expectations and barriers. Further modes of delivery of continuing education programs which are a central issue for older employees appear to be more important than the vocational usefulness of continuing education for this target group, and there is noticeable resignation concerning whether improved vocational opportunities can emerge from continuing participation in education.

A distinctive theory of teaching and learning for older learners: why and why not?

“…Ironically, what older people actually have in common is their heterogeneity (Lemieux & Martinez, 2000). Because of their life experiences and backgrounds, older people's approaches to and interests in learning may even vary among themselves, who do not form a homogeneous group (Laville & Volkoff, 1998, chapter 29;Schmidt, 2007). Laslett (1991) and Neugarten (1974) suggested the need to further subdivide those 'old' learners into several categories to differentiate between the needs of the young old and the oldest old.…”

Transitions to retirement – Learning to redesign one’s lifestyle

“…Other studies have in many ways pointed out the significance of age for participation in adult education -in particular for vocational reasons (e.g. Schmidt, 2007). Our regression models clearly show that it is not age as such that has an impact RASP -Research on Ageing and Social Policy, 5(1) 47 on educational activities, but rather the plans and expectations related to retirement.…”

Reasons and Barriers to Continuing Vocational Education and Training for Marginalized Groups

“…(3) Wooden et al (2001), Schmidt (2007) and Pfeifer et al (2012) show that older employees (over 50 years old) have a lower interest in almost all forms of training than young employees (see also Taylor &Walker, 1998 andCedefop, 2015). This can be explained by various barriers such as learning capacity, lower return on investment assumptions or employer discrimination.…”