Literature review (WP2):

Promoting LLL of and for seniors (45+) - The perspective educational

interventions and planning

Tarja Tikkanen IRIS

TOP+ project Final seminar, Brussels 16.12.2009

Purpose of WP2• A literature review (state-of-the-art) on training and other

lifelong learning interventions targeted to older adults. - focus: learning of and for older workers from the perspective educational interventions and planning- Included a critical evaluation of the existing provision

• To provide the groundwork for the TOP+ training model to be developed.

• Additionally, an online survey to TOP+ partners was carried out to get access to relevant literature and other information not available in the English language.

How was the literature review carried out?• focus on learning among older adults and the pedagogy

related to that– specific literature, limited availability

• added with perspectives to lifelong learning and adult learning more generally (including eLearning)

• search terms used: – adult education, adult training, train-a-trainers, andragogy, gerogogy,

and age/ageing/older workers and learning/training

• databases/sources used:– ArticleFirst, BlackwellSynergy, ERIC, ISI Web of Science, Science Direct,

PringerLink, and Google

• additional relevant journals included:– Educational Gerontology, Education and Ageing, Adult Education

Quarterly, Adult Learning, PAACE Journal of Lifelong Learning, and The Journal of Widening Participation and Lifelong Learning

”Technical results”• Very little literature available on

older/mature workers or learners from the pedagogical (intervention) perspective.

• More material found on younger (“ordinary adults”) and very old learners, those who have largely left active working life, for example students in the Third Age Universities.

An online survey• To complement the picture gained through the literature

review with material not available in English• To all TOP+ partners through an e-mail• Covered seven main themes:

1. National framework for learning and training of older workers2. Key-issues concerning lifelong learning and older workers3. Learning possibilities available for older workers4. Competence and competence development of the teachers of older

adults 5. Learning needs and informal lifelong learning among the teachers of

older adults 6. Monitoring of participation in adult education (including informal

learning activities)7. Best and worse practice of lifelong learning initiatives targeted to older

workers

Literature review: Main findings1. Theoretical perspectives: From pedagogy, to

andragogy, to gerogogy– Lifelong learning in formal, informal and nonformal context– Approaches to adult learning

2. Older workers’ participation in training– Explaining participation– Participation rates– Critical factors for older workers’ participation in organised learning

activities

3. Training provision for seniors– HRD and learning in the workplace– Formal training– Older workers as hard-to-reach learners – A role for the social partners?

4. Training of trainers in adult education5. Further issues and perspectives

Main findings from the TOP+ partner survey1. National framework for learning and training of

older workers (no policy, no public funding, narrow ow concept, low profile of soc. partners)

2. Key-issues concerning lifelong learning and older workers

3. Learning possibilities available for older workers4. Competence and competence development of

the teachers of older adults5. Learning needs and informal lifelong learning

among the teachers of older adults6. Monitoring of older workers’ participation in adult

learning7. Best and worst practice of lifelong learning

initiatives targeted to older workers

Planning E&T for older workers: Matrix• The pedagogical wisdom from the findings were

summarised with 15 key-issues

• A matrix to help to prepare learning activities for older workers was presented– in regards formal training and HRD/workplace learning – three steps: before/preparation, during/training

implementation, and after the training

LEARNINGAPPROACH & METHOD

ORGANISATIONALCONTEXT Workplace Training institute

OLDERLEARNER & WORKER–

Characteristics

LEARNINGSUBSTANCE

Skills, knowledge, attitudes

(i) Task-centred skills - Formal training (ii) Worker-centred skills - Informal, non-formal, HRD

(iii) Activity approach- All approaches

Job competence (needs), learning motivation, skills,…

E.g. Level of formality of the learning activity, learner group characteristics, etc.

-Learning potential and”learning conduciveness” of jobs-Organisational learning culture- ‘Intergenerational culture’

TEACHER/ LEARNING FACILITATOR Characteristics

E.g. Teaching style, self-confidence, confidence with the learning substance,

A multi-dimensional reality of education al planning and learning participation

Conclusions for the TOP+ project further on1. Call for an experimental, innovative approach.

2. The model: well balanced between the general characteristics of older workers and the heterogeneity of this group.

3. The model: flexible.

4. Differentiation for best match with the target group? 2-3 alternative basic training models

5. HRD and workplace context: needs a model of its own on the side of a more “pure” adult education model?

6. The model: build on some core principles rather than constitute a set of fixed properties.

7. Recommendations for further training of the trainers needed.

Thank you for your attention.

”The lack of training received by older workers is dominantly a symptom of broader problems they face.

And it is these broader problems that deserve prime attention.”

(Mayhew & Rijkers, 2004)

Contact information:Dr. Tarja TikkanenHead of Research - Management, organisations & competenceDept. of Social Science and Business DevelopmentInternational Research Institute of Stavanger (IRIS)P.O.Box 8046N - 4068 StavangerNorwayTel. + 47 - 5187 5003; Mobile + 47 - 4131 4343Skype: tikkareneE-mail tarja.tikkanen@iris.noInternet: http://www.iris.no