Research

Summary page

Research

Skills development for a diverse older workforce by Fran Ferrier, Gerald Burke and Chris Selby Smith

Australia’s population is ageing rapidly, a result of declining fertility rates and rising life expectancy. Older people in the workforce are becoming more common. We are also likely to see many individuals adjust their retirement plans and stay in the workforce for longer than they had once anticipated.

These changes to the age mix of the workforce will have signiﬁcant implications for the renewal and replenishment of skills. Even more than is the case currently, those aged 45 years or more and their employers will have to pay attention to strategies for effective skills development.

This may not be straightforward. Older working-age Australians are a very diverse group: in the types and levels of skills and qualiﬁcations they hold; in their workforce experience, including occupations and industries in which they work; in their retirement aspirations; and in their willingness and conﬁdence to participate in learning and applying new skills.

This study, Skills development for a diverse older workforce, is based on a review of what we presently know about effective skills development for older workers and presents seven new case studies of the delivery of training to a primarily older workforce.

Given that people aged 45–64 years currently make up about one-third of the workforce and one-ﬁfth of vocational education and training (VET) students, it is likely that the case studies will be of particular interest to those directly involved in the training of older workers.

Key messages

As long as good practices for the teaching and learning of adults are in place—those based on a learner-centred and inclusive approach—only small adjustments to training programs and activities will be required to meet the needs of older participants.

The differences among older workers, however, mean that skills development designed to support and encourage their participation in the workforce should be targeted to the needs and circumstances of speciﬁc sub-groups. In particular, different learning preferences, motivations and expectations should be considered when planning the type of training to be provided and how it is to be delivered.

Trainers, as well as employers, also need to take account of the barriers (including age discrimination) affecting some older workers.

The provision of effective skills development for older workers needs to go hand-in-hand with ﬂexible arrangements which encourage continued working, such as semi-retirement circumstances that enable older workers to combine employment with increased leisure.

Readers interested in this topic should also see Older workers’ perspectives on training and retention of older workers by David Lundberg and Zaniah Marshallsay (NCVER 2007).

Tom Karmel
Managing Director, NCVER