Work in Progress
Skills development for a diverse older workforce
Summary
- Item:
- 10359
- Title:
- Skills development for a diverse older workforce
- Type:
- Managed research project
- Project no:
- NR5013
- Status:
- Finished
- Date commenced:
- 20 October 2005
- Contact:
- Fran Ferrier
- phone: +61 3 9905 2808
- email: fran.ferrier@education.monash.edu.au
Purpose
The purpose of the proposed research is to identify and understand the following issues in order to provide an informed basis for the development and implementation of skills development programs that make a substantial contribution to the retention of a diverse older workforce:
(i) Which forms of skill development are most effective overall for people aged 45 years or older.
(ii) The extent to which the diversity in the older workforce needs to be considered in framing skills development activities and opportunities that aim to encourage older workers to continue working.
(iii) The kinds of differences that will be required in skills development activities and opportunities if they are to be effective in encouraging older workers from different sub-groups of the population to remain in the workforce, e.g. males and females; people living in metropolitan or regional/rural areas; people with family responsibilities; people with disabilities; Indigenous people; people with low levels of literacy and numeracy; people with low levels of savings/superannuation people with low English language skills.
(iv) The elements in skills development programs that make them successful in meeting the needs of diverse older workers and their employers.
Approach
Data analysis, literature review, case studies
Research questions
1. What proportion of workers are currently aged 45 years or older? What proportion work part- or full-time? In what occupations, industries, locations? On what basis are they employed?
2. What factors explain these patterns of workforce participation? What education/training related factors? What employment-related factors? What social factors or characteristics? What other kinds of factors?
3. In what forms of skills development do these workers currently participate? How is participation affected by diversity in the characteristics of the workers, such as: previous educational attainment; living arrangements, family responsibilities; health, including disabilities; income, income sources; Aboriginality, ethnicity?
4. What forms of education, training and other skills development are most effective for people aged 45 and over? How and to what extent do these respond to the diversity in the needs and characteristics of older workers?
5. What makes some skills development programs for older workers more effective than others? To what extent is attention to diversity issues a factor in their success?
6. What changes are required to accommodate diverse skill development needs in (a) current education and training provision; (b) in workplaces; and (c) employer practices; by individuals themselves; and by governments? How can access to appropriate skills development opportunities be ensured for older workers?
Methodology
The work would comprise three activities with activities 1 and 2 undertaken simultaneously:
1. Overview of Demographic and labour market changes
This work responds to research questions 1, 2 and 3. The overview will focus on workers now aged 45 years or older and will consider participation in education and training, labour force participation by occupation and industry, work arrangements (full-time, part-time, casual, other) and the factors that shape workforce participation, such as educational attainment; living arrangements, family responsibilities; disabilities; income, Aboriginality, ethnicity. The primary sources will be ABS collections and analyses by the ABS and various agencies and major research studies.
2. Brief review of the findings of related studies in Australia and from overseas 1999-2005. This work responds to research questions 2, 3 and 4. It aims:
* To identify the factors that help to explain the patterns of participation in the workforce and in skills development opportunities by people aged 45 years and above, including those related to characteristics including gender, health, living arrangements, location, ethnicity as well as education, training and skills.
* To review previous recommendations for education, training and other forms of skills development that aim to encourage older people to remain in the workforce - including any findings on the challenges associated with diversity.
* To identify specific issues (and some programs) to be investigated in the 3rd stage of the research.
3. Field work This major activity of the project responds to research questions 4, 5 and 6.
A 'backward mapping' approach will be adopted. This identifies 'where we are' and looks to find 'how we got here'.
Exploration will be undertaken at three 'levels': Primary (the classroom and workplace); Intermediate (the VET Provider and Employers) and Upper (Policy development and support - regional, states and territories; national).
The work will identify 7 skills development programs or program elements that are regarded as particularly effective in meeting the needs of older workers, particularly those from diverse backgrounds. It will address the degree of 'fit' between these programs and policy objectives and the factors that contribute to it at each level together with the factors that promote or impede the success and effectiveness of the programs including implementation arrangements; management and resourcing; delivery methods; and evaluation.
A framework for guiding the selection of specific programs or program elements for investigation will be developed following the review of previous studies.
Organisations
Centre for the Economics of Education and Training (CEET)
CEET is a joint venture of Monash University - Faculty of Education and Faculty of Business and Economics - and the Australian Council for Educational Research, ACER. The Centre undertakes research, research training, consultancies and dissemination on the economics and finance of education and training. The main areas of current study are:
*occupational and skill changes in the Australian economy and their implications for education and training,
*participation and outcomes in education and training, in total and for equity groups, and
*costs, efficiency and alternative forms of financing of education and training.
Chris and Joy Selby Smith Pty Ltd
Chris Selby Smith is the Principal of the company, which undertakes teaching, research and consultancy activities in Australia and overseas, primarily in the areas of healthcare, education and training, and general public sector management.
