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CHAPTER 8
Policy, research and practice: supporting longer careers for baby-boomers 153

ʻflexicurityʼ model is challenged by global competition and financial crises. This
leads to reconsideration of the generous safety net and unemployment
benefits. Nevertheless, this model is an alternative to the others presented in
the European arena.
Workers of all ages need to keep up with new developments, technology,
and innovations. Preferences on how to learn need to be considered. Fuller
and Unwin (2005) identified that older workers prefer learning on the job, from
colleagues, learning that is relevant to their work, and formal training linked
to career goals. Practice-based learning is important. People are staying on
in their jobs but need to have recognition of their individual and generational
needs. This means they need ʻequal access to training programmes which
focus on specific needs of the individual and what interests themʼ to maintain
their skills, including for instance, computer skills and train-the-trainer skills.
Dawe argues that education and training needs to be ʻlearner centricʼ (2009,
p. 6) while others prefer the term ʻlearner centredʼ.
Harris and Chisholm (2011; Harris, 2008, p. 1) provide an encompassing
definition of lifelong learning as ʻlearning that encompasses knowledge, skills,
behaviour and attitude acquired, being acquired or to be acquired throughout
life, irrespective of when, where, why and how it was, is or will be learnedʼ.
This view of lifelong learning provides for all age groups, and learning for work
and for life. Such a positive and all-embracing view of learning ideally should
inform policies and practice in relation to older workers. The model is one of
continuous learning with skills gained through various experiences and types
of learning which can be recognised and valued. People need information and
support to access the formal recognition processes for qualifications in
education and training. While perhaps representing an ideal model for learning
in the lifespan, it would be a positive way forward for all workers.

8.5. Examples of practice

While not necessarily ideal, a range of approaches are used to address
employment of older workers and several studies have been undertaken of
older workers from a range of perspectives and from many European
locations. Based on research into 130 case studies across Europe, Naegele
and Walker (2011) argue that investing in the skills and qualifications of older
workers is positive in meeting an organisationʼs skill needs. Job recruitment,
learning, training and lifelong learning and career development, flexible
working practices, health protection and promotion and workplace design,