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Working and ageing
282 Guidance and counselling for mature learners

he can reach it, the unknown man shoots him, leaving Lawrence to ask the
question: ʻwhy?ʼ
Having identified the ʻdot on the horizonʼ the two men relate it to their known
world, but their thought process is varied and they are unclear which response
is appropriate for lack of data. As the ʻdotʼ grows larger new theories emerge,
but still the overwhelming sense of uncertainty increases until the situation
evolves to a point where little time is left to develop or implement an effective
solution and panic sets in.
Consider for a moment that the ʻdot on the horizonʼ is retirement. For many
individuals, this has always been in the distance with little or no planning made
on how to live beyond their working life. For some, the financial reality is now
beginning to come into focus and the reality of potentially working beyond
statutory retirement age a real possibility. For others, their career is their life,
with little or no outside interests. The trauma this uncertainty brings to many
can be paralysing, with a real fear of the future and what lies ahead. The
response by many is often to do nothing and hope for the best.
If attitudes of, and towards, older workers are to change, a much deeper
transformation must take place involving all key stakeholders. Individuals
should be better prepared to cope with the various employability challenges
faced in later life. Central to this is appropriate information, advice and
guidance in a suitable environment that older individuals are prepared to
engage in. Here, partial responsibility lies with employers in helping workers
to prepare and plan for the transition from work to retirement, considering that
many may wish to work beyond statutory retirement age. For example, options
such as flexibility and the opportunity to downshift, either through reduced
hours or reduced levels of responsibility should be recognised as an important
part of preretirement (Smeaton et al., 2009).
Government also has a responsibility to provide an accessible advice and
guidance service that older adults are prepared to engage in and benefit from,
tailoring the support required to suit the needs of this unique client group.
There is also an onus to inform and encourage greater involvement in
vocational education and training, and relevance to the older worker of the
national qualifications framework, as well as opportunities for recognising prior
learning. It is, therefore, crucial for governments and policy-makers to continue
considering the challenges presented by an ageing society and provide
suitable support and opportunity for those approaching, arguably, the greatest
transitional period of their lives.
Lifelong learning has a key role to play and can be a major contributing
factor to improve the quality of later life and the capacity and opportunity for