RPL and Older Adults: A case study analysis

RPL and Older Adults: A case study analysis

Graham Smith & Alice MortonCentre for Lifelong Learning

University of Strathclyde

Centre for Lifelong Learning

Located in the City Centre ofGlasgow, the Senior StudiesInstitute, University of Strathclydewas formalised in 1991 as aEuropean centre of excellence forlifelong learning for people over 50.

Today, located within the Centre forLifelong Learning, the Institute has4 Key areas:

1. Learning in Later Life

2. Useful Learning

3. Widening Access

4. Employability

50+ Employability

1. Extensive experience and understanding of the diverse range of issues facing adults in later life.

2. Widely respected across Scotland, the UK, Europe and North America in relation to lifelong learning.

3. Sound knowledge of age management and the associated business impact of an ageing workforce.

Transitions in later life

A range of factors influence capacity for working in later life

Capacity to deal with change and uncertainty varies significantly from person to person

Phillipson, 2002

Encouraging lifelong learning

One of the greatest predictors of participation in learning at a later stage in life is the amount of initial education.

Older adults less likely to participate in lifelong learning activity, particularly those with poor educational backgrounds.

Even less likely to work towards formal qualifications.

Realising Your Potential project

Key objectives of the project are toassist older workers aged 50+ to:

1. Re-engage with learning

2. Update their existing skills and develop new skills

3. Assess current work ability and explore work potential

4. Enhance their future employability

5. Consider working longer and/or postpone retirement

Double Loop learning model

Stage 2Build confidence and motivation for learning. Develop skills such as communication, team working and Information Technology

Stage 3Explore new interests

Stage 1Reflect on prior learning experiences

Stage 4Evaluate current workability

Stage 5Progress onto new learning opportunities

Based on Argyris & Schön, 1978

Emerging issues

Appropriate advice and guidance provision for older adults

Influencing Scottish Government policy on Information, Advice and Guidance (IAG), taking into account the differing needs of older adults

Increasing number of older adults “encouraged” to consider early retirement/redundancy

Individual capacity for dealing with change (transitions) beyond the age of 50 challenging

Potential value of recognition of prior learning

SCQF Partnership RPL Network Event 18th November 2010

Recognition of Prior Learning and Realising Your Potential

Recognition of Prior Learning and Realising Your Potential

www.strath.ac.uk/cll

Centre for Lifelong Learning

50+ Employability – Realising Your Potential50+ Employability – Realising Your Potential

An extrapolation of similarities between Realising Your Potential and Recognition of

Prior Learning

Skills - centre stage for older workers - analysing and profiling tools

Demystifying the SCQF framework for older learners

Characteristics•Learning potential of 50+ Interested in learning and personal developmentMay envisage barriers to learningWorking life may have been for the most part in the same job Interested in education to plan employability/retirementEmployment awarenessPlanning for change/ careerOpen to volunteering and local opportunities

Characteristics•Learner’s potential•Interested in re-entering learning•Contribute towards a programme of learning•People who have been out of education•Adults returning to education•Wanting to re-train or change careers•Volunteering, community activities/projects

LearningEmployment

QualificationsCareer

Pathways

Similar CharacteristicsSimilar Characteristics

Experience and Processing

•Learning (adult learner/learning contexts)•Skills profiling•Reflection•Work•Family•Community, voluntary, hobbies and interests (unstructured learning)•Key experiences and events in life (unstructured learning)•Confidence building•Future planning •Reflective log / evidence

Experience and Processing

•Family life (home- making,caring, domestic organisation)•Work (paid or unpaid)•Community, voluntary or leisure activities•Key experiences and events in life•Confidence building•Goals and what is needed to achieve them•Lifelong learning•Reflective log / evidence

ReflectionConfidence

Goals

Skills Profiling

Skills Analysis and ProfilingSkills Analysis and Profiling

Recognition of Prior Learning: ToolkitRecognition of Prior Learning: Toolkit

RPL toolkit is a resource which can be adapted to support the personal development of older learners when analysing and profiling their skills

Where to Start? – an ‘objective experience’Where to Start? – an ‘objective experience’

Step 1- Analyse a job experience• Reflect on a well known job• Identify skills in use or essential to job• Record these at random• Categorise under headings

Step 2 - Reflect• Additional skills• Transferrable skills

Step 3 - Profile• Organise a personal skills profile for a barperson

Skills ?Skill

s ?

Skills ?

Skills ?

Where to Start? – a ‘subjective experience’Where to Start? – a ‘subjective experience’

• Personal experience ( job or life)

• Describe the experience – what happened?

• Knowledge gained – what do you know now?

• Skills- what skills have been developed?

• Reflections- what skills are in deficit?

• Application – think of a new job/form of engagement in which you could apply these skills

Skills – centre stage Skills – centre stage

• A personal skills profile

• Transferrable skills awareness

• New learning/career pathways

• Signature strengths

• A ‘sparkling’ CV

• A volunteering CV

SCQF FrameworkSCQF Framework

Older learners

1. Indicated no knowledge of the framework

2. Pilot - found it useful

3. Greater understanding of qualifications and progression routes

ObservationsObservations

What are the benefits to the older learner?

What difficulties/challenges were experienced?

What successes have there been?

Thank You

Contact details:

Graham Smith [email protected]

Thank You

Contact details:

Graham Smith [email protected]

Alice Morton [email protected]

Website: www.strath.ac.uk/cll