title: Developing a 'win-win' scenario: Understanding how older workers' learning can be enhanced within organisations

authors: Findsen, Brian

subjects: Lifelong Learning

abstract: Employee turnover in traditional industries is starting to hurt organisations as global mobility of people grows and long-serving and experienced Baby Boomers retire to make way for younger generations. Simultaneously, as the population in most countries continues to age, many older adults are faced with dilemmas concerning their future engagement with ongoing employment. For organisations there are manifold challenges with respect to recruiting, retaining and retraining older workers as they endeavour to be competitive in an ever-changing economic environment. This chapter investigates the perspectives of employers and older employees on learning and development within an organisational framework. Learning prospects for workers are necessarily related to this over-arching environment in which organisations are responding to wider societal attitudes and practices towards older workforce membership. Such a framework is nestled within a dynamic global economy in which neo-liberalism has taken hold in many countries. The final section of this chapter discusses learning strategies for individual workers and their employers that are more likely to result in mutually positive outcomes.

text: Developing a 'win-win' scenario: Understanding how older workers' learning can be enhanced within organisations Employee turnover in traditional industries is starting to hurt organisations as global mobility of people grows and long-serving and experienced Baby Boomers retire to make way for younger generations. Simultaneously, as the population in most countries continues to age, many older adults are faced with dilemmas concerning their future engagement with ongoing employment. For organisations there are manifold challenges with respect to recruiting, retaining and retraining older workers as they endeavour to be competitive in an ever-changing economic environment. This chapter investigates the perspectives of employers and older employees on learning and development within an organisational framework. Learning prospects for workers are necessarily related to this over-arching environment in which organisations are responding to wider societal attitudes and practices towards older workforce membership. Such a framework is nestled within a dynamic global economy in which neo-liberalism has taken hold in many countries. The final section of this chapter discusses learning strategies for individual workers and their employers that are more likely to result in mutually positive outcomes.

year: 2014

title: Rugged individualism versus co-operative enterprise: different responses by New Zealand pastoral farmers to agricultural change

authors: Jay, Grace Mairi M.

subjects: geography

abstract: In relation to sustainable land use, this paper explores the different responses by New Zealand dairy farmers on the one hand and sheep and beef ('drystock') farmers on the other, to changing global trade patterns and government policies over the past fifteen years.

text: Rugged individualism versus co-operative enterprise: different responses by New Zealand pastoral farmers to agricultural change In relation to sustainable land use, this paper explores the different responses by New Zealand dairy farmers on the one hand and sheep and beef ('drystock') farmers on the other, to changing global trade patterns and government policies over the past fifteen years.

year: 1999

title: Te Ira Atua: The spiritual spark of the child

authors: Rameka, Lesley Kay

abstract: “E ai ki tā te Māori he atua tonu kei roto i te mokopuna ina whānau mai ana ia ki tēnei ao” (Ministry of Education, 1996, p. 35). This quote is from the New Zealand Ministry of Education’s early childhood curriculum policy statement, Te Whāriki: He Whāriki Matauranga mo ngā Mokopuna o Aotearoa/Early Childhood Curriculum (Ministry of Education, 1996). It speaks of the godliness or spiritual essence each child inherits from their ancestors when they are born (Early Childhood Development, 1999; Reedy, 2003). From a traditional Māori perspective, not only is the child endowed with spiritual potential or a divine spirit, but the world the child is born into is also endowed with spiritual influences.

text: Te Ira Atua: The spiritual spark of the child “E ai ki tā te Māori he atua tonu kei roto i te mokopuna ina whānau mai ana ia ki tēnei ao” (Ministry of Education, 1996, p. 35). This quote is from the New Zealand Ministry of Education’s early childhood curriculum policy statement, Te Whāriki: He Whāriki Matauranga mo ngā Mokopuna o Aotearoa/Early Childhood Curriculum (Ministry of Education, 1996). It speaks of the godliness or spiritual essence each child inherits from their ancestors when they are born (Early Childhood Development, 1999; Reedy, 2003). From a traditional Māori perspective, not only is the child endowed with spiritual potential or a divine spirit, but the world the child is born into is also endowed with spiritual influences.

year: 2015