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We hope that through your study of this learning object you have increased your understanding of ageism, age discrimination and social exclusion, and that you have also considered some ways these can be tackled.
So what of the future? Will ageism become as discredited as racism and sexism? One reason to be optimistic is that politicians are being made increasingly aware of older people’s voting power. In the 2005 General Election voters aged over 55 accounted for four out of every ten votes cast because of their high turn-out, and many are ‘floating voters’, something which could affect the result in marginal constituencies (Dean, 2006).
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In October 2006 there was a significant step forward when legislation was passed to outlaw discrimination on ground of age in employment and education. And in the autumn of 2007 the new Commission for Equality and Human Rights begins work with a remit to look at the different areas of inequality including ageism. One of the measures it will need to consider is whether to abolish the mandatory retirement age of 65, as recommended by Age Concern, Help the Aged and other bodies who campaign on behalf of older people.
But there is still a long way to go in eradicating ageism.
- Legislation to outlaw discrimination in the area of goods and services (including insurance)
- Inter-generational projects and activities
- A critical review of specialist services for older people
- Investment in education and training for work with older people in health and social care (with a view to raising their status)
- A campaign on ageing and ageism to increase awareness and change public attitudes
But fundamental change will also require older people to take action. Drawing on her research into post-war inequalities in the UK, historian Pat Thane suggests that exclusion will remain a threat for all older people unless they can assert themselves.
‘It’s clear that nothing changes unless the disadvantaged group makes a fuss – disabled people staging a sit-in protest at Whitehall, for example.’ (Lyall, 2007)
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This completes your study of this learning object. If there are any sections of the learning object you have not explored yet, you might wish to to have a look at these sections now. If there is anything that did not seem clear, you might also find it helpful to return to that section and repeat the activity – sometimes things make more sense the second or even third time around!
We have also included a self-assessment section where you can see if you have assimilated the key messages from this learning.