AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
3.1 Universities of the Third Age
Sources of knowledge acquisition of a person through the life are
various. Number of information acquired indirectly is growing
constantly. They are assorted and selected according to the value
ladder of each person. The form of education is evaluated in the
same way. The more they meet the interests, personal needs, the
more positively they are perceived. Successful adult education
must respect the uniqueness of every individual and follow their
strengths (Barták, 2008, p.17)
The Universities of the Third Age (hereafter U3A) are the most
popular educational opportunity for seniors. At the same time,
the way of senior education provided by them can be considered
the most difficult. The First U3A was founded by Pierre Vellas
in French town of Toulouse in the year 1973. In the system of
lifelong education, the Universities of the Third Age are focused
on old population. From their early beginning, they were aimed
at the education relating with the hobbies and free time activities
of older generation. They are accredited; it means they are
official institutions providing education at the highest possible
level. Various study branches are designated for the senior
population. Completed secondary education with final exam
passed and the age of 45+ are the only conditions to participate
in the education at the U3A.
In the 1970s, the term of the U3A presented a new idea in the
social policy focused on seniors. Thus, the requirements of the
third generation to enable them to stay in contact with education
and with other members of society was met. This term is also
used to determine other forms of senior education carried out at
the universities (institutions providing higher education) or in
close cooperation with them. In the past, as well as nowadays,
the term of the University of the Third Age is superior to other
terms associated with educational activities specified for seniors
(Čornaničová, 2007, p. 85).
The focus and the approach of the Universities of the Third Age
in the countries all around the world differ. Swindell (2006, p.
430) defines two basic models of the U3A – French and English.
University of the Third Age as a part of the university or other
institution providing higher education, the use of university
premises, as well as services are the conditions of the French
model. Content and the form of courses is different but in
general, education is provided in a form of lectures, excursions,
workshops corresponding with the specialisation of the
university. Humanities and art are preferred. Differences can be
seen also in a system of financing of the U3A. Some of them are
funded by the finances of the university, in some cases the funds
consist of combination of fees, presents or direct donations. In
Great Britain, French model of the U3A was transformed and
new English model was founded. Specialists in various scientific
branches go into retirement and subsequently they can stay
active and become not only students but also lecturers at the
U3A. English model is successfully run not only in Great Britain
but also in Australia or New Zealand. The lowest tuition fees
charged, lectures held in public or private spaces, libraries or
schools, flexible timetables are the biggest advantages of the
English model. The choice of courses is wide from scientific
lectures to workshops of handicraft or physical activity. Each
University of the Third Age is independent managed by elected
management consisting of their members. At the present time,
all Universities of the Third Age around the world identify with
one of the mentioned models or they create so-called hybrid
form based on both English and French model.
In respect to preparing the educational programmes for seniors,
two concepts are used world-wide. Segregation concept of senior
education is the first one. It is based on the separation of full
time students and senior students, there is no connection between
the two groups of students. This concept is focused on education
associated with hobbies without any chances to get better
qualification. Integration concept is the second one. Full-time
students are integrated with senior students. Connection of
generations and exchange of experience is considered the biggest
advantage of the concept (Veteška, 2009, p. 167).
Following the mentioned facts, it is clear that the Universities of
the Third Age vary in their structure. Čornaničová (2007, p. 85)
describes the concept used at the U3A in Slovakia most often.
The study at the U3A consists of two- or three-year-long courses
associated with various scientific branches at different faculties.
From the beginning of the U3A, improving the quality of life of
seniors through educational activities was its basic mission.
Recently, the dialogue between generations based on exchange
of experience has been the main aim of the U3A (Mühlpachr,
2004, p. 82).
Universities of the Third Age are institutions focused on senior
education relating with hobbies, interests in accordance with the
concept of lifelong learning following the UNESCO program
(Veteška, 2009, p. 168).
Universities of the Third Age include the social, educational,
health, economic, psychological, scientific, philosophical
function indicating the quality of life of seniors. If students –
seniors are asked the question about the impact of the study on
their lives, besides new knowledge, skills, they mention also new
contacts, friends with same interests able to support them in
difficult periods of their personal life.
3.2 Other educational opportunities for seniors
Universities, as well as academies of the Third Age are the well-
known and at the same time, the most attended institutions
focused on senior education. Furthermore, there are programs for
seniors carried out by private or non-profit organizations.
Following opportunities for seniors are described by
Čornaničová (2007, p. 135):
summer university courses for seniors in the USA, Canada
and Germany – specific educational opportunities provided
by the universities and their parts,
university study – chances for senior students to attend
universities together with full-time students,
professionally oriented educational programs for 50+ –
they started to be run in companies to enhance professional
knowledge,
programs to support social engagement of seniors – seniors
are engaged in public life and acquire the knowledge
associated with actual issues like ecology or social policy,
educational activity of public libraries – team and
individual educational activities aimed at meeting cultural,
educational and creative requirements,
excursion tours for seniors – organized by institutions in
cooperation with universities at home and abroad,
managed self-education programs for seniors – focused on
personal development following personal needs,
programs aimed at activities of active ageing – tasks
connected with health and ageing carried out in
cooperation with geriatric medicine,
memory trainings provided by social facilities,
consulting services for seniors – in the area of psychology
and law provided by consulting firms,
programs of physical education for seniors – to prevent
premature ageing,
adaptation programs in the retirement homes – individual
programs to adapt easily to new environment a style of life,
educational and rehabilitation programs carried out by
social facilities.
Knowledge acquired in the study can help seniors solve
problems of everyday life, uncover new values to live by, new
philosophy of life and support their social activity (Hrapková,
2004). Place of living and financial demands play an essential
role in the selecting from opportunities offered. In general, fees
charged by the U3A are not so high but they are mostly located
in bigger cities. At the senior age, commuting can be a
significant obstacle. On the other hand, opportunities provided
by private organizations are not affordable by most seniors.
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