Four decades of Universities of the Third Age: past, present, future

Abstract

This paper discusses the origins and development of Universities of the Third Age (U3As) whilst also forwarding suggestions for possible roles, opportunities and directions in the future. The U3A has been rightly described as both an idea and movement, as each centre has a local foundation and relatively unique features. Whilst some U3As are attached to traditional universities and colleges, others are sturdily autonomous and wholly dependent on the efforts of volunteers. One also finds a variety of ethos, ranging from the provision of a traditional type of liberal-arts education, to the organisation of interest-group activities conducted through peer learning, to showing solidarity with vulnerable sectors of the older population. Academic commentaries on the U3A movement have been both supportive and critical. Whilst U3As have been lauded for leading older learners to improved levels of physical, cognitive, social and psychological wellbeing, other reports emphasise how many centres incorporate strong gender, social class, ageist and ethnic biases. One hopes that in future years the U3A movement will continue to be relevant to incoming cohorts of older adults by embracing a broader vision of learning, improving the quality of learning, instruction and curricula, as well as a wider participation agenda that caters for older adults experiencing physical and cognitive challenges.

Later life learning from experience: the cross-cultural importance of ‘life reviews’ in seniors’ lifelong education and learning

“…That 'active ageing' may also be a mode of 'active learning' is indicated by how non-formal as well as informal third age learning has been a priority of the UNESCO Institute of Lifelong Learning (2016). Perhaps more consistent with the French rather than British model of the University of Third age (U3A) (Formosa 2014), the European Union's 'lifelong learning for all' policy aspiration (which initially deployed a 'lifecycle' rationale) appears to have developed as a 'neoliberal' ideology with even seniors lifelong learning still often referenced by notions of employability also linked to formal education institutions (Volles 2016). In contrast China's 'universities for the elderly' perhaps exemplify more the general global tendency to interpret 'active ageing' in ad hoc terms as just keeping the elderly occupied or entertained in their retirement-with 'third age learning' thus often associated with ad hoc courses of interest in community colleges, geriatric clubs, seniors centres, and related groups or activities (The longevity network, 18th July, 2017).…”

Inclusion in education later in life: Why older adults engage in education activities

“…This is something which is illustrated, for example, by the growing global University of the Third Age (U3A) movement (Formosa, 2019). Whilst U3As support wellbeing, there exist problematic issues concerning gender, social class, ageism, and ethnic biases (Formosa, 2014). With respect to gender, many people hold the notion that it is mainly older women who participate in education.…”

Universidade da Terceira Idade: Benefícios e Possibilidades para os Idosos

“…O tipo de trabalho também varia de uma para outra. Algumas priorizam a oferta de disciplinas ligadas ao lúdico, como arte terapia, artesanato, teatro, e outras priorizam atividades que possam melhorar os níveis de bem-estar físico, cognitivo, social e psicológico (FORMOSA, 2014).…”