Universities of the Third Age: Learning in Retirement. Trends and Issues Alert No. 2.

Autor/in	Kerka, Sandra
Institution	ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH.
Titel	Universities of the Third Age: Learning in Retirement. Trends and Issues Alert No. 2.
Quelle	(1999), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bibliografie; Adult Education; Aging (Individuals); Annotated Bibliographies; Community Education; Developed Nations; Distance Education; Foreign Countries; Lifelong Learning; Nonformal Education; Nontraditional Education; Older Adults; Retirement; Australia; Canada; France; United Kingdom (Great Britain) + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Aging; Altern; Bibliography; Bibliographies; Bibliografie; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Developed countries; Industriestaat; Industrieland; Distance study; Distance learning; Fernunterricht; Ausland; Life-long learning; Lebenslanges Lernen; Non-formal education; Non formal education; Nichtformale Bildung; Non-traditional education; Alternative Erziehung; Älterer Erwachsener; Pensionierung; Australien; Kanada; Frankreich
Abstract	This brief suggests that Universities of the Third Age (U3As) provide learning opportunities for older adults. Worldwide, they typically take one of two forms. Based on the first U3A founded in 1973, the French model is university based and offers mostly formal courses. Arising in Cambridge in 1981, the British model emphasizes informal, autonomous self-help groups in which the instructors are usually third-agers themselves. In the United States and Canada, the term U3A is virtually unknown, but the form exists as Institutes of Learning in Retirement (ILRs), begun in 1962. Most of the more than 200 ILRs are linked by the Elderhostel Learning Network. They are community based and often conducted by members; many are affiliated with colleges and universities. Issues that U3As/ILRs must address to sustain their momentum into the 21st century include the following: broadening participation to more diverse groups of elders; exploiting the networking possibilities of the World Wide Web; addressing the intergenerational imperative by encouraging reflection on life experiences and integration of self; and fostering research on aging by third-age participants themselves. (Contains 19 annotations of print resources and contact information for 5 organizational resources.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC