The development of Third Age University models (world experience and prospects of Ukraine)

Source: analysis based on [3]

The most remarkable result to emerge from the data is that most countries in the world establish their U3A according to the French model. It is important to note that the Hybrid model is widely applied in Brazil and Canada, where they are known as South American and North American models respectively. There are also several countries where different models are applied. For instance, British and Australian U3As are founded on the basis of the British model but Online U3As are becoming available too.

The British model of U3A, which is gaining a great popularity, was officially introduced in 1984 in Britain, but the first Third Age University had been established in Cambridge three years before. This paper attempts to show that the number of U3As in the UK was quickly growing without any centralized coordination and support from the government or funding agencies in different cities and towns. British adult education was provided at a moderate fee, adopting the idea of self-help universities with no distinction between students and teachers. Such approach aims to reduce dependence on outside financial resources. According to the latest data presented by U3A National Office [4] in the UK, there are over 1,000 U3As with more than 400,000 members.

Thus, this research extends our knowledge of the main features of the British model and includes the following ones: 1) no limits in retiree's age; 2) no entry qualification requirements; 3) supporting lifelong learning philosophy; 4) providing general and health classes; 5) organizing social events and sport activities; 6) no qualification is awarded; 7) a moderate tuition fee; 8) U3As work as self-governing education institutions; 9) learning based on self-learning approach; 10) no financial supporting from the government.

By 1994 the idea of providing different intellectually demanding courses, social and sport activities for the elderly had been implemented according to the British model in more than 108 independent campuses operating in Australia, but there were also few U3As associated with universities or colleges which were fully self-governing along with facilitative nature of university input. For instance, the Brisbane U3A was founded in 1986 with valuable support of the Brisbane College of Advanced Education, since that time it has been developing steadily and today it includes few thousand of elderly members.

Although many third age education institutions around the world still follow either the French or British models, at present there are many Hybrid U3As which include both Francophone and Anglophone elements. For example, U3As in Finland use the arsenal of tools, namely university programmes and resources, provide classes within a university campus but define the curricula relying on local retirees of any age and their interests and needs. U3As are very popular among over-sixty-five-year-old Fins, as many of them did not have opportunities to study, because of financial or social constraints. At U3As they seize such education opportunity, and are even accepted as students with granting student cards.

The first U3A in Finland was established in 1985 as a cooperative project of two universities, namely, the Summer University of Jyvaskyla and the University of Jyvaskyla. Later a similar programme for elderly people was launched at the University of Helsinki. It should be noted that 9 universities are engaged in running U3A programmes and they provide their education services under the National Advisory Board coordination. One of the interesting lifelong learning practices for the elderly is providing senior learners with a live broadcast lectures on different topics from Jyvaskyla.

During the last two decades we have observed the e-learning revolution at all stages of education, U3A is no exception. Around the world Internet use became a dominant feature of daily lives of the elderly as it reduces their isolation and exclusion, increasing their quality of life. Consequently, in New Zealand, Sweden, the USA and Canada, at least 38 per cent of the population aged over 65 use online resources for virtual learning which is able to provide a reliable and valid experience to everyone irrespective of social and health status [5].

So, while some U3As are still attached to universities and higher education institutions, others are developing new models meeting demands of the elderly, consequently more and more U3As are being organized to provide their learning courses online. Online U3A is a virtual university that provides intellectually challenging courses for isolated third-agers, being unable to participate in mainstream adult education, as well as for conventional U3A learners, where volunteers run programmes and all courses are written and led by the retired people. Such virtual participation in studying process attributes a new sense of purpose to the elderly which they begin to develop through their online courses [6].

One of the interesting ideas of new models of U3A is suggested by I. Tufan, professor and head of Gerontology Department of Akdeniz University (in Turkey), who on the basis of a social responsibility project targeting adults aged 60 and over, in 2016, offered the Refreshment University model [7]. According to this new U3A model, academicians at different Turkish university campuses carry out educational activities, third age participants, who are 50 and over, need to pass task-based exams and are graded as they are able to get even some kind of graduation certificates.

At the beginning of the 21st century old-aged-centred education is becoming vital as it ensures socio-cultural progress, long-term maintenance of creative, innovative potential of each senior member of the society. Ukrainian hubs of the third age are becoming educational catalysts for further personal development of the elderly, their social integration, socialization and adaptation in the context of globalization. The current investigation declares that in accordance with the new European educational requirements as well as public demands and interests in Ukraine, there is a strong need for founding U3As and the provision of social and pedagogical services University of the Third Age. As a part of a pilot project, proposed by the Ministry of Labour and Social Policy of Ukraine, the first U3A was opened in 2008 in Kovel, Volyn Oblast on the basis of the Territorial Centre for Social Rehabilitation, and soon the second university in Kremenchuk was established on the basis of Kremenchuk branch of Dnipropetrovsk University of Economics and Law.

Due to the active support of the Ministry of Social Policy and the United Nations Population Fund in Ukraine, a draft of the Concept for the Development of Third Age Universities was made in 2009.

It is also worth noting that the decree concerning the introduction of social and pedagogical services University of the Third Age was issued in 2011. Special guidelines for the organization of social and pedagogical services University of the Third Age in the territorial center of social services were developed [8]. These legal efforts prove the significance of laying the foundation for the aged education by means of establishing U3A that can contribute to healthy and active aging, modulate attention functions, foster social interactions, promote neural plasticity, autonomy, communicative skills and overall well-being, irrespective of age.

Our findings imply that Ukrainian U3As are initiated and founded on the basis of the hybrid model and the main objectives of this service are defined as the following: 1) organization of free training and educational activities for creating conditions and promoting the comprehensive development of the elderly; 2) reintegration of the elderly into the active life of society; 3) assisting the elderly in adapting to modern living conditions by acquiring new knowledge; 4) improving the quality of life of the elderly by ensuring access to modern technologies and adapting to technological changes; 5) formation of practical skills and abilities; 6) the opportunity to expand the circle of communication and exchange of experiences.

Taken together, these findings highlight that modern directions of U3As development in Ukraine involve: 1) functioning of U3As in the context of active implementation of the concept of lifelong learning; 2) the U3As network within the country; 3) systematic setting up of new U3As; 4) U3As function as a constituent of public organizations, social assistance centres, the structure of public and private universities; 5) use of traditional and innovative teaching methods and active forms of learning; 6) students' interest in acquiring knowledge in health care, psychology and law [9].

Despite the fact that U3As have been developing for several decades, some scientists [10; 11] come to the conclusion that there is a shortage of U3A in the world to respond to the retirement age people's needs and expectations. On the other hand, we agree that there are some personal and external obstacles to be engaged into lifelong learning. The reasons are not essentially different among older adults or younger age groups. J. Hillage and J. Aston identify 3 categories of barriers: 1) attitudinal barriers (negative attitudes to learning or a lack of motivation); 2) material and physical ones (costs of learning or time factors); 3) structural ones (a lack of appropriate education or unavailability of local training opportunities) [12].

Therefore, we are of the opinion that in order to fulfil the gaps in the lifelong learning opportunities, modern community should unite all efforts to increase number of U3A all around the world, improve their models and foster third age education development and availability.

Conclusion

Knowledge society witnesses an unprecedented increase in educational institutions engaged in late-life learning. The University of the Third Age emerged as successful and popular institutions for the elderly, giving them an opportunity to participate in various lifelong learning activities, preventing them from social exclusion. Today, U3As emerge around the world mainly according to four models: French (Francophone), English (Anglophone), Hybrid (mixture of French and English models), Online U3A or Virtual U3A, following their main ideas and structural features. Many third age education institutions around the world are follow either the French or British models, at the same time there are many Hybrid U3As which include both Francophone and Anglophone elements. However, more and more U3As, being organized to provide their learning courses online, are implementing new model of Online U3A or Virtual U3A.

Ukraine is willing to adopt the positive and beneficial experience of the European countries in order to promote training in various specialties of the elderly, foster the development and support physical, intellectual, psychological and social abilities of the aged; broaden the worldview and ensure active leisure. Ukrainian U3As function as a constituent of public organizations, social assistance centres, and the structure of public and private universities. They are initiated and founded on the basis of the hybrid model with its special features aimed at implementing lifelong learning concept and fostering third age education development and availability.

References

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