University of the Third Age Implication for Lifelong Learning of the Elderly
Article Sidebar
Main Article Content
Abstract
The principal aim of this paper is to address the implication of The University of The Third Age (U3A) in Australia which is lifelong learning area for the elderly. The paper presents the importance of lifelong learning management for the elderly according to the concept of U3A, refers to the beginning of implication in France almost 50 years ago, and now expands around the world. Australia is the country with the highest number of U3A compared to the population. In addition, the paper addresses the approaches of implication in interesting aspects such as volunteer system, self-help management, activity location, budget, member care as well as managing the curriculum according to the needs and interests of its members. There is U3A collaboration to be networks in local level, state level, and national level, which strongly support the operation of U3A around Australia.
Article Details
References
Battersby, D. (1987) ‘From andragogy to geragogy’. Journal of Educational Gerontology, 2 (1), 4–10.
Brookfield, S. (2005) The Power of Critical Theory for Adult Learning and Teaching. Maidenhead: Open University Press.
Formosa, M. (2012) “Critical geragogy: Situating theory in practice”. Journal of Contemporary Educational Studies, 63/123 (5), 37-54.
Findsen and Formosa (2011). ). Lifelong Learning in Later Life: A handbook on older adult learning. Rotterdam: Sense Publishers.
Hartford. M.E. (1978) ‘Career education for the preparation of practitioners in gerontology’. In Sherron, R.H., and Lumsden, D.G.(eds) Introduction to education gerontology, Washington DC: Hemisphere Publishing, 171-84.
International Association of U3A, (2018). The origin and purpose of the university of the third age. Online. Access 20 November 2018. Access from http://www.aiu3a. com/origin-and-purpose/
John, M.T. (1983). Teaching and Loving the Elderly. Springfield, IL: Charles C. Thomas.
------------ (1988). Geragogy: A theory for teaching the elderly. Binghamton, NY: The Haworth Press.
Lamb, A. (2019). The University of the Third Age Movement in Australia: From Statewide Networking to Community Engagement. In Formosa, M. (ed) The University of the Third Age and Active Ageing: European and Asian-Pacific Perspectives. Springer Nature Switzerland, 145-55.
Label, J. (1978). ‘Beyond andragogy to geragogy’. Lifelong Learning: The Adult Years, 1(9), 16-25
Laslett, P. (1989). A Fresh Map of Life: The Emergence of the Third Age. The Open University. Online. Access https://www.open.edu/openlearn/health-sports-psychology/introducing-ageing/content-section-3.
Maderer, P., and Skiba, A. (2006) ‘Integrative geragogy, Part 1: Theory and practice of a basic model’. Educational Gerontology, 32 (2), 125–45.
Swindell, R. et al. (2010). University of the Third Age in Australia and NZ: Capitalising on the cognitive resources of older volunteers. Online. Access 20 October 2019. From https://www.u3aonline.org.au/content/u3a-australia-and-nz-capitalising-cognitive-resources-older-volunteers.
Sydney U3A. (2018). Talks Courses Events Semester 2 July-December 2018. Sydney U3A Coursebook จากการศึกษาดูงานเมื่อวันที่ 14 สิงหาคม 2561
U3A Alliance Australia (U3AAA). (2018). U3A Alliance Australia. Online. Access 20 November 2018. Access from http://www.u3aaa.org/
World Health Organization. (2002). Active Aging : A Policy Framework. Geneva : World Health Organization.