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Articles
Introduction
The second half of the twentieth century witnessed a proliferation of educational institutions catering exclusively to the learning needs and interests of older adults (Findsen and Formosa 2011). The University of the Third Age (U3A), founded in 1972, has become one of the most successful institutions engaged in late-life learning. U3As can be loosely defined as socio-cultural centres where older persons acquire new knowledge of significant issues, or validate the knowledge which they already possess, in an agreeable milieu and in accordance with easy and acceptable methods (Midwinter 1984). Its target audience is people in the third age of the lifecourse - that is, a life phase 'in which there is no longer employment and child-raising to commandeer time, and before morbidity enters to limit activity and mortality brings everything to a close' (Weiss and Bass 2002: 3). The U3A movement has not only withstood the test of time but is also marked by an extensive increase of centres and members all over the five continents. In 2011, Australia and New Zealand included 240 (69,086 members) and 65 (11,336 members) U3As, respectively, whilst figures for Britain reached 798 U3As with some 269,750 members (The Third Age Trust 2011). In 2008, the number of Chinese U3As reached 40,000 with over 4.3 million members (Swindell 2011). The goal of this article is to take stock of four decades of U3A activity. First, it traces the genealogy of the U3A movement by highlighting its origins, developments and contemporary structuring. Second, it underlines the successes and achievements of U3As in improving the quality of life of older persons. Third, it goes beyond functionalist rationales by documenting lacunae that may characterise U3As. Finally, it engages a discussion of the possible future roles, opportunities and directions for U3As.
Universities of the Third Age
1972-1980: French origins
Following legislation passed by the French government in 1968 which made universities responsible for the provision of lifelong education, the summer of 1972 saw Pierre Vellas co-ordinating at the University of Toulouse a summer programme of lectures, guided tours and other cultured activities, for retired persons (Radcliffe 1984). Surprisingly, when the programme came to end the enthusiasm and determination of the participants showed no signs of abating,...