scholarly journals Active Ageing: Using an ARCON Framework to Study U3A (University of the Third Age) in Australia

2011 ◽  
pp. 189-196 ◽  
Author(s):  
Ronald C. Beckett ◽  
Michael Jones
Keyword(s):  
Active Ageing ◽  
Third Age ◽  
The Third

scholarly journals Vocational education for people of the third age

2020 ◽  
Vol 21 (10) ◽  
pp. 59-88 ◽  
Author(s):  
P. A. Ambarova ◽  
G. E. Zborovsky
Keyword(s):  
Older People ◽  
Vocational Education ◽  
Labour Market ◽  
Vocational Training ◽  
The State ◽  
Active Ageing ◽  
Silver Age ◽  
Third Age ◽  
Social Community ◽  
The Third

Introduction. According to the concept of lifelong learning, vocational education system should cover all age categories of working population, including people of the so-called “silver age” (people of the third age). However, in reality, the proportion of citizens over 45 years involved in continuing vocational training is very small, as the current system does not meet their specific needs. Meanwhile, for many representatives of this social community, the continuation of education, the renewal of knowledge, the acquisition of new qualifications or specialties are now becoming a chance to promote an individual’s employability over a lifetime in a rapidly changing labour market and an unstable “life market”. The aim of the article is to identify the opportunities and barriers to the inclusion of “silver age” people in the practice of vocational education, taking into account the positions of all key actors – the senior generation of Russians, the state, employers and educational organisations.Methodology and research methods. The work was based on the methodological framework of three theories: continuous education, third age, social community. The empirical material was collected through the following methods: the analysis of educational and demographic statistics (2015–2018); the analysis of the content of recruitment agencies’ websites and media publications devoted to the problems of the “silver” labour market; the secondary analysis of sociological data; the survey ofSverdlovsk region residents aged over 45 years old in February – March 2019.Results and scientific novelty. The structure and a number of qualitative characteristics of Russians of the elder generation are clarified. The authors give the definition of the concept of social community of “silver age” people (“third age” people), including the group of pre-pensioners. A new interpretation of this category of citizens allowed the authors to reevaluate the old options and to identify the new options for vocational training for “silver age” people. The problems and trends revealed in the course of the survey in this professional training niche of a particular Russian region were focused on the all-Russian situation. Critical differences between the requests for “silver” vocational education from older people, state, educational organisations and employers are identified. The contradictions and necessity of purposeful formation of educational needs and strategies of people of the “third age” are demonstrated. The state and prospects of development of various types and forms of “silver” professional education are described; the conditions of its transformation into a resource of active ageing are formulated.Practical significance. The urgency and relevance of adjusting the content and specific tasks of educational policy of the state aimed at the older generation of citizens have been scientifically proved. It is planned to create and improve training programmes for older people, implemented by various educational structures. Such programmes and research findings can serve as a basis for developing human resources strategies for older people both in government and commercial organisations.

scholarly journals Identifying the Third Agers: An Analysis of British Retirees' Leisure Pursuits

2011 ◽  
Vol 16 (4) ◽  
pp. 44-55 ◽  
Author(s):  
Stella Chatzitheochari ◽  
Sara Arber
Keyword(s):  
Time Use ◽  
Leisure Activities ◽  
Later Life ◽  
Active Ageing ◽  
Structural Factors ◽  
Third Age ◽  
Logistic Regression Models ◽  
The Third ◽  
Time Use Survey ◽  
Active Leisure

Despite the recent theoretical focus on the emergence of the Third Age as a period of fulfilment and an ongoing engagement with an active leisure lifestyle, there is a dearth of quantitative studies on how older people spend their time. Few studies of later life capitalise on time-use surveys, which constitute the most widely employed and accurate methodology for collecting data on everyday life. This article analyses data from the 2000 UK Time Use Survey in order to operationalise the concept of the Third Age and test theoretical propositions regarding the irrelevance of social divisions in the formation of an active leisure lifestyle after retirement. The analysis focuses on a subsample of 1615 people over the age of 64. An index of active leisure activities is constructed in order to estimate the proportion of third agers amongst British retirees. Logistic regression models are specified to examine the relative influence of socio-demographic characteristics on the probability of a person being a third ager. Strong effects of structural factors and health are found, which do not support arguments suggesting a minor influence of social context in lifestyle choices after retirement. ‘Active’ ageing appears to be the province of those who are culturally and materially advantaged, and it is the healthy, educated, upper-class and middle-class men that are more likely to engage in a Third Age leisure lifestyle.

Organized Learning as a Factor of Stimulation and Satisfaction in the Life of Older Adults

2019 ◽  
Vol 9 (3) ◽  
pp. 23-42 ◽  
Author(s):  
Oldřich Čepelka
Keyword(s):  
Older Adults ◽  
Older People ◽  
Well Being ◽  
World Health Organisation ◽  
Self Esteem ◽  
World Health ◽  
Active Ageing ◽  
Third Age ◽  
Knowledge And Skills ◽  
The Third

The aim of this article is to point to other than the cognitive effects of older adults’ learning that is organized in courses. The number of older people in the Czech Republic grows, and this is accommodated by universities as well as by other institutions. Nonetheless, only few representative surveys are devoted to the education of older adults, and the literature places little emphasis on satisfactory and stimulating effects of participation in organized learning. In fact, education of older adults, in general, does not only expand their knowledge and skills; it also influences their mental health (supporting mental hygiene), social status and quality of life. Among those effects, the satisfaction of important psychogenic and sociogenic needs has a special position and value. The analysis of the educational provision of 22 Czech universities of the third age indicates that courses primarily focus on helping older people how to “spend their time”, realize their hobbies and satisfy their curiosity. Themes of public interest, like media literacy or first aid, are missing. On the contrary, courses organized by other institutions (like academies of the third age, older people’s clubs, community centres etc.) are more centred upon the practical needs of older people. The motivations of older adults for organized learning are dominated by needs and related interests. The most important needs are those from the categories of belonging, esteem and self-esteem, and self-actualization and understanding (in terms of A. H. Maslow’s theory). Learning and self-learning of older adults is a part of the active ageing policy proposed by the World Health Organisation in 2002. It is based on the theory of active ageing which builds on the assumption that an adult person’s needs continue to exist till old age though they partly change. These include, among others, the inclinations to activity, self-fulfilment, self-esteem (to reach a sense of competence and usefulness). Educational activities contribute to feelings of dignity, self-esteem and well-being and help consolidate mental and physical health by mobilizing intellectual, cognitive and motoric capacities and functions. Therefore, organized learning is not only a matter of growth of knowledge and skills but also a matter of social ties and their cultivation. Simultaneously, organized learning both satisfies individual needs and interests of older people and stimulates the attainment of their life values.

THE ROLE OF THE UNIVERSITIES OF THE THIRD AGE IN SHAPING SENIORS’ QUALITY OF LIFE AND TIME MANAGEMENT

2019 ◽  
Vol 20 ◽  
pp. 81-92
Author(s):  
Julita Markiewicz-Patkowska ◽  
Sławomir Pytel ◽  
Piotr Oleśniewicz ◽  
Rafał Tyszkiewicz
Keyword(s):  
Quality Of Life ◽  
Time Management ◽  
Positive Impact ◽  
The Elderly ◽  
Active Ageing ◽  
Ageing Society ◽  
Third Age ◽  
The Third ◽  
Pass Through

In the ageing society, seniors’ quality of life plays a significant role. It is influenced by physical activity, care of health, training of the mind. A considerable role in preparing people to ageing is ascribed to Universities of the Third Age, whose main purpose is to stimulate the elderly to active ageing and help them in their free time management. The quick civilizational progress makes it necessary to educate individuals throughout their lives. Those who participate in this process adapt to change more easily and pass through ageing more smoothly. The presented research results clearly confirm the positive impact of Universities of the Third Age on shaping seniors’ quality of life.

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