What is the initiative and where is it implemented (city or country, for example)?
The University of Third Age was first introduced in the second half of the twentieth century in France following legislation that assigned the responsibility of promoting lifelong learning to universities. The initiative gained international recognition, and U3As were established across all continents in more than 60 countries. The target audience of the U3As are people in the third age phase of their life, which is usually considered to be above 60 years of age; however, some universities offer the programme to people aged 50 and above.
Malta established its University of the Third Age in Valletta (L’Universita Tat-Tielet Eta – U3E) relatively late, in 1993. The U3E offers a diverse variety of courses that accommodate the needs of older learners. Unlike many other initiatives for lifelong learning, The U3E does not aim to provide its participants with any credentials, neither does it promote material well-being. Instead, the U3E promotes personal and cognitive development through learning for learning’s sake, providing knowledge that does not necessarily have to be utilized (Formosa, 2000; University of Malta, n.d).
How was the initiative established? How was it implemented?
The foundation of the U3E was ensured by the Institute of Gerontology within the University of Malta. The programme was launched at full scale, without piloting. Academics and government officials working in the field of ageing cooperated to develop the programme.
Two committees were established to govern the U3E. The University of Malta chooses a committee which is responsible for all academic matters, such as learning plans and instructors and includes one representative of U3E learners, whereas all social matters are in the hands of another committee, an association comprising democratically elected members of the U3E.
The courses offered by the U3E range from philosophy to gardening; however, it does not provide courses on crafts or other hobbies since the committee responsible for planning learning activities believes that hands-on activities are available at senior day centres, and the U3A courses should only be attended by people who have at least secondary education and are interested in learning.
The courses mostly take a form of lectures, and the agency of the learners is very limited: they can submit feedback and provide suggestions; however, the content of the programmes is developed by the institution, and the members of the programme are not allowed any control over it. The board of the Institute of Gerontology can consider the suggestions for the new courses from the members of the U3E, but the final decision is in their hands. All members are encouraged to participate in the activities (Formosa, 2000).
Which stakeholders are involved in the design and/or implementation of the initiative? Which sectors do they represent?
The main stakeholders of the initiative are the University of Malta and the Institute of Gerontology within it. Other stakeholders include the academic staff and the members of the programme. The tutors of the U3E cannot simultaneously be members; they are usually employed at the university as part-time or full-time lecturers and are encouraged to participate in the initiative by the Academic Committee of the U3E and are paid according to the university rates.
The members of the U3E are senior citizens aged 60 and above, although there is no officially imposed age limitation. The majority of the members are middle class (Formosa, 2000).
What are the impacts of the initiative in terms of facilitating lifelong learning? Whom does it benefit and how?
Although the initiative is directly targeted at promoting education among senior citizens, it has limited impact in terms of facilitating lifelong learning. Within the U3E, education is presented as leisurely activity, even a luxury. Individual growth is the main concern of the programme; however, the knowledge gained through participating in the initiative cannot be properly utilized. Ideology and values promoted at U3E reflect the tastes of middle-class representatives with at least secondary education. The initiative does not benefit marginalized societal groups and does not provide participants with an opportunity to actively engage in decision making at the university; limited agency and the form of learning centred on didactic lectures, as well as the absence of credentials and active learning, do not provide senior citizens with an opportunity to reintegrate into society. (Formosa, 2000). However, it should be noted that a significant number of people do benefit from the programme, both as members of the U3E and as tutors. Engaging in learning activities provides a new sense of purpose to members; for example, some retired members go back to part-time occupations, start new hobbies and develop an interest in reading. (Formosa, 2014)
References
Formosa, M., 2000. Older Adult Education in a Maltese University of the Third Age: a critical perspective. Education and Ageing, 15(3), pp. 315–339. [PDF] Available at: https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.471.5963&rep=rep1&type=pdf Accessed 30 July 2021.
Formosa, M., 2014. Four decades of Universities of the Third Age: past, present, future. Ageing and Society, 34(1), pp. 42–66.
University of Malta, n.d. U3A Movement. [Online] Available at: www.um.edu.mt/services/u3a/u3amovement [Accessed 1 June 2021].