İleri Yetişkinler için Yaşam Boyu Öğrenme Modeli: Üçüncü Yaş Üniversiteleri

Abstract

Tüm dünyada yaşlı nüfus oranının ve ortalama ömür beklentilerinin artmasıyla birlikte aktif yaşlanma ve yaşam boyu öğrenme kavramları daha çok önem kazanmaya başlamıştır. Yaşam boyu öğrenme, örgün eğitimin ötesine uzanan, yaşam boyunca bilgi ve beceri edinmeye yönelik sürekli bir süreçtir. Üçüncü Yaş Üniversiteleri (U3A), yaşam boyu öğrenme kapsamında resmi niteliklere odaklanmadan eğitim, kültür ve sosyal katılım fırsatları sunan, özellikle emekliler olmak üzere ileri yetişkinler için tasarlanmıştır. İlk olarak Fransa’da 1973 yılında başlayan ileri yetişkin eğitim modeli daha sonra hızlı bir şekilde bütün dünyaya yayılmıştır. Araştırmalar U3A'ların ileri yetişkinlerin bilişsel işlevlerin geliştirilmesi, sosyal izolasyonun azaltılması ve yaşam kalitesinin iyileştirilmesi gibi faydalarını vurgulamaktadır. U3A'lar, ileri yetişkinler arasında aktif yaşlanma, yaşam boyu öğrenme ve toplumsal katılımın teşvik edilmesinde hayati bir rol oynamaktadır. Bu çalışma, ileri yetişkinler için yaşam boyu öğrenme kapsamında U3A’ların rolünü incelemeyi amaçlamaktadır. Doküman incelemesi yöntemi ile gerçekleştirilen çalışmada yaşam boyu öğrenme kavramına, U3A kavramına, U3A’nın tarihsel gelişimine, U3A’nın modellerine ve bazı ülkelerdeki uygulamalara yer verilmiştir.

Keywords

• yaşam boyu öğrenme
• ileri yetişkin
• üçüncü yaş üniversiteleri
• tazelenme üniversitesi

Lifelong Learning Model for Older Adults: Third Age Universities

Abstract

With the increase in the proportion of elderly population and average life expectancy all over the world, the concepts of active ageing and lifelong learning have gained more importance. Lifelong learning is a continuous process of acquiring knowledge and skills throughout life, extending beyond formal education. Universities of the Third Age (U3A) are designed for older adults, especially retired people, offering educational, cultural and social participation opportunities without focusing on formal qualifications within the scope of lifelong learning. The model of advanced adult education, which first started in France in 1973, has rapidly spread all over the world. Research emphasises the benefits of U3As for older adults, such as improving cognitive functioning, reducing social isolation and improving quality of life. U3As play a vital role in promoting active ageing, lifelong learning and social participation among older adults. This study aims to examine the role of U3As in lifelong learning for older adults. In the study, which was carried out with the document analysis method, the concept of lifelong learning, the concept of U3A, the historical development of U3A, the models of U3A and the practices in some countries were included.

Keywords

• lifelong learning
• older adult
• third age university
• university of refreshment

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