UNIVERSITIES OF THE THIRD AGE AS ALIFELONGEDUCATION COMPONENT: INTERNATIONAL PRACTICES

Abstract

The problem topicality is highlighted. The article analyses the main reasons for implementing the concept of lifelong education in many economically developed countries (France, Germany, UK, Poland, USA, etc.), which is determined primarily by complex geriatric problems that have recently become urgent in most nations. The article the current problem of non-formal education, the major representative of which is folk universities. The paper reveals the content and peculiarities of non-formal education in today’s educational space. The emphasis is laid on the fact that education can help to cope with these problems. Educational activities aimed at the livelihoods of elderly people have become the framework for analyzing international experience of establishing (1973, Toulouse, France) and further functioning the so-called «third age» universities in other countries. Special attention is given to the practices of establishing the academic institutions of this kind in Germany focusing on three different types of training process (ОrdentlichesStudium; Gasthоrer studium; Senioren studium). The proof is given that Polish and German «third age» universities are characterized by four educational goals: preventing senility, wishing to enlarge and deepen knowledge, preparing for retirement, training for social activities.
This gives reasons to state that it is quite necessary for Ukraine to apply best international practices in solving many social problems including those in educational sphere.

Key words: third age university, educational goals, geriatric problems, international practices, lifelong education, adult people.