« Coopération internationale et U3A International Cooperation and

Conférence Internationale/ International Conference
« Coopération internationale et U3A
International Cooperation and U3A »
2-4 Juin 2014 / June 2-4, 2014
Université de Toulouse Capitole
2 rue du Doyen Gabriel Marty
Professeur François VELLAS,
Président de l’AIUTA/ IAUTA
Conférence de l’ AIUTA
L’équipe de préparation de
40e Anniversaire des U3A
La salle de conférence de
l’Université de Toulouse Capitole
Dr Charles AFOLABI, U3A Nigeria: “A Nigerian Concept of U3A”
Profile:
My name is Dr Charles Israel Afrolab (JP). I am a Public Analyst, with a
Military background. An International Educator, very passionate with issues of
the Elderly in Nigeria and World wide. I am the Founder of the UNI – 3A
NIGERIA CONCEPT – The University of the Third Age (U3A NIGERIA). I am
widely travelled. After my return to Nigeria after a 10 year stay and study in the
United Kingdom (UK), I have since been involved in Educational Gerontology
and has made Education presentations in Ghana, The Gambia, Malaysia,
Turkey, and Singapore.
I am presently promoting U3A Concept in West Africa and bridging the gap between the youths
and the Older Adults by engaging in Intergenerational Programmes and bringing together the
Senior Citizens in all the States of Nigeria through U3A Nigeria Concept. In appreciation of my
contributions to Adult Education and Vocational Training and Elderly Programmes in the
Country, I was awarded a Justice of the Peace (JP) of the Federal Republic of Nigeria by the
Former Governor of Oyo State in 2003. I happily married with children.
Abstract:
Ageing has become the dominant and most visible aspect of the World Population dynamics in the 21st
Century. It involves a multidimensional process of physical, biological and Social change that comes with its
challenges, both to the individual and the Society generally. It has been projected that by the year 2050,
thirty percent 30% of many Countries in the World including Nigeria would be people over the age of 60
years. The implications of population ageing are very enormous in terms of Socio-economic, Cultural and
Political dynamics and to the best of my knowledge, governments in many Countries have been developing
the most appropriate response to their own particular situations. World wide Countries have been asked by
the UN (United Nations) to implement the recommendations of the 2nd World Assembly on Ageing
especially the international plan of action as suggested in Madrid in 2002 where Active Ageing was
highlighted as a powerful policy.
Unfortunately, there is no political will and concerted effort by the Government of my Country, Nigeria to
ensure that Elderly persons in the Country continue to play their rightful role in their communities. Knowing
fully well that Ageing is a World wide phenomenon that has altered the demographic landscape every where
and brought challenges. My Country, Nigeria is yet to find solutions to address ageing issues. The emergence
of University of the Third Age in Nigeria - U3A Nigeria is one of the best ways to bring the issues of Ageing
to the door step pt the Government. U3A movement in Nigeria and indeed in Africa is virtually not known
and very slow, which was established in Nigeria in 2007.U3a Nigeria represents elderly interests. It promotes
both active and Healthy Ageing and Intergenerational Relationships.
Nigeria has a large population with over 150 million people. Over 40 Million youths among this population
are unemployed. Majority of these youths are unemployable because they lack skills. U3A Nigeria’s Concept
is to identify older Adults with Vocations who are ready to pass them on to the Youths for productive
engagements, both learning from each other, creating new employment and reducing poverty. Learning is
something we all need to do throughout life because it is an investment in body’s own future: hence U3A
Nigeria is promoting Intergenerational Programmes in the Country and helping in pre-retirement
programmes.
Our Senior Citizens need Care, Education, Inclusion, Recreation, Active and Healthy Ageing, Reengagement form the Government, Corporate Bodies, Professionals, Individuals and even, support from
outside Nigeria: to help our crumbling Society.
U3A NIGERIA SANDS FOR LEANING, SHARING AND MAKING FRIENDS.
~ 1 ~ Mmes Montserrat AMOROS et Muntsa LAMUA, U3A Barcelone, U3A
Santiago de Compostelle ,Espagne : « les bonnes pratiques de l’apprentissage
tout au long de la vie »
Profil:
Maîtrise d'Histoire. Univesitat de Barcelona (1968-1973).
Troisième cycle: Ingénierie de la Formation d'Adultes. Universitat Politècnica
de Catalunya (1997-1998). Master: Direction et gestion de Centres Éducatifs.
Universitat de Barcelona (1997-1998).
Profil et expérience professionelle
Collège Premer. Barcelone (1975-2002). Professeur et Chef d'Études.
Generalitat de Catalunya. Departament d'Ensenyament. (2002-2012).
Professeur d'Histoire.
Aules d'Extensió Universitària d'Horta-Guinardó et Baix Guinardó de Barcelone (UAB)Professeur dès 2002. Membre suppléant du CdA de l'AIUTA (2004-2006).
Membre du CdA de l'AIUTA par ATEGAL (Aulas Terceira Idade de Galicia) de Santiago de
Compostela dès 2006. Coordinatrice des 53 Aules d'Extensió Universitària d'AFOPA en Catalogne
dès 2012. Représentante du Districte de l'Eixample dans le Consell Assessor de la Gent Gran de la
mairie de Barcelone dès 2012.
Profil :
Mrs Muntsa LAMUA
U3A Santiago de Compostella
Spain
Résumé :
Actuellement les nouvelles méthodes pédagogiques innovatrices décernent une grande priorité au
développement des bonnes pratiques dans tous les niveaux éducatifs, formels et non formels.
Au plan mondial, les institutions spécialisées en formation permanente d’adultes considèrent nécessaire ce
développement-ci et l’inclusion de bonnes pratiques pédagogiques dans leurs programmes qui permettent
d’améliorer la qualité des actions formatives et d’étendre la participation des personnes adultes dans
l’apprentissage permanente.
En Espagne les exemples de bonnes pratiques sont très abondants, pour être représentants de la qualité et de
l’excellence éducatives. Dans les institutions dédiées à la formation permanente elles contribuent
notoirement au développement éducatif. Les demandes de l’actuelle société ont permis la promotion et
l’adaptation des compétences clefs de la formation d’adultes dans les programmes formatifs qui impliquent
des bonnes pratiques.
~ 2 ~ Mrs Concha BRU, U3A Alicante, Spain: “Research and Educational Innovation
in University Programs for Seniors in the Framework of International
Cooperation”
Profile:
Concepción Bru Ronda obtained her PhD in Geography at the University of
Alicante in 1986 and is full Professor in the Department of Regional
Geographical Analysis since 1987. Besides, she is the Director of the University
of Alicante’s Permanent University, which has been one of the founder
members of the AEPUM and currently presides the association. One of her
main research interests focuses on University Education for Older Adults and
Lifelong Learning. In this field she published numerous articles, participated as the coordinator of
the University of Alicante’s research team and directed various research projects at national and
international level. Furthermore, she participated as expert and advisor of the Ministry of
Education and IMSERSO in various conferences and in cooperation actions about Education
Management for Older Adults and Lifelong Learning with Latin-American universities.
Abstract:
The ongoing training which characterises Older Adult University Programmes (OAUPs) in Spain is a type
of “non-formal” teaching although they are placed within an academic context, that of university, defined by
official teaching programmes. OAUPs represent an open, flexible type of training adapted to the
environment of the citizens who receive it. In general, no previous requirements are demanded to access
these teaching programmes and courses and the people who take them do not usually do so with the aim of
gaining access to official degrees or even for credit recognition and accreditation purposes. However, a
growing interest has been detected in recent years among people who had no university degrees and who,
after finishing these specific courses at the OAUPs, would be keen on enrolling for official university studies,
in order to complete a university degree listed within the higher education degree catalogue.
In this sense, there is currently a high percentage of over-50s, including active workers, pre-retired people
(many of them forced to leave the labour market when they had just reached 50 years of age due to the
present-day economic crisis) and unemployed people who attend these courses as a way to complete their
knowledge, to improve their qualification, to acquire competences, to adapt to the new work-related demands
as well as to the socio-cultural and socio-economic realities, and thus to develop skills who can prove useful
for their re-insertion into the labour market.
Unlike what happened elsewhere in Europe with Third Age Universities –a phenomenon which occurred
much earlier there than in Spain– Spanish OAUPs were promoted by the actual university centres between
1985 and 1990 in response to a social necessity. At present, more than 54 universities all over Spain impart
these programmes, 43 of which are integrated into Spanish National Association of University Programmes
for Older Adults (AEPUM), which also represents over 43,000 students above 50 years of age .
From AEPUM and from the OAUPs of the different universities, we are working with other national and
international institutions devoted to ongoing training and training for older adults, both within the framework
of national networks and through bilateral agreements and multilateral projects supported by European
Lifelong Learning programmes .
Research, internationalisation, educational innovation and development of collaborative and autonomous
learning as differentiating features of lifelong learning as well as of OAUPs in Spain
When we talk about Older Adult University Programmes (OAUPs), it becomes essential to identify the
characteristics which highlight their specificity (not their “exclusivity”) in the context of older people’s
training. The current situation of Spanish OAUPs has nothing to do with the “first-generation” programmes
(understood in the early 1980s as free-time cultural programmes which had as their aim to entertain and
~ 3 ~ favour socialisation among senior citizens); the “second-generation” ones (developed in the period
comprised between 1990 and 1999 and characterised by educational activities oriented to participation and to
a knowledge level improvement among older adults without university studies), or the “third-generation”
ones (imparted from 2000 to 2006, where seniors were trained seeking to allow them to take part in the
resolution of the existing social problems. The ones developed at the moment are “fourth generation”
programmes, since they have gone up a level at some universities which already have official educational
programmes proposed from the various university knowledge areas and, especially from Education Sciences,
which own all the formal characteristics of higher education, even reaching levels that allow students to join
research teams and international networks linked to educational innovation projects and in cooperation with
other European countries. These aspects would not have been possible in these University Programmes for
Older Adults without the existence of links with knowledge areas and university research and teaching
departments belonging to those centres.
The research projection along with the international dimension for cooperation at OAUPs, despite not being
widespread in all Spanish university centres and programmes, has become increasingly reinforced and
constitutes a distinguishing element in this type of older adult university training at present. As a key axis
within the European Strategy for the progress and consolidation of Lifelong Learning, and through the media
and different EU actions and programmes which have gradually been developed in recent years,
internationalisation makes it possible to acquire a deeper
knowledge and analyse the wide variety of structures and models applied within Older Adult University
Training in Europe, highlighting the social adaptations and educational challenges that the aged twenty-firstcentury society is faced with.
Within this context, we have been taking part in the successive calls made, initially with the Lifelong
Learning Programme and now with the new Erasmus+ call, the specific objective of which –as far as adults
were concerned– consisted in “helping adults to acquire resources so that they could improve their
knowledge and competences and meet the educational challenge posed by the ageing of population in
Europe.” AEPUM’s website offers the chance to analyse the numerous projects and actions developed within
this international cooperation framework, to which are added the initiatives also undertaken within the Latin
American framework of Cooperation with the Spanish Latin American Cooperation Agency (AECI for its
Spanish initials) and those others launched from the universities’ own programmes using the 0.7% of funds
allocated to international cooperation with developing countries.
The incorporation of an international perspective at OAUPs during the last few years has favoured
intercultural, global, interdisciplinary and comparative integration with regard to teaching, research and
Extra-Curricular activities. It also means the enrichment of all the individuals involved thanks to intercultural
contact, additionally introducing innovation both regarding the curriculum and in terms of teaching methods,
encouraging the exchange of national and international knowledge and experiences, and the return of results
to the academic system itself. It is worth highlighting as central axes in the international dimension of
OAUPs: educational innovation; best practices for ongoing training in general and university studies for
older adults in particular; and the promotion of the acquisition of digital and social competences among
seniors. Thus, research and internationalisation have been the distinguishing features of these programmes
during the last decade. Both for the programmes and the participating universities and for the research groups
themselves (lecturers and students), the idea is to enter a more advanced phase in the education and training
of seniors who receive higher education, starting from the actual maturity and evolution of OAUPs. The
basic characteristics of the tasks performed and the university groups involved in these experiences can be
summarised in the following items:
1-Among the objectives sought stand out: a) the social and cultural integration of seniors by means of
training in the European context; b) learning through research; c) the adaptation of seniors to ICTs within the
knowledge society; d) the development of methodologies, best practices, tools and materials for older adult
university training; and e) collaborative learning and the creation of autonomous seniors who can continue
with non-formal learning initiatives and be able to revitalise their environment by means of volunteering
actions and other types of initiatives.
~ 4 ~ 2-They are established around tutoring/coordinating lecturers and groups of students with a high level of
interest in developing lines of research on specific knowledge fields. Attention is paid to priority issues along
the lines of the European Strategy, Latin American Cooperation and Lifelong Training.
3-For this purpose, they are backed by the university departments and research groups in Humanities;
Education; Health Sciences; Legal and Social Sciences; and New Technologies. They provide the academic
support with the specific training required, the guidelines to be followed, tutoring and scientific supervision.
In short, this is high-quality training which has gone through a strong evolution since its inception in the
early 1980s and which incorporates an ever-growing number of active, increasingly better qualified and
expert adults who provide feedback to the educational system and to research with their contributions,
knowledge, investigations and experiences in the context of intergenerational, multidisciplinary and
international working teams.
Always within the framework of structured relationships and networks, as well as within a broader social
environment, the educational innovation derived from international cooperation has affected classroom
teaching through changes in the classical teaching methods, such as lecture-based teaching, which may be
replaced by different less directive ways of teaching. In addition to the use of the new tools offered by ICTs
which permit the appearance of new environments and ways of studying that deeply impact on education,
along with original types of learning and knowledge transmission.
The innovation stemming from international cooperation projects has additionally meant introducing other
study techniques and modalities such as: a) case study; b) problem-solving; c) project development; d)
research-based teaching; and f) student’s autonomous work –especially suitable for adults. In a nutshell, a
whole series of experiences regarded as exemplary ones –the so-called best practices– which can be oriented
to an educational action supported on initiatives already carried out within the framework of this
international cooperation and with positive, widely-recognised experiences that can serve as a model for
other innovative schemes at OAUPs.
~ 5 ~ M. Sidi Hairou CAMARA, Dakar, Sénégal: « L’Université du 3ème Âge au
Sénégal : Enjeux et perspectives dans le cadre de la coopération Internationale»
Profil :
- PROFESSEUR DE SCIENCES DE LA VIE ET DE LA TERRE
(Enseignement supérieur agricole)
- CHERCHEUR EN ETUDES DU DEVELOPPEMENT Diplôme de
Recherche en Etudes du Développement de l’I.U.E.D de GENEVE)
Abstract :
La croissance rapide de la population âgée en Afrique en général et au Sénégal en
particulier (5 à 20 pour cent selon les prévisions de l’ONU 2002) fait dire à la « Voix
d’Afrique n°92» que, ‘contrairement aux pays riches qui se sont développés avant de vieillir, les pays
pauvres vieilliront avant de se développer’. Cette situation inhérente à l’apport de la science et de la
technique dans l’augmentation de l’espérance de vie , a pour conséquences des bouleversements rapides au
niveau culturel, socio économique …contribuant d’une certaine manière à la déstabilisation des structures
sociales et des relations familiales ; en d’autres termes , les rapports traditionnels d’aide , d’assistance et
d’attention sont en rupture .
Il est par conséquent nécessaire de trouver un nouvel équilibre entre d’une part les besoins, les
responsabilités individuelles et sociales, d’autre part la solidarité, l’aide et les rapports intergénérationnels.
A cet effet :
ü Quelle contribution peuvent apporter les personnes âgées pour participer activement à la transformation de la société ? ü Quels sont les instruments possibles de cette participation ? ü Quel peut être le rôle de l’éducation pour ce faire ? A priori les réponses aux deux premières questions semblent relever de la réponse à donner à la troisième
question ; cette citation de Julius NYERERE (1973, p.138) ‘’ vivre c’est apprendre, et apprendre c’est
essayer de vivre mieux’’ en est la meilleure illustration.
Le concept vellasien de l’Université du Troisième Age qui repose sur cette approche de l’épanouissement
des Séniors par des activités pédagogiques ayant comme support des cours , conférences , causeries ,
ateliers , visites…, est donc en phase avec la perception d’éducation permanente que recouvre l’animation
qui ponctue les échanges qu’abrite l’Arbre à Palabres !
E n réalité, comme le précise du reste le Pr Vellas, l’appellation d’Université tire son essence d’une langue
ancienne qui signifie, la possibilité pour tous de se rassembler en un lieu, en une réflexion, en une culture :
l’Université est un véritable centre de vie et de réflexion.
…..A l’Identification des Besoins des AINES et à la Déclinaison des activités, programmes et stratégies
y afférents
C’est, à ce niveau que reposent fondamentalement les enjeux de l’Université du Troisième Age du Sénégal
en termes de prise en compte des spécificités sociales, culturelles et économiques nationales.
Programmes éducatifs à travers un Cours inaugural annuel, des Conférences, des Causeries, Projection de films dans les quartiers sur des thèmes portant sur la Santé, l’environnement, la collaboration intergénérationnelle, les valeurs culturelles…. Programmes de développement économique pour améliorer le mieux être des personnes âgées et lutter contre leur paupérisation : aide à la réalisation de petits projets, promotion de l’approche Genre….. Programme de réalisation de l’Eco village des AINES qui devrait abriter le siège de l’UNITRA –
Sénégal et des infrastructures multifonctionnelles mais également le Centre des ressources Humaines (C.R.H) Mise en place d’un partenariat stratégique dans le cadre de la coopération internationale Sud/Sud et Nord /Sud entre Universités, échanges touristiques entre Séniors, organisation d’antennes médicales à leur profit ….. LE CONGRES INTERNATIONAL MARQUANT LE 40ème ANNIVERSAIRE DE L’AIUTA S’INSCRIT
DANS CETTE DYNAMIQUE.
~ 6 ~ Mr. Chuk Chumno, Mr. Choun Chey Satya, Dr. Samouth NEB, MINTUR,
Combodia: “Senior tourism in Combodia and U3A”
Profile:
Mr. CheySathia CHUON
Director of Legal Affairs Division of Ministry of Tourism of Cambodia
Director of Planning, Training and Legal Affairs Division of NCCA
Sathia is a Director of Legal Affairs Division of Ministry of Tourism and also a
director of Planning, Training and Legal Affairs Division of the National
Committee of Clean City Assessment of the Kingdom of Cambodia. His areas of
expertise include human resources management in public services, Investment law, labor law and
urban planning law. He holds a Master Degree in Public Law (University of Lumière Lyon 2,
France). Sathia also lectures in Law at the Pannasastra University of Cambodia in Phnom Penh.
He speaks Khmer, English and French.
profile:
Chumno CHUK
Director of Department of Cultural Tourism and Resort, Ministry of Tourism
Director of Division of Tourism Management and Development, NCMD
Chumno is a Director of Department of Cultural Tourism and Resort of Ministry
of Tourism of the Kingdom of Cambodia and also a Director of Division of
Tourism Management and Development of the National Committee for
Cambodia Coastal Management and Development. His areas of expertise include human resource
management, economic management and tourism planning. He is a Ph.D candidate and holds a
Master Degree in Economic, Human Resource and Employment Management. He speaks Khmer,
English and French.
Profile:
Dr. Samouth NEB
Secretary-General of National Committee for Clean City Assessment
Director General, Ministry of Tourism
Samouth is a Secretary-General of the National Committee of Clean City
Assessment and also Director Deneral of Ministry of Tourism of the Kingdom of
Cambodia. His areas of expertise include economic, management and tourism. He holds a Ph.D
Degree in Economic and Management (University of Lumière Lyon 2, France).. He speaks Khmer,
English and French.
~ 7 ~ Mme Nelly Del FORNO, U3A Lignano, Italie
« Renouveler les U3A : comment ? avec quelles stratégies ? »
Profil:
Nelly Del Forno a frequenté l'Université de Nancy en France et a obtenu le
Diplome Supérieur d'études françaises. Elle a suivi les cours de l'Université de
Trieste en Italie, Faculté de Lettres, où elle a été licenciée ès lettres. Elle a suivi
la carrière scolaire, en devenant professeur de lettres au collège et au lycée en
Italie. Ayant gagné un concours à niveau national elle a été nommée Principal
dans le collège "G:Carducci" de Lignano Sabbiadoro où elle est restée jusqu'à
la retraite. Elle a travaillé aussi à l'Inspection d'Académie pour le projet
Comenius - Action II - et dans son propre collège pour l'Action I avec des parteners européens.
Maintenant elle est Présidente de l'UTA de Lignano Sabbiadoro en Italie où elle suit différents
projets pour l' enrichissement culturel des seniors qui frequentent l'UTA.
Résumé:
Dans ces derniers vingt ans, le climat culturel général est changé et aussi les participants aux Universités
du Troisième Age. La dimension globale des problèmes est changée. L’art, la religion, la littérature,
l’économie, le droit trouvent une leur explication seulement dans un quadre européen, mieux mondial.
D’ un coté la il y a l’intérêt pour les choses locales, de l’autre l’exigence d’ horizons mondiaux.
Mais il y a un second changement: les participants.
Il ya vingt an, le public qui fréquentait les UTAs était formé pendant et après la guerre, avec le désir d’
étudier pour apprendre. Tout ce que les Universités du troisième Age proposaient était suivi avec
enthousiasme. Les participants étaient motivés, ils avaient intériorisé la modernisation du Pays, ils avaient
grandi dans un climat de grands espoirs et désiraient recevoir de bons enseignements, riches en valeurs et en
connaissances. Les nouveaux arrivés appartiennent à une génération qui s’est formée dans le climat des
années de crise économique, politique et sociale lié à la crise énergétique, au terrorisme.
Le troisième point est le plus délicat: le rechange générationnel.
L’idéal serait que celui qui recouvre une charge accepte d’être remplacé sans s’en aller du groupe des
responsables, portant son expérience dans la gestion collégiale. On mesure la vitalité avec l’entrée de
nouveaux inscrits comme avec le remplacement des dirigeants.
Un quatrième point important est celui de promouvoir dans nos universités la paix et la sérénité intérieure. Il
faut se réconcilier avec soi même sans aucune crainte. Un quatrième point est représenté par le plaisir de se
sentir participe de la société où l’on vit. La recherche du bien, la gratuité de l’œuvre, le plaisir de collaborer
sans la recherche d’une charge ou d’ une récompense sont indispensables pour participer de manière
responsable dans la société et seulement ainsi on peut témoigner sa propre richesse intérieure.
Dans ce quadre on demande une révision des UTAs. Les échanges entre les Pays du monde demande un
élargissement des horizons pour pouvoir cueillir les phénomènes culturels et sociaux.
Les nouvelles générations sont intéressées, beaucoup plus que dans le passé, à l’actualité; elles demandent de
pouvoir connaitre et approfondir les problèmes de la vie internationale et nationale, l’économie et la vie, la
culture et les spectacles qui sont continuellement proposés. On pourrait penser a des cours tenus par un team
de professeurs sur un des thèmes d’actualité, en évitant de tenir de simples conférences sur ce sujet.
Importants sont les cours de sciences sociales pour connaitre la structure de la société, les mécanisme de la
politique, la dynamique de l’économie. Ce sont les professeurs qui renouvèlent les UTAs et les participants
ont besoin de personnes qui sachent présenter les problèmes d’une manière simple. Les nouveaux
participants, plus que les précédents, ne veulent pas seulement écouter, mais aussi parler en groupe, faire des
recherches et discuter ensemble.
Au delà des approfondissements culturels, on sent l’exigence d’ouvrir des laboratoires de créativité et de
recherche dirigés par des éducateurs, des animateurs qui sont des figures qu’il serait bien de créer dans nos
UTAs, si elles n’existent pas encore.
~ 8 ~ Mr Patrick DEMOUY, U3A Reims, France
Profil :
Patrick DEMOUY: agrégé et docteur en histoire, docteur-ès-lettres, professeur
d'histoire médiévale à l'Université de Reims, est spécialiste d'histoire religieuse
et d'histoire de l'art. Sa thèse d'Etat sur les archevêques de Reims et leur Eglise
aux XIe-XIIe siècles a reçu le Grand Prix Gobert de l'Académie des Inscriptions
et Belles Lettres (Institut de France).
Il a publié de nombreux ouvrages sur l'histoire de Reims et de sa cathédrales,
sur l'histoire de la Champagne et du champagne. Il dirige depuis 1998 l'Institut
Universitaire du Temps Libre de Reims-Champagne-Ardenne. Administrateur de l'AIUTA, il est
président du conseil scientifique.
Mrs Brittmari EKHOLM, U3A Uppsala, Sweden
“International Cooperation from the Perspective of a Minor Language Region”
Profile:
Head of the local State Study Assistance Board in Uppsala. Secretary to
Government Committees, the first on State Study Assistance and the second on
Foreign Students at Swedish Universities. For five years First Secretary at the
Ministry of Education Secretariat for International Affairs). Three years at
OECD, Paris working for IMHE (Institutuional Management in Higher
Education). Finally about ten years at Uppsala University, Office of
International Affairs. Retired in 2005.
Abstract:
“International Cooperation from the Perspective of a Minor Language Region”
A. Uppsala U3A: Background/Statutes, Membership, Activities (courses offerings etc)
B. Internationalisation at Uppsala U3A
1. Foreign language courses, 2. Lectures with an international content sometimes combined with (3),
3. Field trips and study visits, 4. Exchange visits, 5. Research-oriented projects
C. Details of points 1-5 (see above)
Foreign language courses: Inhabitants of a country like Sweden, located at the edge of a continent with a
language not widely spoken have to learn foreign languages in order to communicate with other countries.
Uppsala U3A offers a variety of language courses at various levels.
2-3) Field Trips/Study Visits: Lectures with an international content are offered, often combined with
field trips/study visits to the areas/countries dealt with. Examples will be given.
4.
Exchange Visits: Since long exchange visits have been arranged between Uppsala and U3A
organisations in other. European countries. AIUTA and EFOS member organisations have been involved in
most cases. The idea of exchange visiting programs will be explained.
5. Research-oriented projects: This includes projects with one or several countries involved, some of
which are EU- financed. It is our our belief that participation in similar project is a tool towards closer
relationship with and better knowledge of other countries.
~ 9 ~ Mr Kim Seng GOH, Singapore
“Building Learning Communities in Singapore”
Profile:
Kim Goh(Kim Goh Seng), B.Sc. (Hons) in psychology and M.Soc.Sc. in applied
sociology,is a retired management consultant who specialised in management
training and strategic planning.
He was Founder and Managing Direcor of 6M Management Consultants Pte
Ltd and has served MNC, SME and government clients with distinction for over
three decades.
He founded the Association(now Institute) of Management Consultants in Singapore and was Vice
President of the National (now Singapore) Productivity Association. Active in community work, he
has served as President of the Rotary Club of Singapore North and is presently President of the
Singapore Association for Continuing Education and U3A Singapore.
Abstract:
The idea of learning communities has its origin in the concept of learning circles which the Singapore
Association for Continuing Education (SACE) introduced to its members in the 1990’s. These circles with
their principles of equal participation, reciprocity, and honoring of collective wisdom, embody the
democratic principles of individual expression and majority-based decion-making.
In the course of championing the development of U3A in Singapore it was realised that the application of
learning circle principles would enhance the numerous small group study activities that are the hall-marks of
U3As worldwide. A learning community goes further-more than just a learning or interest group it
deliberately fosters fellowship and social activities amongst group members to build and sustain a cohesive
community of mutually caring members brought together by their common interest in a specific area of
interest.
~ 10 ~ Mrs Mabel GRANADOS, U3A San José, Costa Rica: “Experiences of
International Cooperation at the Institutional Program for Older Adults in the
University of Costa Rica”
Profile:
Graduated as a nurse in the University of Costa Rica. Worked as Pediatric
nurse in Oncology and Hematology outpatient department at the National
Children Hospital for 8 years. Became Magister Scientae in Gerontology in
2000 and started to work as professor at the University of Costa Rica in the
School of Nursing and in the Gerontology Master degree Program as professor
and since 2007 as director of the Program. In this position I worked very near
with the Older Adult Program of the University of Costa Rica with whom we
carried out activities together, such as Conferences, Congress, lecturers and courses for elderly. As
professor of the University I participate in research with different projects related to aging, quality
of life in the elderly and Gerontology. I am also part of the National Elderly Council as member of
the National technical system for Older Adults of Costa Rica and in different commissions related
to Gerontology.
Abstract:
The individual and population aging experienced worldwide makes us reflect on the opportunities that
should be offered to elderly people, in order to promote their participation in society. These initiatives should
be promoted by institutions and organizations that address the issue of aging, including the public
universities.
These university educational experiences with older adults in the twenty-first century should be part of
ongoing training programs throughout life, necessary in an aging, democratic, egalitarian and inclusive
society. With the aim of consolidating a society open to all ages that encourage social participation, poverty
reduction and inclusion of marginalized groups, in order to promote a rights-based citizenship.
In response to this approach is that in Costa Rica in the eighties the interest arises to offer older adults
educational alternatives, specifically in higher education at the University of Costa Rica. The Program is
created for this purpose in the year 1985, with the aim to improve the quality of life of older persons,
guarantee their right to education throughout life, and promote intergenerational relationships.
Since then, the Institutional Program for Adult and Older Adult (PIAM) has endeavored to address the needs
of this population through social inclusion and participation in the various spaces that provides the
University of Costa Rica. For twenty nine years, the program has evolved some experiences of international
cooperation, which enabled it to share with other programs developed in other realities, which have enriched
the educational experience. Understanding international cooperation as an instrument to facilitate the
transmission of knowledge in all the fields of human activities and the exchange of capabilities between
countries. (Rodriguez, 2011).
II . International Cooperation at the University of Costa Rica
The University of Costa Rica is an active international university engaged in collaborative projects and
partnerships all over the world. The Institutional Older Adult Program supported by this entity, held under
the "Support for Universities seniors and Professional Training " from the Pontifical Catholic University of
Chile ( Draft regional technical cooperation grant : ATN/FT-8931-RG ) , a joint project with funding from
the Inter-American Development Bank and the Government of Finland through Jyvasquilla University .
The project was provided in three parts:
1. BASIC GERONTOLOGY COURSE
The course was conducted in October 2006 to December 2006, with a participation of 60 persons with
duration of 4 hours per week. The Program participated in the organization and logistics of the course in
conjunction with the Pontifical Catholic University of Chile. The course was provided with two groups, one
at the headquarters of the University of Costa Rica in San Pedro de Montes de Oca, San José and another
group at the headquarters of the National University in Heredia province. Thus, people from different areas
of the country would benefit.
2. DIPLOMA IN GERONTOLOGY
~ 11 ~ Fifty-four persons participated with a duration of 8 months. The Program participated in the organization,
promotion, registration of participants and logistics of the courses. As methodological strategy was used
video conferencing. Also email communication and telephone, were used to give more information and
evacuate their queries
After completing the course assessment tests were applied, and sent to Chile for grading and certification.
3. COURSE LEADERSHIP AND ENTREPRENEURSHIP
The course took place from March 2007 to May 2007 with a duration of 4 hours per week, and the
participation of 26 older adults. Course development was held in conjunction with the School of Business
Administration, Institutional Program for Older adults at the University of Costa Rica, and the Pontifical
Catholic University of Chile.
This project of international cooperation was successful and the experience we had in our country was
applied also in Nicaragua, Peru and Chile and we concluded that there is a growing concern for older people
in Latin America to know about issues related to themselves.
The people responded enthusiastically participating in each of the courses, showed willingness to learn and
share. The material used in the courses was excellent in form and content; the texts were clear and simple
content, favoring its use and exploitation. In addition, courses were developed in an environment of respect
and warmth that prompted reflection and analysis of the problems studied.
B. “EVALUATION OF A TRAINING PROGRAM FOR SENIORS RESEARCH" Interuniversity
Cooperation Programme and Scientific Cooperation between Spain and Latin America (AECI). UNED Spain / UCR, Costa Rica. Project VAS- ED 2226.
The research was carried out between September 2007 and March 2009 and is funded by the AECI. Global
aging of population in Costa Rica and in the European Union and its particular impact in Spain were
analyzed in a more concrete way. Reference to the university programs for older people and the importance
of training offers provided by both the University of Costa Rica as the SENIOR UNED in Spain was also
made. The methodology of this research study was evaluative because it comes to assessing the effectiveness
and efficiency of university programs for seniors, both in Costa Rica and Spain. 173 students participated in
the UCR and 190 in the SENIOR UNED with between two and three years of being active in the programs ,
so they knew the process and had greater well -founded criteria for evaluating the program. With respect to
teachers: at UCR worked with 25 teachers ; while in the UNED SENIOR worked with 17 teachers - tutors ,
and 5 Program coordinators .
The research techniques used were: Questionnaires, Semi-structured interviews, observation and Lickert
Scales. Data showed that in general, students were satisfied but with some improvements deemed of interest.
The spaces for the formation of seniors in practice were beyond the objectives of the programs and
encourage participants in their personal development. The Programs always look how to improve the quality
of life of older adults.
Teachers mentioned: teaching methodology corresponds to the principles of permanent education, the way to
teach the teachers and teaching materials used are highly valued by the students. They felt that the programs
gratify them and meets their expectations. There is very evident teamwork, this aspect is consistent in both
the UCR and the UNED. The vast majority of students were satisfied with the results of the program in the
University of Costa Rica and the UNED nevertheless provide some interesting elements that should be
improved in the future, in order to optimize the results of the evaluation.
Conclusions
Participation of the “Institutional Program for adult and older adult of the University of Costa Rica“ in both
international cooperation projects established with the Pontifical Catholic University of Chile as well with
the UNED SENIOR of Spain. Were based on a criteria of democratic participation and transparency, seeking
the widest involvement of both sectors in setting the objectives and guidelines for action.
International cooperation to be understood as exchange and enrichment of mutual parties involved in the
same, contributes to the development, cooperation and institutional respect of their counterparts in search of
work commitments, consistent with the welfare of organizations and universities involved.
~ 12 ~ Mme Monique HARVEY, Sherbrooke, Canada : « Qui enseigne à l’UTA ? qui sont les
personnes ressources, expériences, profils, motivations, et supports pédagogiques»
Profil :
Itinéraire académique
1998 - 2002 Doctorat en éducation, Université de Sherbrooke:
1992 -1995 Maîtrise en gérontologie (M.A.), Université de Sherbrooke
1985- 1988 Baccalauréat ès Science en activité physique et sportive, Université
de Sherbrooke
1984 – 1985 Certificat en gérontologie, Université Laval Itinéraire
professionnel
2001 – 2005 Adjointe au directeur de l’Université du troisième âge de la Faculté d’éducation de
l’Université de Sherbrooke.
2005 – auj. Directrice de l’Université du troisième âge de l’Université de Sherbrooke
Résumé:
L’Université du Troisième âge (UTA) de l’Université de Sherbrooke représente la pionnière des
UTA en Amérique du Nord. Depuis 1976, elle dispense des activités éducatives pour les personnes
de 50 ans et plus. Plusieurs partenaires participent à la réalisation des programmes et permettent
d’assurer une diversité et une qualité de sujets présentés. Parmi ces personnes figurent les personnes
ressources (PR) qui enseignent en présentant des conférences, cours, ateliers et autres formules
pédagogiques.
Un sondage électronique a été réalisé à l’hiver 2014 et a été envoyé à 325 PR. De ces 325, 204
personnes ont répondu (taux de réponse de 63%). La pertinence de ce sondage repose
principalement sur l’amélioration des programmes de l’Université du troisième âge (UTA)qui
doivent répondre aux besoins des étudiantes et étudiants aînés. Il importe également que l’ensemble
des conditions mises en place facilitent le travail de toutes les personnes qui s’y engagent afin
qu’elles puissent réaliser leur importante mission de transmission et de communication auprès des
personnes aînées assoiffées de connaissances.
Une synthèse des éléments relatifs au Sondage auprès des personnes ressources (PR)de l’UTA de
Sherbrooke sera présentée, soit:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Quelques caractéristiques sociodémographiques(genre, âge, scolarité, etc.);
Leurs expériences en enseignement à l’extérieur du cadre de l’UTA;
Les soutiens pédagogiques utilisés;
Les domaines et sujets enseignés;
Leurs motivations à enseigner;
Les irritants ou obstacles rencontrés;
Leur niveau de satisfaction mesuré pour certains facteurs reliés à l’organisation des activités;
Quelques pistes de développement et recommandations;
Conclusion
~ 13 ~ Mr Tom HOLLOWAY, World U3A, India: “The World of U3A and the
Trajectory of Change”
Profile:
Tom Holloway joined IBM as an Engineer in 1965. After some years based in
Banking and Insurance industries, he spent four years on assignment to IBM
Ethiopia, Kenya and Uganda. On return in 1972 he became one of the UK's
first Word Processing Analyst, specialising in Office Systems Networks, a job
that eventually metamorphosed into what is now known as The Internet. He
retired in 1990 and since then has devoted his retirement to charity work,
setting up websites for small charities in many countries. Since 2003 he has
lived in Hyderabad, India, where he supports several schools for dispossessed
and low-caste communities.
Abstract:
Systems of administration and governance driven by pen and paper were appropriate to the early twentieth
century, and electronic record-keeping and email were appropriate to the late twentieth century. But the
twenty-first century requires a new model. We now live in an age when citizens can write direct to a Prime
Minister or President; when a newsletter can be distributed to ten thousand readers around the globe in a
matter of seconds, and where we are divided from friends and relatives on the other side of earth by timezone instead of distance. Today, a picture of a group of people in Delhi can immediately be shown to a
similar group of people in Toulouse or Sydney. And that picture can be live and those groups can talk to each
other as though in two adjacent rooms. That is possible now, and that facility is free. The only constraint is
one of imagination, and what is important about all of these possibilities is not the speed with which they can
happen, it is their non-hierarchical nature. People speak directly to people and are not constrained by the
requirements of Government, or organisations or postal systems.
The immediate future will see even more dramatic changes, as keyboard messages give way to voice, and
still pictures give way to video clips and real-time camera exchanges.
World U3A attempts to address that free-wheeling dynamic world. It has no buildings and no membership. It
has no committees, beyond the steering group that overlooks the work of the Secretary-General, and its
meetings take place only on the Internet. It has the following functions and activities:It maintains the www.worldu3a.org website, plus several other U3A websites
It edits and issues two monthly newsletters:v SIGNPOST – items of interest and news mostly relating to UK and Australian U3A members
v PATRIKA – items of interest and news mostly relating to Indian and Asian U3A members.
It provides a definitive international archive and resource centre at www.worldu3a.org/resources that is
widely used for historical research. This also includes information about Regional U3A groups, such as the
Asia Pacific Alliance – http://u3a-asiapacificalliance.org
v It maintains and moderates a monthly teleconference – http://u3aforum.org - through the UK Open
University FLASHmeeting service for general discussions of U3A or general matters
It runs online projects to encourage international and inter-generation contacts worldwide; examples are:v MYU3A – http://myu3a.org - descriptions of local group activities in many countries and continents
v WORLD WITHOUT FEAR – led by U3A Zelenogorsk (Siberia) which encourages discussion of
this all-important issue
v BREAKFAST – light-hearted exchanges with students in a Danish Primary school on food
preferences
v RICHARDS QUESTION – research into changing attitudes of U3A members around the world
v On request it designs and installs websites for local U3A groups and Senior Citizen groups.
The purpose of WorldU3A is to encourage international understanding and contacts for all active retired
people everywhere. It does this through its Internet activity rather than through a traditional organisation
structure. It has no membership and is a totally free service. It is acknowledged by its thousands of users to
be a model of effective use of the Internet, and for that reason it believes it is ‘fit for purpose’.
~ 14 ~ Mrs Nadezda HRAPKOVA, IAUTA Secretary General, U3A Slovakia
“International Project Cooperation of Senior Students in Slovakia”
Profile:
2013: Present: Head of the Department for continuing and competence learning
and for University of the Third Age; Centre for continuing education, Comenius
University
1992 - 2013: Head of the University of the Third Age; Comenius University in
Bratislava, Slovakia
Abstract :
The first Universities of the Third Age (UTA) in Slovakia came into existence after 1990. As the first
institution concerned with the education of the elderly, we started our program at Comenius University in
Bratislava. Immediately, many other institutions followed with educational activities for senior citizens in the
Slovak republic. Currently there are about 7000 senior students at 15 UTAs across Slovakia. UTAs are
covering a large variety of interests among seniors from the east to the west of Slovakia linked by the
Association of Universities of the Third Age (ASUTV) of Slovakia. Association was established as an
initiative of Slovak universities and other institutions of higher education to have a body which represents
education of elderly students, gives them support in learning activities, finds contacts for the international
projects as well as acts as supervisor and methodological advisor for the members.
A part from wide offer of study programmes seniors can be actively involved in the international and
national projects on many different subjects. The article showed concrete aims of the international projects
and their websites for getting more information. Outputs are concrete consequences of the projects with
senior’s involvement, which can be used as good practices for further work with seniors. European Lifelong
learning projects Grundtvig offered chances for older students to be more active, focus on chosen special
topics, find new contacts and make friends with the seniors abroad. New European projects “Erasmus plus”
give seniors with stricter rules - in the Key activity 2 - possibilities for Strategic partnership with support for
common interest. The members of international associations can become project partners for the
international projects, team up and extend their cooperation in new fields of their interest. New project of
UTA at Comenius University is going to focus on isolated elderly and possibilities for their involvement in
the educational activities.
~ 15 ~ Mrs Zofia IWANICKA and Mrs Teresa GRUSZECKA-LOISELET
“The cooperation of MUTW with the U3A in Ukraine et Belarus”
Profile:
Mrs Sofia IWANICKA
Born in Lviv, 30 April 1923. Doctor of Agriculture and Veterinary Science. For
27 years now the Director of the Mokotow University of the Third Age in
Warsaw, Poland, which is one of the members of the International Association
of Universities of the Third Age (AIUTA). Started a branch of the University of
the Third Age in Ukraine and Belarus. Attended many international seminars,
conferences and meetings of Universities of the Third Age. Received the Golden
Cross of Merits for community service in educating adults. An author of several publications and
the publisher of the Scientific Bulletin of the Mokotow University of the Third Age.
Profile:
Mrs Teresa Gruszecka-Loiselet
Philologist (Romance study). 30 years as a journalist for the Polish Radio
(External Service). Currently a translator of Spanish-language literature into
Polish. Member of the MUTW since 2006. Official contact in the Grundtvig
Partnership Project The Role of Grandparents in multi-generational families
implemented by MUTW in 2009-2011 in cooperation with Universite Tous Ages
de Vannes (France) and Spolecnost seniors of Ostrava (Chech Republic).
Abstract:
The Mokotow University of the Third Age (MUTW) was started at my initiative 27 years ago as one of the
first, actually the second University of the Third Age in Poland. Since the founding I lead that institution,
which includes educational activities for seniors in Warsaw and in parallel appointed by me branches in Lviv,
Grodno and Brest, where they are educational units for Poles living in Ukraine and Belarus. In Lviv, the
citizens were involved in our meetings for a certain period, and after making sure that they have enough
experience, they founded their own UTA in Lviv.
University of the Third Age is an organization of social trust. Mokotow University of the Third Age is a
member of the international AIUTA since 1987.
MUTW as well as the branches meet the basic requirements for the present time in terms of educational
activities. The students of MUTW benefit from programmes of the winter and the spring semesters within
October 15 - June 15 with a semester break in March and in the summer. The classes are held twice a week
on Mondays on liberal and social subjects - and on Wednesdays - medical and natural sciences.
Also additional seminars are conducted: language, history, philosophy, psychology, and others, depending on
the interests of the students.
The branches of MUTW in Ukraine and Belarus, drawing on our plans, lead their own educational plans
such as learning of Polish language, which is essential in their area. Once a year there is the Summer
University in Drohiczyn (Poland) for a group of 30 students from the branches.
The basic authority of MUTW and of its branches is the Scientific Council on the tasks of education,
research and publishing and also appointing of the director of the office. However on the administrative and
maintenance matters the students form the Students’ Council, which is in charge of implementation of the
schedule and to organize celebrations for the national and church holidays, anniversaries of the university, as
well as the solemn meeting on the occasion of the inauguration and the end of the academic year.
~ 16 ~ Mme Rosita KORNFELD, Université de Santiago, Chili
« les villes amies des Seniors : exemple du Chili »
profil :
Mme Rosita KORNFELD
Université de Santiago
Chili
Résumé :
Introduction: Les tendances démographiques mondiales projettent un vieillissement important dans le monde,
la population de plus de 65 ans va tripler d'ici 2050, pour devenir 1.500.000.000 personnes.
Aujourd'hui, plus de la moitié de la population mondiale vit dans les grandes villes, et il est prévu que le
nombre d'habitants qui habiteront dans les grands pôles urbains continuera d'augmenter régulièrement.
Réseau mondial des villes amies des ainés (VADA) de l'Organisation mondiale de la santé (OMS)
À la suite du phénomène du vieillissement de la population mondiale, l’OMS a mis en place le réseau des
villes amies des ainés. Ce réseau garantit le droit des personnes âgées à l'intégration sociale et à la
participation dans tous les domaines de la vie communautaire, à ce stade il y a beaucoup à faire, étant donné
qu'il existe une grande hétérogénéité dans les personnes aînées, on peut trouver des réalités différentes, des
personnes pas organisées, dépendante, etc.
Qu’est ce qu’une VADA ? "Les Vadas sont des villes qui encouragent le vieillissement actif en optimisant
les possibilités de participation, de santé et de sécurité afin d'améliorer la qualité de vie des personnes qui
vieillissent" (OMS). Étant donné que le vieillissement actif est un processus qui dure toute la vie, une VADA
est une ville pour tous les âges. L’intégration sur les plans sociaux, économique et urbanistiques pour les
SENIOR représente un grand défi pour s’intégrer culturellement. Il est important de promouvoir une image
positive des aînés et ouvrir des opportunités pour la socialisation, les loisirs, pour ceux qui ne sont pas
organisés ou sont seul.
L'importance de générer des politiques publiques et environnementales au Chili
Au Chili, si on parle de la dimension spatiale de l'intégration, c'est-à-dire les maisons, les quartiers, les villes
et les moyens de transport, on peut souligner le fait que 85 % des personnes âgées déclarent sortir de leurs
maisons sans assistance, la moitié d'entre eux déclare avoir des difficultés pour marcher sur une chaussée en
mauvais état ou passer des obstacles dans les chemins d'accès. 30 % d'entre elles ont déclaré avoir peur
lorsqu’ils quittent leurs maisons et 11 % préfèrent ne pas sortir de chez elles. (Etude de SENAMA 2009),
Génération d'une politique intégrale du vieillissement positif (2012-2015)
L'état du Chili, a demandé au Service National des Aînés SENAMA comme une de ses priorités d'action,
entre 2010 et 2013, les thèmes du vieillissement et de la vieillesse et la formulation de la politique intégrale
de vieillissement positif pour 2012-2025, pour se préoccuper des défis démographiques, et préparer le Chili
pour l'avenir. Dans le cadre de cette politique publique se développent une série de mesures qui répondent
aux défis sociaux, éducatifs et urbains que demandent les personnes aînées elles-mêmes et qui rendent
nécessaire la génération des villes efficaces et économiques pour le développement des réseaux sociaux,
personnels, professionnels, culturels, économiques permettant de développer l'autonomie et l’accroissement
du bien-être de la population âgée.
Quelques mesures politiques qui convergent pour construire des VADA
-Logement: réaliser un type d’habitat sûr, accessible orienté et adapté aux besoins des personnes âgées.
-Organiser un système de transport efficace.
-Accroître les possibilités de participation sociale.
Développement d'un modèle de VADA au Chili
Depuis la mise en œuvre de la politique intégrale du vieillissement positif en 2012, SENAMA génère des
actions spécifiques, en se concentrant sur la mise en place dans le pays d’un projet commun des VADA
Ainsi commence un processus de prise de conscience des mairies et des autres acteurs régionaux pour
implémenter le modèle au Chili et la diffusion de la méthodologie de Vancouver du modèle de VADA. En
collaboration avec la coordination régionale de SENAMA, les villes intéressées pour mettre en place ce
~ 17 ~ projet et les aînés eux-mêmes qui grâce aux séminaires et aux ateliers offerts par des experts internationaux
dans ce domaine ont pris conscience de l’importance de ce Projet. Vu l'intérêt exprimé par plusieurs
communes dans tout le pays, SENAMA au 2013, continue à suivre le développement programmatique de ce
modèle de ville, avec des experts internationaux et des équipes de professionnels, des mairies, la
coordination régionale de SENAMA et l'assistance technique, correspondant aux diagnostics qu’on fait les
villes. Aujourd'hui officiellement il existe sept communes qui participent au projet VADA dans le pays :
dans le nord : La Serena, Viña del Mar, dans le centre Puente Alto y Vitacura et dans le sud du pays : Talca,
Victoria, Padre Las Casas (région indigène Mapuches)
Meme si l’Etat a un rôle central dans la promotion du bien-être intégral et de l'autonomie des personnes
âgées, les aînés ainsi que leurs familles, les organismes sociaux, le secteur privé, les universités et d’autres
intervenants doivent avoir également un rôle fondamental pour faire de notre pays un endroit digne pour
vieillir. (Selon des études de vieillissement, récemment publié en 2013 par HelpAge International, le Chili
est situé comme le meilleur pays parmi les pays latins pour vieillir et il est classé en 19ème position dans le
monde entier. Cependant quand on voit les indicateurs sur la question des «environnements propices » on
trouve le Chili au score le plus bas). Le chemin est long, on commence, mais on a encore beaucoup à faire
pour nos SENIORS.
Mr Thomas KUAN, Singapore:
“Travels – Lifelong Learning of Senior Citizen – Perspectives from Singapore”
profile:
Founder of U 3rd Age in Singapore (www.u3a-singapore.com). U 3rd Age was
started in 2012 following the successful Asia Pacific Alliance-U3A Conference
in Singapore in 2011, in which he was the Organising Chairman. He is a
member of the virtual Asia Pacific Alliance which supports U3A International
Conferences, and promotes virtual interactions of U3As worldwide.
Thomas Kuan is also the Secretary-General of EAFAE (East Asia Forum for
Adult Education; www.adultlearning.net). EAFAE facilitates exchanges of information to promote
lifelong learning in government agencies, institutions of learning and learning communities on
issues and concerns about adult learning in East Asian countries / regions. He is also a Beta Phi
Fellow of the ALWC (Autonomous Learning World Caucus, USA) which exchanges scholarly
researches on autonomous and self-directed learning.
Abstract:
Ageing baby boomer population is expanding, and with today’s fast medical information and care, they are
living longer. With time on their hand, they have opportunities to fulfil their desires to visit their favourite
holiday destinations. France is ranked the most visited destination in the world (2013); and in the AsiaPacific region, Singapore is ranked third on the Ageing Asian Silver Economy Index (2011) in terms of
spending power. France and Singapore are joint third in world cities ranking of international cities based on
factors such as connectivity and international visitors (CNA, April 8, 2014). With such recognitions, both
cities have much to offer to fellow U3A members and friends to be connected and to understand each other
social and cultural values. U3As worldwide can collaborate by sharing updated information of travel
facilities in their countries. With today’s budget airlines (low-cost carriers) and fast social networks
connections, reaching out to promote travels and mass customisation of tourism services especially for senior
citizens are possible. According to one’s preferences, there are many travel learning journeys to be
customised. For some U3A travellers, the attractions may be: in ‘France, enjoy the free and romantic
lifestyles of European Grandeur’; while in Singapore, ‘understand the multi-cultural festivals that makes a
harmonious society’. This presentation looks at travels as a way to connect U3A members and friends, as
they journeyed to understand each other’s cultural values, and to learn of their ancient histories. As a Chinese
idiom says: ‘Reading ten thousand books is not as useful as travelling ten thousand miles’.
~ 18 ~ Mrs Barbara LEWIS, Chairman of the Third Age Trust, United Kingdom
“U3A and Me; U3A and You”
Profile:
Born in Rochester, New York. Lived in the UK since 1971. Worked for Kodak
until retirement in 1995.
Joined U3A in 2002; became Chairman of my local U3A, Eastern Region
Representative, National Vice-Chairman.
Elected National Chairman in September 2012, re-elected September 2013.
Abstract:
The U3A movement in the UK continues to grow strongly, now over 920 U3As with a total of over 320,000
members. The National Executive Committee recently updated the formulation of our distinctive approach
and beliefs, in a new ‘Vision and Mission Statement’. We look forward to exchanging ideas and experiences
with our counterparts from other countries, and are grateful to AIUTA for gathering us together.
Mr Stanley MILLER, Former President of IAUTA, UK
Profile:
Graduate of the University of London with a Professional Qualification in
Teaching from the University of Leicester.1956 / 7>Secondary school teacher of
French and German with responsibility for departmental and senior
management. 1957-73>Assistant tutor in the Institute of Education, University
of Leicester 1963
Educational Adviser / Inspector of Schools, Nottinghamshire County Council 1973-83
Staff Inspector / Senior Educational Adviser, Birmingham City Council 1983-89
Educational Consultant 1990-1998
OFSTED national Inspector of Schools 1993-97
Author of textbooks for the teaching of French and articles/books concerning educational research
and practice.>Chairman of the British Association for Language Teaching 1980
Executive member and Vice-Chairman, Third Age Trust 1999-2005 / President of AIUTA 20062010
~ 19 ~ Mr. Nikos MISTRIOTIS, NYC Athenes, Grece « U3A and Voyages in Grece »
profile:
After my studies in Switzerland and in Italy, I settled in Sweden where I lived
for about twenty-five years dealing with the management of big tourism
enterprises. When I returned in Greece apart from managing tourism
enterprises, I dealt with education in the field of tourism enterprises in all
levels.The latest years I have been a consultant of tourism enterprises
( reconstruction - budget - selection of staff - results).
Abstract:
Conceptual delimitation of 3rd age tourists; Predictions for the frequency of actualization of travels The
seniors as consumers of tourist services; Management of free time in the third age Factors that arouse the
wish of senior for travels; The tourist picture of Greece 3RD AGE TOURISTS: “Seeking an experience Not just a destination”
Mrs Elsie MUTTON, Victoria, Australia
“International Cooperation and Australian U3A”
profile:
president, U3A Network Victoria
chairman, U3A Asia Pacific Alliance
Abstract:
The University of the Third Age (U3A) has come a long way since its inception in Toulouse in 1972. Most
countries around the globe have a U3A be it by this name or something else but all with the same aim. Life
Long Learning for all.
Australia followed the British model with the first U3A being established in Victoria in 1985. Courses were
developed throughout the year as teachers/leaders became available.
The Australian U3A movement has developed rapidly since this time with each member U3A establishing
their own character and programmes. This expansion has seen the commencement of supporting State
Networks which co-ordinate and foster development; there are now U3As established in every State and
Territory.
During this period Australia was fortunate in being able to draw on the overseas experience.
The future looks very exciting with Australia now having an Australian Alliance which brings with it the
sharing of ideas and support in the U3A sector.
Belonging to the U3A Asia Pacific Alliance is helping us to develop strong relationships with our nearest
neighbours. Having a closer association with IAUTA is also something we look forward to, this will give a
wider focus for U3A Australia in the International arena.
~ 20 ~ M. Armoogum PARSURAMEN Ancien Ministre de l’Education, U3A Maurice
« l’Université du Troisième Age de Maurice »
Profil :
Le Professeur Armoogum Parsuramen a été Ministre de l’Education, des Arts et
de la Culture et Ministre de l’Education et des Sciences à l’île Maurice de 1983
à 1995. De 1997 à 1998, il a été Conseillé auprès de la Banque Mondiale. Il a
ensuite été Directeur et Représentant de l’UNESCO de 1998 à 2011. Monsieur
Parsuramen est aujourd’hui le Président Fondateur de la Global
RainbowFoundation (GRF). La GRF est une fondation caritative ayant pour but
de soutenir les personnes défavorisées et autrement capables à travers
l’éducation et la formation.
Abstract :
L’ILE MAURICE
L’île Maurice est une petite île au cœur de l’océan Indien. Située à l’Est de Madagascar et voisine de l’île de
la Réunion, cette République fait 1 865 km² et compte près de 1 million 300 mille habitants. De par son
histoire, l’île Maurice est un pays où se côtoient des hommes et des femmes de plusieurs races, cultures et
religions. L’Université du 3ème Age Maurice (l’U3AM) compte parmi ses membres toutes les composantes de
cette société mauricienne.
INAUGURATION OFFICIELLE :
L’U3AM a été officiellement inaugurée le 29 novembre 2013 en présence de l’Honorable Docteur Ahmed
Rashid Beebeejaun, Adjoint au Premier Ministre de l’île Maurice, Ministre de l’Energie et des Services
Publics, et du Professeur François Vellas, actuel Président de l’Association Internationale des Universités du
3ème Age (l’AIUTA).
LES SPECIFICITES DE L’U3AM:
• L’université se déplace dans toute l’île à la rencontre de ses étudiants,
• L’université est ouverte aux personnes de 55 ans et plus,
• Aucun diplôme n’est requis pour devenir étudiant,
• L’Université ne décerne aucun diplôme mais remet un certificat d’attestation de présence au cours,
• La cotisation annuelle est de Roupies 500 seulement (+/- Euro 12)
LES ADHERENTS :
L’U3AM rassemble aujourd’hui 430 adhérents issus de toutes les régions de l’île.
LA RICHESSE DE l’U3AM :
• Mélange, dans le même cours, de différents niveaux de cursus scolaire (primaire, collège, lycée ou /
et études supérieures).
• Diversité de cultures, de religions, de races
• Bénévolat de la grande majorité des intervenants
• Gratuité ou facilité financière des cours
CERTIFICAT D’ATTESTATION DEJA DECERNE
Cours de photographie analogue et digitale de niveau 1 pour débutants. 8 adhérents.
PROJETS EN COURS
• Proposer aux adhérents de nouvelles matières (danse, tai-chi, langage des signes, chant, théâtre etc.)
• Plusieurs sorties culturelles
• Accueillir de nombreux nouveaux adhérents
• développement des universités du troisième âge dans certaines îles de l’océan indien (en
commençant par l’île Rodrigues) ainsi qu’en Afrique de l’Ouest.
~ 21 ~ Fábio Hauaggedo PRADO with Alexandra CALIXTO DA SILVA, Vanessa
Cristina ALVES MAIA VASQUES, Valmir LEAL GRITEN, Universitário
Dinâmica das Cataratas, Brazil
Profile:
Professor PhD from the University of Roma Tre - Italy, area of Civil
Engineering. Develops of Centro UniversitárioDinâmica das Cataratasfor 15
years, works in partnership with various institutions at national and
international level .
Through the University of Toulouse , in the person of Prof. François Vellas ,
joined IAUTA , promoving a whole institutional interest in works that are now
developed by Third Age .
Abstract:
The presentation that will be made, deals with actions developed in Centro UniversitárioDinâmica das
Cataratas and other three institutions of the Dinâmica Group.
The activities are set similarly to what occurs in many countries ,with the organization of seminars,
coursework, lectures and workshops focused on the life of the elderly and innovations such as language
courses, cultures , learning techniques , technology, health , law, finance , among many othersubjects.
We will also have a brief presentation about the IAUTA 95th Governing Board program in Foz do Iguacu Brazil , which will occur between 13 and 14 of November 2014.
Mr Mojib Uddin AHMED and Mr Shoeb-Ur RAHMAN, University of Dhaka,
Bangladesh: « Promoting Sustainable Tourism through Environmental
Education: A Bangladesh Perspective»
Profile :
Mr Shoeb-Ur RAHMAN
Professor of Tourism Economics, University of Dhaka
Bangladesh
~ 22 ~ M. Gustavo RODRIGUEZ, Vice Recteur de l’Université UNILATINA, Bogota
Colombie : « Le 40ème Anniversaire et la Genèse des Universités du 3ème
Âge dans le monde»
Profil :
GARCH est, depuis 12 ans, le Vice-Recteur de l’université UNILATINA en
Colombie, et le Directeur de la Corporation Senior Andina. Il a fait ses études
d’économie à l’Université d’Amériquede Bogotá, et il a reçu son Doctorat
d’Université en Sciences Economiques de l’Université des Sciences Sociales de
Toulouse I. En outre, il a fait des Etudes de spécialité à l’École Internationale
de Bordeaux et à l’Ecole d’Economie Agroalimentaire de Saragosse en
Espagne. Il a été chargé des recherches à L’IEIPVD de Toulouse. Il a aussi été
professeur de plusieurs universités en Colombie, ainsi que chargé de cours à l’Université de
Bordeaux III. Il s’est particulièrement intéresséà l’économie agroalimentaire, dont il a écrit bon
nombre d’articles, et développé des recherches sur ce thème. Amateur de cuisine, il s’est vu
décerner le prix “Meilleur recette de pomme de terre au monde”, en 2008, et a été reconnu comme
inventeur par l’organisme de la propriété industrielle colombienne.
Il est le co-créateur de la Corporation Colombie International, Directeur adjoint du bureau
colombien de l’Institut Interaméricain de Coopération pour l’Agriculture, et Conseiller Technique
auprès de la V Commission du Senat Colombien.
GARCH appartient au réseau international SIAL (Systèmes Agroalimentaires Localisés) et a
coordonné le projet Alimentation 2050.
Abstract :
C’est la connaissance de l´histoire ce qui aide à comprendre le présent et à construire le futur. Derrière
chaque objet , matériel et immatériel, entreprise, organisation ou institution , se trouve concrétisé l’idée, la
volonté et la ténacité d’une personne. Donc, le monde actuel est le fait de la ténacité d’une myriade
d’hommes et des femmes qui nous ont transmis tout leur savoir, toutes leurs idées et l’énergie de leurs
ténacités individuelles. C’est à l’occasion de cette célébration du « Jubilé des Universités du Troisième Âge
» que nous allons évoquer, ne serai-ce que brièvement, les aspects et les forces qui ont donné naissance à ce
mouvement à travers le monde depuis quatre décennies.
Force est de le dire que c’est grâce à l’idée, au travail acharnée et à la ténacité de son créateur, le professeur
Pierre Vellas, que nous serons réunis dans les journées du jubilé pour rappeler ou faire connaître et mieux
comprendre la portée, non seulement de la création de l’Université du Troisième Âge à Toulouse au début
des années 70 mais aussi, tout le travail et les circonstances qui ont permis le développement de cette grande
et louable entreprise.
Plus qu’une description et au delà de l`histoire même de cette organisation, sera l’occasion de rendre un
hommage a son fondateur et faire mention des autres contributions importantes qu’il à laissé non seulement à
la France mais aussi au monde entier.
~ 23 ~ M. Adriano ROZENDO, UFMT, Brazil, “Opening the doors of the University
for seniors citizens”
profile:
Adriano da Silva Rozendo holds a bachelor's degree, master’s and PhD in
Psychology from Universidade Estadual Paulista Julio de Mesquita Filho (2007,
2010, 2013). Currently, he is professor at the Federal University of Mato Grosso,
Rondonópolis Campus (UFMT/CUR). He has been the coordinator of University
of the Third Age, of UFMT/CUR since 2011. He was president of the Senior
Council of Assis/São Paulo (2008 - 2011) and member the Senior Council of São
Paulo State (2010-2012). He has experience in the field of Psychology, with
emphasis on Social Psychology, working mainly with old age, human rights and social control.
Abstract:
The Universities of the third age (U3A) constitute a policy of attention towards senior citizens which is
spread globally, being directly responsible for resignifying the experiences of aging, and creating a
population that nowadays is called ‘the third age’. The first U3A emerged in Toulouse, France in 1973 at the
University of Social Sciences where Professeur Pierre Vellas, of the Faculty of Law and Economics,
conceived the idea of offering third agers a program of activities based on lectures and physical activities . In
Brazil, the U3A began to be deployed in the 80’s based on the initiative of some universities dispersed
geographically around the map of the country. The program only took the form of mass public policies in the
90’s, especially after the enactment of the ‘National Policy of the Senior Citizen’ (Política Nacional do Idoso)
in 1994. In the State of Mato Grosso, the program referred to was created in 1993, before most of the other
programs developed around the country. The Nucleus of Studies and Activities for the Third Age (NEATI)
has attended to more than 2000 seniors. Currently the program assists about 400 seniors, without cost for the
participants, and involves a vast team of scholarship students, professors, employees, and professionals, as
well as many other partners. Historically, the activities developed in Mato Grosso follow the proposal and
the schedule designed by the French model, offering activities such as: interdisciplinary lectures; physical
activities (mainly yoga and water aerobics); artistic activities (such as ballroom dancing, crafts and art
workshops), and personal enhancement (like computers, foreign languages, training courses, etc). Since 2011,
the U3A of Mato Grosso has been trying to innovate its activities, in light of the reality of the contemporany
brazilian’s pattern of aging.
Today, seniors reach 60 years of age in good health, and better bio-psychosocial conditions of ageing,
compared to the 80’s, and 90’s, when the policies towards aging were first inacted in Brazil. In 2010. the life
expectancy of Brazilians reached about 75 years of age, and in the next two decades, should climb to 90
years, when the senior population will be bigger than any other age group. The model of U3A guided by us
tries to follow the new patterns of the senior citizen: healthy, retired and with a long life span. In 2014,
NEATI’s U3A started a new activity that targets preparing the senior citizen to enter the university as a
regular student of undergraduate level courses. This activity can be summed up as a course of preparation (to
get good scores) for the exam applied in Brazilian public universities, called the “National Exam of High
School (Exame Nacional do Ensino Médio – ENEM). The classes have around 60 students, with ages
between 16 until 77 years old. By adding different generations, who have the same objective, it is possible to
promote intergeneration relationships (maybe the biggest challenge of gerontology in the last decades). And
by promoting the conditions to enter the university as a regular student, the U3A starts to really open the
doors of the university to the seniors, looking at old age as a step of life that is not condemned to disease,
dependence, disability and death. At the same time, these kinds of policies help combat against ageism,
maybe the worst problem linked with aging over the world.
~ 24 ~ Carlos SANTOS, Secrétaire Général Adjoint de l’AIUTA, Portugal
Profil:
Professeur de l’Université du Troisième Age des Açores, directeur de
l’Observatoire du Tourisme Durable des Açores.
Présentation du projet Observatoire des seniors de l’AIUTA.
Professor SCHOENE, Germany
“Education for the Elderly and for Young people in Germany”
Profile:
Dr.paed.habil. Dr. Roland Schoene, Chemnitz, University of Technology,
Germany
The first German universities started with educational programs for the elderly
people about 30 years ago.
Abstract:
The paper gives a survey about the development in this pedagogical field, especially in the East of
Germany. The Seniors College at Chemnitz Institute of Technology goes on in the field of
intergenerational education with pupils and the elderly students. We have interest to offer the first
our experience for discussion.
~ 25 ~ Mr Donny SEQUIN, Austin, USA: “Lifelong Learning in the USA”
profile:
Professional experience:
Scott and White Healthcare Executive (1994-2011) Retired
Hospital Corporation of America Executive (1983-1994)
Adjunct College Professor and Piedmont Hospital Executive (1978-1983)
Educational experience: Ed.D. Candidate-University of Mary Hardin-Baylor (2011-present)
MBA-University of West Florida (1990), MA-Trinity University (1978), BA-Hampden-Sydney
College (1976)
Abstract:
This presentation will provide an introduction and overview of the continuum of lifelong learning for
older adults in America. There is no formal government policy and/or funding for the development and
promotion of older adult education in the United States. However, over the next twenty years, the number of
American citizens aged sixty and older will roughly double to over eighty million. This demographic shift,
sometimes referred to as the “silver tsunami”, is being driven by Baby Boomers (born 1946-1964) and has
drawn the attention of universities, non-profit organizations, and the American free enterprise system.
While acquainting participants with the scope of U3A similar programs in America, this presentation
will specifically focus on four distinct models. Within the Austin, Texas community, three organizations
will be reviewed in order to demonstrate both the range of services and to draw comparisons with other
International Universities of the Third Age. The fourth model, in Newton, Massachusetts, provides insight
into a growing trend for select American universities and colleges.
The presentation will conclude with thoughts on the future of lifelong learning and U3As in America.
Driven by both mission and money, some American universities are taking a leadership role in preparing for
the upcoming “Third Age tsunami”. The presenter, having visited U3As in Paris and London in 2013, was
inspired by the greater good and sense of community of those U3As. It is that same greater good and sense
of community which will hopefully inspire increased collaboration among U3As around the world, including
America.
~ 26 ~ Mrs Malgorzata STANOWSKA and Mrs Izabela KATO, Lublin U3A, Poland
“Development and Future Directions of U3A in Poland”
Profile:
Director of the University of the Third Age of Lublin (Poland).
Profession - University in Lublin (UMCS) The Faculty of Humanities –
History. Specialist for the Education of Elderly People - Society of the
Polish Free University in Lublin. The Lublin University of the Third Age
(LUTW) was founded in 1985, under the patronage of five universities in Lublin. It works under
direct organizational and academic supervision of the Society of Polish Free University, Branch in
Lublin (TWWP). Coordinator of educational programs for seniors in Lublin. Member of the AIUTA
Board (International Association of Universities of the Third Age.) President of the Social Council
of Elders of the Lublin City. Member of the Commission of Experts for Elderly People at the Human
Rights Defender. Coordinator of many projects concerning the activation of elderly people. One of
her main research interests focuses on University Education for Older Adults and Lifelong
Learning. Co-editor of the research work “Getting Old with Dignity”.
Profile:
Mrs Izabela KATO
Translator of English. Obtained her degree at the Department of English
Philology of the University of Lublin. Her interests are set in seniors and
lifelong learning. Volunteer helping the LUTW with international projects and
linguistic issues (translation of materials for publications and international
projects).
Abstract
:
The dynamic development of the Universities of the Third Age in Poland is a phenomenon at a European
scale. At present there are about 450 registered U3Asin Poland. The first ones were founded already in the
1970s. The founder of the first U3A was professor HalinaSzwarc, who was inspired by a meeting with
professor Pierre Vellas in April 1975 in Milan, during a congress devoted to social welfare . The first Polish
U3A was founded on 12th November 1975 in Warsaw. When the International Association of Universities of
the Third Age– AIUTA was created, HalinaSzwarcbecame a member of the board. The most dynamic period
of U3As development occurred in the past 10 years. More than 50% were founded between 2007 and 2013.
Where does the fashion for U3As come from? UTAs are very differentiated. They operate not only in big
cities, 50 % of them can be found in cities with less than 50 thousand residents , and 11 % in rural areas.
They work under the patronage of both public and private universities (19 %) , in the form of associations
(54%), as well as through local government institutions (22% ), primarily in community culture centers.
They also differ in size, the smallest have only 10 students , the largest- more than 2000. Where do those
differences come from? What do the universities have in common?What are the characteristics of
universities of the third age in Poland?
Universities of the Third Age are a bottom-up initiative, so far they havedeveloped without government
support. Analyzing the financial situation of Universities of the Third Age in Poland, it should be noticed
that their activity uses largely the membership fees. This applies to all UTAs, irrespective of their legal form.
This means that even in the case of UTA structures operating at the university or in the framework of the
local government units, the contributions paid by students are important part of their activities financing.
Most Universities of the Third Age in Poland use non-financial forms of support, such as sharing meeting
rooms or offices, which significantly reduce their operating costs. In addition to membership fees there
arealsosubsidies from institutions, donations and the public generosity which are significant for the
functioning of UTA. In 2012, the government launched a programme for “Social Activation of the Elderly”,
~ 27 ~ which provides a considerable support for the activities of U3As .
During its implementation time- from 2014 to 2020- the programmeaims at:
• Supportingthe education of the elderly.
• Supporting the development of social activities promoting intra-and inter-generation integration.
• Developing activities which increase social participation of older people.
• Developingdifferent forms of support, increasing the commitment of volunteer caregivers, creating an
environment of self-help and developingthe network of trained volunteers.
What are the challenges of the leaders of Universities of the Third Age ?
Universities of the Third Age provide the most popular form of educational activities for the elderly, meeting
the needs of seniors such as: self-education, learning about their environment, enlarging their knowledge and
skills, performing socially useful activities,keeping busy in their free time, maintaining social ties, mental
and physical stimulation , and sometimes giving them the possibility of fulfillingtheir dreams from long ago.
U3As play an important role in maintaining social ties and interpersonal communication among seniors. The
following areas of educational activity can be mentioned, aiming at providing independent and dignified life
to older people:
1. Learning new technologiesto preventing digital exclusion. 2. Development of consumer
awareness and knowledge concerning personal safety. 3. Health education. 4. Preparing for the
aging process. 5. Learning through volunteer work. 6. Development of social skills.
UTAs change the image of old age. Thanks to them more than 90 000 people aged 50 +
participate in various lectures and classes . UTAs play an important role in strengthening social ties, allow to
overcome loneliness, meet new friends. Sociability is one of the most important goals to be carried on. How
UTAs affects the quality of life of elderly people ?
UTAs get involved in the social lives of their communities. 50 % of universities,apart from the current
educational activities,undertake actions for the local community (volunteer work, working with children and
teenagers , organizing social events for local residents). About 7000 students of Universities of the Third
Age are involved in this type of work. Do the activities of senior citizens affect the social life of the local
communities ? How can their involvement be increased ? Can a fashion for volunteer work of seniors be
crated?
UTAs is a world of women. Women constitute 85 % of listeners of the universities. What do men do in this
time? Why don’t they come to classes?A UTA is a space for active people . Most students are " freshly "
retired people agedup to 65 (60%). They are mostly educated people , taking good care of their health, more
active. They are often called“the elite of the local community”. So are U3As open to all? Is the work of
UTAs the only effective model of activating Polish seniors? What needs do they meet? To whichgroups the
offer of U3As is not adresses? What is the potential to develop other forms of activation of the elderly?
New challenges that need to be undertaken:
• Increasingthe participation of men (e.g. by modifying the programme of UTAs)
• Professionalization of organizations and institutions administering UTA e.g.training them in
management and finding sources of promotion.
• Developing stronger relationships with the local community.
• Preparing students for the period of old age (so-called fourth age) , when going out of the house
constitutes a problem.
• Seeking active forms of work with students , increasing the number of activities aimed at self-study ,
using workshop methods.
• International cooperation (e.g.within the frames of twin cities).
• The search for alternative channels to reach seniors who cannot participate in the Third Age (e.g. TV
broadcasts, broadcasts and transmissions ON - LINE).
• Intergenerational activities: creating bonds betweenyoung students and UTAsstudents,
involving young people in the activities of the Third Age (e.g.internship, volunteering).
~ 28 ~ Mme Paule VIDAL, Vice Trésorière de l’AIUTA, U3A Lannion, France :
« Erasmus et possibilités pour les seniors et pour tous »
Profil:
Diplômée de psychologie de l’Université de Rennes. Psychopathologie à
l’Institut de Psychologie de Paris et formation à la thérapie de groupe au
« Groupe Français d’Etudes de Sociométrie et dynamique de groupe ».
Psychologue en industrie, puis à la Direction de l’Action Sanitaire et Sociale.
A créé en 1979, à Vannes, l’Université Tous Ages et l’a dirigé jusqu’à la retraite.
A participé a plusieurs programmes européens.
Abstract :
Il s’agit de souligner en quoi les UTA et les programmes européens « ERASMUS + » poursuivent les mêmes
buts, pour constater que leur rapprochement, naturel et facile, peut générer, grâce aux caractères spécifiques
de leurs contributions respectives, des développements exceptionnels, dans une dimension inter
générationnelle européenne (voire internationale), réellement vécue.
Les UTA et les projets « ERASMUS +» ont des objectifs communs visant à l’accession du plus grand
nombre et durant toute la vie, au savoir, c'est-à-dire qu’ils proposent d’apprendre, de chercher à comprendre,
de produire de la recherche, de s’ouvrir à l’échange, et à la stimulation du partage etc., mais avec des modus
operandi différents (durée et financement) - ceux d’Erasmus seront ici présentés puisque ceux des UTA nous
sont connus et familiers-Une synergie UTA/ ERASMUS + peut permettre de belles et fructueuses aventures
à réaliser
Mrs Rhonda WESTON, Queensland, Australia
Profile:
National Chair U3A Alliance Australia
President
U3A Network Queensland
President
U3A in Toowoomba Inc.
~ 29 ~ Mr Xinli YUAN, Vice president IAUTA, China
“The U3A in China and International Cooperation”
Profile:
Mr Yuan Xinli, (born in Nov 1949 in Dingzhou, Hebei, China) the Vice
President and council member of International Association of Universities of
the Third Age(AIUTA), the Executive Vice President(Legal Representative) of
China Association of the Universities for the Aged(after 2005). Yuan was
graduated from department of Chinese Language and Literature, Zhengzhou
University.
He joined the army in 1969, and served in Department of Ageing after
demobilization in 1988, successively held the posts of Director of Publicity Department and Deputy
Director of China National Committee of Ageing(CNCA). In the meantime, he participated in the
management of Third Age University of China. Yuan has issued over 30 dissertations on the
education of third age, and was the chief editor of works, such as Utility of Aging Work in the New
Century, Aging Work in the Rural etc. He also took part in various conferences held by AIUTA in
Parana (Argentina), Edinburgh (UK), Lisbon (Portugal), Costa Rica, Wuhan (China), Shanghai
(China) and Guangzhou (China).
Abstract:
I Features of International Cooperation for the Universities of the Third Age in China
i. Geographical Preference for East Asian Region. In recent years, international cooperation programs by the
universities for the Aged in China are most active and frequent in East Asian region, which account for 50%
of the whole picture. In East Asian region, Korea, Japan and Singapore ranks the top as the partner of
international cooperation by the universities for the Aged in China.
ii Exchanges Mostly in the Form of Visit and Art Performance. Most of the international exchanges
conducted by universities for the aged in China take the form of mutual visit. Art performance is also
frequently adopted in international exchanges conducted by universities for the aged in China. The “import”
and “export” of international exchange programs of universities for the aged in China are out of balance.
iii Exchanges Mostly with the Content of Fitness and Traditional Cultural Events. Fitness and health care, as
well as activities with strong Chinese cultural characteristics including calligraphy, traditional Chinese
painting, paper-cutting, Peking opera (and other local opera) are the highlights in most exchange programs.
Delegations overseas are keenly interested with such activities with immense oriental cultural characteristics.
iv Foreign Affairs Offices of Local Government as the Kick-starter and Door-opener for Exchange Programs.
In the international exchange programs conducted by universities for the aged in China, local governments
where the university is situated and its foreign affairs offices act as vital bridge and access.
II Major Problems for International Exchange and Cooperation by Universities for the Aged in China
ii Insufficiency in Breadth and Depth of Exchange
Recent years, we only witnesses 10 cases of international exchange programs by universities for the Aged in
China, with only over 20 universities involved. It is pitiful that most of the international exchanges programs
by universities for the aged in China are still at very early stage of contact.
ii Limited Initiative and Narrow Channel in Exchange and Cooperation
In retrospect of the past exchange and cooperation programs by universities for the aged in China, it is found
that universities take little initiative in such course. Universities are inclined to be invited to participate,
instead of initiating a program. Yet, it is pleased to see that some universities for the aged in China are
stepping in the forefront in this regard.
III. Suggestions on Deepening the International Cooperations by Universities for the Aged.
There lies great potential to be tapped in the international exchanges and cooperations by Universities for the
aged in China. Since CAUA’s (China Association of the Universities for the Aged) joining into AIUTA in
the year 1994, it has actively participated in all the international academic events held by AIUTA. At present,
CAUA lays greater emphasis on international cooperation.
~ 30 ~ i. Intensifying Publicity of the Internationalization of Elderly Education and Expanding the Channel of
External Exchanges and Cooperation
Intensifying the international exchange and cooperation on the education for the aged not only brings benefit
to introducing and borrowing advanced experience and practices from other countries, but also contributes to
China’s demonstration of the image and fruits of its education for the aged to the world.
ii Deepening International Exchange and Cooperation both in Form and in Content.
1. Joint Delivery of Short-term Courses: It has become common for universities to deliver cross-region and
cross-country courses at present, yet the joint delivery of courses are still in its infancy in universities for the
Aged. In the present stage, the international exchange program is somewhat small in scale while stable and
constant operational model is absent. However, it has achieved great effects and wins popularity from the
elderly member.
2. Profound Culture as Rallying Point: It is of great significance to set an appropriate theme and topic for the
international exchange program. Subjects or teaching items with rich cultural heritage, academic value and
deep interest from all participants can serve as a helpful bridge, which will not only elevate the sense of
participation and extent of interaction for participants, but also enrich the whole program.
3. More Platforms to Display Teaching and Research Fruit: Display is the most visualized and effective
method of communication and exchange. We strongly believe that more exploratory work can be done in
display of teaching and research fruit. It is also worth trying to host some cross-country exchanges,
exhibitions and friendship competitions in subjects which have numerous targets and are present in many
regions (for example, piano, singing and dancing, instrument).
4. International Cooperation on Universities for the Aged Integrated with Silver Tourism.
In the modern society, silver tourism has become increasingly important as a part of lifestyle and
increasingly related with education for the aged. China is known for its long and rich history as well as
unique culture and customs, which will definitely render it tremendous popularity among the aged around the
world. Thus, in this perspective, international cooperation on universities for the aged embraces bright
prospective.
M. Livio ZERBINI, U3A Ferrara, Italie : « Enseignement à distance et les U3A»
Profil :
Professeur et directeur de l’Université du Troisième Age Ferrara.
~ 31 ~ Pr. François VELLAS, President AIUTA / IAUTA
Profil:
François VELLAS est Professeur d’Economie Internationale à l’Université de
Toulouse I Capitole. Il est Docteur d’Etat et Agrégé des Universités en Science
Economique et Directeur de l’Université du Troisième Age de Toulouse ainsi que
Directeur du Master 2 « Management et Economie et Politique du Tourisme International ».
François Vellas est actuellement le Président de l’Association Internationale des Universités du Troisième Age
et le directeur du Programme TED « Tourisme Ethique et Développement » de la fondation Acting for Life.
Il
participe à Genève au Groupe d’Experts de Haut Niveau de l’O.M.T. et de la C.N.U.C.E.D. sur la
planification du développement durable. François Vellas est également membre du Comité Directeur de la Chaire
U.N.E.S.C.O. « Tourisme, Culture et Développement Touristique Durable » (UNITWIN) et à réalisé de nombreuses
missions internationales pour la Banque Mondiale, le Centre du Commerce International, l’OMC, l’OMT et la
CNUCED, notamment en Afrique à Djibouti, en RDC et aux Comores. François Vellas a également travaillé à Genève
aux Nations Unies dans le cadre d’un congé sabbatique pour préparer les négociations commerciales internationales
dans le domaine des services (GATS) et a été nommé en 2011 rédacteur du rapport introductif de la réunion des
Ministres du Tourisme du G20 à Paris sur « Les impacts économiques indirects du tourisme international »
A la présidence de l’AIUTA, il a œuvré pour le développement des Universités du troisième Age dans le
Monde en participant à d’importants congrès internationaux en Amérique Latine au Chili et au brésil, en Asie Pacifique
en Australie et en Chine et en Afrique et Océan Indien à l’île Maurice et en Tunisie.
Profile:
François VELLAS is Professor of International Tourism Economics at the University of Toulouse I. He is PhD in
Economics.and Director of the University of Third Age of Toulouse and head of Master (M2) in international tourism
economics.
Prof François Vellas is President of the IAUTA and got a large experience of analysing senior economics as well as
international tourism and globalisation, sustainable and cultural tourism development, economic development, export of
tourism services and air transport, direct international investments and economic impacts of tourism. François Vellas
got a vast experience of collaboration with United Nations and European Union agencies, particularly: WTO (World
Tourism Organisation): UNESCO, ICC, UNPD, World Bank many missions notably technical assistance programmes
on sustainable development and on capacity building particular concerning trade and development. He is involved as
Director of Tourism for Acting for Life (NGO established by European tourism and air transport firms). François
VELLAS is invited at Paris Sorbonne University Abu Dhabi (AUE), UDC (Brazil), NYC (Greece) and UAG (FWI).
Prof F Vellas has been appointed by G20 secretariat to prepare and present the G20 Tourism Report to the meeting T20
of Ministers of Tourism in Paris October 2011
As IAUTA’s President, François VELLAS contribute U3A internationally participating in several important
international conferences in Latin America (Chile and Brazil) in Asia Pacific (Australia and China) in Africa and Indian
Ocean (Mauritius and Tunisia).
~ 32 ~