The Development and Characteristics of Universities of the Third Age in Mainland China

Abstract

This chapter demonstrates how faced with the challenges of a rapidly ageing population, the Chinese government has promulgated laws, regulations, policies, and programmes to promote elder learning. Grounded upon the traditional Confucian cultural heritage in emphasising the virtue of learning, older people in China are enthusiastic to learn. This chapter gives an account of the historical development of the specific mode of elder learning in China, the University of the Third Age (U3A), and provides the policy framework, current circumstances, curriculum and student profile, the instructors, teaching and learning strategies, issues and problems confronting the U3As, as well as the directions for future development. It is reckoned that whilst there is great diversity and thus flexibility in the modes of operation of U3As in different provinces, municipalities, and localities, there are challenges pertaining to the consistency and coherence of policy implementation and management. Promoting and enhancing older people’s engagement in lifelong learning are contributing to active ageing and productive ageing, in face of the looming large number and proportion of senior citizens in China’s huge population. Looking forward, there may be the need for the Chinese government to devise a more systematic approach in promoting late-life learning via U3A and to learn from the international community, so as to benchmark with international standards and practices and enable China’s looming large older population to benefit more from lifelong learning.

Keep learning as long as you live.

Classical Chinese proverb