Active ageing through lifelong learning : the University of the Third Age

Abstract

In the original policy framework, WHO (2002) hinged active ageing upon the three pillars of health, participation and security. Primarily, when the risk factors for chronic diseases and functional decline were kept low, people were expected to enjoy ‘both a longer quantity and quality of life; they will remain healthy and able to manage their own lives as they grow older; fewer older adults will need costly medical treatment and care services’ (ibid.: 45–6). With regard to participation, the WHO advocated that when employment, education, health and social services support older persons’ participation in socio-economic, cultural and spiritual activities, they ‘make a productive contribution to society in both paid and unpaid activities as they age’ (ibid.: 46). Finally, it was contended that when programmes address the social, financial and physical security needs of older people, they are ‘ensured of protection, dignity and care in the event that they are no longer able to support and protect themselves’ (ibid.). In due course, and highly noteworthy considering the ethos of this edited volume, an updated report of the WHO’s landmark document added lifelong learning as the fourth pillar of active ageing, The notion of ‘active ageing’ was thus redefined as the ‘process of optimizing opportunities for health, lifelong learning, participation and security in order to enhance the quality of life as people age’ (International Longevity Centre Brazil, 2015: 43—italics added).