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= A History of the U3A Movement = =  by Rhonda M. Byrne   =

 The seeds of "lifelong learning for older people" were sown at L'Universite du Troisieme, and founded in Toulouse, France in 1972. Here universities began to provide educational opportunities for older adults. The experiment met with almost immediate success and soon spread to other European countries. By 1981 it was transported to Britain by the late Dr Peter Laslett (Cambridge University) who saw a need for community-based groups rather than those affiliated with a university. In Britain it was adapted by a group of Cambridge enthusiasts so that, instead of being dependent on universities as was the French model, it became a movement based on self-help and mutual aid—a kind of "intellectual democracy". This became known as the "Cambridge" or "British" model. Both concepts share the same aim—that of encouraging older people to remain active in their retirement and to continue lifelong learning. While those following the French model have close ties with universities for their classes and accommodation, in the Cambridge version you can be a course leader one day and a student the next. Everyone is encouraged to contribute voluntarily to the running of their U3A in some way. Around the world U3As now have millions of members but for various reasons not all call themselves by that name. Some use the title Seniors' Universities, especially in China; some are called Institutions of Learning in Retirement, as in the USA; while in Australia the name varies, according to the state or territory, on the use of the word "University". U3A itself used the word in its ancient context meaning"a community of scholars". Based in France, there is an international body called AIUTA which holds conferences every two years. U3A in Australia

I n Australia U3A had its beginnings in Melbourne in 1985 when Dr Jack McDonnell offered the first program. It has experienced a rapid growth. A ustralia follows the British model and has the largest membership //per capita// of any country in the world. In March 2003 there were over two hundred registered groups from all states and territories including fifty groups in New South Wales with around 12,000 members. Sydney had just over 4,000 of those. (Canberra had 2,000 members and Victoria had 10,000 students attending fifty-five centres.) It is assumed that the numbers have continued to grow since those figures were tabled. E ach U3A is autonomous within the guidelines of the Association and a committee elected from among the members runs each one. Administrative and office functions are performed voluntarily by members. M embership fees are determined by each individual chapter and are dependent on the costs involved in securing venues, and other administrative costs, to provide the classes offered. T he curriculum of a U3A chapter is determined by the needs and preferences of the members and is dependent on the resources available. P eople who join a U3A group do so to become involved in changing popular misconceptions about Third-Agers. A mutual interest in learning leads to new friendships based on an expanded social experience.

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