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The study uses an exploratory, sociological approach with document analysis of senior training programs and interviews with U3A leaders. It analyses shifts in organization, goals, and the coexistence of university-aligned versus university-opposed models over 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influence shaped the early Universities of the Third Age in Portugal?","Question",{"text":112,"@type":113},"Portuguese U3A development was influenced by French counterparts and the Toulouse model, while still showing important differences in how U3A operate.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the study investigate changes in U3A in Portugal?",{"text":117,"@type":113},"An exploratory sociological study combined document analysis of training programs and ageing-related organizations with interviews with U3A leadership.",{"name":119,"@type":110,"acceptedAnswer":120},"What main U3A models does the study distinguish?",{"text":121,"@type":113},"The study discusses two main models: those strategically aligned to universities and those opposed to links to universities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593777,1792171913,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":36,"preview_page_count":4},4398046744996,"Australian Journal of Adult Learning Volume 57, Number 3, November 2017  \nLearning for older adults in Portugal: Universities of the Third Age in a state of change  \nEsmeraldina Costa Veloso  \nMinho University, Portugal  \n8􀀖$V KDYH WKHLU RULJLQ LQ 􀀔􀀜􀀚􀀖 LQ 7RXORXVH􀀏 )UDQFH􀀏 ZLWK 3URIHV VRU 3LHUUH 9HOODV􀀑 7KLV )UHQFK LQÀXHQFH ZDV DOVRIHOW LQ 3RUWXJDO D QG WKH ¿UVW 3RUWXJXHVH 8􀀖$ RSHQHG LWV GRRUV DOVR LQ WKH 􀀔􀀜􀀚􀀓¶V􀀑 +RZHYHU􀀏 IURPLQFHSWLRQ WKH 3RUWXJXHVH UHDOLW\\ ZDV YHU\\ GL̆HUHQWIURP WKH )UH QFK PRGHO􀀏 HVSHFLDOO\\ LQ UHJDUGV WR LWV SURPRWHUV􀀑 +RZHYHU􀀏 ERWK LQ )UDQFHDQG 3RUWXJDO􀀏 WKHVH RULJLQDO PRGHOV KDYH VLQFH XQGHUJRQH VLJQL¿ FDQW FKDQJHV􀀑 :LWKLQ WKLV FRQWH[W􀀏 WKLV VWXG\\ VHHNV WR DQDO\\VH WKLV VKLIW LQ WKH organisation of U3A, attempting to understand, amongst other factors, ZKR DUH WKH VRFLDO SOD\\HUV EHKLQG WKH FKDQJH􀀏 WKHLU JRDOV􀀏 DQG KRZ WKH\\ DUH RUJDQLVHG􀀑 7R DFKLHYH WKHVH UHVHDUFK JRDOV􀀏 VHYHUDO GDWD FR OOHFWLRQ WHFKQLTXHV ZHUH XVHG VXFK DV GRFXPHQW􀀒WH[W DQDO\\VLV RILQIRUPDW LRQRQ WKH GL̆HUHQW HGXFDWLRQDO RSSRUWXQLWLHV RQ R̆HU WR ROGHU DGXO WV􀀏 HVSHFLDOO\\ 8􀀖$􀀏 DV ZHOO DV FRQGXFWLQJ LQWHUYLHZV ZLWK VRPH OHDGHUV RI 8􀀖$􀀑 7KHRUHWLFDOO\\􀀏 WKH ZRUN RIVHYHUDO DXWKRUV ZKR KDYH DQDO\\VHGU3A such asAline Chamain and Marvin Formosa are considered as ZHOO DV DXWKRUV ZKR KDYH UHVHDUFKHG WKLUG DJHSROLFLHV􀀏 LQSDUWLFXODU $QQH􀀐0DULH *XLOOHPDUG􀀑 ,Q FRQFOXVLRQ􀀏 WKH SUHVHQW ZRUN VKRZV 8􀀖 $VLQ 3RUWXJDOSUHVHQW WKHPVHOYHV LQ D GL̆HUHQW FRQWH[W LQ WHUPV RIWKHLU promoters – as either tertiary institutions or as private associations.  \nLearning for older adults in Portugal: Universities of the Third Age in a state of change 459  \nKeywords: 8QLYHUVLWLHV RIWKH 7KLUG $JH􀀏 OHDUQLQJ􀀏 PRGHOV􀀏 HGXFDWLRQSROLFLHV􀀏 ROGHU DGXOWV􀀏 3RUWXJDO􀀑  \nIntroduction  \nThe advent of Universities of the Third Age in Portugal took place in the 􀀔􀀜􀀚􀀓V DQG ZHUH LQÀXHQFHG E\\ WKHLU )UHQFK FRXQWHUSDUWV􀀏 DOVR FUHDWHG LQ the same decade, and the so called Toulouse model. Despite the French LQÀXHQFH􀀏 LW LV SRVVLEOH WR LGHQWLI\\ VHYHUDO GLIIHUHQFHV LQ WKH ZD\\ WKH Portuguese Universities of the Third Age operate. From 2000 onwards several changes have taken place in the domain of Portuguese Universities RI WKH 7KLUG $JH VXFK DV D VLJQL¿FDQW LQFUHDVH LQ WKHLU QXPEHUV DQG WKHLU emergence within the setting of tertiary education institutions.  \nThe present work aims at a sociological analysis of the changes these universities have experienced. To achieve the goal, my paper frame the Universities of the Third Age within the context third age and adult education policies in Portugal and explore some of the premises of such policies.  \nIn terms of methodology, an exploratory study was conducted to account for the changes that took place in these universities using several data collection techniques. Namely, a document analysis was undertaken of different websites running Training Programs for Seniors as well as documents published by organisations dedicated to ageing and the education of older adults. I also conducted an interview with a leader RI RQH RIWKH ROGHU 8􀀖$V􀀏 IRXQGHG LQ 􀀔􀀜􀀜􀀗􀀑 %ULHÀ\\ GLVFXVV WKH H[LVWHQFHof two main models – those strategically aligned to universities; those opposed to links to universities. The older U3As are different from the newer ones in the sense that many of the older ones are still being managed by the older adults themselves. The leader was also chosen for interview because of his critical stance regarding certain changes in the U3As in Portugal.  \n7KH SUHVHQW VWXG\\ LV GLYLGHG LQ WZR SDUWV􀀑 7KH ¿UVW SDUW GHDOV ZLWK WKH emergence of U3As in Portugal as well as the third age and education policies contexts in which they formed. In the second part I analyse the changes that took place in the area of third age and adult education  \n460 Esmeraldina Costa Veloso  \npolicies, both nationally as well as internationally, and how, in turn, they framed the changes in the domain of U3A.  \nThe emergence and growth of Universities of the Third Age in Portugal (from 1976 to 2000","cbCaioGm6OyYE2hc","https://ap.wps.com/l/cbCaioGm6OyYE2hc","pdf",94896,16,"English","# Introduction\n## Methodology and data sources\n# The emergence and growth of Universities of the Third Age in Portugal (from 1976 to 2000)","[{\"question\":\"What influence shaped the early Universities of the Third Age in Portugal?\",\"answer\":\"Portuguese U3A development was influenced by French counterparts and the Toulouse model, while still showing important differences in how U3A operate.\"},{\"question\":\"How did the study investigate changes in U3A in Portugal?\",\"answer\":\"An exploratory sociological study combined document analysis of training programs and ageing-related organizations with interviews with U3A leadership.\"},{\"question\":\"What main U3A models does the study distinguish?\",\"answer\":\"The study discusses two main models: those strategically aligned to universities and those opposed to links to universities.\"}]","Learning for older adults in Portugal: Universities of the Third Age in a state of change - Journal Article | PDF",1792077897]