Abstract
The aim of this article is to point to other than cognitive effects of older adults' learning that is organized in courses. The number of older people in the Czech republic grows and this is accommodated by universities as well as by other institutions.
Nonetheless, only few representative surveys are devoted to education of older adults and the literature places little emphasis on satisfactory and stimulating effects of participation in organized learning. In fact, education of older adults in general does not only expand their knowledge and skills; it also influences their mental health (supporting mental hygiene), social status and quality of life.
Among those effects, satisfaction of important psychogenic and sociogenic needs has a special position and value. An analysis of the educational provision of 22 Czech universities of the third age indicates that courses primarily focus to help older people how to "spend their time", realize their hobbies and satisfy their curiosity.
Themes of public interest, like media literacy or first aid, are quite missing. On the contrary, courses organized by other institutions (like academies of the third age, older people's clubs, community centres etc.) are more centred upon the practical needs of older people.
The motivations of older adults for organized learning are dominated by needs and related interests. The most important needs are those from the categories of belonging, esteem and self-esteem, and self-actualization and understanding (in terms of A.
H. Maslow's theory).
Learning and self-learning of older adults is a part of the active ageing policy proposed by the World Health Organisation in 2002. It is based on the theory of active ageing which builds on the assumption that an adult person's needs continue to exist till old age though they partly change.
These include, among others, the inclinations to activity, self-fulfilment, self-esteem (to reaching a sense of competence and usefulness). Educational activities contribute to feelings of dignity, self-esteem and well-being and help consolidate mental and physical health by mobilizing intellectual, cognitive and motoric capacities and functions.
Therefore, organized learning is not only a matter of a growth of knowledge and skills but also a matter of social ties and their cultivation. Simultaneously, organized learning both satisfies individual needs and interests of older people and stimulates the attainment of their life values. education of older adults, organized learning, needs of older people, active ageing, university of the third age