DETECTION OF SATISFACTION STUDENTS OF THE UNIVERSITY OF THE THIRD AGE IN MARIBOR LIBRARY

Slovenska Univerza za tretje življenjsko obdobje je nastala leta 1984, v Mariborski knjižnici pa smo se pridružili gibanju za izobraževanje starejših odraslih leta 1992 in ga poimenovali Knjižnični cikel. Zavedamo se, da je knjižnica primerna ustanova, v kateri se starejši odrasli zaradi neformalnega okolja radi izobražujejo. Druga točka v Unescovem Manifestu o splošnih knjižnicah (IFLA/Unescov Manifest o splošnoizobraževalnih knjižnicah, 1994) se glasi, da je potrebno podpirati individualno in lastno ter tudi formalno izobraževanje na vseh stopnjah. Knjižnica sledi tem postulatom. V knjižnici lahko uporabniki kakovostno preživijo čas, pridobijo informacije in ob ponudbi različnih aktivnosti tudi kulturno bogatijo. To velja posebej še za starejše obiskovalce knjižnice. Staranje prebivalstva je družbeno vprašanje in ga velja obravnavati na različnih ravneh. Doseči, omogočiti in pridobiti je potrebno večjo osveščenost, strokovnost in raznolikost programov izobraževanja.The Third Age University of Slovenia was established in 1984. In 1992 Maribor Public Library joined the movement to provide education for the elderly and named it Knjižnični cikel (»Library cycle«). We are well aware of the fact that a library is, because of the informal environment, a suitable institution where the elderly are willing to learn. One of the library\u27s activities is also enrolling and educating its users, also its role is to become an educational and information center despite the poor working conditions due to the lack of space. The second key mission of UNESCO\u27s Public Library Manifesto (IFLA/UNESCO Public Library Manifesto 1994) states that both individual and self conducted education as well as formal education at all levels must be supported.Users can spend quality time at the library, receive different information and broaden their cultural knowledge while attending different activities. Population ageing is a social matter which needs to be dealt with on different levels. Therefore awareness, professional development and diversity of the educational programs must be acquired and enabled