Permanent education for the elderly is being mostly of fered by an increasing number of Universities of the Third Age. Nevertheless, school psycologists seem unaware of older learners. Some hypothesis that might explain the lack of theoretical studies and research focusing aged students are examined in this article: (a) a reduced amount of avaiable national literature on this specific matter; (b) disagreements on definitions regarding the subject of the educational process; (c) difficulties in establishing educational objectives, and (d) in assessing the fitness of these objectives in addressing potentially diverse needs and interests of a wide range of age groups.
permanent education; school psycology; third age