In recent years, researchers have become increasingly interested in studying various dimensions of ageing and learning based on various disciplinary approaches. Nevertheless, insufficient research attention has been paid to education and learning among older adults (over 65 years old). Similarly, researchers have placed insufficient focus on the impacts of older adults' learning and the benefits to their wellbeing. In this paper, we will present the results of a case study on a University of Third Age (U3A) in Portugal. We adopted an exploratory position, and our approach included documentary analysis, naturalistic observation, and semi-structured interviews. Our case study results revealed that this U3A is a non-formal learning space in which older adults are able to engage in different activities that stem from educative practices and socialisation between adults. In some cases, the U3A represents an opportunity to participate in an activity that individuals were unable to do earlier in their lives. However, without a space in which to socialise, such as a bar, it seems not difficult for new social networks to be generated and maintained. Such networks help to counteract older adults' isolation and loneliness. This fact gives us some important clues concerning the relationships between individuals' education, socialisation (social relations), and wellbeing.

Although Portuguese researchers are increasingly interested in studying ageing processes, adult education has not been giving older citizen's learning the attention it deserves. At the same time, while discourse on informal learning has been present for a long time, not many investigations have chosen it as a central theme. During the OMAL project, we wanted to first have an exploratory approach to older men's learning in the community which, at a certain point, needs a theoretical focus on masculinities. In this article, we present the results of two case studies related to fishing. Our findings point to some interesting comments both on the importance of informal learning and of symbolic spaces in the community, as well as promising results on the issue of masculinities. Our provisional conclusions allow us to redirect our future investigational efforts.