新加坡退休者的學習歷程之探索

An Exploration into the Learning Processes of Retirees in Singapore

新加坡政府藉由終身學習的倡導，希望促進高齡者參與學習活動，而達到成功老化的生涯發展。本研究的主要目的，是要探討新加坡退休者的學習歷程，包括瞭解他們參與學習的原因、持續深化參與學習的因素，以及參與學習之後所產生的改變，以作為我國高齡教育實施的參考。研究者採用質性研究的方法，針對12位新加坡的退休者，進行一對一半結構式的深度訪談。研究結果顯示：新加坡退休者參與學習活動的主要原因是想試試看、想要追求新知以及解決生活困境；退休者持續深化學習的原因則是因為學到實用的東西、對學習產生興趣以及受到師長及榜樣的影響；退休者參與學習後的結果，變得更有自信、能應用、有貢獻、有能力自我學習；在學習歷程中，學習者的獨立學習能力逐漸提升。本研究對我國高齡教育實施的建議包括：高齡教育機構可運用「鼓勵學習、不限學歷」的行銷策略，吸引退休者參與學習；機構宜針對退休者生涯發展的需求進行教學設計；教師的教學設計需同時考量學習內容及其應用性；教師的教學宜依據學習者的需求進行調整，並且幫助學習者有能力獨立學習；鼓勵參與者組成學習社群，以促進他們進行獨立學習。

By promoting lifelong learning, the Singaporean Government aims to motivate elderly people to participate in learning activities and experience a fruitful retired life. The purpose of this study was to explore the learning processes of retirees in Singapore. This study explored the reasons that motivate the retirees to participate in learning and continuing education, as well as the changes caused by their participation in learning. We hope that the results can provide a reference for implementing education for elderly people in Taiwan. In this study, we adopted a qualitative research method and conducted one-to-one semi-structured interviews with 12 Singaporean retirees. According to the results, the reasons for the Singaporean retirees' participation in learning activities were a desire to try, to pursue new knowledge, and to solve life difficulties. The retirees continued participating in education because they had acquired useful knowledge, were interested in learning, and were influenced by their teachers or other role models. After the retirees participated in learning, they became confident, contributive, and capable of applying their knowledge and learning autonomously. During the learning process, the ability of the learners to learn independently gradually increased. This study provided the following recommendations for implementing older adult education in Taiwan. Education institutes for older people should employ the marketing strategy of “encouraging learning without diploma required” to promote learning among retirees. In addition, these education institutes can design programs according to the requirements of retired life. Thus, program designs should consider both the learning content and its applicability. Furthermore, teachers should adjust the teaching content and methods according to the learners' requirements, assist learners with learning independently, and encourage learners to organize learning groups that facilitate independent learning.