高齡教育發展初探及啟示──以臺南市經驗為例

A Preliminary Exploration of the Development of Older Adult Education in Tainan

本研究旨於探究臺南市高齡教育發展概況，透過文件分析及深度訪談21位臺南市高齡教育機構實務專家以概構臺南市高齡教育發展圖像。研究發現：有偏鄉學習資源不足，課程公辦為主及非營利、民間機構為輔，課程具文化傳承特色，教育為勞動力危機因應策略，高齡教育促進社會參與、避免孤立，提供符合高齡者需求之教育情境，各類機構主軸發展不同，課程內涵以健康休閒為主、認知刺激課程漸增加，高齡志工提供重要服務，老幼共學促進共融與政策前瞻不夠等結果。本研究依據結論提出：提高管理者位階、建構跨體系整合平台，補助軟硬體設備、營造高齡學習情境，善用傳媒宣傳與建構學習資料庫，建立獎勵機制，補助成立志工團體與表揚及在職訓練等建議。

This study aims to explore the situation of population aging, the origin, and the development of older adult education in Tainan, and to analyze the current situation. Document analysis and 21 in-depth interviews are used for the method to carry out the study. The results include: (1) Rural areas face the shortage of educational resources. (2) The development of elderlearning courses relies mainly on official institutions and is supplemented by non-profit organizations and private institutions. (3) Cultural transmission plays an important role in older adult education. (4) Older adult education is a solution to manpower crisis. (5) The purpose of older adult education is to promote social participation and to avoid isolation. (6) The courses provided by educational institutions are designed to meet the needs of local seniors and to create adaptive environment. (7) Different authorities have various planning concepts and implementaion methods. (8) Leisure and health courses are the majority in the curriculum, but cognitive courses are increasing. (9) Senior volunteers have been an important manpower resource in older adult education. (10) Intergenerational learning programs promote mutual understanding between generations. (11) Policymakers need forward-looking insights to make better decision for elderlearning. According to the findings, the recommendations are made: (1) The government must upgrade management level of older adult education to establish a cross-system integration platform. (2) The government should subsidize educational institutions to have multiple devices in elder learning in order to establish a positive learning environment. (3) Educational institutions should make good use of various media to let older persons obtain learning information and build a learning database. (4) The government can establish a reward mechanism for cultural and special courses. (5) The government can praise older adult educational volunteers publicly every year. (6) The government should provide regular in-service training to update educators' skills and knowledge.