臺灣高齡教育政策的回顧與展望

A Review of Educational Policy in Elderly Education in Taiwan: Implications to Future Policy Planning

臺灣已於2018年進入高齡社會，高齡者成為人口主要族群之一，其學習需求成為不可忽視的議題。臺灣高齡教育自1970年代後開始發展，至2006年《邁向高齡社會老人教育政策白皮書》頒布後，臺灣高齡教育政策發展藍圖終於底定。本文經由探究臺灣高齡化現象、高齡教育發展過程及現行政策之後，發現臺灣高齡教育具有下述特質：民間力量凝聚催生，發展循序漸進，政策方向清楚；宣導文件先行，增進社會認知，推動依法有據；政府經費挹注，正向輔導鼓勵，維持辦學品質；人才專業培訓，穩紮教育基盤，有利專業投入。但卻也面臨高齡教育辦理多頭馬車，投入心力不一；政府經費分配不均，資源挹注尚屬有限；課程內涵有待擴增，創新推廣仍需開拓；缺乏專業證照制度，專業科系就業投入率低等之困境。本文最後提出五項展望，期能有益於未來台灣高齡教育體系之發展。

"Taiwan has officially entered the aged society in 2018, and the learning needs of older adults hasbecome a major concern. Taiwan started its senior education in 1960s. Later, in 2006 the White Paper on Senior Education was posted and has provided the framework for the newly development of aging education policy. After exploring the phenomenon of aging, aging education in Taiwan, and current policies, the findings indicated: 1.Non-governmental forces are well organized; the development of aging education and its related policy is gradually and clearly developed. 2.The policy advocacy of the aging education Strengthens social awareness, and its promotion is based on related law. 3.Government funding is supported, aging education quality is maintained by positive encouragement from the government. 4.Professional training of personnel is conducive to professional engagement. 5.However, various government departments often face the challenge: there are too many chiefs and not enough Indians. 6.Government funding for elderly education is limited and unevenly distributed. 7.The curriculum content is limited and its innovation of the curriculum is needed. 8.There is no professional license system. 9.Low employment rate for students from professional departments. This article concludes with five suggestions that will benefit future development of Taiwan's aging education system."