高齡教育工作者方案規劃核心能力─指標建構及其對落實老人教育政策的啟示

The Construction of Indicators of Program Planning Competences for Educators of Older Adults and Implications for Policy Implementation

我國人口結構逐漸往高齡方向推移，老化現象日趨嚴重，從預防的角度，高齡教育方案的企劃，需要開始建立系統專業的發展取向。臺灣地區的高齡學習者仍是學習的弱勢族群，從實務上探討，高齡學習方案內容與參與對象都不夠多元化；從研究上分析，這個領域的研究，還不多見。目前全臺灣高齡教育機構合計超過一千所，專兼任工作人員合計亦超過萬人以上，但真正培養高齡教育工作者的機構只有一所而已，不足以應付廣大市場的需求。由此亦可顯示，絕大多數高齡教育工作者，不曾受過高齡教育的專業培訓，高齡教育工作者的素質有待提升，專業人才的培育亟待加強。本研究目的在建構高齡教育工作者方案規劃能力指標，研究方法包括：文獻分析、專家諮詢及德懷術問卷調查。本研究的進行共分成兩個階段，第一階段根據文獻探討結果，建構高齡教育工作者方案規劃能力指標架構，並進行12位的專家諮詢；第二階段則是根據專家諮詢結果修正指標，並進行兩回合的德懷術問卷調查，研究結果共建構出五個指標層面、二十四項指標內涵，提出五項結論，以及從研究結果中所得到對於政府高齡教育決策的啟示。

The aging phenomenon has become a significant structure of population changing trend recently. Educational program developed mainly for the elderly is required more professionals from the perspective of prevention. Older learners in Taiwan are a disadvantage segment in terms of programs provided， participant involvement and limited researches. There are more than one thousand relative organizations and agencies which have more than ten thousands staff working for the elderly. The teaching and research institute for training of professionals is very limited. A recent investigation reveals that most of workers have not involved in any training program. The study is to construct indicators of program planning competences for practitioners working for the older people. The methodology applied by the study is mainly a Delphi approach consisting of 15 members for each investigation. Results of the study constructed a framework of the program planning competencies include five dimensions and twenty-four indicators. The study provided five conclusions based on the research findings and some implications for future policy implementation.