Adult Education and Legislation

本文首先探討成人與繼續教育的法源，及其相關規章與條例在中歐多元結構體系中的發展。早期的立法階段可以溯及到1920年代，當時的文化與普通成人教育廣受中階層民眾的觀迎，而在勞工動中，教育被視為促進階層團結的途徑。成人教育的立法歷史，共歷經三個階段，藉此以多樣化的組織、協調與合作以及多元取向為基礎，而建立了成人教育體系。這三個階段分別是：經費（1950年代）、組織的機制（1970年代）以及內涵（1980年代）。相較於正在歐洲興起的成人教育諧和趨勢，歐盟已經給予保僜，在輔助的原則下，保有成人教育在個別組織中多樣化的傳統。值此時期，成人教育正不斷的擴展，新的主題已被納進到成人教育範疇中。因此，現在的法令與條例已經重視健康教育、環境教育以及人口政策。

The article starts from the origins of legislation of adult and continuing Education and refers to the development of regulations and prescriptions especially in pluralistically structured systems in central Europe. The early stages of legislation can be traced back as the 1920s when there was cultural and general education of Adults (Volksbildung) was in favor amongst adults of the bourgeois as a means of promoting class solidarity.The history of legislation is charaterised by three phases whereby a system was established that is based on a variety of organizations of different approaches towards the education of adults: laws concerning the funding (1950s)， the organizational mechanism (1970s)， the contents (1980s). In contrast to a growing tendency of harmonization of Adult Education in the European context the EU has given garantuee to the principle of subsidiarity， which keeps AE with its traditional perception of different profiles depending on the individual organization.As the area of Adult Education is constantly expanding new subjects are being implemented into the selfunderstanding of AE. Therefore now -a – days laws and prescriptions on Adult education include aspects of health education， environmental education and population policy.