樂齡大學推動代間學習的發展與策略之研究

A Study on the Development and Strategy of Promoting Intergenerational Learning in the University of the Third Age

臺灣面臨少子高齡化，大專校院的生源逐漸減少，但高齡者的學習需求日益增加。未來，將有更多高齡者進入大學與年輕人一起學習，代間學習將成為高等教育中重要的教育策略，也是促進社會融合的重要手段。本研究以樂齡大學為例，針對各大專校院推動代間學習的現況與策略進行探究。運用CIPP評鑑模式的架構，針對樂齡大學在代間學習教育政策推動的背景、輸入、過程與成果層面加以評估。從樂齡大學推動人員的觀點來蒐集資料，評估各大專校院推動代間學習的策略、效益及面臨的挑戰，並且提出長期發展的對策建議。研究結果包括：一、樂齡大學代間學習方案多元，但品質不一且參與度不高；二、樂齡大學推動代間學習方案可以促進跨世代的福祉與相互學習，推動目的主要為促進世代交流與相互學習；三、核心價值著重跨世代溝通與相互尊重；四、校內資源、教師意願與課程適合性、行政支持、場地適合性、招募情況及專業知識為關鍵考量因素；五、成效方面，可同時促進教師、學生和高齡者的共同成長；六、主要困難包括方案設計、參與者招募、場地協調、教師專業度及經費彈性使用等。最後，本研究提出從中央制定大學推動代間學習之整體政策倡導與獎勵制度，以及提供專業培訓之建議。

Taiwan is faced with a declining birth rate and an aging population. The number of students in colleges and universities is gradually decreasing, but the learning needs of the elderly are increasing. In the future, more senior citizens will enter universities to study alongside young people. Intergenerational learning will become an important educational strategy in higher education and a means of promoting social integration. This study used the University of the Third Age (UTA) as an example to explore the current situation and strategies for promoting intergenerational learning in various colleges and universities. The framework of the CIPP evaluation model was used to evaluate the background, input, process, and results of the promotion of UTA’s intergenerational learning education policy. This study collected information from the point of view of a major facilitator of UTA, evaluated the strategies, benefits, and challenges faced by various colleges and universities in promoting intergenerational learning, and proposed countermeasures and suggestions for long-term development. The research results include: 1. Intergenerational learning programs in the UTA are diverse, but the quality is inconsistent and participation is low; 2. Intergenerational learning programs promoted by the UTA can facilitate cross-generational well-being and mutual learning. The main purpose of promotion is to facilitate intergenerational exchanges and mutual learning; 3. The core values focus on cross-generational communication and mutual respect; 4. School resources, teacher willingness and course suitability, administrative support, venue suitability, recruitment status and professional knowledge are key considerations; 5. In terms of effectiveness, it can promote the common growth of teachers, students and seniors at the same time; 6. The main difficulties include program design, participant recruitment, venue coordination, teacher professionalism and flexible use of funds, etc. Finally, it is suggested that the central government formulate an overall policy advocacy and reward system for universities to promote intergenerational learning, as well as provide professional training.