臺灣高齡自主學習團體的推展與展望

The Promotion and Vista of Older Adult Self-directed Learning Group in Taiwan

本文旨在說明近年來臺灣高齡自主學習團體的發展。各國高齡教育的發展，有一項頗為一致的趨勢，就是自主學習團體的發展。教育部為推動高齡學習，增進高齡者互動與連結，從2015年積極培訓高齡自主學習團體帶領人，通過培訓的合格帶領人計有238位；其後，在2017年再次進行帶領人培訓，通過培訓的合格帶領人計有117位。本文除了介紹高齡自主學習團體的培訓與推展情形，亦提出五項推展高齡自主學習團體的促進策略，包括擴大辦理規模、結合相關部會資源、持續提升知能、建置帶領人網絡組織，以及永續經營發展，同時也針對學校與高齡自主學習團體之連結提出四項作法：一、學校提供相關資源，協助自主學習團體之運作；二、鼓勵退休教師擔任自主學習團體的帶領人；三、提供學校教師人力的轉型；四、發展學生的自主學習能力。

The purpose of this paper is to illustrate the development of the older adult self-directed learning groups (SDLGs) in our country in recent years. There is a fairly consistent trend in the development of older adult education in various countries, namely, the development of SDLGs. In order to promote older adult learning, to enhance older adult social interaction and link, Ministry of Education actively train the leaders of self-directed learning groups since 2015. There were 238 people who passed the training in 2015. Then, the training of group leaders held again in 2017, through the training of qualified leaders have 117. In addition to introducing the training and development of the older adult SDLGs, this paper also proposes five strategies to promote the SDLGs including: to expand the training scale of SDLGs, combined with the relevant departments resource to promote SDLGs, will continue to enhance professional knowledge of group leaders, build a leader network organization, and sustainable development of SDLGs. As well as four approaches to link school and SDLGs are follows: First, the school to provide relevant resources to assist the operation of SDLGs; Second, to encourage retired teachers as the leader of SDLGs; Third, to provide the transformation of the school teachers; Fourth, the development of students’ self-directed learning ability.