臺灣2008年樂齡學習實施之前高齡教育實踐的問題與省思   免費試閱

Sorting Context of Implementations of Education for the Elderly in Taiwan: Problems and Reflections of the Era Before 2008

教育部於2006年時發布了《邁向高齡社會老人教育政策白皮書》，並自2008年開始推動樂齡學習相關政策，使臺灣的高齡教育政策逐漸朝向樂齡學習政策發展。 本研究的主要目的，是要分析臺灣2008年樂齡學習實施之前高齡教育的實踐，瞭解過去高齡教育實踐上的概況及其問題，希冀為高齡教育的演進找出一條脈絡，並為未來樂齡學習政策提供借鏡與啟示。 本研究提出下列結論：一、臺灣高齡教育實踐需要有洞見未來的眼光，以及長期整體的規劃；二、臺灣高齡教育實踐的脈絡，將逐漸朝向樂齡學習方向開展；三、樂齡學習實施之前的高齡教育雖有貢獻，然而在整體實踐方面仍存在諸多問題；四、樂齡學習政策還需要時間在地生根與永續發展。最後，本研究提出對未來樂齡學習政策整體規劃的一些建議。

The aim of this paper intends to analyse the implementations of education for the elderly in an era before 2008 in Taiwan. The interest of this paper is to review, through the lenses of structure formation and curricula analyses, the development and issues of education for the elderly in the past few years. The intention of this paper is to find out a useful framework and implications for further development of active ageing learning in terms of policy-making. In the end, four conclusions would be made as follow: (1) there is a need for a long-term planning for the active ageing learning policies; (2) the central framework of education for the elderly would change from welfare-oriented to the widely spread of active learning; (3) despite the contributions made in the era before 2008, some of the issues apparently had not been figured out yet; (4) as the result, further development on education for the elderly need to be rooted and sustained in terms of time. This paper suggests that the medium and longterm plans, the training of professionals, the budgets arrangement, the curricula designs and the disadvantaged elderly should all be considered as a whole picture when the policies of active ageing learning are planned.