高齡者終身學習組織之比較研究：以臺灣樂齡大學與英國第三年齡大學為例

Comparative Analysis of Lifelong Learning Organizations for Older Adults: A Comparison of the University for Seniors in Taiwan and the University of the Third Age in the UK

本比較研究採用Bereday的比較教育框架與文獻分析，分析臺灣與英國的終身學習機構。主要聚焦於臺灣的樂齡大學與英國的第三齡大學，並透過分析兩者的營運模式和教育環境，凸顯其對中高齡者截然不同的教育方式。研究分析顯示，英國的第三齡大學採用自下而上的營運模式，以會員費作為主要營運資金，強調自我導向學習和同儕知識分享；臺灣的樂齡大學則採用自上而下的模式，依賴政府資助，並以講師授課的教學形式為主。這項研究結果強調中高齡學習者因地區性文化不同而產生差異化的學習情境。本研究建議臺灣終身學習機構可借鑑英國第三齡大學模式的元素，有助於提升臺灣終身學習機構的永續經營性，並促進更具動態性和參與性的學習環境。

This comparative study employs Bereday’s comparative education framework, literature analysis, and thematic analysis to explore lifelong learning organizations in Taiwan and the UK, focusing on Taiwan’s University for Seniors (UFS) and the UK’s University of the Third Age (U3A). By analyzing operational models and educational settings, this research highlights different approaches to education for older adults. The study reveals that the British U3A operates on a bottom-up model, funded primarily by membership fees, emphasizing self-directed learning and peer-based knowledge sharing. In contrast, Taiwan’s UFS follows a top-down model, relying on government funding and lecture-based courses. These differences underscore the importance of region-specific educational policies in addressing the diverse needs of older learners. The findings suggest that incorporating elements of the British U3A’s model could enhance the sustainability and dynamism of education for older adults in Taiwan.