資源有限，能量無限：樂齡學習中心資源網絡的布局和運用

Limited Resources, Unlimited Energy: The Structure and Implementation of Resource Networks for Senior Citizen Learning Centers

樂齡學習的資源整合和運用，一直是尚待解決的議題。本研究目的是在瞭解樂齡中心資源有限的難題及其建立的資源網絡與運用方式，並依據方案規劃和社會生態理論建立研究的核心概念架構。本研究訪談15位樂齡中心主任，包括男性4位、女性11位，年齡從46歲至75歲，平均55歲。透過持續比較法分析訪談資料，所得的結果有：一、不同規模和區域的樂齡中心在資源有限的條件下，對組織經營、課程推廣和投入意願有不同的影響；二、覺察組織內在美是樂齡中心發揮和強化內部資源的方式，同時能看見樂齡學習的意義與價值；三、結合地方單位和跨部門的資源網絡，並融合自然與人文素材規劃在地特色的樂齡學習方案。本研究發現，大型承辦單位有較充足的內部人力、專業設備和空間，能實施跨區域的行動服務；學校承辦單位有較佳的內部師資，小型社區承辦單位重視內部成員的增能，將其培訓為講師；鄉村的社區和學校承辦單位積極網羅地方人文和自然資源。依據研究結果，本研究提出對政策和實務的建議：掌握政策發展趨勢以獲取經費補助、善用在地自然生態和社會文化資源、和地方單位建立互助互惠之關係，以及強化經營團隊的增權賦能，以穩固內部資源的基礎。綜合這些方式，將有助於建立完整的資源網絡。

Research Motivation and Purpose

Resource integration and utilization have consistently been central to both international and Taiwan’s older adult education policies, yet this issue remains unresolved. In practice, addressing it requires communication and consultation among various government departments, making a quick resolution unlikely. Consequently, this study does not aim to investigate resource integration at the policy level; rather, it focuses on the connection and application of resources from the perspective of Senior Citizen Learning Centers (SCLCs). The purpose of this study is to understand the challenges posed by limited resources in SCLCs, as well as the resource networks they have established and how these networks are utilized.

Literature Review

This study employed the connotation of program planning and resource utilization as its core conceptual framework. This approach clarified the various types of resources within the program planning and resource network ecology of SCLCs, as well as their connections and significance to the planning of older adult learning programs. The Social Ecological Model served as a tool for a comprehensive analysis of the dynamic development processes of SCLCs across different administrative, community, and organizational levels. Furthermore, it elucidated how various organizational relationships form a mutual aid network of community resources, facilitated cross-domain and cross-unit cooperation, and ultimately demonstrated the operational outcomes of older adult learning initiatives.

Research Methods

Through qualitative research, this study clarified the complex context of the resource network of SCLCs, highlighting the challenges they faced due to limited resources, as well as the strategies, experiences, outcomes, and significance they had adopted in addressing these challenges. Ultimately, a comprehensive understanding of SCLCs’ resource network can be established. This study involved interviews with 15 directors of SCLCs, comprising 4 males and 11 females. The participants’ ages ranged from 46 to 75 years, with an average age of 55. The courses offered by the interviewed SCLCs are diverse, indicating their utilization of various resources to provide a range of specialized courses. These courses include natural ecology, humanities and arts, leisure activities, sports, life applications, and spiritual growth, among others. The interview data were analyzed using the constant comparative method.

Research Results

(1) The resource constraints faced by SCLCs must be addressed by the government, local authorities, and the organizations themselves. Limited resources not only directly impacted organizational development and curriculum promotion but may also fostered a sense of relative deprivation in resource allocation, leading to psychological effects on willingness and enthusiasm for investment. Organizers of varying sizes and SCLCs located in urban or rural areas may experience different impacts and adopted diverse strategies to address varying levels of resource challenges. For instance, larger organizations typically possessed more adequate internal manpower, professional equipment, and spaced to implement cross-regional operational services. Educational institutions often had access to better-qualified teachers, while smaller community units focus on empowering their members and trained them as instructors. Rural communities and educational organizers actively sought to leverage local cultural and natural resources. Therefore, when evaluating and formulating resource-related plans, it was essential to consider the type, scale, and regional characteristics of the local SCLCs’ organizers.

(2) Recognizing the intrinsic value of an organization allowed SCLCs to leverage and enhanced their internal resources while appreciating the significance of older adult learning. Large-scale organizational units typically benefited from superior resources, teaching staff, and facilities. Regardless of their size or geographic location, these units prioritized the strengthening of human resources and expertise. In contrast, smaller units situated in remote areas focus on enhancing the capabilities of their existing personnel to compensate for the challenges of attracting external lecturers. Moreover, the concept of friendly spaces carried both internal and community implications. In larger units, friendliness was often reflected in the equitable distribution of equipment usage rights and the mutual support systems established among departments. At the community level, friendly spaces emphasized interaction and integration between SCLCs and their surrounding communities. Most importantly, it was essential to recognize the significance of older adult learning, which enabled organizations and communities to identify challenges, fostered growth through practical engagement, and showcased the intrinsic value of the organization. Improved clarity, vocabulary, and technical accuracy while maintaining the original meaning.

(3) To build a broader resource network, the strategic direction of the SCLCs were to integrate professional and interdisciplinary resources with local and innovative elements. Regardless of the size of the SCLC, it was essential to establish a two-way cooperation mechanism with local organizations to enhance the curriculum and teaching content. Additionally, it was important to apply for plans and funding from various government departments and to established cross-departmental resource connections. By combining resources obtained from diverse channels with the organization’s foundational assets, the SCLCs integrated local natural ecology and cultural traditions. Given the constraints of limited resources, the SCLCs organized the ecological model of resources and develops solutions tailored to local characteristics, thereby creating limitless possibilities.

Discussion and Recommendations

This study found that large SCLC organizers possess adequate internal manpower, professional equipment, and space to implement cross-regional action services. School hosts had a stronger internal teaching staff, while smaller community hosts concentrated on empowering their internal members and training them as lecturers. Rural communities and school organizers actively explored local cultural and natural resources.

Based on the research findings, the following recommendations for policies and practices are proposed: identify trends in policy development to secure financial subsidies, effectively utilize local natural, ecological, and socio-cultural resources, establish mutually beneficial relationships with local organizations, and enhance the empowerment of the management team to strengthen the foundation of internal resources. By integrating these strategies, a comprehensive resource network can be developed.

In the future, research can be conducted on the negotiation issues related to the planning of special programs for SCLCs. Additionally, the operational outcomes of the SCLCs itself are crucial for attracting other organizations to collaborate. This, in turn, can lead to further research on marketing strategies and the experiences associated with older adult learning programs.