體驗區
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| 篇名 |
從終生學習的觀點反思我國成人教育政策及未來行動
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| 並列篇名 |
Reflection and Action on Adult Education Policy: The Lifelong Learning Perspective
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| 作者 |
魏惠娟(Wei, Hui-chuan)
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| 中文摘要 |
本文旨在探討先進國家回應終身學習理念的經驗，反思我國成人教育政策現況，並且提出未來的行動策略。首先探討終生學習的趨勢及其影響，其次分析終生學習實施過程中重要的議題，接著以上述議題為基礎，從我國成人教育政策的發展與內涵反思未來我國成人教育實施的焦點。 終生學習的趨勢及其影響大致如下：
一、面對經濟、文化、社會各個層面全球化的趨勢，成人終生學習成了最好的回應策略。
二、全球人口高齡化的趨勢加強老人參與學習是未來不可避免的議題。
三、資訊科技大量炳且普及化的趨勢，影響職場結構。
四、個人工作時間減少，可支配時間增加趨勢，致使成人非工作生活型態改變。
我國成人教育的發展，自從政府制定成人教育工作綱要以來，才算是比較有系統的實施，迄今也不過八年，各項成人教育工作的進展，可謂收穫豐碩，反思我國成人教育的政策，筆者提出以下幾個必須突破之處：
（一）我國成人教育政策的確回應了全球性低教育人口（或謂不利人口或弱勢族群等）低參與之議題；然而，政府迄今卻人未有積極整體的行動。
（二）政府在成人教育推展過程中的角色，不只是在回應需求，更要在低參與者中，創造需求。
（三）我國成人教育政策的確反映出資源整合實施成人教育的重要趨勢，但是卻無具體的整合策略。
為了落實成人教育政策，筆者建議未來成人教育的實施行動，要以現有的成人教育中心為基礎，先進行小規模實驗性質的方案，尤實驗過程中形成推廣模式，再整體全面的實施。
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| 英文摘要 |
In the 1960s, because of the introduction by UNESCO and OECD, the lifelong learning concept has been recognized as the important strategy to copy with the changing society. Trends of the coming of an aging society and the high technical revolution have also made the creation of a lifelong learning oriented educational system as the government’s focuses. Toward a lifelong learning society, there is an increasing need for adult education. Organizations in the highly industrial countries have gone through many changes and faced some similar problems. Government of the R.O.C. has also made its effort to create a learning society. Do they encounter any similar/different situations? Does the R.O.C. government want through some critical issues faced by its western partners? This article is to review previous points.
The article first reviewed the lifelong learning trends and effects. Following that review, some critical issues were identified. Then, adult education policy of the country was discussed on the basis of the previous analysis. Finally, the future action was suggested. The lifelong learning trends and effects can be summarized as the followings:
1. Under the demand of changing in each level of the economy, culture, and society, the adult lifelong learning has become the best responding strategy.
2. The global aging trend has made the old population participating in learning activities imperative.
3. The structure of the work place has been changed because of the changing rapidly of the information technology.
4. The adult non-working life style has been changed because of the decreasing of the working time and increasing of the available time.
The systematic development of adult education in Taiwan can be traced back to the Adult Education Working Plan in 1990. The results have been significant. Reviewing the global developing issues and reflecting on this country’s policy, the author argues that the following issues need to be rethought:
1. The countrys policy does reflect the global issue regarding the undereducated low participating fact, however, the issue has not been respondent effectively.
2. The role of the government is not just reactive but has to be proactive and create need among the undereducated.
3. The country’s policy has identified the strategy of integration being critical, but it has been lack of the practical plan so far.
Finally, in order to put the policy into reality, the article suggests the future action plan start from the small scale. In other words, the adult education centers that have been created under the policy of Work Plan and have located almost in each county and city can be the start point.
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| 頁次 |
50-80
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| 關鍵詞 |
終生學習
、教育政策
、Life-long education
、Educational policy
、TSSCI
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| 卷期 |
1:2
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| 日期 |
199808
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| 刊名 |
教育政策論壇
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| 出版單位 |
國立暨南國際大學教育政策與行政研究所
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