| 摘要: | 本研究係以參與桃園縣高齡學習機構學習活動的高齡者為研究對象，進行高齡者學習需求與參與意願之研究，旨在探討高齡學習需求與參與意願之相關因素，以供相關單位辦理或規劃高齡學習課程之參考。為達此研究目的，本研究採用深度訪談法及問卷調查法，訪談高齡學習機構課程規劃的利害關係人，並以「桃園縣高齡者學習需求與參與意願調查問卷」作實證研究；問卷調查的研究樣本共有517位，以參與桃園市長青學苑、中壢市長青學苑、北區松柏大學、南區老人大學及聖德長青學苑五個高齡學習機構的高齡者為對象。 研究發現：（1）桃園縣高齡者學習現況方面：桃園縣高齡學習機構的實施理念公辦機構從福利觀點出發，委外及民間機構以終身學習理念實行；高齡學習機構的課程規劃以應付需求及表現需求為最多，貢獻需求、影響需求較少，超越需求的課程更是缺乏；經費不足是普遍問題；高齡者參與學習的以女性、已婚者居多，年齡多集中在55到64歲之間，教育程度以高中（職）以上者，職業背景以家庭管理及軍公教者為最多；就讀的動機主要為交朋友、想學新事物及打發時間為主（2）高齡者的學習需求和參與意願方面：高齡的學習需求和參與意願界於需要和普通之間，以「應付需求」的參與意願為最高。女性學習的需求及參與意願顯著高於男性，年齡不同在學習需求及參與意願上會有顯著差異。高齡者學習需求與參與意願的整體及各層面有顯著的正相關。 研究建議包括：（1）對政府機關的建議：成立專責的高齡學習機構統籌高齡學習事務；以跨部門合作及策略聯盟來解決經費不足、場地限制及師資短缺的困境。（2）對高齡學習機構的建議：根據性別、年齡的差異提供符合高齡學習需求的課程，以促進學習活動的參與；針對不同需求的高齡者提供不同學習型態的活動；加強退休人力資源的規劃及志工培訓課程，促進社會參與及以流動讀書會及視訊的網路學習，擴大學習者參與的機會。（3）對高齡者的建議：積極參與學習活動，充實老年生活；了解自己的學習需求，安排適合的學習活動。 The subjects of this research are senior citizens participating in learning activities designed by Taoyuan County Senior Citizen Learning Institute, and the learning needs and willingness of participation of these subjects are studied and discussed in order to provide a point of reference to competent agencies or institutes to plan senior citizen learning curriculums. To achieve the main study purpose, this research conducts in-depth interview with stakeholders who are involved in the curriculum planning of senior citizen learning courses, and sends out questionnaire surveys titled “Survey on the learning needs and willingness of participation of senior citizens in Taoyuan County” to conduct empirical research. There are 517 study samples for the questionnaire survey, consisting of senior citizens participating in activities of five senior citizen learning institutes: Taoyuan City Evergreen Learning Institute, Chungli City Evergreen Learning Institute, North Region Pine & Cypress College, South Region Senior Citizen’s College, and Shengte Evergreen Learning Institute. Research result reveals the following findings: (1)In terms of current learning situation of senior citizens in Taoyuan County: The public agency in charge of affairs regarding Taoyuan County senior citizen learning institute implements their ideology from the perspective of social welfare, and has outsourced the implementation of the ideology of life-long learning to the private sector. The course design of senior citizen learning institutes are mainly to address the coping needs and expressive needs, and very little on contributive needs and influence needs. Furthermore, there is essentially no course that addresses the transcendence needs. Also, insufficient fund is a general dilemma among senior citizen learning institutes. As for participants of senior citizen learning courses, majority of them are married female, aged between 55 to 64 years old. Most of them have high school education or above, and their career backgrounds are mainly household management, civil service, military service, or teachers. Their motives of participation are to make friends, to learn new things, and to pass the time. (2)In terms of learning needs and willingness of participation of senior citizens: The learning needs and willingness of participation of senior citizens are between “average” and “somewhat need to learn,” and the highest reason for willingness of participation is to fulfill “coping needs.” Female have significantly higher learning needs and willingness of participation than male; the learning needs and willingness of participation among different age groups also reveal significant variances. The learning needs and willingness of participation of senior citizen as a whole have significant positive correlation with all related aspects. This research offers the following suggestions: (1)Suggestions for government agencies: establish units that exclusively handle the affairs of senior learning and of senior citizen learning institutes. Utilize inter-departmental cooperation and strategic alliance to resolve problems regarding insufficient funds, restriction of facilities, and lack of teaching resources. (2)Suggestions for senior citizen learning institutes: In order to promote the participation of learning activity, provide courses suitable for senior citizen’s learning needs base on gender and age differences; offer different modes of learning base on the different learning needs of the senior citizen learners. Expand the learner’s opportunity to participate by enhancing the planning of retired human sources and volunteer training courses, promote the community’s participation, utilize circulating book reading groups, and conduct Internet learning through videoconferencing. (3)Suggestions for senior citizens: Actively participate in learning activities; fulfill your life as a senior citizen; understand your own learning needs, and arrange suitable learning activities accordingly. |
