臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：台灣成人非正規學習參與成效及未來需求之研究
作者：王順節
作者(外文)：Wang, Shun-Chien
校院名稱：國立暨南國際大學
系所名稱：教育政策與行政學系
指導教授：張鈿富
學位類別：博士
出版日期：2011
主題關鍵詞：成人教育；成人教育政策；非正規學習；非正規學習成效；non-formal learning；informal learning；adult education；adult education policy
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(2) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:2
  • 共同引用共同引用:0
  • 點閱點閱:57
本研究以美國、瑞典、歐盟、韓國等推展非正規學習具績效國家的文獻或文件為參考，探討我國成人非正規學習的相關政策、成效及需求。以次級資料分析方法，轉化「2008年臺閩地區成人教育調查報告」所得調查資料，以瞭解成人非正規學習的參與現況、參與成效與未來需求。主要分析資料為「2008年臺閩地區成人教育調查報告」的個人層面資料，有效樣本為10,000位臺閩地區25縣市16歲以上成人。該資料經加權轉換後，進行描述統計、差異性考驗、交互影響考驗、關聯考驗等分析。研究主要發現如下：
一、台灣成人非正規學習參與現況：
(一)女性、25~54歲、大專以上學歷、服務業、專業人員等成年人有明顯較高比率參與學習活動。
(二)成人非正規學習參與動機情形整體以職業進展動機的比率最高。
(三)成人非正規學習參與屬性以為專業工作發展的比率最高。
(四)成人非正規學習參與活動類別商業管理類和健康休閒類最多。
(五)女性、25~54歲、大專以上學歷、工業與服務業、技術員及助理專業人員與民代、主管及經理人員等成年人有明顯較高比率參與民間組織辦理的非正規學習活動。
(六)女性、16~24歲、國小以下學歷、服務業與服務工作及售貨人員等成年人明顯較多活動經費是自己或家人提供，女性、逾65歲、國小以下學歷、農林漁牧業工作人員以免費比率明顯較高。
二、台灣成人非正規學習參與成效：
(一)成人非正規學習參與滿意度高，滿意與非常滿意比率達8成。
(二)女性、16~24歲和65歲以上、農林漁牧工作人員的成年人明顯較高比率認為有參與效益。
(三)女性、65歲以上、國中以下、生產、機械操作及體力工等成年人有充實層面參與效益者比率明顯較高。
三、台灣成人非正規學習未來參與需求：
(一)成人非正規學習未來參與有意願者佔七成以上。
(二)成人非正規學習的滿意程度較高，也會相對感受到有參與效益。
(三)對成人非正規學習的滿意程度較高，其未來有意願參與相對也較高。
(四)未來參與需求活動以健康休閒類、語言系列類、資訊科技類等類別需求最多。
(五)參與現況活動與未來活動需求有關，人員對辦理環境生態活動以外活動的再次參與意願相對很高。
(六)語言系列與藝術文學類的成人非正規學習參與效益、參與層面效益和未來活動需求相關最高。
本研究提出一些建議如下：
一、改善台灣成人非正規學習現況之建議
(一)鼓勵男性、低學歷、年長且勞動力者多參與成人非正規學習活動。
(二)鼓勵高學歷者多參與社會服務，激發其成人非正規學習參與動機。
(三)證照課程應列為成人非正規學習參與重點學習項目。
(四)加強推廣資訊科技類成人非正規學習活動。
(五)政府公部門訓練單位多辦理成人非正規學習活動。
(六)政府多編列經費補助成人非正規學習活動。
二、促進成人未來參與非正規學習之建議
(一)鼓勵低學歷、年長者與農林漁牧工作人員參與非正規學習活動。
(二)加強健康休閒、語言系列與資訊科技類等學習活動的質與量，因應未來需求。
This study reviewed the developed experiences of United States, Sweden, the European Union, South Korea through their documents to address adult non-formal learning of relevant policies. The research data were collected from the "2008 Taiwan Area Adult Education Survey Report” to understand the adults non-formal learning in the current situation,their effectiveness,and their future needs.The valided sample of 10,000 Taiwan Area adults over 25 counties and cities. The data were weighted conversion, for descriptive statistics, differences test, their interaction, and relevance analysis. The major findings are as fellows：
First, the status of adult participate in non-formal learning in Taiwan:
(a) Of the women, 25 to 54 years old, college education, services, professionals, significantly higher proportion of adults participate in learning activities.
(b) Of the adult non-formal learning in motivation, the overall motivation for the highest percentage of career progression.
(c) Adult non-formal learning in the development of property that the highest proportion of professional work.
(d) Non-formal adult learning classes in business management types of activities and healthy lifestyle the most.
(e) Female, 25 to 54 years old, college education, industry and services, technicians and associate professionals and elected representatives, executives and managers and other adults involved in a significantly higher proportion of non-governmental organizations for non-formal learning activities.
(f) Female, 16 to 24 years old, elementary school education, services and service workers and sales personnel, activities of adults were significantly more likely to provide funding for their own or their family members, women, more than 65 years, elementary school education, agriculture, forestry And fishery workers was significantly higher for free education.
Second, Taiwan, the effectiveness of adult non-formal learning in:
(a) Of the adult non-formal learning in higher satisfaction, satisfied and very satisfied with the ratio of 8 percent.
(b) Female, 16 to 24 years and 65 years, forestry, fishery, animal husbandry staff, significantly higher proportion of adults that have participated in benefits.
(c) Female, 65 years, in the following countries, production, machine operators and laborers and other benefits for adults who participate in enrichment level was significantly high.
Third, The needs of adults future participation in non-formal learning:
(a) Of the future participation of adult non-formal learning are accounted willing.
(b) Of the adult non-formal learning higher level of satisfaction, the relative experience will take part in efficiency.
(c) Of the adult non-formal learning higher level of satisfaction, willingness to participate in its future is also relatively high.
(d) Demand for future participation in healthy leisure activities, language, family type, category and other categories of information technology needs of most.
(e) Participation in activities of the current situation and future needs of activities related to environmental and ecological activities of personnel for activities other than relatively high willingness to participate again.
(f) Language Arts Literature Series and adult non-formal learning in efficiency, effectiveness and participation levels of demand for future activities related to the highest.
The study also put forward some suggestions as follows:
First, to improve Taiwan's current status of adult non-formal learning of the proposed
(a) To encourage men, less educated, older workers and those who participate more in adult non-formal learning activities.
(b) To encourage high levels of education more participate in social services, to stimulate the motivation of adult to engage non-formal learning.
(c) To certification programs should be classified as adult non-formal learning in key learning projects.
(d) To strengthen the promotion of IT in adult non-formal learning activities.
(e) To enhance the public training units to provide more ectivities for adult non-formal learning.
(f) To provide government subsides to adult non-formal learning activities.
Second, the suggestions to promote adults participation in non-formal learning as fellows:
(a) To encourage less educated, older people and staff involved in agriculture, forestry, animal husbandry and fisheries to participate in non-formal learning activities.
(b) To strengthen health and recreation, language and information technology classes and other family learning activities, the quality and quantity, in response to their future needs.
一、中文部分
王仁癸(2009)。社區大會非正規學習的推展策略。社區發展季刊，126，275-284。new window
王文科、王智弘(2007)。教育研究法。台北市：五南。new window
行政院研考會(2006)。台閩地區2005年數位落差調查。台北市：作者。
吳明烈(2005)。終身學習-理念與實踐。台北市：五南。
吳明烈、李藹慈、賴弘基(2009)。2008年臺閩地區成人教育調查報告。台北市：教育部。
吳明烈、李藹慈、賴弘基(2010)。我國終身學習的發展困境與因應策略。台灣教育雙月刊，666，13-25。
吳明烈(2010)。UNESCO、OECDM與歐盟終身學習關鍵能力之比較研究。教育政策論壇，13(1)，45-74。new window
吳明烈(2010)。歐盟學習型城市的發展及其對台灣的啟示。教育政策論壇，13(3)，27-56。new window
吳明烈、詹明娟(2010)。中高齡學習者休閒態度與活躍老化之關係研究。成人及終身教育，27，17-28。
李明芬(2006)。95年非正規教育課程認可機構委辦計畫期末報告。台北市，台灣師大成教中心，未出版。
武文瑛（2005）。我國高等回流教育發展與評鑑指標建構之研究。國立高雄師範大學博士論文，未出版，高雄市。new window
武文瑛(2006)。回流教育理論與實務。高雄市：高雄復文。new window
社區大學全國促進會(2008)。從社區大學看非正規教育學習成就認證的現況與未來座談會。2010年2月28日，擷取自http://www.napcu.org.tw/~napcu16/download/971225handbook.pdf
唐光華、鄭秀娟(2008)。從啟蒙到參與－台北市文山社區大學的成就與困境。載於台北市政府教育局(主編)，台北市社區大學十年回顧與前瞻(pp2-85)。台北市：台北市政府。
徐敏雄(2008)。1998-2007台北市社區大學學術類課程發展之研究。載於台北市政府教育局(主編)，台北市社區大學十年回顧與前瞻(pp187-226)。台北市：台北市政府。
許育典(2003)。社區大學法制化的探討。載於第五屆社區大學全國研討會研討手冊（pp118-130）。台北市：社區大學全國促進會。
許育典、紀筱儀(2006)。社區大學作為高等教育改革之反省。教育政策論壇，9(2)，45-69。
張明致(2010)。台灣終身學習的櫥窗－士林社區大學。載於「2010海峽兩岸終身教育論壇匯編」論文集(120-127頁)。四川成都。
張鈿富、吳京玲、吳慧子、葉連祺、周文菁等(2008)。國際與區域組織相關教育政策研究。台北縣：國家教育研究院籌備處。
教育部(2010)。近16年(83-98學年度)我國教育發展統計分析。台北市：作者。
陳欣蘭(2010)。我國技職院校落實終身學習行動年策略之研究。成人及終身教育，31，23-29。
彭致翎(2006)。我國推動學習成就認證之研究。國立政治大學教育學系博士論文，未出版，台北市。new window
彭致翎(2008)。非正規學習成就認證：議題與展望。研習資訊，25(3)，21-26。
黃富順(2004a)。台灣地區社區學習體系的發展、特色與問題。成人及終身教育，4，27-37。
黃富順(2004b)。高齡學習。台北市：五南。new window
黃富順(2005)。對我國實施非正規學習成就認證之省思與展望。台北市：師大書苑。
黃富順(2008)。我國非正規學習成就的實施與檢討。研習資訊，25(3)，9-18。
黃富順(2010a)。我國社區大學的實務運作、特色與挑戰。成人及終身教育，31，9-22。
黃富順(2010b)。我國終身學習推展的回顧與前瞻。成人及終身教育，27，5-16。
黃富順(2011)。韓國終身學習帳戶制的發展、運作與特色。成人及終身教育，32，40-50。
楊國德(2004)。論學習成就認證的原理與應用。台北市：五南。
潘慧玲(2004)。教育論文格式。台北市：雙葉書廊。
蔡培村、武文瑛(2008)。瑞典回流教育之經驗與啟示。教育資料集刊，40，203-226。new window
魏惠娟(2008)。45歲～高齡教育最佳時機。師友月刊，518，10-19。

二、西文部分
Abrahamsson, K. (1996). Time policies for lifelong learning. In A. C. Tuijnman (Ed.), International encyclopedia of adult education and training (pp. 271-293). NewYork, NY: Pergamon.
Advisory Panel on Research Needs in Lifelong Learning Adulthood. (1978). Lifelong learning during adulthood. New York, NY: Future Directions for a Learning Society, College Board.
Australian Qualifications Framework. (AQF)(2005). Retrieved May 19, 2005, from http://www.aqf.edu.au/aqfqual.htm
Baik, E. (2004). The open learning system in the tertiary sector: Possibilities and limits of the credit bank system. Paper presented at 2004 APEC Symposium on Best Practices for Fostering a Lifelong Learning Society.
CEDEFOP. (2000). Glossary in making learning visible. Thessaloniki (Pylea), Greece: Author.
Colardyn, D., & Bjornavold, J. (2004). Validation of formal, non-formal and informal learning: policy and practices in EU member states. European Journal of Education, 39(1), 69-89.
Combs, P. H., Prosser, R. C., & Ahmed, M. (1973). New path to learning for children and youth. New York, NY: International Council for Educational Development.
Coombs, P. H., & Ahmed, M. (1974). Attacking rural poverty: How nonformal education can help. Baltimore, MD: John Hopkins University Press.
Dave, R. H. (1973). Lifelong education and the school curriculum. Hamburg, Germany: UNESCO Institute for Education.
Dave, R. H. (1976). Foundation for lifelong education. Oxford, England: Pergamon.
Department for Innovation, Universities and Skills. (2009). The learning revolution. London, England: The Stationery Office.
European Commission. (2010). A single umbrella for education and training programmes. Retrieved March 8, 2010 from http://europamEu/education/Iifelong_learning_programme/doc.78_en.htm
European Commission.（2005）. Lifelong learning and key competences for all: Vital contribution to prosperity and social cohesion. Retrieved January 16, 2008, from http://europa.eu.int/comm/education/policies/2010et_2010_fr.html
European Union. (2005). Towards a European qualification framework for lifelong learning. Brussels, Belgium: Commission of the European Communities.
Eurostat (2009) Eurostat yearbook 2009. Retrieved March 8, 2010 from http://epp.eurostat.ec.euripa.eulcache/ITY-PUBLIC/3-08012010-Ap/EN3_081210-AP-EN,PDF.
Hamilton, E., & Cunningham, P. M. (1989). Community-based adult education. In S. B. Merriam & P. M. Cunningham (Eds.), Handbook of adult and continuing education (pp. 479-450). San Francisco. CA: Jossey-Bass.
Hamilton, E. (1992). Adult education for community development. New York, NY: Greenwood press.
Hill, L. H., & Moore, A. B. (2000). Adult education in rural community development. In A. L. Wilson & E. R. Hayes (Eds.), Handbook of adult and continuing education (pp. 344-359). San Francisco, CA: Jossey-Bass.
Husen, T. (1981). Employment of the highly educated in an era of recurrent education.In M. Jourdan (Ed.), Recurrent education in Western Europe (pp. 279-286). London, England: The NFER-Nelson Publishing Company.
Hutchins, R. M. (1968). The learning society. New York, NY: Britannica.
Illich, I. (1971). Deschooling society. New York, NY: Harper & Row.
Kee, Y. (2002). The credit bank system: A higher education policy to open to adult learners in Korea. In Essays: International Conference on the Knowledge Society and Lifelong Learning (pp.101-113). Hosted by The Association of Adult Education in R. O. C. Taipei, Taiwan.
Lengrand, P. (1970). An introduction to lifelong education. Paris, France: UNESCO.
Linderman, E. C. (1926). The meaning of adult education. Norman, OK: Oklahoma Research Center for ontinuing Professional and Higher Education, University of Oklahoma, 1989.
Longworth, N. (2006). Learning cities, learning regions, learning communities. London, England: Routledge.
Mashayekh, F., & Bazargan, A. (2009). Key competences for lifelong learning (Recommendation of the European Parliament and of the Council). Retrieved April 25, 2009, from http://www.pedagogy.ir/index.php?option=com_content&view=article&id=328:key-competences-for-lifelong-learning-reconnendation-of-the-european-parliament-and-of-the-council&catid=120:key-competencies&Itemid=158
Merriam, S. B., & Brockett, R. G. (1997). The profession and practice of adult education: An introduction. San Francisco, CA: Jossey-Bass Publishers.
OECD. (1973). Recurrent education: A strategy for lifelong learning. Paris, France: Athor.
OECD. (1977). Learning opportunities for adults. vol. IV: Participation in adult education. Paris, France: Author.
OECD. (1998). Education policy analysis 1998. Paris, France: Author.
OECD. (2001). Education policy analysis 2001. Paris, France: Author.
OECD. (2007). Qualifications systems: Bridges to lifelong learning. Paris, France: Author.
SCADPlus. (2006). Key competences for lifelong learning. Retrieved April 12, 2009, from http://europa.eu/scadplus/leg/en/cha/c11090.htm
The European Association for University Lifelong Learning. (2009). The recommendation on key competences for lifelong learning. Retrieved August 18, 2008, from http://einsteini.boumort.cesca.es/index.php?option=com-content&task=view&id=73&Itemid=35
Titmus, C., Buttedall, P., Ironside, D., & Lengrand, P. (1979). Terminology of adult education. Paris, France: UNESCO.

 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
無相關點閱
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：729（臺灣：729，外國：0） ／ 本年度總使用人次：1972506 ／ 訪客人次（自102年09月）：67771321
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上