教育部於2006年頒布「邁向高齡社會老人教育白皮書」，至2011年時，台灣共 有209所樂齡學習中心，開啟了高齡學習的一個新紀元。本研究的主要目的在應用 CIPP模式，從經營者觀點探索樂齡學習中心辦理樂齡學習模式的經營動機、願 景、困難、成果與永續發展策略。本研究主要採用半結構式的訪談進行資料的蒐 集，主要研究結果包括：一、經營者投入樂齡學習的動機，主要受到高齡人口快速 增加、重要他人以及個人經驗的影響；二、經營者經營樂齡中心的願景目標，希望 能設計符合高齡者需求且有意義的學習活動，並且能發揮高齡者的價值，以及拓展 樂齡學習的規模；三、樂齡學習中心經營策略的重點，在於目標願景的確立、人員 的專業培訓，以及學習活動的設計與安排；四、樂齡中心經營的困難，主要來自於 政治勢力、機構人力有限，以及學習者的影響；五、樂齡學習中心的經營成果，不 僅有助於樂齡學習者的發展，也促進了經營者自身的學習與成長；六、樂齡中心永 續發展的策略，關鍵在於政府、經營者，以及學習者的角色與任務。

In 2006, the Ministry of Education of Taiwan issued a proposal called “Toward an Aged Society White Paper.” According to this proposal, Taiwan would have a total of 209 Active Aging Learning Centers (AALC) by 2011, which ushered in a whole new era for senior learning. Using the CIPP model, this study investigated AALC’s managerial models, managerial strategies, visions, obstacles, outcomes and strategies for sustained development. The semi-structure interview technique was used to collect data. The main findings of this study included: 1. The proprietors of the AALC were motivated to operate the centers because of the rapid growth of senior population and some important personal experiences of others and themselves. 2. The proprietors of the AALC strove to provide senior citizens with meaning learning activities that meet the needs of senior citizens, to increase the value of senior citizens, and to enlarge the scope of active aging learning. 3. The management of AALC emphasized the establishment of visions and goals, the professional training of staff, and the design and conduct of learning activities. 4. Main operational difficulties included political intervention, limited manpower, and senior learners’ reactions. 5. AALCs are conducive not only to senior learners’ development but also to the learning and growth of the managers of the AALCs. 6. Sustained development of AALCs hinged on the roles and the tasks of the government, the proprietors, and the learners.