A Story on The Leader's Operating Press of Active Aging Learning Learning Institution

[[abstract]]本研究以訪談十二家樂齡學習機構領導人作為研究對象，探討其經營歷程，本研究採質化深度訪談方式進行，並輔以文獻分析法擬定二階段訪談大綱，蒐集本研究所需資料。透過訪談了解十二家受訪樂齡學習機構領導人的經營動機及理念、經營策略與經營方法、所面對經營困境與因應途徑、經營特色與成效，最後進行研究結果與討論。根據研究發現，歸納出結論如次: 一、 樂齡學習機構領導人經營動機為倡導終身學習、深耕社區教育、創新公共圖 書館服務、做中學、長官任派。 二、樂齡學習機構領導人經營理念為實現老人教育四大願景 :終身學習、健康快 樂、自主與尊嚴、社會參與，活躍老化、自我導向學習、生產老化、 以預 防觀點強化終生學習理念、邁向社會投資型社會福利發展 三、樂齡學習機構領導人經營策略以終身學習作為人際關係的拓展已達世 代融合、高齡人力資源開發、創新利用人力資源方法蘊涵創新人力運用大學 實習生、高齡人力傳承新住民中國文化傳統，接納新住文化與交流、培育長 期於長青學苑學員成為自主學習帶領人，成立第三年齡師資培訓班以傳承單 親、外配、低收之幼童及學童與栽培高齡學習者培訓為自主學習團體講師、 活用社區人力資源及創造就業機會、弱勢群體提供經費支持、建立和加強國 際合作方法；其中以創造就業機會及建立加強國際合作方法最為顯著。 四、樂齡學習機構領導經營方法為領導組織、運用多元管道宣傳、依教育部計畫、 課程規劃 : 規劃擴充現代學習科技、依地方特色培力志工為常態課程、老師 遴選、建立口碑，其中以課程規劃最為顯著。 五、樂齡學習機構領導人經營困境為少子女化、提升領導人知識力、高齡社會準 備時間短促、空間取得不易、經費不足、城鄉差異、競爭者多、人力不足， 其中以空間取得不易、高齡社會準備時間短促最為顯著。 六、樂齡學習機構領導人因應經營困境途徑為樂齡教育改革以終身學習理念成為 各國教育改革的動力，促使成人教育發展，亦帶動高齡活動學習活動興起、 推廣學習型城市並實踐於社區、策略聯盟、資源整合、紮根技職教育、攜手 青銀共創文化城市、發展社會企業 七、樂齡學習機構領導人經營特色為拓點、 活絡在地產業經濟、職業證照的提供 者、 繁榮在地文化。 八、樂齡學習機構領導人經營成效為發展地方特色、拓點以提升長輩尊嚴為前提 ，鼓勵長輩擴大社會參與層面成為自主學習團體帶領人，以帶領亞健康無法 自由移動至樂齡學習機構之高齡者、活化家庭以促進社區學習，共同解決社 會福利衝擊[[abstract]]The researcher interviewed twelve leaders of active aging learning institutions to explore their operating processes. For collecting necessary data, the researcher used qualitative research method. Meanwhile, the researcher used document analysis to form the two-step interview guide for undergoing the in-depth interview. Through interviewing twelve leaders of active aging learning institutions, the researcher understood their operating motives and philosophy, operating strategy and methods, operating difficulties and the management actions for dealing with, operating spotlights and effects. According to the research findings, the conclusions are: 1. The operating motives of the leaders of active aging learning institutions include: advocating lifelong learning, cultivating community education, innovating public libraries ’services, learning by doing, and assigned by their supervisor. 2. The operating philosophy of the leaders of active aging learning institutions include: social participation which is the most significant aspect of active aging, productive aging, strengthening lifelong learning concepts from the viewpoint of prevention, developing the social welfare. 3. The operating strategy of the leaders of active aging learning institutions include: using lifelong learning to expand and maintain human relationship to achieve generations’ fusion, developing aged human resources. Their innovation of using human resource include: Using University Intern, the interaction of the aged and the new immigrants, cultivating the senior students of senior citizen adult education program as the self-learning teams’ leaders, activating the communities’ human resource and creating the employment opportunities, proving financial support to the minorities, building up and strengthening the international cooperation which is the most significant strategy. 4. The operating methods of the leaders of active aging learning institutions include: Leading the organization, using multiple approaches to promote, planning to expand modern learning technology courses,the normal course of volunteer training based on the local characteristics,selecting teachers, and building up reputation. The most significant method is planning curriculum. 5. The operating difficulties of the leaders of active aging learning institutions include: low fertility, enlarging the leaders’ knowledge power, insufficient time to prepare for aged society, difficulty to gain the space, financial shortage, the urban-rural divide, many competitors, and lack of manpower. The most significant ones are the difficulty to gain the space and insufficient time to prepare for aged society. 6. The management actions for dealing with operating difficulties of the leaders of active aging learning institutions include: revoluting aging education, promoting learning cities and the cornmunity of practice, the strategic alliance, the integration of resources, rooting in technical and vocational education, venture innovation with youth and senior, and developing social enterprise. 7. The operating spotlights of the leaders of active aging learning institutions include: extending learning bases, flourishing local industry and economy,professional license provider ,and enriching local culture. 8. The operating effects of the leaders of active aging learning institutions include: to develope local characteristics and extending learning bases under the premise of enhancing the dignity of the elders, to encourage the elders enlarging the social participation as being the leaders of self-learning groups, to help the sub-healthy elders who can’t move to aging learning institutions freely, to facilitate community learning, and to solve the social welfare impact mutually.[[note]]碩