| Summary: | 碩士 === 國立中正大學 === 成人及繼續教育所 === 94 === The research focuses on“risk society”and “the development of macro dimension, meso dimension and micro dimension in recurrent education in higher education in Taiwan ”. And also, the research bases on “risk society”which is advocated by Beck and Giddens. Through the theory to analyze the problems and strategies in recurrent education in higher education in Taiwan.
The background of the research is about the transition from Industrial Society to Risk Society. Accordingly, the policies, curriculums and individual learners in the recurrent education in higher education must face many risks and problems. Taken altogether, the purposes of the research is “examine the theory of Risk Society”, “understand the development and comprehension of recurrent education in higher education”, “through the theory of risk society to analyze the risks of the recurrent education in higher education in Taiwan ”and “establish the strategies to solve the risks”. The research uses the method of Theory Analysis and with some discussion and analysis, came to the following conclusions.
1.The theory of Risk Society includes the comprehension of“risk”, “individualization”, and “reflexive modernization”.
2.The theory of Risk Society emphasize “learning reason”, “life narrative ”, and “reflexive learning”.
3.The original of the recurrent education is from Sweden, and the essence emphasize the equality of educational opportunity and learning right.
4.The recurrent education emphasize the learning model of education－work－leisure.
5.The development of the recurrent education in higher education in Taiwan includes protecting the learning right, opening the gat of the recurrent education in higher education, paid education leave, and accreditation of learning achievement.
6.The development of the recurrent education in higher education in Taiwan can generalize 10 phenomenon in the dimensions of policies, curriculums and individual learners.
7.The development of the recurrent education in higher education in Taiwan can generalize 10 risks in the dimensions of policies, curriculums and individual learners.
8.Finally, we can develop 7 strategies to keep off the risks in recurrent education in higher education in Taiwan.
Key words:Risk, Risk society, Recurrent Education in Higher Education, Individualization, Reflexive Modernization
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