Research on the Demand-Practice Pattern of Adult Education in Pingtung CountyResearch on the Demand-Practice Pattern of Adult Education in Pingtung County

• Main Authors: LIANG CHEN YU, 梁宸玉
• Other Authors: 陳枝烈
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/92340718341703679623

碩士 === 國立屏東教育大學 === 教育行政研究所 === 94 === This research aims for discussing the trend of demand and practice pattern of adult education in Pingtung county as a whole, including the differentiation after considering different background changes (gender, age, level of education, occupation, marital status, monthly income, residence, etc.) so as to realize the content of adult education and treat this research as a reference to the pattern of adult education practiced in Pingtung county. This research adopts survex meehad, researching among people aging over 20 in Pingtung county as well as purpose sampling. Finally, the research got the total samples of 1150 people and 929 valid questionnaires. The tool used in this research is self-made questionaire of adult edu education madel of need and administration, and after analyzing the acquired data by frequency, percentage, and Chi-square test, the research has the conclusion as follows. The first reason is lacking in a system to integrate resources for adult education. Due to the diversification of institutions and objects of practice, the content of adult education is too complicated to be carried out, especially when each association couldn’t do things together. Thus, the power of one another is weakened, causing a lack of resource integrating system. The second reason is a lack of efficient measures to promote adult education. People respond that there are few promoting methods, so they are not aware of the information concerned, thus losing plenty of opportunities to learn. The third reason is a need to overcome learning disability for disadvantaged minority. To those disadvantaged minorities, inclusive of the unemployed, people of low-income, women, the elderly, and aborigines alike, they have great problems taking part in adult education, whether psychologically or environmentally. Hence, they await the government to offer equal chances for receiving education. The fourth reason is ineffective application of cyber resources. Those having higher income and level of education, including soldiers and public servants, hope to acquire information through the net. This would require the government’s ability to build an ideal learning environment on the Internet. The fifth reason is a lack of diversification in types of courses. The public responds that the courses of adult education should involve work, households, individual growth, interpersonal interaction, etc., which still need improvement from the government. The sixth reason is a lack of practicing functional adult education. The government didn’t supply diverse ways to practice functional adult education according to different needs. For example, the elderly should own senior education while the unemployed should take occupational education, and so on. According to the above, this research offers several pieces of advice as references: First is to establish a resource-integrating system for adult education. The government shall establish adult education system as the leading role. There shall be effective integration and distribution among the government’s shortage of money, deficient manpower, and coordination of resources concerning adult education at hand. Second is to strengthen measures to promote adult education. We should adopt diverse ways to promote such activities. Beside using the net, the media, and brochures well, we could raise information concerning such activities through heads of village or subdivision of districts, and schools. Third is to improve the learning system for disadvantaged minorities. The authorities concerned ought to present learning opportunities for people living in remote districts and adverse situation as well as offer preferential means. As to the children from disadvantaged households, there is supposed to be free temporary child-care service so as to build one carefree learning surroundings for lifetime. Fourth is to establish a cyberspace full of learning resources for the whole county. We ought to offer an ideal learning environment on the net and build a single portal site for lifetime learning. Only in this way can we satisfy the learners’ needs to learn and own immense learning resources. Fifth is to give diverse courses. The government is supposed to give diverse courses and practical ways of encouragement, and urge adults to take part in learning, including encouragement towards career and lifetime learning. Sixth is to offer practices of functional adult education. We ought to offer functional adult education according to individual background and needs. For instance, offer marital and women education to disadvantaged women; offer people living in the mountains with aboriginal adult education; offer the elderly senior education, and finally, present occupational education for the unemployed.