| Summary: | 碩士 === 國立中正大學 === 高齡者教育所 === 96 === ABSTRACT
The theme of the research is to explore development of elder educational policy in the United States. The documentary analysis method was mainly adopted. The documents which had been collected from 1945 to 2005 included the relative documents, books, reports, editorials, and websites about development of elder educational policy in the United States. By reading and arranging them, the researcher tried to discuss the development of policy for elderly education in the United States. After the discussion of the above, the researcher generalized the features from it and provided some recommendations for the elders’ education in Taiwan.
The research about development of elder educational policy in the United States can be generalized into six features as below:
1.The federal and state government cooperate to legislate an open, multiple and thorough elder educational policy.
2.To establish the elder educational policy, the establishment of the law has to be emphasized.
3.Setting up the special department within the government, to complete the network of elderly education.
4.Providing funds and exemption of tuition fee, to encourage the elders to participate in educational activities.
5.Carry on research and assessment about elderly education, in order to meet the learning needs of elders
6.The training policy of elders, care worker and related educators
Besides, the researcher analyzed the implement of development of elder educational policy in the United States, then pointed out the dilemma and blind spots of it, and finally provided the elder educational policy with four recommendations as following:
1.The elder educational policy established by federal government has not been worked in practice in every state.
2.Because lacking of supply and funds, the equality will become an argument.
3.Over concerning the economical policy may be narrow the development of elder education.
4.Lack of evaluating mechanism or standard of elder education, it's difficult to guarantees the quality of elderly education.
At last, the research of development of elder educational policy in the United States provides five recommendations as below:
1.The government should accelerate the correlative policies and concrete programs of elder education.
2.The government should plan and adjust the educational resources of elders.
3.Improve the professional and relevant staff members of elder education, and guide development of the organizations.
4.The government subsidizes and educates relevant research, in order to meet learning needs and reduce learning disabilities of elders.
5.By setting up evaluate and guide mechanism of the elderly education, and to ensure the quality of education.
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