蘇雅惠2006-07-262018-06-292006-07-262018-06-291998-07-31http://ntur.lib.ntu.edu.tw//handle/246246/19518終身教育以多樣化的教育計畫或活動在各地推行，各種終身教育計畫與活動的目標包含了： (1) 協助個人學習各種提昇生活與職業的技能、(2) 協助個人追求自我與卓越，以及 (3) 協助個人解決個人及社區問題等，更重要的是前述三項者教育目標，都可(4)協助民眾學習自 我導向的能力 (self-directed learning)。為完成各種教育目標，推行終身教育的機關或團體必須周詳的發展教育計畫與學 習活動。 一個周詳的終身教育「計畫發展」有教育目標的理念為基礎，根據所訂的教育目標終身教育 工作者與學習者共同規劃一系列行動與決策的過程，並於過程中引入行政者、計畫者、學者 專家、資源提供者、地方義工或領導人才等與計畫有關的人士。教育工作者、學習者及有關 人士即是一個終身教育計畫的持分參與者(stakeholders)。教育計畫發展過程中，除了教育 工作者與學習者之外，其他的參與者的對計畫的參與情況對計畫的推行影響甚大。 目前終身教育以各種方式在各地進行，但是，有那些教育計畫與學習活動在進行，又有那些 人士參與並在教育計畫的過程中扮演什麼角色？因此，本研究的目的即是想了解： (1) 想了解目前所推行的各種終身教育計畫或活動各歸屬於何種教育目標? (2) 想了解不同終身教育計畫在計畫發展的過程中，每一階段有那些人參與？參與者對教育計畫 扮演什麼角色及功能？參與者的角色對推行教育計畫有何影響？參與者之間的權力機制關係 對計畫的推行有何影響？ (3) 在計畫發展過程中，有關的參與者之參與情況對學習者的學習成果有何影響？Various educational programs and activities in terms of lifelong education have been carried out by different institutions in Taiwan. These educational programs and learning activities could be categorized into four educational purposes. There pourposes inclue of (1) helping people to acquire skills for coping society life and profession competence, (2) helping people pursing self and/or excellence, (3) helping people solving problems in related personal or community affairs, and (4) helping people being self-directed learner. To reach to any kind of the mentioned educational aims, the lifelong educational providers (institutions) develop a collaborative educational program. In the process of program development, the lifelong educators and learners are collaboratively to plan, design and implement a series of decisions and actions, and involve stakeholders participating in the process (the stakeholders include educational administrators, programmers, experts, resources supports, funds supports and local leaders). All the interests, power relation of the stakeholders deeply impacts the program practices in lifelong education. While lifelong education was carried out throughout diverse institutions, what kinds of the educational programs and learning activities are exactly being implemented in the field? And, among these educational programs, who involve and affect the program development and implementation? This study, therefore, places emphasis on exploring: (1) what kinds of educational programs and at what purposes are implementing in the field, (2) what types of stakeholders involve in and affect to the program development and implementation, and (3) how the stakeholders’ participation impact the learning results of the learners.application/pdf27615 bytesapplication/pdfzh-TW國立臺灣大學農業推廣學系暨研究所終身教育計畫發展計畫參與者Lifelong EducationProgram DevelopmentStakeholders Participationjournal articlehttp://ntur.lib.ntu.edu.tw/bitstream/246246/19518/1/872412H002003.pdf