| Summary: | 碩士 === 國立中正大學 === 高齡者教育所 === 94 === The theme of the research is to explore Learning in Retirement Institutes (LRIs) in the United States. The documentary analysis method was mainly adopted. The documents which had been collected from 1962 to March of 2006 included the relative documents, books, reports, editorials, and websites in Learning in Retirement Institutes in the United States. By reading and arranging them, the researcher tried to discuss the origin, the development, the administrative organization, funds, the sources of the instructors, the admission, the members, the teaching issues, and the curriculums of Learning in Retirement Institutes 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 Learning in Retirement Institutes in the United States can be generalized into eleven features as below:
1. LRIs provide opportunities of intellectual stimulation and growth for people of retirement age.
2. The offerings are variety and a broad spectrum with the majority consisting of college-level material.
3. LRIs are sponsored by accredited colleges or universities, institutions, or organizations working in collaboration with an accredited high-education institution or an organization or institution sponsoring a comparable college- or university-level program.
4. Curricula development is directed toward the humanities, liberal arts, and social sciences.
5. LRIs are nonprofit organizations and just charge a modest tuition or membership fee.
6. Most scholarships are granted easily, and no documentation is required.
7. The educational goal of LRI is to appreciate the participants.
8. Members serve as volunteer teachers or course leaders.
9. Social and cultural experiences are part of the offerings.
10. Participants are encouraged to take part of planning, evaluating and administering programs.
11. Make elder Members volunteer to help LRI .
Besides, the researcher analyzed the implement of Learning in Retirement Institutes in the United States, then pointed out the dilemma and blind spots of it, and finally provided the elders’ educational institutes with eight recommendations as following:
1. Some of the university / college administrative staff lack enthusiasm for it, and that makes the development of LRI be limited.
2. The communication problems and the fiscal argument between universities and LRIs.
3. Some of the professional teachers are too superior for members to get in touch.
4. Peer teachers have the teaching challenge.
5. Finding and selecting good instructional leadership is difficult.
6. There is not enough space for learning.
7. The discrepancy in the members’ self-management abilities affects the operational quality of LRI.
8. Members can’t continue actively participation.
At last, the research of Learning in Retirement Institutes in the United States provides eight recommendations as below:
1. Colleges / universities should play a more active role in the future development of the elder education.
2. Colleges / universities should undertake more relative studies about the learning of retirement.
3. The corporation between a college / an university and a nursing institution will be able to offer learning opportunities to the elders.
4. An educational institute for the elders should develop the variety of courses in order to satisfy the needs of the elders.
5. An educational institute for the elders can try to get budget support from private institutions or organizations.
6. An educational institute for the elders should build a two-way passage for open dialogue between teachers and learners.
7. An educational institute for the elders should hold the in-service training of teachers and administrative staff.
8. An educational institute for the elders can try to make the elders’ volunteers help its operation and development.
9. An educational institute for the elders should set up the nice interactive relationship with its community.
10. An educational institute for the elders should give the opportunities of empowerment to the elders.
11. The elders can establish their own learning organizations by themselves.
12. The elders are able to serve actively as a volunteer in their own class.
13. The elders can take part in educational activities positively.
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