社區大學參與建構社區終身學習體系之研究-以平鎮市民大學為例

The community university participation constructs research the construction community lifelong stydy system-take the Pingzhen resident university as an example

蔡怡華(Yi-Hua Tsai)

指導教授 ： 謝登旺

元智大學/資訊學院/資訊社會學研究所/碩士(2008年)

摘要

知識社會的到來，終身學習成為個體必要養成的習慣與態度，因應終身學習時代的到來，「學習」除了重視體制內的正規學習，也重視體制外的非正規及非正式的學習，社區大學自成立以來一直肩負推動社區教育，引領成人終身學習之責，並以「社區」精神及理念為號召，鼓勵社區居民投入學習行列。因此社區大學在社區學習體系中一方面經營在地社區教育，一方面整合現有社會教育、成人教育與終身學習有關的政府與民間資源，希望藉由社區教育學習體系形成一個有效運作的整合平台。
本研究以平鎮市民大學參與建構社區終身學習體系為主題。依據研究目的深入探討平鎮市民大學如何引領學員以社區為學習場域進行終身學習，分析社區大學如何深耕社區，形塑社區文化特色，探討社區大學在教育部建立「建立社區教育學習體系」的角色，提供其他社區大學辦理社區成人教育的參考，並藉此了解社區大學經營社區成人教育的優勢及所面臨的危機與挑戰。期待在認同社區大學「社區結合、終身學習、公共參與、社區關懷」的理念下，促進各組織的合作和整合，建立完善的終身教育學習體系。本研究先從終身學習、社區教育和社區大學的相關文獻做探討，建立理論基礎、決定研究目的後，經由深度訪談、蒐集相關資料分析，整理以下研究發現並提供相關建議。
研究發現，社區大學與政府的合作關係改變激發社區民眾的自主意識、社區大學以社區化的辦學理念與其他成人學習機構區隔、社區大學以民間團體的彈性活絡地方學習，在操作教育部社區學習體系計畫中，以完成社區學習需求調查、培養在地人才、整合資源、建立e化平台為主，但仍需凝聚各單位共識、破除本位主義、激發更多資源投入與持續深耕，社區終身學習。

關鍵字

社區大學 ； 終身學習 ； 社區學習 ； 社區學習體系

並列摘要

With the coming of knowledge society, lifelong learning has become the necessary habit and attitude that a person must have. In order to respond the lifelong learning, learning should be emphasized not only on the formal education but also on the nonformal education and informal education. Community Universities (CUs), based on the spirit of community and encouraging the community residents to learn, have always been responsible for promoting community education and leading adult learning. Therefore, CUs, on one hand, manage local community education and integrate relevant social education, adult education and lifelong education from both the government and the non-governmental organizations on the other. The purpose is therefore to create an efficient integrated platform through Community Learning Resource System (CLRS).

This study focuses on the Ping-Jen Community University which involves in building CLRS and investigates how Ping-Jen Community University leads the students to proceed lifelong learning in a community-based environment. The next step is to analyze how community universities cultivate community features and to look at the role of community universities in building CLRS from the Ministry of Education (MOE). Furthermore, this study offers reference for other community universities which intend to offer adult learning and to understand the advantages and challenges that community universities have. We hope that by recognizing the concept of “ Community Integration, Lifelong Learning, Public Involvement, and Community Care”, and by promoting the cooperation and integration from various organizations, the goal of perfect CLRS can be achieved. This thesis will firstly concentrates on the relevant documents on the lifelong learning, community education and community universities. The second goal is to build the basis of the theory and to decide the research purpose. Finally, after profound interviews and data collection and analysis, the findings and suggestions will be presented.

This research discovers that changes of the cooperation relationship between the community universities and the government will affect the community residents’ sense of autonomy. Community universities try to segment themselves from other adult learning centers by using CLRS concept. Communities universities encourage community learning by offering great flexibility as can be seen from private organizations. In terms of the CLRS scheme from the MOE, the target is to complete community learning survey, cultivate local talented people, integrate resources and build electronic platforms. Nevertheless, it is necessary to solidify the common consensus and to eliminate self departmentalism so as to inspire more resources into the continual development of lifelong learning.

並列關鍵字

lifelonglearning ； Community education ； Community university ； Community learning Resource system

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