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|Other Titles:||An Exploration into the Learning Processes of Retirees in Singapore|
Center for Educational Research and Evaluation
By promoting lifelong learning, the Singaporean Government aims to motivate elderly people to participate in learning activities and experience a fruitful retired life. The purpose of this study was to explore the learning processes of retirees in Singapore. This study explored the reasons that motivate the retirees to participate in learning and continuing education, as well as the changes caused by their participation in learning. We hope that the results can provide a reference for implementing education for elderly people in Taiwan. In this study, we adopted a qualitative research method and conducted one-to-one semi-structured interviews with 12 Singaporean retirees. According to the results, the reasons for the Singaporean retirees' participation in learning activities were a desire to try, to pursue new knowledge, and to solve life difficulties. The retirees continued participating in education because they had acquired useful knowledge, were interested in learning, and were influenced by their teachers or other role models. After the retirees participated in learning, they became confident, contributive, and capable of applying their knowledge and learning autonomously. During the learning process, the ability of the learners to learn independently gradually increased. This study provided the following recommendations for implementing older adult education in Taiwan. Education institutes for older people should employ the marketing strategy of “ encouraging learning without diploma required" to promote learning among retirees. In addition, these education institutes can design programs according to the requirements of retired life. Thus, program designs should consider both the learning content and its applicability. Furthermore, teachers should adjust the teaching content and methods according to the learners' requirements, assist learners with learning independently, and encourage learners to organize learning groups that facilitate independent learning.
|Appears in Collections:||當代教育研究|
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