臺北市終身學習運動之推展
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Date
1999-06-??
Authors
楊碧雲
Journal Title
Journal ISSN
Volume Title
Publisher
國立臺灣師範大學社會教育學系
Department of Adult and Continuing Education, NTNU
Department of Adult and Continuing Education, NTNU
Abstract
終身學習已經成為當前教育改革的主要潮流，除了教育部推動了一連串政策之外 ，各地方政府也紛紛響應，台北市是全國首善之區，擁有各項的人力、物力、財力、組織 等資源，其推動終身教育的經驗可為其他縣市的參考。 因此，本文擬分為幾個部分加以分析和探討。第一部分，探討我國終身教育的重要思 潮與政策方向；第二部分，針對已經推動過的台北市終身學習的方案內容進行分析；第三 部分，針對台北市終身學習方案的推動情形進行檢討、評估；第四部分則針對邁向二十一 世紀台北市終身學習政策與方案的發展，提出展望。最後並就筆者多年來推動台北市終身 學習運動的心路歷程加以剖析。
Nowadays, lifelong education has been being the main trend of educational reformation. Not only does the Ministry of Education execute a series of policies, but also does the local government echo in support. Taipei, the capital city of Taiwan, has several kinds of resources including human resources, material resources, financial resources, organizations and so forth. Additionally, its experiences of lifelong education movement could be the reference for other counties. Therefore, this article should be divided into several parts to analyze and discuss. Firstly, the author discusses the important trend and policy direction of our lifelong education. Secondly, she analyzes the contents of Taipei lifelong learning projects. Thirdly, she reviews, discusses, and evaluates the result of lifelong learning movement projects in Taipei. Fourthly, she looks forward to the development of Taipei lifelong learning policies and projects in the 21st century. In the end, author's experiences of lifelong learning activities in Taipei are illustrated.
Nowadays, lifelong education has been being the main trend of educational reformation. Not only does the Ministry of Education execute a series of policies, but also does the local government echo in support. Taipei, the capital city of Taiwan, has several kinds of resources including human resources, material resources, financial resources, organizations and so forth. Additionally, its experiences of lifelong education movement could be the reference for other counties. Therefore, this article should be divided into several parts to analyze and discuss. Firstly, the author discusses the important trend and policy direction of our lifelong education. Secondly, she analyzes the contents of Taipei lifelong learning projects. Thirdly, she reviews, discusses, and evaluates the result of lifelong learning movement projects in Taipei. Fourthly, she looks forward to the development of Taipei lifelong learning policies and projects in the 21st century. In the end, author's experiences of lifelong learning activities in Taipei are illustrated.