Taiwan’s Senior Learning Movement: Perspectives from outside in and from inside out (Lifelong Learning Book Series, 28)

Foreword
Acknowledgments
Contents
About the Editors
Part I: Global Perspectives and Conceptual Framework
	Chapter 1: Introduction
		1.1 Introduction
		1.2 Rationale
		1.3 Focus of the Book
		1.4 Structure of the Book
		1.5 Contributing Chapters’ Content
		References
	Chapter 2: A Global Perspective on Active Aging
		2.1 Introduction
		2.2 Global Aging
		2.3 Active, Creative, Successful, Productive, and Healthy Aging
			2.3.1 Successful Aging
			2.3.2 Creative Aging
			2.3.3 Active Aging
			2.3.4 Healthy Aging
			2.3.5 Productive Aging
		2.4 Active Aging in the Asia-Pacific
		2.5 The Key Role of Lifelong Learning in Active Aging
		2.6 Summary
		References
	Chapter 3: A Global Perspective on Later Life Learning
		3.1 Introduction
		3.2 Understanding Learning in Later Life
			3.2.1 Global Responses to the Aging World
			3.2.2 Approaches to Lifelong Learning
			3.2.3 Approaches to Learning in Later Life
		3.3 Emergent Theoretical Perspectives
		3.4 Further Challenges in the Age of Longevity
			3.4.1 Ageism
			3.4.2 Intergenerational Learning
			3.4.3 Involving Older Men in Learning
		3.5 The Impact of the Covid-19 Pandemic
		3.6 Concluding Remarks
		References
Part II: Perspectives from East Asian Countries on Senior Learning/Education
	Chapter 4: Never Too Old to Learn: Development, Challenges and Strategies of Education for Older Adults in Mainland China
		4.1 Challenges of Rapid Population Aging
		4.2 Learning Characteristics of Older Adults in Mainland China
		4.3 Modernization and Its Impact on Education for Older Adults
			4.3.1 Policy Promotion
			4.3.2 Legal Protection
			4.3.3 Practical Measures
		4.4 Characteristics of Strategies for Older Adult Education
		4.5 Supply and Demand Analysis of Older Adult Education in Mainland China
			4.5.1 Quantity Imbalance
			4.5.2 Structural Imbalance
			4.5.3 Quality Imbalance
		4.6 Strategies to Promote the Development of Older Adult Education
			4.6.1 The Experience of Shanghai
		4.7 Final Observations
		References
	Chapter 5: Lifelong Learning Among Older Adults in Singapore: An Overview
		5.1 Introduction
		5.2 The Singaporean Context for Lifelong Learning and Older Adulthood
		5.3 The Shape of Lifelong Learning for Seniors
			5.3.1 Vocational Training
			5.3.2 Learning for Self-Development
			5.3.3 Learning for Community Participation
		5.4 Characteristics of Singapore’s Lifelong Learning Movement
		5.5 Key Challenges Ahead
		5.6 Possible Future Developments
		5.7 Concluding Remarks
		References
	Chapter 6: An Appraisal of Korean Seniors’ Education
		6.1 Introduction
		6.2 Key Concepts
			6.2.1 The Concept of Older Adulthood
			6.2.2 The Concept of Older Adult Education
		6.3 Historical Background to Lifelong Education
		6.4 Korean Older Adult Education Laws and Policies
			6.4.1 The Welfare of Senior Citizens Act Concerning Older Adults
			6.4.2 The Lifelong Education Act (LEA)
		6.5 Key Policies of Education for Older People
			6.5.1 The Senior Education Expert Training Course
			6.5.2 Golden Color (Geumbit) Lifelong Education Volunteer Group
			6.5.3 The Senior Community Hall Support Project
		6.6 The Current Status of Participation in Lifelong Education for Seniors
		6.7 Current Institutions and Practices
			6.7.1 The Social Welfare Center Project
			6.7.2 The Senior College (Class) Supported by The Korean Older People’s Association
			6.7.3 Universities’ Lifelong Education Centers and the Honorary University
			6.7.4 Religious Institutions
			6.7.5 Other Government and Private Organizations
		6.8 Key Issues
		References
	Chapter 7: Learning as the Key for the 100-Year Life Society: The Experience of Policy and Practice in Japan as a Super-Aged Society
		7.1 Introduction: The Era of 100-Year Life and Social Change
		7.2 Towards the 100-Year Life Society
			7.2.1 The Super-Aged Society as the Issue
			7.2.2 Development of Policies for Older People in Japan
			7.2.3 Shifting Perspectives to an Era of 100-Year Life
		7.3 Shifting Views on Older People and New Research Findings
			7.3.1 “Learning” Becomes the Issue
			7.3.2 The Importance of Connection for Older People
			7.3.3 New Capabilities of Older People
			7.3.4 Importance of Social Relationships and the Subjective Feeling of Well-Being
		7.4 The Development of New Policies for a Super-Aged Society
			7.4.1 The Council for Designing 100-Year Life Society
			7.4.2 Discussion of the Strategy for a Super-Aged Society
			7.4.3 The Need to Rethink the Concept of “Learning”
		7.5 Learning and Local Communities Come into Focus
			7.5.1 “Learning” as a Lively Movement
			7.5.2 The Local Community as a Circular Movement of AAR
			7.5.3 The Nature of Residents as a Mutating Relationship
		7.6 Conclusion: Learning as the Process to Create the Sense of Trust
		References
Part III: Past and Present Taiwanese Senior Learning Developments
	Chapter 8: An Outsider’s Perspective on Taiwanese Senior Learning Developments
		8.1 Introduction
			8.1.1 My Positionality
		8.2 Broader Historical/Cultural Influences
			8.2.1 Confucian Ideology
			8.2.2 Historical Events
			8.2.3 Demographic Change
			8.2.4 Retirement Reconsidered
		8.3 The Character of Later Life Learning in Taiwan
			8.3.1 The Social Welfare Stage
			8.3.2 The Educational Gerontology (Learning in Later Life) Stage
		8.4 Observations from Visits to Taiwan with Special Reference to Selected Active Aging Learning Centers (AALCs)
			8.4.1 Pingtung
			8.4.2 Tainan
			8.4.3 Taichung
			8.4.4 Summative Comment on Visited Sites
		8.5 Challenges and Issues
		References
	Chapter 9: Developing Policy and Practices of Senior Education in Taiwan
		9.1 Introduction
		9.2 A Brief History of the Pre-active Aging Learning Era
		9.3 Pre-active Aging Learning Era: The Practice of Senior Education in Taiwan
			9.3.1 Educational Purpose
			9.3.2 Participants’ Background
			9.3.3 Curriculum Content
			9.3.4 Funding
			9.3.5 A Professional Human Resource
		9.4 Problems and Reflections on the Practice of Senior Education in Taiwan
			9.4.1 Lack of Authorities’ Response to Aging
			9.4.2 Curriculum not Sufficiently Theory-Driven
			9.4.3 A Paucity of Innovative Thinking
			9.4.4 An Unstable Government Subsidy Scheme
			9.4.5 Lack of Professional Development and Research
		9.5 The Development of Senior Education in Taiwan: Moving Towards the Active Aging Learning Policy Era
			9.5.1 The Implementation Plan for Senior Education (1989)
			9.5.2 Regulations for Implementing the Education for Retired Seniors and Women (1993)
			9.5.3 Towards a Learning Society Policy White Paper (1998)
			9.5.4 Towards an Aged Society: Seniors’ Education Policy White Paper (2006)
			9.5.5 Establishing Community Lifelong Learning Centers
			9.5.6 Promotion of the Active Aging Learning Center Implementation Plan
			9.5.7 The 8th National Education Conference (2010)
			9.5.8 White Paper on the Aged Society (2015)
			9.5.9 The Senior Education Medium-Term Development Project (2017)
			9.5.10 The Higher Education Sprout Project (2018)
		9.6 Concluding Remarks
		References
	Chapter 10: Bracing for the Super-Aged Society: A New Era for Active Aging Learning
		10.1 Introduction
		10.2 Background to Taiwan’s Active Aging Learning
		10.3 Policy and Implementation
		10.4 Courses Related to Active Aging Learning Colleges
		10.5 Implementation and Outcomes
		10.6 Core Concepts and Philosophies of Active Aging Learning
			10.6.1 Overturning Traditional Views of Aging
			10.6.2 Learning for Active Aging
		10.7 Suggestions for Future Directions
		10.8 Concluding Remarks
		References
	Chapter 11: Flourishing Blooms: The Practices and Effectiveness of the Active Aging Learning Movement in Taiwan
		11.1 Introduction
		11.2 The Philosophy of Taiwan’s Active Aging Learning
		11.3 The Structure of the Operation
		11.4 Key Factors of Operation for Active Aging Learning Centers
			11.4.1 A Meaningful Vision Statement
			11.4.2 A Powerful Team Structure
			11.4.3 Team Members’ Learning and Development
			11.4.4 Curriculum and Teaching
			11.4.5 Management and Procedures
		11.5 Quality and Achievement of AALCs
			11.5.1 The Growth in Numbers
			11.5.2 The Participants’ Profile
				11.5.2.1 Gender
				11.5.2.2 Age
				11.5.2.3 Education Level
				11.5.2.4 Health Status
				11.5.2.5 Financial Status
				11.5.2.6 Extent of Participation
				11.5.2.7 Participation Days and Hours
				11.5.2.8 Use of Transportation
			11.5.3 Outcomes and Quality
		11.6 Reflection and Future Recommendations
		References
Part IV: Concluding Remarks
	Chapter 12: Concluding Remarks
		12.1 Introduction
		12.2 Reflections on Chapters
		12.3 Features of Taiwan’s Senior Learning Movement
		12.4 Issues to Be Resolved
			12.4.1 The Concept of “Old Age” Needs Renovation
			12.4.2 Dependency on Government
			12.4.3 The Role of Universities
			12.4.4 Fragmentation of Programs for Seniors
			12.4.5 Professionalization of the Field of Senior Learning
			12.4.6 Effective Use of New Technologies Among Seniors
		12.5 Trends and Recommendations for the Future
		References