[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-592471-105":59,"doc-detail-592471-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","older-adult-education-new-public-pedagogy-in-21st-century-taiwan-volume-55-issue-3","Older adult education - new public pedagogy in 21st century Taiwan - Volume 55 - Issue 3","","Older adult education is examined in Taiwan as a new public pedagogy shaped by demographic aging, declining fertility, and lifelong learning ideals. The article outlines key elements including demographic structure changes, government policy formation for learning enhancement, coordinated promotion by academic institutions, and program design theories supporting active ageing and community-based learning. It also identifies future challenges such as public skepticism, funding diversification, tailoring programs to seniors’ heterogeneous needs, and the need for research validating effectiveness.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/older-adult-education-new-public-pedagogy-in-21st-century-taiwan-volume-55-issue-3/592471/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/older-adult-education-new-public-pedagogy-in-21st-century-taiwan-volume-55-issue-3/592471.png","ImageObject",300,407,{"name":92,"@type":93},"McGucket","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the article describe as the main drivers behind older adult education in Taiwan?","Question",{"text":112,"@type":113},"It links the expansion to population aging, low fertility rates, and the lifelong learning idea of “never too late to learn,” along with government and institutional efforts to establish learning centers and programs.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the article define microscopic versus macroscopic pedagogy?",{"text":117,"@type":113},"Microscopic pedagogy focuses on classroom-based learning before 2006, while macroscopic pedagogy refers to developments after 2006 when government policies were introduced.",{"name":119,"@type":110,"acceptedAnswer":120},"What challenges does the article foresee for older adult education becoming a new public pedagogy?",{"text":121,"@type":113},"It highlights skepticism about necessity and efficiency, the need for diverse funding sources, the requirement for varied program designs due to differences among seniors, and urgent research to confirm effectiveness.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592471,1792189384,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1236954412713,"https://us-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Australian Journal of Adult Learning Volume 55, Number 3, November 2015  \nOlder adult education: new public pedagogy in 21st century Taiwan  \nYa-hui Lee  \nNational Chung Cheng University, Taiwan (ROC)  \nThe lifelong learning concept of“never too late to learn” advocated by Confucius has gradually become rooted in the lives of Taiwanese adults and seniors. In response to the impact ofpopulation ageing and low fertility rates, numerous elementary schools, junior high schools, and universities have allocated resources and space to establish learning centers and learning camps for senior citizens, providing them with the opportunity to learn. Older adult education extends beyond the classroom and into society, forming a new public pedagogy in Taiwan. Its important elements include: (1) the changes in population structure and the rising number of older adults,(2) the government’s formulation of older adult education policies based on learning enhancement,(3) the joint promotion of older adult education activities by numerous academic institutions, and (4) the theoretical bases ofprogram design to help senior citizens achieve active ageing and popularise older adult education in communities. Future challenges to older adult learning becoming the new public pedagogy include (1) the public’s skepticism concerning the necessity of older adult education and its efficiency,  \n(2) the need to establish diverse sources offunding to ensure the sustainable development of older adult education,(3) the necessity to develop various program designs to satisfy senior citizens’ needs due to the heterogeneity of senior citizens, and (4) the urgent necessity for research to confirm the effectiveness of older adult education.  \nOlder adult education: new public pedagogy in 21st century Taiwan 461  \nKeywords: Lifelong learning, new public pedagogy, older adult education  \nIntroduction  \nIn 1993, the population over the age of 65 accounted for 7 percent of the overall population in Taiwan. This figure is anticipated to rise to 14 percent in 2017, which would shift Taiwan into an aged society. Recently, the phrase,“joyful learning, forget ageing,” has been circulating among senior citizens, implying that participating in learning has become a symbol of happiness among older adults. In Taiwan, older adult education is currently expanding and gaining popularity, becoming this century’s new public pedagogy.  \nPedagogy initially referred to the science and art of teaching. However, following the rise of lifelong learning, the implications and applications of pedagogy gradually expanded. There were two reasons for this. First, Taiwan was influenced by lifelong learning trend in the 1990’s; lifelong learning gradually became available to adults, enabling them to return to school and possibly attain graduate or post-graduate degrees. This trend expanded the group of people seeking an education from traditional students to adults and older adults who had left formal education. Second, Taiwan has experienced population ageing and low fertility rates over the past two decades, reducing the number of young students. In response, universities have begun to encourage older adults to return to school. In recent years, an increasing number of retirees have returned to school to receive formal and informal education (Lee & Yeh, 2012) .  \nThe promotion of lifelong learning, declining fertility rates, and the progressively ageing population in Taiwan have broadened the scope of educational efforts, which were initially aimed at children and young adults, to include adults and senior citizens. To assist the ever-increasing number of senior citizens to achieve active ageing, the Taiwanese government has been encouraging adults over the age of 55 to continue learning to help them prepare for old age. This has significantly increased the number of senior citizens engaging in learning activities in Taiwan. However, as the types of learners continue to diversify, researchers m","cbCaitW35b3ZhzoW","https://ap.wps.com/l/cbCaitW35b3ZhzoW","pdf",201055,17,"English","# Introduction\n# Pedagogy and lifelong learning background\n## Microscopic pedagogy: older adult education in the classroom","[{\"question\":\"What does the article describe as the main drivers behind older adult education in Taiwan?\",\"answer\":\"It links the expansion to population aging, low fertility rates, and the lifelong learning idea of “never too late to learn,” along with government and institutional efforts to establish learning centers and programs.\"},{\"question\":\"How does the article define microscopic versus macroscopic pedagogy?\",\"answer\":\"Microscopic pedagogy focuses on classroom-based learning before 2006, while macroscopic pedagogy refers to developments after 2006 when government policies were introduced.\"},{\"question\":\"What challenges does the article foresee for older adult education becoming a new public pedagogy?\",\"answer\":\"It highlights skepticism about necessity and efficiency, the need for diverse funding sources, the requirement for varied program designs due to differences among seniors, and urgent research to confirm effectiveness.\"}]","Older adult education - new public pedagogy in 21st century Taiwan - Volume 55 - Issue 3 | PDF",1792074653,43]