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| 題 名 | On the Equilibrium between Descriptive and Prescriptive Adult Education Policy Making=論描述性及規範性成人教育決策的均衡 |
|---|---|
| 作 者 | 王政彥; | 書刊名 | 高雄師大學報 |
| 卷 期 | 8 1997.04[民86.04] |
| 頁 次 | 頁1-23 |
| 分類號 | 528.3 |
| 關鍵詞 | 成人教育; 終生學習; 成人教育決策; 描述性決策; 規範性決策; Adult education; Lifelong learning; Adult education policy making; Descriptive policy making; Prescriptive policy making; |
| 語 文 | 英文(English) |
| 中文摘要 | 成人教育佔終生學習的主要部份,當建立學習社會已成為國內外教育改革的主要 目標時,成人教育的重要性也隨之增加。如何促進成人教育的發展已經成為大多數國家的主 要工作。決策是行政的核心,因此成人教育決策直接影響到整個成人教育的發展。當決定成 人教育政策時,教育當局必須從描述性及規範性的取向,評估政策方案的優先次序。由於描 述性及規範性政策有不同的特性,如何在兩者之間取得均衡是決策者所面臨的重要工作。作 者在本文中經由理論及實務的分析,討論描述性及規範性決策的異同,以及如何在全國性成 人教育決策上取得均衡等相關問題。 |
| 英文摘要 | Adult education(AE) occupies the largest part in the lifelong learning (LL) process. When to establish a learning society has become the major target of domestic and foreign educational authorities for education innovation, AE also increases its significance in accomplishing the above target. How to improve the development of AE has become a crucial task for most countries. Policy making is seen as the central activity of administration. Policy making in AE can directly affect the whole development of AE. When forming AE policy, the educational authorities have to assess the priority of policy alternatives which can be generally divided into descriptive and prescriptive orientations. There are different characteristics between descriptive and prescriptive policy making. Therefore, how to make the equilibrium between these two policy orientations is important for AE policy makers. In this paper, the author will discuss the similarities and differences between descriptive and prescriptive AE policy making at national level and how to achieve the possible equilibrium between them via theoretical and practical analyses. |
本系統中英文摘要資訊取自各篇刊載內容。