1. 2011 International Lifelong Learning Conference: Transforming Nations through Enculturation of Lifelong Learning 14-15 November 2011 Kuala Lumpur/Open University Malaysia & Universiti Utara Malaysia Ying Tsun, Hung Assistant Professor of the Department of Senior Citizen Service Management of Ching Kuo Institute of Management and Health, Keelung, Taiwan, R. O. C. 15 Nov 2011 The study of the lifestyle and learning needs of mid and old aged women in the remote area of Taiwan

2. Outline  Introduction  Literature Review  Research Method  Research Results and Analysis  Conclusions

3. Introduction  Many mid and old aged women are baby boomers.  From baby boom (1946-1964), mid and old aged women who are 46-65 years old have witnessed the rapid growth of Taiwan  They lived in the lack of materials in childhood to economic miracle in their midlife.

4. Introduction  Women in remote area are lack of educational resources.  Women’s average life expectancy is longer than men.  Lower educational level will influence learning motive and resources.  Mid and old aged women in remote areas are certainly the minority.

5. 滿 th Learning Activities for Elderly

6. The Aim  The purpose of this study was to explore the lifestyle and learning needs of mid and old aged women in the remote area of Taiwan.

7. Literature Review1  (1) Mid and old aged women’s life cycle development and life style  L ife style of the elderly in Taiwan is family-centered. They have regular daily lives. Some old people are not good at managing their time and they usually kill time by watching TV or doing housework.  Those who can arrange the activities will actively plan their leisure lives. They intend to increase activities and social network. Some old people actively work as volunteers.

8. Literature Review2  (2) Implementation of mid and old aged women education in Taiwan  Women interested in health, domestic care, parenting education, intergenerational nurturing, gender relationship, interpersonal relationship, financial planning and recreation education, etc.  They are mostly implemented by senior education institutions, social education institutions or family education centers. Courses of job training include confinement care, food remedy and health cooking, the elderly care, language practice, life adaption and various job skill training.

9. Literature Review3  (3) Analysis on mid and old aged women’s preference for learning courses  Mid and old aged women have higher intention to participate in practical courses which are combined with women’s life tasks.  Adult learning is mostly based on experiences and problem-solving orientation. Thus, recreation and health, job education, parenting education and family management are more popular with women.

10. Literature Review4  (4) Analysis on mid and old aged women’s preference for educational instruction  Course design of women education is mostly associated with women’s daily lives and it will allow women to participate in learning situations.  Safe and relaxed learning situations and humorous learning atmosphere through support of resource network will lead to women’s constant learning.

11. 2. Research Method  All the data were obtained through “in- person depth interview” and “focus groups”.  Interviewed 5 specialists and invited 34 persons to join the focus groups.

12. 2. Research Method  Four times of Focus Group are conducted and in each Focus Group, there are about 7~9 participants (34 participants in total)  5 scholars and experts with experience of implementing women education programs are interviewed to recognize their promotion experience, action strategy and views.

13. Topics of interview 1  Issue 1: population and characteristics of daily lives of local mid and old aged women;  Issue 2: local mid and old aged women’s needs for lifelong learning;  Issue 3: experience and effectiveness to participate in local implementation of women education programs;

14. Topics of interview 2  Issue 4: feasible programs and issues of future planning of mid and old aged women education;  Issue 5: feasible action strategy and remarks for future planning of mid and old aged women education.

15. Data analysis  Manuscript reading and analysis included different stages, at least 4rounds.  Data were analyzed using thematic analysis.  Find the key words and concepts and put in the classification framework.

16. 4.1. Results and Analysis  (1) The life style of mid and old aged women in the remote area of Taiwan was family centered, most the women are lack of subjectivity.  Due to the remote location, they had to face the difficulty of job, economical pressure, and family care.

17. 4.2. Results and Analysis  (2) Women’s learning and developing task are related. They focused family management, gender communication, and children’s education.

18. 4.3. Results and Analysis  (3) Most of older women didn’t have economical pressure heavily like middle aged women.  Some of older women have Intergenerational task, the grandmothers have to play the role of motherhood.

19. 4. 4.Results and Analysis  (4) Their common educational needs are health and leisure, medicine, family management, relationship, job training.  (5) The obstacles of learning are time, transportation, economy, family, information, individual motivation.

20. 5.1 Conclusions Lifestyle Family centered Educational needs health and leisure, medicine, family management, relationship, job training Obstacles time, transportation, economy, family, message and personal motive

21. 5.2 Conclusions  Life style of mid and old aged women in remote areas is family-centered. These women take care of husbands and children and lack the subjectivity of personal life management.

22. 5.2 Conclusions  The learning obstacles of mid and old aged women in remote areas:  Time, transportation, economy, family, message and personal motive and further indicates the strategies to enhance women’s participation in learning activities.

23. 5.3 Conclusions  Such as :Sending and picking up, avoidance from busy season for agriculture, time for picking up children and cooking, developing women relationship oriented learning in courses and instruction.  Encouraging them to connect with life experience, reinforcing their confidence and returning the learning to individual, family and society to result in positive learning cycle.

24. 5. 4 Suggestions  Women’s multiple roles and economy of families should be concerned.  When holding activities, the institutions should pay attention to courses, instruction and administration support.

25. Thank you for your listening.