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The purpose of this study is to explore the social outcomes of older adult learning in Taiwan. In light of our society's aging population structure, the task of establishing evaluation framework and indicators for the social outcomes of learning (SOL) as applied to older adults is urgent. In order to construct evaluation indicators for older adult SOL based on the framework provided by the Organization for Economic Co-operation and Development (OECD; 2007), the focus group method and Delphi Technique were adopted. Five findings stand out: First, the evaluation framework of older adult SOL includes two domains, seven dimensions, 21 subdimensions, and 58 evaluation indicators. Second, the evaluation indicators were ranged betweenimportantandvery important. Third, there are 26 evaluation indicators identified as primary indicators. Fourth, the evaluation framework of older adult SOL extends from individual to the external worlds. Fifth, the community and social dimensions of older adult SOL need to be reinforced. [ABSTRACT FROM AUTHOR]

Since 2008, Taiwan's Ministry of Education has sponsored a number of short-term residential educational programs aimed at senior citizens and administered by local colleges and universities. In 2009, the Ministry of Education named a project the Elderhostel Program (notwithstanding the lack of involvement by the United States organization, which owns the English name as a trademark), and commissioned 28 colleges and universities to provide five-day residential educational programs to senior citizens age 55 or over. The present study analyzes the results of the 2009 Elderhostel Program. A total of 560 questionnaires were sent to the 28 schools, each of which randomly selected 20 participants to be respondents. A total of 380 of the questionnaires were returned, and 365 (or 65%) were selected. Three conclusions were drawn from the present study: (a) in general, participants were satisfied with the programs they had attended; (b) most were willing to participate in similar programs in the future; and (c) most report being happier after the programs. Based on these findings, suggestions for the Ministry of Education, colleges and universities, educators, organizers, and policy-makers who work with senior citizens are proposed. [ABSTRACT FROM AUTHOR]