Abstract
The purpose of this research is to construct adult education indicators system model, adult education indicator items, and the operational definition of adult education in 1998.
The method applied in this study is hermeneutic. The researched objects include twelve scholars, experts in the field of adult education and administrative experts. The research is to employ Herpen’s model of background input-output-outcome process, in order to study adult education indicators. The research tools are based on documents related to this study and two scales, developed after experts meeting and discussion, called priority scale of adult education indicators.
The kappa result of this study is 0.816, more than 0.70. This demonstrates high similarity between these two groups of experts. Apart from this, according to the indicator items scaled by these experts, there are three classes of indicators, including primary, secondary and referential indicators. The result of analysis included 15 primary indicators, 12 secondary indicators and 5 referential indicators. Based on the process and result of this study, the followings are suggested:
- The ultimate goals and fields of adult education should be assured;
- Non-governmental involvement in adult education should be encouraged;
- Multiple accesses to adult education and connecting channels of different learning systems should be constructed with no further delay.
| Keywords: | educational indicator; adult education; indicator of adult education |
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