The Study on the British General Election''s Educational Manifestos of the Main Parties─1945-2001

• Main Authors: Tzu-jian Weng, 翁祖健
• Other Authors: Fwu-yuan Weng
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/50796271436885117810

碩士 === 國立暨南國際大學 === 教育政策與行政研究所 === 90 === The Study on the British General Election’s Educational Manifestos of the Main Parties－1945-2001 Abstract Education is a major issue of the state, and education policy has a far-reaching influence on state’s education. For this sake, people are getting more concerned about education policy and studies on education policy are also progressing. However, education policy cannot occur in vacuum, education policy has certain relationships with educational manifestos. Through the comparison and competition of educational manifestos, the political parties can exhibit their inclinations and viewpoints toward education, and voters can have the chance to select preferable education policy. Nevertheless, not all educational manifestos can turn into education policies; there is still a gap between manifesto and policy. The study takes postwar educational manifestos of the main parties as the subjects of study, exploring the formulation of educational manifestos and observing how educational manifestos transfer into education policies. The study applies mainly to history method and takes educational manifestos and Education Act as the primary source, educational critics and relative review as secondary source, wishing to find out the formation factors of educational manifestos, the approach that manifestos turn into policies, and the transformation condition form manifestos to policies. The study concludes that formation factors of British educational manifestos can be divided into intra-party factors and extra-party factors, and the former includes the party machinery and ideology, the latter is party’s solution to educational problems. British educational manifestos are not flawless at the beginning, but they become more mature through postwar education revival period, education transformation period, and education quality demand period. The transformation from educational manifestos to educational policies cannot be complete without the cooperation of administration, legislation, and interest groups. The transformation condition from educational manifestos to educational policies varies from period to period; the education quality demand period is the best, education transformation period the second, and postwar education revival period the last. Based on the study’s conclusions, the author presents the recommendations for the Britain and further studies, and the enlightenment Taiwan. 1. Recommendations for the Britain A. The party should make good use of sound machinery to formulate educational manifestos. B. The party in power should implement good manifestos of the opposition party. 2. Recommendations for the further study A. The research method should be multiple, so the analysis can be toward perfection. B. The research can focus on single issue of educational manifestos, so we can have in-depth analysis. C. Follow-up observations and studies are helpful to the progress of state’s education. 3. Enlightenment for Taiwan A. Taiwan’s education administration’s authority should provide correct education information to main parties. B. Taiwan’s main parties should obtain public opinions in multiple ways, to formulate the parties’ own educational manifestos. C. People should pay attention to educational manifestos and vote for them.