Satisfaction of educational policy among the aboriginal groups in Taiwan

• Main Author: 戴仁傑
• Other Authors: 張鈿富
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/65200465468622396057

碩士 === 國立暨南國際大學 === 教育政策與行政研究所 === 91 === The research surveyed the satisfaction of indigenous peoples over 18 years old in Nantou County toward education policies. It employed descriptive statistics to show how their satisfaction. Also, ANOVA(analysis of variance) and Scheffé method of posteriori comparisons are adopted to show different satisfactions among peoples of various statuses such as age, gender, and education level, etc. The results indicate that indigenous peoples hold moderate satisfaction toward current education policies. In general education, people of various gender, age, education level, and tribes show differences in satisfaction; in indigenous ethnic education, people of various age, education level, and tribe show differences in satisfaction. The dissatisfaction of indigenous peoples toward general education policies lies in the deficient education facilities of indigenous schools, the limited support for indigenous peoples studying abroad independently, sports ground and facilities in school, sports ground and facilities in community; Their dissatisfaction toward ethnic education lies in the poor investigation and filing of tribal genealogy, as well as the inefficient establishment of the local indigenous ethnic cultural museum. I hereby suggest the government make good use of the media and ads for campaigns on education policies since constant prompting can help indigenous peoples better understand education policies. What is lacking most in general education for indigenous peoples now is their will and ability to go for higher education. Policy-wide, apart from offering aids to indigenous peoples who want to receive higher education and EPA (Educational Priority Area), the government needs to enhance the professional attitude and ability of teachers for indigenous peoples. As for ethnic education, indigenous community construction can make the tribe a living unit, so that industry, life, and social education can merge. In terms of indigenous affairs administration, the front-line government employees play the key role in the success of indigenous education policies. If they are trained and inspected appropriately, the ROR (rate of return) of indigenous education policies will surely be improved. Suggestions for future research are deeper research of indigenous society, family, and school for further improvement; surveys of satisfaction can be conducted in different areas or tribes to further understand the satisfaction of indigenous people; specific policies for indigenous ethnic development can be investigated to help us understand the actual effect and difficulty.