The Science and Technology Education Policies in Taiwan: A Contextual Analysis.

• Main Authors: Yu-Chien King, 金玉堅
• Other Authors: Hsiou-Hsia Tai
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/60209278156712701438

碩士 === 國立交通大學 === 網路學習學程碩士班 === 92 === This study mainly discussed science and technology (S&T) education policies in Taiwan. It analyzed the structure of S &T education policies from the aspects of the principles and patterns of formulating public policies as well as the influencing factors and process of formulating technology policies. In addition, it discussed the problems of S&T education policies, manpower supply and market-driven higher education from the perspectives of neo-liberalism and neo-classicism, new vocationalism, the human capital theory, and the labor market segmentation theory. At last, it reached conclusions and proposed suggestions. The purposes of this study are as follows: 1.to analyze the meaning, principles and analytical models of formulating public policies. 2.to explore the influencing factors, process, planning and limitations of formulating education policies. 3.to illustrate how S&T education policies are formulated in Taiwan. 4.to clarify the ideological problems of S&T education in terms of neo-liberalism and neo-conservatism, new vocationalism, the human capital theory, and the labor market segmentation theory. 5.to analyze the relationships between S&T education policies, market demand for higher education and manpower supply, and changes in these relationships. 6.to identify problems and challenges faced in formulating S&T education policies. 7.to propose suggestions for and advice on the implementation of S&T education policies. In the final chapter, this study presents five points for discussion: 1.An S&T education policy should be ‘strategically’ flexible. 2.Multiple learning channels for acquiring S&T education should be established. 3.Change in relationship caused by S&T education should bring about new opportunities. 4.There should be a benign cycle between S&T education and employment. 5.S&T education should emphasize the value-added application of human capital.