The study of grade1-9 educational policy Formulation
碩士 === 臺北市立師範學院 === 社會科教育研究所 === 93 === This study focuses on the formulation processes of grade1-9 educational policy. Purposes of this study include: 1. To inquire the basic concepts and contents of educational policy formulation. 2. To inquire the basic concepts and contents of grade 1-9 educatio...
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| Format: | Others |
| Language: | zh-TW |
| Published: |
2005
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| Online Access: | http://ndltd.ncl.edu.tw/handle/03604745799671306370 |
| Summary: | 碩士 === 臺北市立師範學院 === 社會科教育研究所 === 93 === This study focuses on the formulation processes of grade1-9 educational policy. Purposes of this study include:
1. To inquire the basic concepts and contents of educational policy formulation.
2. To inquire the basic concepts and contents of grade 1-9 educational policy formulation.
3. To inquire the essence of grade 1-9 educational policy formulation processes.
4. To provide recommendations of grade 1-9 educational policy formulation based on the research questions stated above
In order to accomplish the purposes stated above, two research method, literature review and interviewed with related persons are employed to implement this study.
Followings findings are presented as the conclusions of this research:
1. Insufficient respect from administration to expertise mechanism.
2. Lack of the elucidation during formulation processes.
3. The formulation processes are not well panned.
4. Failure of the coupled protocols to furnish the grade 1-9 educational policy.
5. Lack of a mechanism to perfuse past experiences and academic theories.
6. Implement difficulties are induced by insufficient social supports resulted from top-down instructions initiated by educational administration.
7. Dramatic revolution and coarse formulation of the policy.
Recommendations based on the study are described as follows:
1. Tasks should be well distributed according to the expertise of the policy formulation groups.
2. Formulation processes are supposed to be pubic and fair.
3. The revolution potential of the educational expertise must be triggered.
4. The formulation of educational policy has to attain the balance between social support and educational professionalism.
5. Practical and well-designed implementation plan task scoped are necessary.
6. Revolution should be fine tuned instead of sudden changed.
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