| Summary: | 碩士 === 國立暨南國際大學 === 教育政策與行政學系 === 94 === Title of Thesis: The Study of the Perquisite Admission Policy for Aboriginal Students in Taiwan
Name of Institute: Department of Education Policy and Administration Pages: 230
Nation Chi Nan University
Graduate Date: 2006/6 Degree: Master of Education
Student: Cheng-Wen Chuan Supervisor: Dr. Fwu-Yuan Weng
Abstract
This research aims to evaluate the Perquisite Admission Policy for Aboriginal Students which the government has followed over the years in order to improve the educational situation of the aboriginal students. The objectives of the research are as follows:
1. To understand the historical and social background which resulted in this policy.
2. To analyze relevant educational policies in other countries in order to make contribution to our policy-making.
3. To examine the impact of the policy upon Taiwanese Aborigines.
4. To investigate the negative effects of the policy on the Aboriginal students when trying to enter higher education.
5. To evaluate the possibility of the policy for developing the ability of the students to learn their own culture and native language.
This research is conducted by two major methods: literature analysis and questionnaire survey. The literature analysis focuses on the discussions of the contexts of the Perquisite Admission Policy for Aboriginal Students and the relevant policies on Aboriginal students in other countries. The questionnaire survey is used to gather the opinions of the directors, teachers and students of certain prioritized schools on the Perquisite Admission Policy. These schools are recognized as main foci and selected by the government for promoting Aboriginal students. The result of the survey is evaluated by the statistical methods, such as description statistics, a letter effect analysis and the mean value difference examination. In addition, the result is also examined by the t test and the single factor variation number analysis in order to investigate the different opinions of the tested people who are from various backgrounds. The data from this questionnaire survey is most the valuable part of this research.
The literature review of the research leads to believe that the Perquisite Admission Policy for aboriginal students is so far the most effective policy in terms of improving the education condition of the aboriginal students. Compared with educational policies on Indigenous People in other countries, our policy to increase the marks of entrance examination for aboriginal students in order to allow them to enter schools is indeed particular.
From the result of questionnaire survey, we discover that directors, teachers and students highly evaluate the Perquisite Admission Policy for aboriginal students. They also respond supportively to the policy. However, the findings tell that directors, teachers and students have different opinions or responses to the policy. For example, the factors which may influence directors and teachers are firstly the ethnic background; secondly, the positions at school, gender, and the type of schools; lastly, the administrative area of school and the percentage of aboriginal students. As to students, the administrative area is the most influential factor. Other factors do not reveal many differences.
To conclude, we hope to make a contribution to the following people, agents or organizations, such as the governmental institutes of Aboriginal affairs, the authorities of education, school administrators and teachers, aboriginal associations, aboriginal parents, aboriginal students and the future researchers.
Key word: Taiwanese Aborigines, Aboriginal Education, the Perquisite Admission Policy
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