| Summary: | 碩士 === 國立臺灣師範大學 === 社會教育與文化行政碩士學位在職專班 === 94 === The purpose of this study is to analyze the policy making of foreign-spouse literacy education in Taiwan, while probing into the causes of this policy’s formation, the substance of its formulation, and the methods for its legalization.
To achieve this purpose, firstly, research structure is established through document collection, sorting, and analysis; and secondly, on the basis of analyzed results, the “Questionnaire: Policy Making of Foreign-Spouse Literacy Education in Taiwan” is developed as a research tool.
This study adopts the approach of questionnaire. By the purposive sampling, a total of 500 people are requested to write the questionnaire, who work on the foreign-spouse literacy education in 25 cities and counties across Taiwan, including educational administrative staff at the local government institutions, administrative staff and faculty at elementary schools (their supplementary education programs inclusive), as well as faculty of adult education programs. The statistical methods that apply to this questionnaire include frequency distribution, one-way χ2 test,two-way χ2 test, and Cochran’s Q test.
As a result of the statistical analysis, the following conclusions are brought forward:
a. Most of those who work at the front of the foreign-spouse literacy education hold above-Bachelor degrees and have served for years in this area, and that may facilitate the promotion of the Foreign-Spouse Literacy Education Policy.
b. The causes that lead to the formation of the Foreign-Spouse Literacy Education Policy involve the four aspects: social, political, economic, and educational & cultural. The major element on each is socially, the change to the structure of population; politically, the formation of the global village; economically, the change to the employment environment; and educationally & culturally, the multiculturalism and pluralism.
c. In terms of the substance of the formulation of the Foreign-Spouse Literacy Education Policy, the findings show as follows:
l Optimal Administering Agency: in partnership between local government institutions and the private sector;
l Optimal Study Period: one to two years;
l Optimal Session Schedule: in the evenings, from Monday to Friday;
l Optimal Status of the Faculty: full-time or part-time teachers;
l Optimal Teaching Resource: incumbent teachers;
l Main Program Objective: developing comprehension, speaking, reading, writing, and calculating abilities;
l Most-Needed Program Topic: parental education;
l Most-Needed Professional Teaching Training: development of programs & teaching materials on adult education;
l Optimal Administering Venue: schools;
l Optimal Administering Method: lecturing class;
l The Hardest Challenge: high dropping-out rates;
l Most-Needed Supporting System: childcare.
d. In terms of the methods for the legalization of the Foreign-Spouse Literacy Education Policy, the “Act Regarding Foreign-Spouse Education” should be enacted, while the “Supplementary and Continuing Education Act” and regulations pertaining to this regard require concurrent amendments. By the integration of these relevant resources, foundational adult education and remediation education will be greatly administered on foreign spouses to provide them with available learning opportunities and access.
e. With variables of their different background, the administrative staff and faculty are apart in cognition of the formulation of the Foreign-Spouse Literacy Education Policy in Taiwan.
f. With variables of their different background, the administrative staff and faculty are apart in cognition of the legalization of the Foreign-Spouse Literacy Education Policy in Taiwan.
Based on the foregoing conclusions, the following suggestions are provided to the central and local educational government institutions for their reference:
I. To the Central Educational Government Institution
a. Taking the causes of the Policy’s formation in hand and enacting it in good shape.
b. Considering applying the from-bottom-to-top-pattern to the cases that concern about the Policy should arise.
c. Winning support of the Policy from institutions concerned with its affairs.
d. Establishing an agency specifically in full charge of the planning of foreign-spouse literacy education.
e. Funding foreign-spouse literacy education fully in the budget planning.
f. Establishing professional teaching training system for foreign-spouse literacy education.
g. Establishing the supporting system of foreign-spouse literacy education.
h. Working out indicators for the evaluation of foreign-spouse language proficiency.
i. Enacting the “Act Regarding Foreign-Spouse Education ” and amending the “Supplementary and Continuing Education Act” and regulations pertinent to this regard.
II. To Local Educational Government Institutions
a. Winning support of the Policy from local city/county councils.
b. Strengthening professional teaching training programs on foreign-spouse literacy education.
c. Bettering foreign-spouse literacy education for its plural and flexible development.
d. Implementing foreign-spouse literacy education, in partnership with the private sector.
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