A Study of Hsinchu County's Implementation and Strategies of Development of Educational Priority Areas Program

• Main Authors: Hsu Yu Ting, 許瑜庭
• Other Authors: Chih-Cheng Lin
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/19040293964059748314

碩士 === 國立新竹教育大學 === 教育學系碩士班 === 95 === The purpose of this study is to understand the present execution of the Educational Priority Areas (E.P.A.) program in Hsinchu county and to explore the strategies of development in the future. The outcomes of this research can be a reference for promoting related plans in educational administration institution and school. The questionnaire is used as major method. The document analysis and interview are also applied. The schools accepting financial sponsor from the E.P.A. program in Hsin-chu county in 2006 will answer these questionnaires. The targets of this study are principal, teachers serve administrators, coordinators and teachers of the 79 primary and junior high schools joining the E.P.A. program. The questionnaire is amended after the pre-test. Among a total of 266 copies of questionnaire issued, 262 copies are collected. The percentage of retrieve and usability is 98.5%. The returned data were analyzed by statistical methods such as “Mean”, “Standard Deviation”, “t-Test”, and “One-Way ANOVA”. The conclusion of this study is as following: 1.There is a high level of awareness in the present execution of educational priority areas in Hsinchu county 2.There is also a high level of awareness in the strategies in the future development 3.The background variables such as various types, sizes, and the location of schools show significant difference in the present execution of the E.P.A. program. 4.The background variables such as various types, the location of schools, and the experiences of in charge of the plan show significant difference in the strategies in the future development of the E.P.A. program. 5.The school in special outlying district and the small size school in suburb have higher chance to get the budget from the E.P.A. program. 6. For students, the most helpful items of the E.P.A. program. in 2006 are two programs: the learning guidance and the parental education. However, it is not ecessary for primary school to set up kindergarten and buy the kitchen facilities for kids’ lunch . 7.The most difficulties for applying subventions come from the low willingness of participation among students and parents, the shortage of subventions, the serious restriction for applicants and the lack of teachers’ specialties. 8.It is an important item to increase the numbers of full-time school staffs. It can reduce the mobile rate among teachers and the portion of substitute teachers. 9.There are partial schools’ members can’t get the essence of the E.P.A. program. Moreover, the governmental institution for education requires adjusting the working procedures and the definition of the guidelines. 10.There are five suggestions to improve the educational quality of children in the cultural disadvantage areas. Increasing the grants-in-aid for hiring school staffs, centralizing the dormitories in aborigine area, professional counseling for teachers training institutions, allowing the integrated strategies offered by school for minority students and renewing kindergarten’s facilities. 11.The E.P.A. program is necessary to go on and advocate. 12.The developmental strategies of the E.P.A. program are seven points: establishing the correct executive concept, improving related working procedure, modifying the definition of the guidelines, increasing the amount of the subvention for those assistant items, more elasticity of budget execution, supervising under the directors of administration and integrating all financial resources. Finally, to bring up some concrete suggestions according to the study outcomes as references for the Ministry of Education, the Department of Education, and the entire junior high and primary schools, and the follow-up study in the future