Indentifying the Impact Factors of Policy Implementation for Community-based Senior High School : A Case of Central Taiwan Area

• Main Authors: Yu-Jen Yang, 楊育仁
• Other Authors: Li Chang-Yen
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/41745817849640173956

碩士 === 國立中興大學 === 國家政策與公共事務研究所 === 97 === The research aimed at identifying the impact factors of policy implementation for community-based senior high schools in the Central Taiwan Area, the planned integrated community area in Taichung. To go a further step, the study also conducted in-depth interviews with the directly involved school principals, directors, school’s undertakers, and supervision authority’s undertakers to obtain first-hand understanding on the influential factors and confronting problems while carrying out the policy. Results obtained in policy implementation and policy valuation were provided to educational authority as references for policy planning in the future. The study was carried out with two research in method, the documentary analysis method and the in-depth innterview method. From officially filed document and the related books, assays, reports, and periodicals, analysis and summarization were done to be the supporting data for the study. In addition, stood on real facts and related theories, the study developed an interview draft with the topic of “The impact factors of policy implementation for community-based senior high school in the Central Taiwan Area, the planned integrated community area in Taichung” to carry out semi-structured interviews. While the actually involved persons were invited to provide guidance and comments, the completeness of the interview had been achieved. Based on the two methods, comparative analysis in policy planning, policy implementation, and policy evaluation were carried out. The research results indicated that in policy planning, the policies for community-based high school were often modified following the practical operation situation and the replacement of policymakers. And such modification can easily cause doubts and difficulties. The division of community-based high schools must be re-planned and modified in accordance with the appropriateness of geo-relation and school features. In policy implementation, insufficient policy propagation, unbalanced fund allocation in the North, Central, and South areas, different supervision authorities for policy implementation and fund control, and as well as the different views on the emphasis, caused incomplete and unclear considerations on all the debating subjects. In policy evaluation, the projected goal on arranging students to participate in nearby schools had not yet been met. However, in regional course integration, the planned results had been achieved. The most important element for promoting homogenization is the integration of teacher’s ideas; also resources sharing should be more precisely fitting in with real conditions to satisfy each individual’s needs, so as to move effectively achieve the goal. Therefore, partial of the educational purposes for community-based high school had been satisfied; however, there are still some areas needed to be modified in a more appropriate way. The research suggested establishing a long term tracking project and updating the “community-based high school database” on a regular time schedule to allow a real sharing on information and the achievements. Originality and plans must satisfy the positive “school vouchers” and consider the problem of “legitimacy”. The subsidized “school vouchers” for encouraging students to study in private schools in the community should be reconsidered; such vouchers should be used to equalize with or even make it higher to the tuition differences to public school’s tuition.