A Study on American Indigenous Higher Education Network

• Main Authors: Huang, Yu-Jie, 黃于倢
• Other Authors: Hung, Wen-Jou
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/21041155750225992423

碩士 === 國立暨南國際大學 === 比較教育學系 === 98 === After 1960s, due to aborigines' fight for their right in various countries, governments and non-governmental organizations made acts or manifestos for aborigines. In the knowledge-based economy, higher education and lifelong learning are the key points for national development. Taiwan doesn't have mature indigenous higher education system and Taiwan indigenous community Colleges face many difficulties. The thesis studies on the tribal colleges and universities (TCUs), the American Indian Higher Education Consortium (AIHEC) and programs of American Indigenous Higher Education Network. It aims for promoting Taiwan indigenous education opportunities and quality, social status and economic development. The thesis aims to explore American indigenous higher education network and the influences of American indigenous higher education system. There are five chapters in the thesis. The first chapter is an exordium of the research. The second chapter describes the history and trends in the indigenous education. The third chapter investigates TCUs profile. The forth chapter summaries the AIHEC history, mission and strategic plan; moreover, the chapter analyzes seven programs of the American indigenous higher education network. The fifth chapter is conclusions and suggestions. Based on the research, TCUs is helpful to promote the Indians ability and status. According to the thesis, because US followed up the assimilation policy, it made aborigines disadvantaged, especially in higher education field. US aborigines established first tribal college in 1968, and they have 36 TCUs now. The objective of TCUs is to expand educational access for aborigines and promoting rights and social status. TCUs offered higher education, adult education and other programs for advancing abilities. The school characteristic includes the marginal geographical locations, relatively backward educational quality, many indigenous students, diverse sources of fund, multiplex educational goal and unique classes, aims to save and carry forward the indigenous culture, as well as the promotion of tribal economy development. It is helpful to promote aborigines status in culture, education, society, politics and economy. However, there are some difficulties like governments' restriction, the staff's low retention and profession, and students' low motivation to go to school. AIHEC was established from TCUs. It aims to collect, maintain and inherit the indigenous tradition, and promot their sovereignty and rights. AIHEC is the leader in the American Indigenous Higher Education Network. The Network consists of TCUs and AIHEC. It aims to increase cooperation as well as enhance supports and funds. The characteristics of AIHEC and the network are: first, it's helpful to carry forward indigenous cultures; second, they have the same identity and common consensus; third, they have many partners. But there are some difficulties: first, governments don't allot enough supports and funds to AIHEC; second, the programs of network are imperfect. For proceeding American indigenous higher education, there are some suggestions for governments and TCUs. There are five suggestions for governments: first, to amend a comprehensive Acts for American Indian higher education. Second, to give more jurisdiction for TCUs. Third, to allot more adequate supports and funds for TCUs. Fourth, the earnings of gambles should distribute according to the proportion of the Indian students in the TCUs. Fifth, the government, tribes and the TCUs to be in concert with culture creativity industry. There are six suggestions for TCUs: first, to design a management plan which is helpful for TCUs keeping conduct. Second, to increase funds. Third, to keep retention of the faculty. Fourth, to establish professional development programs for the faculty. Fifth, to devise programs linking TCUs to their communities. Sixth, to promote the Indian students' multiple intelligences and design the evaluation system for them. Because of the successful experience in America, there are six suggestions for Taiwan: first, to make Taiwan indigenous community Colleges to be organized and have more functions. Second, to establish a unit for assembling Taiwan indigenous community Colleges and the Indigenous Studies College. Third, to design an indigenous education network for Taiwan indigenous community Colleges and the Indigenous Studies College. Forth, Taiwan indigenous community Colleges should be promote their self-importance and national consciousness. Fifth, to devise programs for students' retention.