A Study on the Indigenous Student Subsidy Policy in Taiwan

• Main Author: 陳玉賢
• Other Authors: 陳麗珠
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/98357041774829051858

博士 === 國立高雄師範大學 === 教育學系 === 99 === This study explored the implementation of the education subsidy policy on indigenous students in Taiwan for the following purposes: to review the source of law, design, implementation, output, and the outcome. Through this, making feasible suggestions for future policy making on education subsidy policy. In order to achieve these goals, this study adopted content analysis, questionnaire survey, and in-depth interview as research methods. 112 schools along with their 1,120 teachers and 1,120 parents were selected as the questionnaire respondents from a stratified random equal sampling process, and valid samples into calculation were 866 teachers, and 756 parents. In addition, twelve educators, including indigenous public servants, indigenous education administrators, the mountain indigenous township director of high school in charging of the policy were invited as the in-depth interviewing respondents. For verification purposes, survey data were contrasted with interview records. Survey data were analyzed through measures of descriptive statistics, chi-square test, and one-way MANOVA. The main findings of this study are as follows: 1. In policy design’s aspects: (1) Indigenous student’s educational subsidy policy source is “Indigenous Education Statute”; (2) Direct Subsidy is funding - based, and supplemented by indirect subsidy; (3) Term of excluding the wealthy provision is inadequate; (4) The funding in indigenous media will squeeze the funding for protection limit of indigenous education. 2. In policy implementation and output: (1) School teachers’ understanding level is higher than parents; (2) The main pipeline to understand is from school; (3) The main problems are the result of parents’ dependence, students take it for granted, and the shortage of implementation manpower; (4) Most parents and teachers support indigenous student’s education subsidy policy; (5) Most parents and teachers think that scholarship objects should be decided by indigenous students identification; (6) The first condition of student subsidy’s amount should be determined by indigenous family income; (7) Parents and teachers think that indigenous junior and elementary school students scholarships are relatively low; (8) Parents and teachers think academic counseling is the preferred education subsidy program for indigenous students; (9) Most(over 70%) indigenous parents and teachers think indigenous educational activities should be implemented by the school. 3. In policy outcomes aspects: (1) From policy objectives, the effectiveness in the promotion of national well-being is the largest and safeguarding national dignity is relatively low; (2) To target persons, the effectiveness of improving students’ cultural identity and alleviating parents burden is the largest. Reduce the culture between ethnic origin（indigenous vs. han）, and the academic achievement gap between urban and rural areas need to be strengthened; (3)To subsidy project, the effectiveness of the process in educational activities is the largest, and scholarship is relatively low. Based on the above conclusions, the recommendations of this study are as follows: 1. The proposals for the educational administrators: (1) Strengthen school’s promotional activities to the parents; (2) School combine community relative groups and process indigenous education activities; (3) The plan for indigenous students’ indirect subsidy should consider the overall strength of the project with subsidy funding allocation and the proportion of demand; (4) Continue to promote indigenous students’ educational subsidy policy, and hope to reduce the gap between urban and rural areas; (5) Direct subsidy depends on the status levels, and indirect subsidy is limited in indigenous counties’ which the cultural stimulation is insufficient; (6) Improve the ratio of indirect subsidy, particularly to increase kinder garden, primary and secondary schools’ education subsidy for educational equipment or activities to enhance indigenous foundation of basic education; (7) Schedule public and private universities or graduate schools in the different subsidy quota of decreasing the tuition, and the subsidy should fit the distributive justice; (8) Draw up some or all of the media budget to non-indigenous education funds subject, and let educational subsidy can really use to indigenous students and their educational activities; (9) Establish indigenous students educational subsidy assessment mechanism. 2. The suggestions for the future research: (1) Implement comparison analysis with case-study and regional study; (2) Implement the analysis of indigenous education’s funding; (3) Continue comparing the ethnic origin（indigenous vs. han）between the community cultural boost and academic achievement.