An Educational Development of An Elementary School during the period of Remittance of the Overseas Chinese and War Zone Administration: A Case Study of the Bishan Village in Kinmen

• Main Authors: Chen Shen Te, 陳順德
• Other Authors: Chiang Bo Wei
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/2mwcap

碩士 === 國立臺北教育大學 === 教育行政碩士在職進修專班 === 99 === Kinmen has been known as the home for many overseas Chinese emigrants in the modern times; starting from mid-nineteenth century, a tide of emigration - consists of younger generations, as well as those that are in their prime – begins to form, and venture out toward Southeast Asia. After finding ways to make a living on foreign soil, most emigrants send the fruit of their hard work home - to support their family, and to contribute to their community – as well as bring back foreign cultures. Among these benefactions, building foundation for education has been their primary focus, funding schools has become a common practice; hence between 1920 to 1949s, a lot of schools were founded in the rural areas of Kinmen, followed by the practice of war zone administration, which in turn all played an important role in shaping Kinmen’s progress. This research focus on exploring the developments and effects of the modern emigrant-funded education in Kinmen – social background at the time, process of starting a school, amount of donation and its allocation, the consequences it creates, etc. – and the role these emigrants played a part of; these Western-style architectural schools become invaluable subjects for our research. From the case studies of emigrant-financed schools between 1920 and 1949, to the entire educational system overview during the war zone administration period between 1956 and 1992, we look at how the development of Kinmen as a whole was affected. Education under war zone administration marks an interesting time in the history of education nationally: from 1956 to 1992, total of 36 years, Kinmen was experimenting with educational environment running under military authority. On the academic front, setting up schools in line with the ideologies aspired from the Three Principles of the People, building a model county, and modernizing the educational system were the main objectives during the war zone administration years. These military run schools build the foundation for renovating the compulsory educational system nationwide, as well as create high enrollment ratio in Kinmen – which becomes a defining characteristic of Kinmen’s militarized education.