博士 / 國立暨南國際大學 / 比較教育學系 / 95 / The purpose of this study is to explore the state’s role in compulsory education between Taiwan and China. Compulsory education is a forced, free-of-charge, and universal educational system enforced by a state’s authority. Inevitably the state acts as a crucial role in compulsory education: to legislate for the basis of control, to afford or subsidize the expenditures, to grasp the teacher through school and establish normal education system for the monopoly of teacher cultivation. The state as well designs and normalizes the compulsory education curriculum.
Along with the vicissitudes of political circumstances and the rise of civil society, Taiwan enters the stage of democracy. The change of the congress structure let the civil society be able to amend the law and release the power to school management and teacher cultivation from the state’s seizure. However, the state continues to influence regional compulsory education through subsidies and curriculum control, thus she becomes a supervisor and formalizer in order to tame citizens through compulsory education.
As China enters the age of reform and open policy, she adopts the concept of "education management by law", and extends the compulsory education to nine years; however, the state still dominates in school management. But her role in compulsory education starts to change under the competition pressure of globalization. Even so, China does not give up her monopoly status in teacher cultivation and totally controls the curriculum. Unlike ordinary states, China does not provide the funding for such a basic educational system. Owing to the lacking of the civil society’s involvement, China’s role in compulsory education transforms slower than that of Taiwan.
The following is the main conclusion and suggestion of this study:
1. A nation’s political and economic circumstances can affect her role in compulsory education, while the role as well reflects her dominant way. Taiwan’s role in compulsory education also transformed along with her achievement in democratization.
2. In compulsory education, the state transforms her role from the controller into the supervisor and the subsidizer. Taiwan’s role transforms more quickly and broadly than China’s, and the influential factor is the change of political environments.
3. The rise of civil society prompts Taiwan to change her role in compulsory education, while the influential power in China is the economic reform and the globalization. Compulsory education is never a state’s monopoly business; the participation of the custodians and the civil society should be respected.
4. Taiwan exploits the role of subsidizer to conduct the development of regional compulsory education, while the inexistence of such a role in China leads to her lack of the corresponding power. Therefore a state had better take account of the exterior issues in compulsory education, especially those of funds disbursement in public financial function.
5. The state still controls and predominates the compulsory education curriculum, and the civil society’s participation in this area is limited. Hence the congress should carry on the legislation work about the compulsory education curriculum in order to transform the state into a role of supervisor.
| Identifer | oai:union.ndltd.org:TW/095NCNU0578002 |
| Date | January 2007 |
| Creators | Shin-Tsun Yan, 葉信村 |
| Contributors | Wen-Ke Wang, Ying Yang, 王文科, 楊瑩 |
| Source Sets | National Digital Library of Theses and Dissertations in Taiwan |
| Language | zh-TW |
| Detected Language | English |
| Type | 學位論文 ; thesis |
| Format | 361 |
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