| Summary: | 碩士 === 臺北市立師範學院 === 課程與教學研究所 === 91 === A Study on the Governance of the Grade 1-9 Curriculum Guideline at National Level
Hsu, Yu-chien
Abstract
The purpose of this study was to investigate the governance of the Grade 1-9 Curriculum Guideline at national level. Specifically, this study inquired into the curriculum-related policies issued, and the strategies of curriculum governance and its overarching mechanism utilized by branches of the national government from January 1996 to July 2002. Content analysis was employed in this study to analyzed curriculum related documents and academic articles. There are eight findings in this study:
1. The more definite the content of curriculum guideline was, the more positive the formulation of related policies was.
2. The focuses of the formulation and implementation of curriculum-related policies on each stage were different.
3. Some curriculum-related polices had strong relations with curriculum guideline. And the correlations among curriculum-related policies were also to a great extent.
4. In coupling with the promulgation and implementation of curriculum guideline, curriculum-related policies were also adjusted to increase the consistency.
5. The prescriptiveness of each item’s content of curriculum guideline was different, which influenced the formulation of curriculum-related policy content to be more complex.
6. Ministry of Education mostly used lower-degree authority curriculum governance strategies.
7. Ministry of Education mostly used lower-degree power curriculum governance strategies.
8. As a whole, Ministry of Education employed a “direct-low control” mechanism of curriculum governance. It means that in addition of using direct strategies to govern local educational authorities, Ministry of Education adopted some policies, which bypassed local educational authorities, and directly requested schools to comply with, by mostly using lower-degree curriculum governance strategies.
According to the findings of this study, the suggestions were provided as follows:
1. Ministry of Education should establish a research and development unit of curriculum policy to formulate curriculum-related policies.
2. Ministry of Education should adjust the functions of existed units to build up the control and management system for the formulation and implementation of curriculum-related policies.
3. Ministry of Education should revise related regulations as soon as possible to consist with the implementation of curriculum-related policies.
4. Ministry of Education should review policy formulation and implementation of each stage regularly as a reference of policy revision.
5. In order to reach the delegation of authority of each level for administration system, Ministry of Education should use lower-degree of prescriptiveness as a principle of policy formulation.
6. Ministry of Education should use various strengths of curriculum governance strategies in compliance with each other to reach the goal of policy.
7. Ministry of Education should use different but balanced dimensions of curriculum governance mechanism to make curriculum governance most efficiency.
Keywords: Curriculum Governance, Curriculum Policy, Curriculum-related policies, Grade 1-9 Curriculum Guideline, Strategies of Curriculum Governance
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