| Summary: | 碩士 === 南華大學 === 非營利事業管理研究所 === 92 === Since the Ching Dynasty, Japanese colonization and the National Government ruling in the past hundred years, Taiwan’s aboriginals have lost many traditions and culture. With the deviation from its original culture, social relations, and natural environment, the tribal society is facing internal break-ups. The continuance of tribe’s original culture and community development are also facing crises and challenges. Therefore, how to establish an aboriginal community with tribal culture content and modern knowledge, as well as promote community cultural and educational development , is a meaningful issue.
For a long time, our government has invested financially in the overall aboriginal construction, such as bridges and roads, school facilities, lights and tap water, agricultural guidance and various kinds of loans and schooling subsidies. However, the government’s administration tends to see everything from the Chinese cultural point of view and ignores the minority’s problems, which often results in the biased treatment and attitude. Many measures were meant to be friendly and caring.But due to the lack of deeper understanding of the aboriginal society, cultural essence and needs, aboriginal problems often were not solved. Hence, how to consolidate the aboriginal tribe adult education and let the aboriginals have the opportunity to enjoy lifelong learning experience should be the first priority to save the aboriginal culture.
Taiwan’s aboriginals are being marginalized. The rapidly changing times are beyond the aboriginal living and thinking mode. As a result, many adaptive problems are surfacing. It is important to solve the problems the aboriginals are facing, enhance our national and cultural content while at the same time keeping their original culture.
Community University, such as the elderly community university and Wen Shan Community University, is a new trend emerging everywhere and is becoming prevalent. Its curriculum design meets the need of the Taiwan society. Promoted by the public and the government, it also conveys a deeper meaning of liberalizing knowledge and catalyzing the civil society.
Pingtung Aboriginal Tribe University(PATU) was established under this circumstance. However, PATU is also different from regular community universities in its theme. Besides offering aboriginal adults re-education and re-learning opportunities whenever appropriate to shape their civil elements and transform the community, PATU also emphasizes cultural continuance, tribal talent cultivation and industrial and skillful learning (economy). PATU plays an important role in pushing forward local tribal learning with the hope to establish a tribe-unique learning mechanism through local efforts and enhance the aboriginal competitiveness.
PATU focuses its curriculum on the aboriginal linguistic and cultural continuance. Its future development will include tribal research in order to enrich tribes with cultural content and combine modern knowledge and skills to develop tribes and enhance the living quality and competitiveness.
This research explored the management of PATU, including its development, curriculum design,teaching staff, facility, interaction between the government and the community learning efficacy and recruiting plan. We also hope that our suggestions based on research results can serve as a reference for our government, related education authorities and civil business groups and non-profit organizations.
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