| Summary: | 碩士 === 國立臺北科技大學 === 技術及職業教育研究所 === 96 === Since the end of 19 Century, International Indigenous Movements have begun to spring up everywhere; under such world trends, the reforms of indigenous education in Taiwan have also been influenced. In addition to explore the development and the status quo of indigenous education in Taiwan, this study has also analyzed the content of indigenous tertiary education in major countries around the world and the status quo of talent cultivation in indigenous tertiary education in Taiwan, to further observe, compare and analyze the difference in the development of indigenous education in Taiwan and other countries based on indigenous education theory. Finally, some suggestions about indigenous tertiary education in Taiwan have been proposed.Literature analysis method and Theoretical Analysis method were used in this study. In Chapter 2, the belief and goal of indigenous education had been explored, and five major theories about the development of indigenous education — assimilationism, amalgamatism, corporatism, cultural pluralism and multiculturalism—had also been probed into deeply, in order to acquire understanding about the evolvement of indigenous education in Taiwan at present and the related studies about indigenous education in Taiwan. In Chapter 3, the situations of indigenous tertiary education in Mainland China, Maori in New Zealand, Canada, and Saami had been analyzed respectively and compared to draw up conclusions. In Chapter4, the evolvement of systems, the status quo of administration and the development of policies in indigenous education in Taiwan had been analyzed. In Chapter5, the status quo of indigenous undergraduates and postgraduates and the status quo of College of Indigenous Studies had been analyzed and explored respectively. Finally, in Chapter 6, aiming at the status quo of talent cultivation in indigenous tertiary education in Taiwan, the conclusions are proposed as follows:
1. The indigenous people has much more concerns about identity consciousness toward education gradually.
2. Our national policies about education lack for the concept of multiculturalism.
3. The design of systems of indigenous affairs in Taiwan is far more behind than that of developed countries.
4. Passive measures of encouragement tend to be used in talent cultivation in indigenous tertiary education.
5. Indigenous Quota has become the extension of segregation policy.
6. Imbalance has occurred in the talents structure of indigenous tertiary education.
7. The development of College of Indigenous Studies has few difference compared with that of general universities.
8. Domestic studies about the developments of indigenous education in Taiwan are still insufficient.
Some suggestions in this study have been proposed: Studies about race education should be conducted to enhance the basis of race education theories; the system of race education should be developed actively; the courses of multiculturalism concepts in compulsory education should be enhanced and the entrance ways for the indigenous should be reviewed; a College of Indigenous Studies based on ethnology should be established; by multi-channels, more efforts should be put in to enhance indigenous education. Besides, it is also recommended that future research can be done by more diversified means such as Delphi Method and In-Depth Interview to further explore some aspects such as preferential policies, College of Indigenous Studies and indigenous key schools, career investigations on talents of indigenous tertiary education, bilingual policies and certificates of tribe language, as well as the foundation of race assembly.
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