Evaluating the Evaluation Mechanism and Criteria for the Aboriginal Tribe Community College –The Case of the New Taipei City Aboriginal Tribe Community College

• Main Authors: Chia-Hui Lin, 林佳惠
• Other Authors: Yen-Wen Peng
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/19835789071546168415

碩士 === 世新大學 === 行政管理學研究所(含博、碩專班) === 99 === Under the influence of multi-culturalism and lifelong learning, the concept of multi-ethnic respect has gradually been incorporated into the standard education system of Taiwan since mid-1990s. Nevertheless, in comparison to the education system of Han society, the government has often shown neglect of the problems and issues of the ethnic minority. As a result, the marginalization of aborigines in Taiwan has become increasingly serious. Also, due to the rapid change and transition of time, the lives and ways of thinking of aborigines are unable to keep up with the times. Therefore, because of the lack of understanding of the nature and needs of the aboriginal society and culture, many measures that were originally planned to show care and concern failed to truly solve problems. Consequently, to restore ethnicity and enhance cultural quality, aborigines need to plan their own traditional system. In hope of doing so, the government planned and promoted the “Aboriginal Education System” through the establishment of tribal community colleges. From 2002 to 2011, there have already been 16 aboriginal tribal community colleges nationwide. Each year, the Executive Yuan’s Council of Indigenous Peoples holds a performance evaluation of tribal community colleges in Taiwan. However, the criteria and implementation process of these evaluations also have to be examined to see whether they are able to reflect the spirit of multiculturalism and lifelong learning and thus make appropriate and suitable evaluations and suggestions. Therefore, the evaluation system of aboriginal tribal community colleges is used as the research object of this study. The post-positivist evaluation approach and “the logic of policy deliberation” are applied to examine and demonstrate that the current implementation process of the evaluation of aboriginal tribal community colleges in New Taipei City and possible problems, and to discuss whether the existing evaluation system and criteria are able to push tribal community colleges in truly achieving the purpose of empowering aborigines. The findings from in-depth interviewing stakeholders and analyzing literature data are as follows: 1. The evaluation method in general puts too much emphasis on written data and brief/presentation content, and not enough on the actual aspect. Thus, the evaluation system did not fully take into account the features and form of tribal community colleges. 2. Human resource empowerment efforts in tribes have always been insufficient, and an evaluation criterion regarding this has not been established. In the future, the aim is to establish a learning organization and human resource management and thus enhancing training of local residents. 3. The direction in which government organizations should adopt in implementing the aboriginal tribal community college policy should be to establish a professionalpublic-private partnership, and to truly play the roles of guidance and assistance. 4. As for the qualifications of evaluation committee members, it is advised to add in candidates with actual experience in running a tribal community college, and to adopt a cross-regional collaboration mode for mutual evaluation, which can be used as a reference for mutual learning. 5. Establish an institutionalized comment feedback system to hear the opinions of each tribal community college. 6. Evaluation criteria should aim at diversification, emphasizing the features and elasticity in tribal community colleges so as to avoid concerns about homogenizing tribal community colleges.