A Research on the Curricular Competence for Compulsory Education in a Government

• Main Authors: Tseng Hsiang-Jung, 曾祥榕
• Other Authors: 高新建
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/47782773378106079192

博士 === 國立臺灣師範大學 === 教育學系 === 100 === This research was motivated by the nonstop disputes between the central and the local authorities over curricular competence ever since The Grade 1-9 Curriculum Guidelines have been put into effect. There have been clashes of disagreements on such topics as the starting grade level for implementing English into the curriculum, the single-version textbook policy, and the activation of elementary English courses. The discussion for academic research on curricular competence focused mainly on curriculum theory or teachers’ professional competency. However, academic theory on education fails to account for the clashes between the central and the local authorities. This research first offers some definitions of curricular competence, and separates curricular competence into such divisions as curricular legislative competence, curricular administrative competence, and curricular development competence. Then, on the theory basis of jurisprudence and public administration, the correlation between the two authorities is analyzed. Furthermore, reference materials on the curricular competence of the central, the local, and the school authorities of this country are compiled on the basis of jurisprudence and public administration. Last but not least, the research results will be analyzed from the data collected from personal interviews with local educational administrators. The conclusions reached by analysis of the reference materials and personal interviews are as follows: 1. On the basis of jurisprudence theory, curricular competence for civil education on the local level can be systematically divided. 2. The basis of jurisprudence theory accounts for curricular competence with specific facets of the jurisdiction. 3. The basis of public administration theory can account for the multi-faceted operations of curricular competency on the local level in this country. 4.The perspectives of public administration can evaluate the feasibility of curriculum-related regulations. 5.The Grade 1-9 Curriculum Guidelines are directions according to law, however, they are regarded as regulations by local authorities. 6.The flaws in regulations bring about the difficulties in the implementation of curricular competence on the local level. 7.The education administration of the local authorities considers that the scope of the local curricular legislative competence is limited only to subjects and fields related to entrance exams. 8.The difficulties in the implementation of curricular competence for the local authorities lies mainly in such fields as budgets and funds, organization of manpower, and pressure groups. 9.Autonomy in curricular administrative competence on the local level is restricted to the limits of the central planning. 10.The fragmented of curriculum regulations in the educational law system poses obstacles in the curricular administrative competence on the local level. 11.Curricular development competence on the local level sets its primary focus on the national curriculum, and its secondary focus on autonomic curriculum. 12.Within the boundary of the national curriculum, the curricular development competence on the local level operates with great difficulty.