| Summary: | 碩士 === 國立中正大學 === 政治學系政府與公共事務碩士在職專班 === 104 === The trend of low birth rate contributes to a severe challenge in the education sector in Taiwan. Especially for the elementary schools in the remote areas, the number of students is seriously inadequate. With the disappearance of the schools as Community Cultural Centers, the distance between disadvantaged students and the places where knowledge changes their fate becomes farther and farther. This study shows many feasible strategies coping with the trend of low birth rate from the view of elementary schools in remote areas. A series of comparative analyses of two elementary schools in Tainan City using secondary data analysis and in-depth interview analysis were applied in the study based on the policy formulation theory and the policy stakeholders theory.
The findings show that the two chosen schools share the same phenomena fourfold：The nationwide factors have caused the trend of low birth rate, they have had influences on elementary schools in remote areas, the Ministry of education and the Tainan municipal government's policies have impacted them. Nevertheless, the differences between the two schools are as following: (1) Bai-name elementary School has developed strategies to enroll new students from other school districts, such as became a specialist school in art, has met the needs of the parents and has promoted their teaching results , whereas Bao-kang elementary School’s strategies are less attractive. (2) Bai-name elementary School’s teaching and administrative staffs have a high consensus, a deep involvement, develop an impeccable curriculum and seek external resources. (3) Bai-name elementary School’s interested parties have a stricter enforcement to cope with having fewer children in their school. (4)Bai-name elementary School’s principal has higher scores in many questionnaire items, for instance, public relations, coordination, leadership, marketing, fundraising, foresight, and therefore operate the school better.
According to the research findings, concrete suggestions are made for the central government, the local authority and the schools. For the former, first, improve working conditions and give raises to retain teachers in the remote area schools. Second, encourage the substitute teachers to work in these schools and then entail formal teacher positions. Third, provide a wage hike for administrative staffs in order to solve the labor shortage problem. Fourth, empower the school headmasters to relieve the incompetent teachers from their duties. Fifth, impose fewer fundraising restrictions and enhance more school developments. As for the local authority, first, integrate and ensure resources for schools which have transport hurdles and inaccessibility. Second, coordinate central kitchens to supply lunch for the schools in remote villages and towns. Third, simplify the procedures of grant application. And for the latter, first, transform into specialist schools in response to the parents’ demand. Second, reconcile the administrative and teaching staffs and build a culture of team work. Third, form communities and use social media to sustain the networking with the parents.
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