| Summary: | 碩士 === 中華大學 === 行政管理學系 === 104 === ABSTRACT
The author chose a school as research subject and then examined the research subject to find out how Gender Equity Education Act was implemented in special education schools with respect to the factors affecting the research subject’s implementation of Gender Equity Education Act as well as the difficulties and issues encountered by the research subject. Recommendations were prepared based on the findings and research results.
For the purposes stated above, policy implementation theory was employed as theoretical foundation. Then, data was gathered through literature review and in-depth interviews. Interviewees included Education Department officials responsible for the implementation of Gender Equity Education Act, school staffs planning the executing plans as well as first-line teachers and stakeholders such as parents and students so as to explore the implementation process, the results, and the difficulties encountered by the research subject. Findings were categorized as follows:
1. Policy planning: the research subject had established a Gender Equity Committee (GEC) in compliance with applicable laws and regulations. The Committee was operating smoothly with an effective reporting procedure and an efficient investigation system. All counseling affairs and related plans were executed in conformity to legal requirements. Internal labor division was clear and easy to understand with no ambiguity at all.
2. Resources needed for policy implementation: the research subject had paid full attention to all aspects of the plan. For example, staff cultivation plan and faculty member empowerment plan were executed effectively, audiovisual materials were prepared and related equipment was purchased to improve the efficiency of policy implementation, promotional activities and gender equity topics were integrated into curriculum, gender equity courses were added to the curriculum of the senior high school of research subject, parental lectures were provided for the parents, research program and growth corps were provided for students.
3. Staffs responsible for policy implementation: all faculty members were highly aware of gender equity and prevention measures, highly sensitive to students’ interactions as well as their daily conducts, thoroughly familiar with all topics related to gender equity, and were responsible for all security measures such as access control, roll call, patrol, missing-people search system, and dormitory administration.
4. Groups within the research subject: different students were instructed differently, depending on how different they were and what they needed. Different curricula were therefore provided to satisfy the needs of students with different abilities. More resources and counseling were provided for those students who needed more attention than the others.
Based on the findings stated above, following recommendations were presented: 1. Research subject’s four segments, namely, senior high school, junior high school, elementary school, and special education school, have to be separated so as to implement policy effectively. 2. Independent courses have to be provided to make up for the shortcomings of teaching. 3. Family’s functions have to be improved. 4. Security measures have to be executed in accordance with the requirements stated in the Gender Equity Education Act and security information has to be released to protect students. 5. The disputes related to investigation have to be prevented.
Keywords: Gender Equity Education Act, gender equity education, education policy implementation, special education school.
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