A Study on the Implementation of the International Education Policy in Hsinchu City: The Case of Task Force Schools

• Main Authors: CHEN,LI-LING, 陳莉玲
• Other Authors: SHIH,CHEN-KUO
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/325c6d

碩士 === 中華大學 === 行政管理學系 === 107 === International Education is the trend due to Globalization. This study aims to investigate the implementation condition, dilemmas and coping strategies on the policy of International Education for four task force schools in Hsinchu City. The study was conducted with semi-structured interviews to collect 10 participants’ points of view about the policy implementation status. Relevant literature and official documents were also collected and reviewed. According to the collected data and interviewing records, the major findings are as the following: First, participants all recognize the importance of International Education, especially International Awareness of four major goals. Second, task force schools have more contribution in helping the policy implementation of International Education for Hsinchu City than other schools. Third, the process of applying for school-based international educational project (SIEP) is very complex, and the funds are not enough for those students and teachers. Fourth, educators with International Education certificates have better comprehension toward the policy. Fifth, Hsinchu Department of Education undertakes the administrative work about international education and makes the budget; the school principal is a leader; the school administration takes the related business and assists the school to implement the policy; the teachers implement the policy and organize the team of promoting international education. Sixth, principal’s willings and support from director of academic affairs are the major factors for the success of applying for SIEP. Seventh, dilemmas of the policy implementation for task force schools include lack of leaders, quality of foreign teachers and so on. Finally, task force schools are all equipped with International Education mindsets despite having difficulties in implementing the policy. According to the findings above, the suggestions are made. First, curriculum infusion is the means for the implementation of International Education. Second, cognition of international education of educators must be enhanced. Third, the more comprehensive and thorough International Education policy should be made. Fourth, provide incentives to stimulate teachers’ willing to pursue International Education certificates. Fifth, having empowered leaders with International Education passion is the must. Sixth, simplify the process of SIEP application. Seventh, form of culture exchange program should be adjusted.