我國離島地區國民教育階段教育發展現況之研究

The study on educational development status of the elementary and secondary education in offshore islands of Taiwan

本研究以離島三縣（連江縣、澎湖縣及金門縣）為研究個案，採用文件分析及焦點團體訪談為研究方法，本研究之研究目的為針對我國離島地區國民教育階段教育發展現況進行探討，並提出可供教育主管機關調整相關政策之參考建議；本研究主要研究發現為「地理環境限制」、「人口結構組成限制」、「教育資源未妥善規劃及運用」及「教師人力質量不足」為離島地區國民教育階段教育發展不利因素。最後，本研究根據研究發現提出具體政策建議，例如：教育主管機關應正向思考及宣導離島地區中小學教育發展相關利基，並從政策創新角度思考離島地區中小學教育發展方向、且基於協力治理精神，整合規劃及運用各類政策資源，以供教育實務改革參考。 Focusing on the offshore islands of Taiwan (Penghu, Kinmen, and Lianjiang), this study explores the status quo and disadvantages on the implementation of educational development for Elementary/Secondary Education in Offshore Islands (ESEOI) by adopting the document analysis and the focused group interview. The result reveals four major disadvantages: (1) the geographic environment, (2) the demographic composition, (3) the inappropriate planning and application of educational resources, and (4) the poor quality and quantity of teachers’ manpower. For example, the impact of the geographic environment to the elementary and secondary school students is not only the inconvenient commuting but also result in the crisis of reduction and merging to schools. Based on these findings, some further specific policy suggestions are raised for the related departments, such as, the sectors of educational administration should consider promoting the ESEOI educational niche with positive thinking, providing the policy direction from the innovative perspectives, and developing an integrated framework of collaborative governance to plan and apply the educational resources. These suggestions can also be the references for the practical reform of educational policy.

Focusing on the offshore islands of Taiwan (Penghu, Kinmen, and Lianjiang), this study explores the status quo and disadvantages on the implementation of educational development for Elementary/Secondary Education in Offshore Islands (ESEOI) by adopting the document analysis and the focused group interview. The result reveals four major disadvantages: (1) the geographic environment, (2) the demographic composition, (3) the inappropriate planning and application of educational resources, and (4) the poor quality and quantity of teachers’ manpower. For example, the impact of the geographic environment to the elementary and secondary school students is not only the inconvenient commuting but also result in the crisis of reduction and merging to schools. Based on these findings, some further specific policy suggestions are raised for the related departments, such as, the sectors of educational administration should consider promoting the ESEOI educational niche with positive thinking, providing the policy direction from the innovative perspectives, and developing an integrated framework of collaborative governance to plan and apply the educational resources. These suggestions can also be the references for the practical reform of educational policy.