Challenges of the Achievement Gap Between Urban and Rural Students in Taiwan: Influencing Factors and Relevant Policy Recommendations
Taiwan has implemented the Education Priority Area Program since 1996 to promote social justice and equality of opportunity. However, according to the results from PISA, TIMSS, PILRS, and the Basic Competence Test, the achievement gap has widened between urban and rural students over time. This article describes the performance variations in Taiwan and explores relevant factors. This article also addresses these influencing factors by framing a set of four integrated programs as follows: First, because schools are unable to fight against achievement failure determined by social economic status, it is recommended that schools and the community jointly form a supporting network through the development of an areabased improvement plan with multiyear subsidies to enhance effective instruction and collaboration with parents, as well as the local community. Second, a schoolbased performance award program should be implemented to motivate teachers and principals to enhance student performance by making concerted efforts and modifying instructional approaches. Third, all 3-year-old children living in remote areas or those from disadvantaged families must be provided with free and high-quality preschool education in order to close the readiness gap. Finally, successful change and high education performance often require improvements in social welfare and economic sectors; it is therefore essential that public sectors support each other to create social capital and mutual trust to increase the efficiency of education systems and sustain the great equalizer of the conditions.
|關鍵詞||弱勢學生、偏鄉教育、教育優先區、補救教學、disadvantaged student、rural education、education priority areas、remedial instruction|