On to Transform or to Abolish Schools in Rural or Remote Areas
Remote villages have limited local development due to the physical geography and other circumstances. In addition, the problem of decriminalization in Taiwan has been serious in recent years. As a result, the education of local village schools has attracted public attention. The government attempts to reverse the development of local village schools through policies. Circulating between policies, where should we go? The government issued the “Regulations on the Development of School Education in Remote Areas” in 2017 to pursue equal opportunities in education based on the principle of differentiated social justice, with a view to addressing remote areas through strengthening education measures, widening funds, using personnel flexibly, and improving teacher welfare measures. The predicament of running a school guarantees the teaching rights of students in remote areas. The implementation of the “Regulations on the Development of School Education in Remote Areas” has indeed injected vitality into education in remote villages, making it possible for small schools struggling to survive and abandon to find opportunities for sustainable development. From the perspective of “educational fairness” and feedback from the education scene, it is found that the implementation of the regulations is indeed helpful to the overall improvement of the quality of school education in remote areas. However, the implementation of some provisions is still difficult. The dilemma they faced has given the school of fate a new set of sailing directions and no longer flow with the policy.
|關鍵詞||偏鄉學校、偏遠地區學校教育發展條例、教育公平、remote school、Act for Education Development of Schools in Remote Areas、educational equity|