Please use this identifier to cite or link to this item:
The Implementation of Gender Equity Education Policy in Taipei City: A Policy Networks Analysis
Hui-Ling Wendy Pan
gender equity education
The Gender Equity Education in Taiwan, which was promoted in 2000, has gone through more than a decade even though the Gender of Equity Education Act wasn’t passed by the congress until 2004. However, the execution of Gender Equity Education in different cities and counties are not the same. Among all the cities, Taipei city has the best performance in promoting Gender Equity Education. The Education Bureau of Taipei City established a Gender Equity Committee before the Act was passed by the congress. This committee was later reorganized into a cross-department Gender Equity Education Committee, which now belongs to the Taipei City Government. With the collected experiences during the past years, Taipei city has a more stable and comprehensive organization to promote gender equity education. Focusing on the Gender Equity Education Committee in Taipei City, this study intended to understand the policy execution of the Gender Equity Education in Taipei City through investigating its policy planning and the policy execution in various Resources Schools as well as Center Schools. This research applied Qualitative studies method and it was mainly based on interview with the support of document analysis and observation, in order to collect the relevant information of gender equality in education policy of Taipei city. The policy networks approach was used to map out the structure of the gender equity education execution network, including its members, feature, functions, and rules. Then, the flowing and transmission of resources within the network were analyzed from the network aspect in order to find out the difficulties in promoting gender equity education. Study results were concluded as follows: 1. The policy network of the gender equity education in Taipei City was composed of multiple but restricted members, who could be divided into the policy planning and policy executing levels. 2. The members, whose number was fixed, joined this network on a recommended but self-willing basis. The core members, who were in charge of policy planning, form a closed group. The relationship between the policy planning members were strong bonded and vertical interdependent. They conformed to regulations and rules. On the other hand, the relationship between the policy executing members, i.e. schools, was horizontal articulation. 3. This network had four major functions. The main functions of the policy planning level were policy making, coordination and integration, consulting and investigating while schools carried out the function of policy execution. 4. The operation of this network was flexible. At the policy planning level, which could be classified into a core and other fringe members, hierarchy was obviously visible in their operation. Meanwhile, the operations of the schools were quite loose. 5. Various resources, including materials, knowledge and information, as well as power, were exchanged and transmitted within this network. Among them, knowledge and information were the major resources. 6. For promoting gender equity education, this network faced two major difficulties in: a weak connection within the network and the isolation of the executing members. Finally, suggestions for the policy planning level, policy executing level, and the Education Bureau of the Taipei City, as well as suggestions for future studies, were made based on the study results of this work.
|Appears in Collections:||學位論文|
Files in This Item:
There are no files associated with this item.
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.