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Policy makers tend to assume that decisions to bring about change automatically result in changed institutional behavior. However, this is not the case. In order to improve the success of any education policy, scholars have suggested a “backward mapping” model to study the implementation process. This study used educational policies of promoting cultural activities in aboriginal schools as the case to investigate whether these policies bring their expected outcomes or not. Seven Bunun tribal elementary school administrators who are responsible for cultural activities and twenty-one parents were individually interviewed. We found that schools were heavily influenced by the policy. Policies to promote cultural activities in aboriginal schools did bring positive results: students’ confidence and the learning of native language have improved. However, we also found some negative effects. Folk songs and dances have been emphasized too much. Planning of cultural activities were only short-term. The purpose of promoting cultural activities has been twisted so that parents were put in the dilemma of promoting traditional culture or students’ competition in the real world. We then provide some recommendations to make policy implementation effective.
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