23 SES 12 C, Education Policies and the Politics of Equity
Education Priority Zones (EPAs) policy has implemented in Taiwan for more than fifteen years. According to the principle of positive discrimination, EPAs has become the most important education policy promoting equality of education opportunity in Taiwan. By supplying the needs of school directly by passing local governments, EPAs is praised for realizing the spirit of horizontal equity.
EPAs had been promoted in England in 1967 originally after the publishing of the Plowden Report. Compulsory education in US had been advocated during the period of Great Society Act. Meanwhile the Japan and other Asian countries were during their rapid growth of economic, and came out with the political needs of educational modernization policy .The EPAs policy in Taiwan is hard to avoid the influence across nations in the world in the age of globalization. It is important to realize the impacts and process of education policy borrowing in Taiwan. Arguably, would the local problems be solved by the “best practice” elsewhere, or the policy just be used as a kind of tool to set up the political agenda?
The main purpose of the research is to illuminate the role of policy borrowing from abroad, and inquire the localization process by tracing the consequences in school sites. The research questions lay on how the ideas of the EPAs policy generated from Europe are localized in Taiwan? What are the possible factors making influence during the adaptation and implement of the local policy?
The viewpoint of the research is based on the framework of policy borrowing, and local education policy research.
Multiple levels' Data from central government to schools are collected and analyzed to elaborate main policy problems and purposes. Different discourses generated by political collations are revealed based on analysis of mass media and government documents analysis.
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