The Education Policy-Making Process in Taiwan under Japanese Rule-The First Education Rescript of 1919
Date Issued
2014
Date
2014
Author(s)
Akashi, Reiko
Abstract
This research aims to understand the education policy making mechanism in Taiwan under Japanese Rule through the policy making process of the first “Education Rescript(臺灣教育令)” in 1919 .The development procedures were analyzed from the perspective of public policy stage theory, including problem identification, policy planning and policy legalization, while the interactive relationship between the Japanese central government and the Governor-General Office of Taiwan was also observed.
At the early stage of the rule, Japan adopted incrementalism and conformed to the needs from reality with the “non-principle policy”, which was featured with high flexibility and mobility. After Xinhai Revolution and the promotion of the “Aborigine controlling policy(理蕃政策)”, the social reality forced the Governor-General Office to adjust the “non-principle policy” although it was not willing to nurture intellectuals in the colony. This was a response to the Taiwanese’s discontent toward obscurantism and an exchange for help from the Taiwanese gentry. The dawn of the legalization of the education system in Taiwan occurred in such historical context after the establishment of Taichung High School seemed to be in the hope.
It was discovered in this research that under the Emperor System of Japan(天皇制), prewar Japan and its colony had formed a relationship of “centralization - local (Governor-General Office).” Although the administrative, legislative and judicial powers were on the hand of the Governor-General Office of Taiwan, yet the “bottom-up decision making process(稟議制度)” and the “Official system of Taiwanese Governor-General Office(《臺灣總督府官制》)” stated that the central government has the right of supervision over the Governor-General Office, and the latter was thus not the decision-making body over educational policies but the central government, which showed a “truncated- pyramid system(圓臺模式)”. This model particularly highlighted the influential power of the Cabinet Legislation Bureau and the Privy Council. The operation mechanism was to perform power vertically. It should be noted that the vertical influence did not represent the participation and leadership in the policy-making process of the top decision-maker within the governance structure.
Subjects
同化主義
臺灣教育令
政策制定過程
臺灣公立臺中中學校
日治時期
教育政策
SDGs
Type
thesis
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