原住民族部落大學永續經營─論苗栗縣原住民族部落大學辦學策略

原住民族部落大學自民國91年開辦迄今，從原本7個縣市經營，目前已有15個縣市經營。部落大學的成立，代表以原住民族為主體的教育體制開端，對於在正規教育體制下，無法滿足原住民族文化發展及其基本生活需求之原住民，或許是一個可以期待的機會。苗栗縣為最早開辦之部落大學之一，期間經過停辦、辦理單位更迭，經營時間仍能超過十年，確實是一件不易的事。目前苗栗縣原住民族部落大學在縣政府由教育處負責，以行政委辦分式委由二所小學分南、北二區辦理，在辦理過程中，發現仍存在一些問題，對於一個追求永續經營的機構，勢必要克服。本研究從苗栗縣原住民族部落大學經營策略角度，利用文獻分析、蒐集原住民族部落大學經營之困境與可行策略，並透過深度訪談部落大學成員，蒐集渠等對目前經營與策略之看法，同時嘗試解釋下列問題：一、講師申請模式是開課的保證？免費才有學員？二、行政委託國民小學辦理是最適合的營運模式？三、原民文創產業是部落經濟發展主軸？研究發現，講師申請模式提供穩定的開課數量，但課程依講師、學員需求而提出，無法反應部落共同的學習需求，部落大學也失去對課程的主導性，且為達成目標開班數，進而形成資源壟斷現象；免費讓族人都有機會參加部落大學的學習，也造成學員出席率低、人頭學員等等問題。部落大學是一個專案型計畫，需每年提出計畫申請相關經費補助。苗栗縣由教育處為主辦單位，豐富的辦學經驗及過去社區大學的成功案例，為最大的優勢；但對於原住民族文化不瞭解，與部落少有連結，為其弱勢。為解決其辦理上的問題，以行政委託國民小學來辦理，雖然更貼近部落，也有新的問題產生，尤其是計畫擬定單位與執行單位不同，進而造成執行上的落差。小學人力的不足，無法全面性的與部落連結，也讓部落大學的發展遭遇瓶頸。在現有的經濟體制下，原住民處於弱勢一方，土地使用上的限制、交通的不便、農業技術水準不足、銷售通路不順暢等等因素，局限著原住民經濟的發展。原住民獨有的文化，為文化創意產業的基礎，發展原住民文化創意產業是原住民經濟發展的一個契機，也讓部落大學有個可以著力的地方。發展原住民文化創意產業作為苗栗縣原住民族部落大學的辦學主軸之一，也開設多門文化創意產業相關課程，學員雖然可以透過部落大學的課程，學到相關技術，但並未能結合在地的文化，發展屬於自己的文化創意產品，使課程無法轉換成產業的發展，也無法實質改善到部落的經濟環境。原住民族部落大學對原住民是一個珍貴的資源，本研究最後，研究者從其營運的問題上，提出一些粗淺的看法與建議，期望能有效的運用此一資源，透過更多的族人參與，建構一個屬於在地部落的學習場域。

關鍵字

原住民族部落大學；原住民族教育；社區教育

並列摘要

Currently there are 15 counties that run Indigenous Community Colleges in Taiwan since the beginning of Indigenous Community College in 2002 in which 7 counties were involved. As a token of breakthrough in Taiwan for an innovation of indigenous education system where the indigenous peoples were the major player, the establishment of Indigenous College has become a promise to develop indigenous cultures and basic daily life necessities that are not fully fulfilled. As one of the pioneer counties, it is phenomenal that Indigenous Community Colleges in Miaoli County remain after the experiences of being suspended and of being managed by different administrations for the last decade. As of now, Indigenous Community Colleges in Miaoli County is administered by the Civil Affairs Department of the Miaoli County. In practice, they are managed respectively by two different elementary schools in the north and south Miaoli. Difficulties have been encountered, and have overcome throughout the years. In the current study, the literatures regarding the concerns and feasible solutions were reviewed and data were collected through in-depth interviews to show their perspectives of their strategies running Indigenous Community Colleges. Research questions are as followed: First, is it guaranteed for a course applied lecturer? Does tuition waiver policy for all villagers become a must to bring student? Second, considering the administration, is it the best way to commission an elementary to manage the Indigenous Community Colleges? Third, In findings, it is found that the model of lecturer-application provided the stable number of opening courses. However, courses or classes number that were decided accordingly by the needs of lecturers and learners would not fully reflect the needs of the village. Besides, the Indigenous Community Colleges themselves would have to compromise their authority regarding the design of their curriculum. Resource monopoly was also found when the number of course-opening became the goal. Finally, tuition waiver policy for all villagers to attend their Indigenous Community Colleges generated issues of low attendances and unstable attendances. As a project with specific purposes, running Indigenous Community Colleges required annual applications for funding. In Miaoli County, the Civil Affairs Department of the Miaoli County was in charge of the project in which abundant experiences and successful cases were their advantages. However, insufficient understanding of indigenous cultures and few connections with the villages were issues. To solve the above problems, local elementary schools were commissioned to manage Indigenous Community Colleges in Miaoli County. Though the project was conducted in ways that were closely connected to the locals and their life, there were new concerns such as the gaps between expected and final results. Insufficient human resource in elementary schools was one of the major issues in running Indigenous Community Colleges in Miaoli County. The indigenous villagers were the marginalized in the current economic system in Taiwan. Restricted regulations toward the using of lands, inconvenient transportation, and problematic avenues of sales managements altogether limited the developments of local indigenous villagers. Unique traditional cultures were considered as the base for Cultural and Creative Industry. Economically, the room of Indigenous Community Colleges to work toward can be promising if concerned indigenous Cultural and Creative Industry is developed. In Miaoli County, the major goal was to develop indigenous Cultural and Creative Industry in running the Indigenous Community Colleges. Courses regarding cultural and creative industry were opened. Though the learners learned skills in courses at Indigenous Community Colleges, the contents in such courses might not be closely connected to local cultures. When local cultural and creative products were not developed and the courses provided by the Indigenous Community College weren’t able to promote local industry, economically the local life was not improved. To the indigenous villagers, Indigenous Community Colleges contained valuable resources. In this study, the researcher offered immature suggestions regarding the management of the Indigenous Community Colleges. It’s aimed at effectively making use of the resources to include more locals within the management and so creating a local learning field for the locals.