原住民族部落大學實踐終身學習體系之研究 以台中市原住民族部落大學為例

University of Aboriginal Tribes Practice The Research Of The System of Lifelong Learning - Taking Taichung University of Aboriginal Tribes as example.

陳德秋(Da-Chu Chen)

指導教授 ： 林吉郎

國立暨南國際大學/人文學院/公共行政與政策學系/碩士(2013年)

https://doi.org/10.6837/NCNU.2013.00274

摘要

本研究旨在探討原住民族部落大學教學實務實踐成效，首先藉由文獻分析原住民族部落大學自2002年篳路藍縷初創成立至今已歷10年，肩負推動部落文化復興與承傳教育，引領族人終身學習之責；並以「恢復部落」傳統機制精神為號召，鼓勵部落族人參與學習行列。基此部落大學在部落學習體系中一方面致力經營在地原鄉文化傳習教育，其次是竭力整合社會各界教育資源，期能透過部落大學教育學習平台有效的整合運作，終至實踐成為區域性原住民族成人教育與終身學習中心樞紐。
本研究以台中市部落大學建構原住民族終身學習體系為主題，藉文獻分析、參與觀察與深度訪談等個案研究方法，探討部落大學政策實務五大面向，經深度訪談、整理分析相關資料後，獲得以下研究發現：
一、教育功能與目標方面：
1.社區大學與部落大學主要差異在於文化意識；2.就成效觀點、進階化課程講授學習，部落社經整體輔助效益雖不明顯，惟初步造就個別部落特色，對個別學員職能養成、家庭風氣轉型漸獲成效，藉父母參與學習的引領，已發揮淺移默化的影響，顯現副學習效應，漸趨形塑學習型家庭雛形。
二、課程規劃與教學執行方面：
1.從學習/文化傳承觀點，未落實族語化教學，缺乏傳承的堅持與認識，造成過去、現在文化傳承的斷裂2.原鄉的講師，應具備深厚的文化底蘊，竭力教學內容與傳統文化綿密結合；都會區的講師，須加強與部落間文化的聯結，即可在不健全、不利於發展的環境中，發揮力挽狂瀾的動能；3.部落族人進修學習動機不高，老師教學品質不佳為主因之一，對課程審查、師資評鑑應嚴加把關，避免路人甲、路人乙都能擔任老師；4.因應『全球在地化』趨勢，課程設計與教學方式要能因地置宜、結合在地（都會區/原鄉區）屬域特性思考，例如文創在都會可作為現代化轉型的模式，幫助創業；而原住民社會權利，公共參與、社區發展及公民社會意識，是影響長遠未來的一個路徑。
三、學（校）務運作與宣傳方面：
1.部大「公辦民營」是正確的營運模式，但一年一標，致校務發展產生不確定性；2.部大（部落教室）學員多為女性/舊生現象，是結構性與學習貫性所致；3.部落大學要成為地區原住民族終身學習資源中心，就現行運作結構恐有窒礙，牽動「公辦民營」招標經營模式；4. 14所部落大學要進行策略聯盟，縣市行政首長兼任校長架構不翻轉，徒然也是政治、行政機關聯盟的變形；5.台中市部落大學的優勢：教育資源較豐沛及學生學習動機較強；機會是可扮演促進都會和原鄉融合橋樑的角色；威脅在於部落包袱丟不掉，觀念難突破。
四、部落大學組織運作與環境方面：
1.部大行政人員是約聘式，非長期晉用，更迭頻繁，穩定性不夠，行政經驗無法累積；2.各部落教室學習環境因陋就簡，多半克難、或就餐廳、會議室、客廳授課者有之，借用學校教室/教會者亦有之，關鍵是經費不足。
五、未來願景與永續經營方面：
1.部落大學（教部落室），要呈現文化的時代特色，實踐終身學習體系之功能，宜放寬限制、大膽嘗試，文化內涵不會流失，且能創造、延伸未來；2.為能符應「全球在地化」趨勢，未來課程規劃應朝在地化、且階程系統化設計，是傳統技藝的傳承，也是在地與現代知識的學習。

本論文研究結果，提出以下政策建議，爰為參考。
一、對原住民族教育主管部門的建議：
1.賡續宣導終身學習觀，培養部落自發自主參與學習風氣；2.原住民族教育機制的整合，以通向民族大學理想邁進；3.健全教育經費來源，優化學習環境，提升教育學習品質；4.確立制度化意見回饋機制，重視教學實務建言；5.建立區域數位教學資訊網絡，提升原鄉部落社會學習力；6.原鄉部落留學壯遊體驗，為夢想留空間，為部落創造故事；7.表揚優良教師，樹立楷模典範，激勵專業持續創新發展。
二、對部落大學的建議：
1.精緻師資專業知能發展，持續提升教學品質；2.進階性統整性課程設計，綿延文化歷史價值的底蘊；3.都會型部大再定位，承載部落傳統與都會現代知識的連結；4.學程與學習成就認證，彰顯族群文化知識的獨特性；5.強化行政專業與部落參與教育決策，提升校務組織效能；6.教學成果展結合藝展，分享原住民的心靈內在旅程。
三、對部落族人的建議：
1.部落族人的自信，是族群文化認同的最大驅動力；2.教育是不會虧本的投資，而終身學習觀，是部落族人雙贏的策略；3.以人為本，從心出發，是族群文化生命得以相續的扣紐；4.「傳統」與「現代」互恃相依，是指引部落向前的力道與利基；5.傳承文化是部落族人的使命，而智慧長者是經驗傳承的寶；6.學習文藝復興精神，發掘文化產業亮點，開展部落新契機；7.強化部落組織功能，使幼有所養、壯有所用、老有所終。
四、後續研究建議：
1.是類主題研究可加強研究工具運用與樣本範圍選取，兼採質化與量化方式進行，期在有限時間內獲得深且廣的研究資料；2.持續對原住民族知識構面進行探討，包括「文化性知識」、「價值觀與宇宙觀知識」及「民族未來學知識」等之研究；3.原民會自100年度起於原鄉部落陸續設立「第三學期制實驗型部落學校」，對於厚植民族社會競爭力，保存與傳承文化知識之理想實踐是否發揮真正實效，可進行追蹤研究，以為部落大學未來永續發展，並進一步成立「民族大學」理想實現提供良善建言。

關鍵字

原住民族部落大學 ； 終身學習

並列摘要

The main purpose of this study is to research the result of efforts in the University of Aboriginal Tribe. First, according to documents, university of aboriginal tribe has existed for ten years by overcoming a great deal of difficulties since being first established in 2002. The university has been holding an important position in reviving the culture and passing down the education; moreover, guiding nations to the responsibility of lifelong learning. In addition, to encourage nations in the tribe to participate in learning movement, the spirit of traditional mechanism of “tribes restoring” is been called. Based on this, the tribal university is devoted to managing the education of local culture and engaging in combining the information from every society. This approach is expected to integrate and operate efficiently to practice the hinge of adult education in regional aboriginal and lifelong learning.

The basis for the subject of the issue is to construct the aboriginals’ lifelong learning plan in the University of Aboriginal Tribe in Taichung. The research includes in-depth interviews on the topic of five practical aspects in the University of Aboriginal Tribe.

First of all, when it comes to the function and the goal of education, the differences between society colleges and aboriginal colleges is the conscious of culture. Besides, in point of effective results and advance course learning, tribal society through assistance by the overall efficiency is not significantly obvious. The university creates the individual tribal characteristic at the first, and put efforts to the individual functional development for trainees gradually. It naturally become vice learning effect.

Second of all, Curriculum planning and implementation of teaching are also discussed. The university has started learning the view of cultural heritage. The lecturer should have inner sight of cultural heritage, involving in the integration the context of teaching and the traditional culture. It is to strengthen the connection with tribes. Then, the movement stimulation for the aboriginals to pursue further education is not quite many because professors’ quality is not equal. In response to the "Glocalization" trend, curriculum design and teaching methods have to be taken actions that suit for the circumstances, associating with the thinking of metro and rural areas. For example, the metropolitan area of culture and creation can be a transformation as a modern mode. Aboriginal social rights, public participation, community development and civil society awareness are the impacts on the long-term future.

Third of all, being mentioned about the operation of school affairs and the publicity, university of aboriginal tribe has proposed five perspectives. The first one is that they carry out BOT (Build-operate-transfer) annually. This plan will lead educational development to uncertainty. The second point is that structural and learning coherence causes a phenomenon which is the mainly trainees are females or former members. The third is the purpose of university of aboriginal tribe to become a regional aboriginal lifelong learning resource center influences operation model of BOT. Tribal University conducts a strategic alliance, but if the city and county chief administrative officer as president framework doesn’t want to change his means, it will become one of political and administrative organizations’ deformation. The last, the advantages of tribal university in Taichung is they possess abundant information for education and students have highly motivation in learning. Opportunity is a role to promote the fusion of metropolitan and rural areas. On the other hand, threaten lies in the breakthrough of original viewpoint for the aboriginals.

Then, the operation and the circumstances of the tribal university is also an important issue. Administrative staffs are employed frequently so they couldn’t accumulate their working experiences. Also, the environment in tribes is humble and simple. The key of this problem is they don’t have sufficient funds.

The last one is about the vision of future and sustainable development. The tribal university has to present the cultural characteristics of the old times, practice multi-function, and try to innovate bravely so that they can have more chances to extend the future. To conform to the trendy of "Glocalization", curriculum planning should head to regional system and systematic design. It is not only the heritage of traditional culture but also the junction of local and modern information.

Based on the finding, we provide some suggestions as references:
First, the recommendation for aboriginal education authorities is to advocate perspectives of lifelong learning. It can also foster the aboriginals’ studying passion. Second, integration of national education institution is also a must. This is a road to ideal university. We also have to strive for adequate funds and optimize the environment in tribal area so that we can promote the quality of learning. The organization also has to be institutionalized so people will value greatly the suggestions of teaching system. In addition, professors should be commended and encourage to inspire their innovative learning potential.

Second, the suggestions for tribal university can be divided into four points. First, highlighting the knowledge development of professors is a way to increase their competitiveness. Second, they can also unify courses to an advanced field and extend the value of culture. Then, they can manifest features of tribal culture by getting learning certification. The last one is allow tribes to participate in educational decision policy to promote the efficiency of organization.

Third, the advice for the aboriginals can be said in several ways. I think confidence is one of movements to recognize their own culture. They have to believe that education is the most useful investment for their area. It is an indispensable strategy on this project. Moreover, the old wisdoms are the treasure of historical culture and the heritage of experiences. They should also restore ethical organizational functions so that residents can be put in an appropriate position.

Last of all, there are some suggestions for future research. Council of Indigenous Peoples “The Third Term in Experimental Tribal University” has been set up gradually since 2012. The main idea of the organization is to enhance the competitiveness of the aboriginals, preserve theist local culture and lengthen the knowledge of culture. If this idea will be accomplished, we can research by advocating sustainable development in the future.

並列關鍵字

Aboriginal tribal college ； lifelong learning

參考文獻

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