Since 2007, Taiwan's Ministry of Education has been using the School Actualization Program (SAP), a government-funded grant program, to promote systemic change at the high-school level. This study explores the relationship between the SAP's policy design and resulting implementation of tools during the school-improvement process. The aim of the program's tools was to promote, at the school level, the expected behavioral changes in targeted groups. Specifically, one of the expected behavioral outcomes of the SAP's policy design was the promotion of school readiness for change, which could help schools to develop their adaptability in the face of constantly changing circumstances. Six high schools were chosen for this multi-case study, in order to accommodate a diversity of school profiles and various lengths of engagement in a six- to ten-year improvement process. The data came mainly from interviews with school members. Relevant documents relating to school performance, program policy, and government regulations were also included in order to improve our understanding of the school improvement process. The research findings show that shared vision, collaborative capacity-building, and a proactive school climate were essential to the school improvement process, and to schools' adaptability to change.
|Translated title of the contribution||從政策設計視窗探究臺灣學校之變革準備度|
|Number of pages||35|
|Publication status||Published - 2020|
- schools' readiness for change
- policy design
- policy tools