Study on Contents Cognition and Execution Status of

[[abstract]]Study on Contents Cognition and Execution Status of Gender Equity Education Act for Elementary Schools and Junior High Schools of Taipei County Abstract The purpose of this study is to realize the contents cognition, execution status and execution predicament & measures of Gender Equity Education Act for Elementary Schools and Junior High Schools of Taipei County. According to the study outcome, conclusions and suggestions are proposed. In order to achieve the aforesaid goal, I refer to related literature, “Gender Equity Education Act” and related sub-laws to compile “Questionnaire about Gender Equity Education Act Executed in Elementary Schools and Junior High Schools of Taipei County” to implement questionnaire survey. The scope of this study covers the administrative personnel and teachers of elementary schools and junior high schools of Taipei County. Divide Taipei County into nine big administrative areas and also take note of the magnitude of matrix and schools. Sample about 2/5 of schools per area, total 104 schools covering 942 study objectives to proceed with questionnaire survey. Effective retrieved questionnaire sheets amount to 808 copies. The effective rate is 85.77%. And then, use the collective data to proceed with “average, standard deviation”, “t-test”, “one-way analysis of variance (one-way ANOVA)”, “Least Significant Difference (LSD) test” and “Pearson product-moment correlation” via SPSS 10.0 package software to proceed with statistics analysis. The primary discovery of the study is induced as the following conclusions and suggestions: I. Conclusions 1. The elementary schools and junior high schools of Taipei County have quite a high-level cognition to the overall contents of “Gender Equity Education Act”. 2. The overall execution status and identification degree to “Gender Equity Education Act” by the elementary schools and junior high schools of Taipei county are acceptable. 3. The biggest predicament of executing this Act is the deeply fixed image to gender by our society and the insufficiency of gender equity education by parents. 4. Central government or local government has a system to compile gender equity education into the teaching materials of courses in each field for reference by school in order to solve the execution predicament of Taipei County. 5. Regarding the contents of “Learning Environment and Resources” Act, the cognition degree of the elementary schools are higher than that of junior high schools in Taipei County. 6. The schools located at the county jurisdiction city have a better understanding to “campus cultural environment and community development and superior identification of execution status to “courses, teaching aids and lecturing” and have lower identification to execution predicament than those located in villages & township and farther areas. 7. Taipei County schools with over 60 classes have apparently better identification to the contents and the solutions of “campus cultural environment and community development than other types of schools. 8. Different “school history” is a significant factor of affecting the contents cognition, execution status and solutions of this Act. 9. Different “gender” is a significant factor of affecting the execution status and identification degree to “organization and its operation” and “campus cultural environment and community development”. 10. Different “age” and “number of service years” are significant factors of affecting the contents cognition and identification degree to this Act. 11. Different “educational background” is a significant factor of affecting the contents cognition to this Act. 12. Different “duty” is a significant factor of affecting the contents cognition to this Act and the identification degree to execution status and solutions. 13. When the elementary schools and junior high schools of Taipei County execute this Act, the contents cognition, execution status, execution predicament and solutions have an obvious correlation. II. Suggestions 1. Suggestions to central government agencies (1) Reinforce the effectuation of gender equity education act to achieve the goal of “knowing, acting and thinking”. (2) Cultivate professional seed teachers of gender equity education to establish certification system. (3) Via systematic method, integrate the teaching materials of gender equity education and establish knowledge-sharing platform. (4) Make good use of media and social education to re-built gender equity culture in society. (5) Establish well-done appraisal mechanism to upgrade the execution efficiency. (6) Stress the cultivation courses for teachers to develop far-reaching effectiveness. 2. Suggestions to the educational administrative agencies (1) Keep promoting the propaganda of gender equity education act to build up correct cognition. (2) Aggressively cultivate the seed teachers for gender equity and research & develop teaching materials. (3) Systematically integrate the resources of gender equity and establish well-done support system. (4) Reinforce the resources extension to farther areas to reduce the difference between towns and villages. (5) Have professionals to support the insufficiency at schools. (6) List and well arrange budgets to support schools to promote gender equity education. (7) Reinforce the execution performance records of schools and include them into appraisal mechanism. 3. Suggestions to school units (1) Develop school masters’ guidance function to care and root gender equity education act comprehensively. (2) Reinforce legal concepts and build gender culture at campus. (3) Plan diversified advanced study courses for gender equity education to increase teachers’ effectiveness. (4) Root the school-based effectiveness to deepen the delicate gender educational activities. (5) Reinforce the responsibilities of gender equity education commissioners to upgrade cognition and execution power. (6) Strengthen the propaganda of pregnancy matter to reinforce prevention education aggressively. (7) Strengthen parenthood gender education to create a new social culture of gender equity. 4. Suggestions to future study (1) Proceed with characteristic or action study. (2) Expand study scope. (3) Expand study objectives. (4) Penetrate single study field. Keep phrases: gender equity education, gender equity education act