原住民族教育及社會發展研究中心

RISE Introduction

Founding Objective

The founding purpose of the Research Center for Indigenous Education and Social Development (RISE) is to respond to Education Act for Indigenous Peoples, Lifelong Education Act and Experimental Education Act in line with the national education policy. With cultural responses as the concepts, establish indigenous education systems and lifelong learning mechanisms with theoretical bases, show concern for indigenous social development issues under social changes, implement social justice and national autonomy and lay the foundation of education systems with indigenous peoples as the core and the social development of a society exercising democracy, human rights and justice.

Founding Purpose

Upholding the spirit of “respect for diversity, understanding differences, service and dedication”, indigenous education and social development aspects are promoted, thereby constructing a harmonious society and lifelong learning environment with cultural health and cultural responses, with hopes of becoming:

(1)   A center that combines theory and practice and possesses research, education promotion and social service function.

(2)   A focus school that cultivates national indigenous language teachers and indigenous education teachers.

(3)   A foothold of national indigenous education research, curriculums and teaching research resources.

(4)   Focus schools of indigenous education teaching demonstration and pluralistic cultural education teaching demonstration.

(5)   A center for indigenous lifelong learning resources in support of comprehensive care and pluralistic services.

Founding Mission

The center’s missions comprise three categories: academic research, education promotion and social services. The mission categories are described below:

1. Academic Research

(1)    Execute indigenous education studies with cultural health and cultural responses teaching as the core.

(2)    Execute studies on indigenous education systems, curriculum contents, teaching models and assessment plans related studies with indigenous knowledge systems as the core.

(3)    Execute long-term tracking and big data database analysis, grasp indigenous personnel training and development trend, provide tertiary education personnel training planning references.

(4)    Participate in cross-school, cross-region, or international cooperation studies, construct the theories and contents of indigenous tertiary education and provide school and course planning references.

(5)    Execute research plans of the Ministry of Education (MOE) and the Ministry of Science and Technology (MOST), set the center’s academic image and periodically release research results in public.

(6)    Conduct academic conferences and set the school’s academic reputation in indigenous education research. Conduct digital academic research journals in continuation to the school’s existing Aboriginal Education Quarterly to serve as an academic result presentation platform for researchers involved in indigenous education and set the school features.

2. Education Promotion

(1)   Develop school education contents and indigenous education curriculums with the indigenous knowledge systems the framework and promote it to schools of all levels.

(2)   Develop an early childhood education system with indigenous languages and cultures as the connotations, cultivate indigenous language-speaking nannies and immersion-type indigenous language teachers, as well as implementing of the indigenous language down-rooting policy.

(3)   Participate in experimental indigenous primary and secondary school setup and provide research and consulting services.

(4)   In response to the MOE’s education guidance plan for primary and secondary schools in remote areas, participate in professional teacher development of focused indigenous schools, professional community development and teacher training, cultivate teacher pluralistic cultures and indigenous education knowledge and create a friendly cultural health learning environment.

(5)   Participate in national senior high school/vocational high school indigenous culture class guidance and visitation and guide students’ towards progressive development.

(6)   Conduct indigenous language courses, provide opportunities for the school students and community residents to take up indigenous languages, thereby achieving indigenous language expansion in terms of users and scope.

(7)    Commence indigenous language teacher classes and provide related courses for in-service teachers, teacher students and reserve teachers and help them obtain indigenous language teacher licenses.

(8)   Participate in the government’s lifelong learning plan, conduct indigenous adult education, elderly education plans and extend the school’s scope of education and community influence.

3. Social Services

(1)    Engage in the school’s indigenous university/college learning resource center undertakings, provide the school’s indigenous students with a “warm and safe” home and guide students’ through academic learning and career development, thus achieving the goal of high-end indigenous personnel.

(2)    Participate in early childhood development plans, screen children with developmental delay, provide early childhood education consulting services to reduce family and social burden caused by children with developmental delay or failure to render timely care.

(3)    Participate in plans of the government or private organizations, introduce the school’s university students as teachers, execute post-school guidance and talent learning plans for primary school and secondary school students in remote areas and provide pluralistic learning opportunities for students from remote areas.

(4)    Participate in indigenous tribal community organizations, development associations, or group matters, provide education training courses concerning youth, middle-aged people in the community, assist in developing community characteristics or network marketing and promote sustainable community development.

(5)    In response to the government’s social policy, participate in elderly education, elderly services (including daycare, home care, long-term care, etc.), provide information pertaining to indigenous areas, personnel training and consulting and guidance services.