Policy Goals:
To incentivize schools at the time of
School-decided Curriculum to take Hakka as a foundation, to
horizontally integrate cross-discipline courses and vertically to link all
stages of education, through interactive and real-life methods to implant Hakka
culture in an education syllabus for today’s world, to raise both the
motivation of students to study Hakka and the quality, and to implement the new
syllabus concept of “spontaneity, interaction and the common good.”
Implementation Outline:
The Council from the 2018 academic
year initiated the “Integrating Hakka into the 12-Year National
Education Curriculum Implementation Plan,” implementing a “flexible study
course” model for junior high and elementary schools; and required or elective
courses, group activity time or flexible study time for senior high school level.
Further, to train schools at all
grades in the context of Hakka and culture, the Council incorporates
local characteristics to develop literacy-oriented curriculum and teaching,
organizes related seed teacher training workshops and study camps, sets up
tutor advisory teams to go to schools and arranges achievement development
meetings, adds to specialists in incorporating Hakka into the curriculum
education to strengthen education plan design ability and specialist knowledge,
integrates resources that support Hakka learning to develop a systematic Hakka
curriculum and raise the implementation of modular Hakka education,
making efforts to achieve the ultimate goal of core literacy in cultural
co-prosperity.
Examples of Results:
“My Lone Dog Map (我的孤狗地圖)” made by Xiushan Elementary School in Zhonghe District, New Taipei City, took the school’s beloved dog Hao Ke (好客) as its subject to develop a syllabus centered on life education issues. Through the connection between animals and people, the school mapped a situational study curriculum incorporating life experiences to teach students to cherish life and look into the issues that people and animals encounter in their daily lives, and through hands-on experience to increase the students’ opportunities for communication and expression in Hakka, and cause students exploring the course to naturally learn Hakka words related to animals and Hakka sentence forms when talking with peers, thus raising the effectiveness of incorporating Hakka into the curriculum.
