Draft of Initial Findings

English Composition III

Name: Erica

How to Equalize Educational Resources in Rural Taiwan​

Abstract:

        This study explores educational inequities between urban and rural areas in Taiwan. It is based on responses from 14 experienced teachers, primarily from public schools, who completed a mixed-methods questionnaire. Over 75% of respondents identified significant disparities in educational resources, with 85% noting that students in underprivileged areas often fall behind. Key challenges include limited cultural stimulation, outdated facilities, and low parental involvement. These findings align with existing research and suggest that addressing these disparities requires government intervention, updated resources, and strategies like early intervention and differentiated instruction to promote educational equity.

Introduction:
       Educational equity ensures that all students have access to quality resources and opportunities, promoting social fairness and driving economic growth. Despite Taiwan's educational progress, urban-rural disparities remain a critical challenge. As reported by Organization for Economic Co-operation and Development (OECD) in 2019, schools in remote areas might not have access to high-speed internet, limiting digital learning opportunities compared to urban schools. Taiwan faces this challenge; therefore, this paper will explore the causes of the urban-rural education gap in Taiwan's junior high schools, focusing on resource disparities, socioeconomic barriers, and cultural capital deficits. It also proposes several solutions: improving facilities, promoting exchange programs, providing early intervention, and reforming the policy, paving the way toward greater educational equity.

Method:

      In addition to distributing the questionnaire through personal networks, it was also shared in a professional teachers' group on Facebook. Consequently, it obtained 14 responses, with the majority of respondents possessing over 10 years of teaching experience. Besides, the majority teach in public schools. The two most common subjects they currently teach are Chinese and English. Furthermore, this questionnaire design incorporates both multiple-choice and open-ended questions to gather more comprehensive responses. Regarding data analysis, Google Surveys will be used to calculate the results of the closed-ended questions. As for the open-ended questions, I will apply the "thematic method" to analyze the responses, identifying common themes or similar opinions.

Findings:

     According to the results of the closed-ended questions of this questionnaire

, more than 75% of teacher respondents recognize the educational inequity between urban and rural areas. Approximately 85% of the responses suggest that students from underprivileged areas struggle to keep up with their peers. This demonstrates the learning difficulty of these students. (Figure 1)

 

 

 

 

 

 

 

 

                                                           

                                                            (Figure 1)

     Moreover, 78% of respondents noticed the significant differences in the educational resources available to students in different schools; hence, the fundamental educational elements should be equal for every student. (Figure 2)

 

 

 

 

 

 

 

 

 

                                                             (Figure 2)

     In the open-ended questions, the teachers also provided reasons why students from underprivileged areas perform worse than their peers in other regions. They pointed out that insufficient cultural stimulation and a lack of public facilities hinder these children from engaging in educational activities. Moreover, the families of these students may be less attentive to their education, and sending them to cram schools is often not a priority, such as participant 1 stated, “In rural areas, families rarely provide opportunities for their children to attend tutoring in English and math. This has created a significant gap between urban and rural students in these two subjects.” From another point of view, participant 2 also mentioned, “The willingness of external parties to provide support for rural areas is relatively low.” these responses help illustrate the apparent educational issues in rural areas.

     Respondents reported using personalized learning and positive reinforcement to help students close the academic gap. For example, some teachers shared they implemented differentiated instruction to support struggling students, and encouraged those who are falling behind to participate more in extracurricular activities and related courses.

Interestingly, the responses challenged my initial assumption that rural areas lack books or digital tools, revealing instead a greater need for special education and extracurricular programs. In reality, about 72% of the teachers highlight a greater need for support in special education and extracurricular programs. (Figure 3)

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                                                            (Figure 3)

     However, one teacher responded that although there are some digital devices, they are all outdated. Additionally, if they wish to replace these devices, the funding from the government often involves a long waiting period. Aside from the unexpected results regarding the challenges teachers face, I found that nearly 93% of teachers assessed that their students could complete projects by utilizing technological resources, which differs from my original assumption. (Figure 4)

 

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                                                             (Figure 4)

Discussion:

     The findings of this study demonstrate the educational inequities between urban and rural areas. A majority of respondents recognized the significant gap in educational opportunities and resources, echoing issues such as a lack of cultural capital and inadequate public facilities, which have consistently been identified as barriers for underprivileged students. The teachers' views on families in rural areas placing less value on education reflect findings from a 2017 Child Welfare League Foundation report, which revealed that 75% of families struggle to support their children's schoolwork, contributing to academic disparities. Additionally, Teacher Jack Wang pointed out in Business Weekly in 2017 that students in rural areas face challenges not just in their abilities but more critically in their attitudes. He expressed concern over their lack of motivation to learn, which aligns with the results of the questionnaire.

     However, this finding challenges the assumption that rural schools lack books and digital tools. Many teachers identified the primary need as special education and extracurricular programs, highlighting that while digital devices have increased, outdated technology and delays in government funding remain significant issues. As a result, the survey suggests that, although access to resources has improved, their quality and relevance still pose challenges.

      To address these inequities, firstly, by prioritizing the improvement of the learning environment, schools in remote areas can be equipped with better facilities, such as access to high-speed internet and updated learning materials. Additionally, Taiwan Educational Review Monthly in 2021 once shared promoting cultural stimulation through urban-rural collaborative learning and international exchange activities can broaden students' perspectives and enhance their international outlook. Besides, early interventions for students facing academic challenges are crucial. For example, Lanyang Journal published a study that evaluated an early intervention program combining the elderly, middle-aged, and young generations in the community. Through three volunteering groups, the results showed that the program effectively increased early intervention awareness and service accessibility in rural communities. Since it had a positive impact on creating a family-friendly early intervention environment, the government could expand these programs into rural areas. Lastly, reforming school evaluations to focus on holistic student development rather than standardized test scores alone will allow for a more equitable assessment of student abilities and school performance. Together, these solutions will contribute to a more inclusive education system that provides equal opportunities for all students, regardless of their geographic location or socioeconomic background.

Conclusion:

        To sum up, this study highlights the challenges of urban-rural educational disparities in Taiwan, including outdated technology, insufficient funding, limited cultural capital, inadequate facilities, and low parental support in rural areas. Teachers also emphasized the need for special education and extracurricular programs to close learning gaps and support underprivileged students. As USR NTNU NEWSLETTER once stated “Education is the key to promoting sustainable social development, and the urban-rural disparity leading to unequal educational opportunities has become a challenge faced globally.” Policymakers, educators, and communities must collaborate to create a fairer education system, ensuring all students, regardless of location, have equal opportunities to succeed and thrive.

References:

1. Organization for Economic Co-operation and Development (OECD). (2019). Education at a glance 2019: Rural-urban education disparities. OECD Publishing. Retrieved from https://www.oecd.org/en/publications/education-at-a-glance-2019_f8d7880d-en/full-report.html

2. Child Welfare League Foundation (CWLF). (2017, October 17). 2017 Taiwan Children’s Rights Report: Convention on the Rights of the Child. Retrieved from https://reurl.cc/RLWdpZ

3. Wang, J. (2023, August 21). 一片好評的翻轉教育，為什麼翻轉不了孩子的人生？一個偏鄉老師的現場觀察. Business Weekly. [Wang, J. (2023, August 21). Yi pian hao ping de fan zhuan jiao yu, wei shen me fan zhuan bu liao hai zi de ren sheng? Yi ge pian xiang lao shi de xian chang guan cha. Business Weekly.]

Retrieved from https://chioufat.pixnet.net/blog/post/105943417

1. Tung, H.-C., Chen, L.-Y., & Chen, Y.-C. (2017). The study of the effectiveness of the children early intervention program for community-based services in rural areas. Lanyang Journal, 16, 42-49. Retrieved from https://www.airitilibrary.com/Article/Detail?DocID=a0000316-201707-201709200004-201709200004-42-49

2. 國立臺灣師範大學社會實踐電子報 (2021, 3, 31). 深耕偏鄉教育：播一顆在地希望種子 許一片偏鄉綠樹成蔭。[USR NTNU NEWSLETTER. (n.d.). (2021, March 31). Shēn gēng piān xiāng jiào yù: Bō yī kē zài dì xī wàng zhǒng zǐ, xǔ yī piàn piān xiāng lǜ shù chéng yīn. para.1] Retrieved from https://usr.top.ntnu.edu.tw/NEWSLETTER/0005-20210331-1.html?utm_source=chatgpt.com

Appendices (Questionnaire):

Questions in the questionnaire:

1. Teaching experience

2. School location

3. Subjects taught

4. Do you feel that your school provides sufficient teaching materials (e.g., textbooks, technology, classroom tools) to effectively teach your subjects?

5. How often do you receive professional development or training to improve your teaching methods?

6. Do your students have access to technological resources (e.g., computers, internet) for assignments and projects?

7. What are the biggest challenges you face as a teacher in terms of accessing educational resources for your classroom?

8. Have you noticed any significant differences in the educational resources available to students in different schools (e.g., urban vs rural)?

9. In your experience, do students from underprivileged areas face greater difficulties in keeping up with the curriculum?

10. If yes, how do you address this in your teaching?

URL link: https://forms.gle/obmcvaCWJCUb6Dni6

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