研究發展處
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Item 英國教育行政制度之研究(國立臺灣師範大學研究發展處, 1980-06-??) 謝文全The purpose of this study is to enquire into the development, function, and organization of the educational administrative agencies both at central and local levels in England.The central educational administrative agency, the Department of Education and Science, is almost wholly concerned with policy. It works partly through the performance of certain statutory duties but to a large extent relies on the influence it can exert on its partners in the service-the local education authorities and the teaching profession, According to the law made by the Parliament, the duty of the Department of Education and Science is to promote the education of the people of England and Wales and the progressive development of institutions devoted to that purpose, and to secure the effective execution by local authorities, under its control and direction, of the national policy for providing a varied and comprehensive educational service.The Department is headed by a secretary of state, who is a member of the Cabinet, supported by two Ministers of State and a Parliamentary Under-Secretary of State. Under the permanent Under Secretary of State, the civil servant in executive charge of the Department, the work is divided into four areas-schools and educational building ; higher and further education ; civil science, arts, and libraries ; and educational planning, including teacher supply, qualifications, and salaries, statistics, and the economic aspects of planning. There are also groups concerned with finance, with legal matters, and common services. The organization of the work is sub-divided further.The councils of counties and county boroughs are the local education authorities ( LEAs ), in those hands is the actual provision and administration of education, other than universities and voluntary establishments. Each local education authority is required by law to appoint an education committee whose job it is to carry out its educational responsibilities. Usually at least half theItem 西德教育行政制度之研究(國立臺灣師範大學研究發展處, 1981-06-??) 謝文全The purpose of this study is to examine the organization and function of educational admini-stration at each governmental level in the Federal Republic of Germany (West Germany).According to the West German Constitution (Basic Law), the Federal Ministry of Education and Science has the responsibility jointly with the land (or state), for the building and extension of universities, and for educational planning. The ministry also has the authority to formulate a general framework for higher education, for the advancement of scientific research, for student aid, for non-academic professional training and vocational guidance.Under the Constitution, the laender are for the most part responsible for educational matters. At the land level, the Ministry of Education and Cultural Affairs is the supreme authority for schools, higher and adult education, general artistic and cultural affairs, protection of monuments and historical sites and libraries. The ministry elaborates the guidelines of educational policy, issues legal and administrative provisions, maintains contacts with the supreme Federal and Land authorities, and has a supervisory function in relation to subordinate bodies, institutions and foundations. It is headed by the Minister of Education and Cultural Affairs, who is responsible to the parliament.Bellow the level of the land ministry, there is the district Council in the middle and then the local educational authority. The Laender operate this 3-tier system in different ways. Whereas in most Lander state educational administration takes the form of general public authorities below the level of the ministry of education (such as the county presidents' department) and the district Council, some have independent education authorities at the middle and lower level.In the West Germany, the primary and secondary schools are usually state or communal institutions, the teachers being civil servants of the Laender. The universities and other institutions of higher educItem 學校工程營繕的過程與原則(國立臺灣師範大學研究發展處, 1992-06-??) 謝文全本文旨在討論學校工程營繕的過程與原則。首先將營繕過程分為規劃設計、招商承包、施工監工、及驗收登記等四個步驟，再逐一申論各步驟的具體作法與注意事項。最後則歸納出營繕的七大原則，並加以申論。這七項原則如下：應有長期整體性的規劃、規劃設計宜符合教育上的實用、應注意工程的品質與安全、學校人員須具學校建築知能、嚴謹辦理招標及監工以防圍標、要遵守營繕相關法令規定、要慎訂投標須知與合約。Item 西德與法國中等教育制度之研究(國立臺灣師範大學研究發展處, 1983-06-??) 謝文全目前我國的中等教育面臨著許多問題，致使教育部朱部長再一月廿四日高中入學考試研究專案小組成立會議中，談到我國現階段的國民教育已不再讓學生享有愉快的童年時，一時百感交集，熱淚奪眶而出。（註一）教育上有問題就必須解決，而如何來解決這些問題固有賴我國的教育人員及社會大眾集思廣益找出辦法外，尚可從世界各國教育制度的研究中獲得寶貴的線索或啟示。故本文的研究目的即在研究外國的中等教育制度，藉以發現其措施的特點，以供改進我國中等教育問題之參考。就本文研究的研究範圍而言，世界上的國家很多，但因篇幅的限制，故本文指研究西德及法國兩國的中等教育制度。又中等教育制度的範圍很廣泛，因資料的限制，故本文只研究下列重點：（一）中等教育的學制：包括其組織型態及修業年限。（二）中等教育的課程：包括其教學科目、教學時數、課程的編製、教科書制度。（三）中等教育的行政管理制度：包括各類中等學校設置及管理的機關，及其管理情形。（四）中等學校學生的入學辦法。（五）中等學校畢業生升讀高等教育機關的入學辦法，亦即高等教育機關的入學辦法。本研究所用的研究方法為文獻分析法。