教育優先區政策借用之研究
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2010
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Abstract
我國教育優先區政策自1994年開始試辦以來，歷經1996年正式推行之三年計畫，實行至今將近15年，實為我國縮短城鄉差距，促進教育機會均等之重要教育政策。此種垂直平等的補助方式，由透過學校提出計畫，中央審核，專款專用，推動以來廣受學校好評，其精神理念亦受到學界肯定。
然而，教育優先區之概念並非我國所獨創，其始自英國普勞頓報告書之建議，法國亦採用優先教育區作為教育機會均等政策，同時美國亦有補償教育的作法，我國優先區政策在全球化的時代中，亦難自外於其影響，而產生政策借用之現象。在全球化的今日，在地現象常為遠處事件所型塑，乃至分析任何政策作為皆難避免探討政策借用之影響。然全盤移植的政策抄襲，難免產生橘逾淮為枳的政策借用失敗現象，故政策借用之研究對比較教育研究提出挑戰，認為政策之跨國移轉實為一調適再評估之歷程。
本研究將教育優先區政策作為一政策個案，分為中央政府、地方、以及學校等三個層級，藉由分析政策之借用歷程、遭遇困難、以及調適方式，歸納影響政策借用之因素。研究發現我國教育優先區政策以首長經驗及當時國教發展資源分配為背景，其決策調適過程受到資訊管道、在地經驗者參與、地方政治生態、行政體制及考核方式影響。在地方層級之調適作為受地方政治、行政文化等影響。而學校的在地文化、學校特色辦理的得名心態、升學主義、爭取經費之行政心態以及分處室辦理的本位主義皆會影響我國教育優先區政策之推動。最後並提出一評估性的架構，作為政策制定者借用國外教育政策之參考。
Education priority zones (EPAs) policy has implemented in Taiwan for more than fifteen years . According to the principle of positive discrimination, EPAs has become the most important education policy promoting equality of education opportunity in Taiwan. By supplying the needs of school directly by passing local governments, EPAs is praised for realizing the spirit of horizontal equity. EPAs had been promoted in England after the publishing of Plowden report. France adapted EPAs policy in 1982, and US also had compulsory education policy. The EPAs policy in Taiwan is hard to avoid the influence across nations in the world in the age of globalization. It is important to realize the impact and process of education policy borrowing in Taiwan. EPAs policy was used as a case for study in this research. The process of education policy borrowing and implementing were inquired through multiple levels between central government departments to school. Qualitative interview and text analysis method will be used, through opening and topic coding the data will be analysis. Finally some policy suggestions will be addressed to improve the education policy borrowing in Taiwan.
Education priority zones (EPAs) policy has implemented in Taiwan for more than fifteen years . According to the principle of positive discrimination, EPAs has become the most important education policy promoting equality of education opportunity in Taiwan. By supplying the needs of school directly by passing local governments, EPAs is praised for realizing the spirit of horizontal equity. EPAs had been promoted in England after the publishing of Plowden report. France adapted EPAs policy in 1982, and US also had compulsory education policy. The EPAs policy in Taiwan is hard to avoid the influence across nations in the world in the age of globalization. It is important to realize the impact and process of education policy borrowing in Taiwan. EPAs policy was used as a case for study in this research. The process of education policy borrowing and implementing were inquired through multiple levels between central government departments to school. Qualitative interview and text analysis method will be used, through opening and topic coding the data will be analysis. Finally some policy suggestions will be addressed to improve the education policy borrowing in Taiwan.
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政策借用, 政策移植, 政策執行, 教育優先區, 教育機會均等, policy borrowing, policy transfer, Policy implement, Education Priority Zones policy, equality of educational opportunity