Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/92519
Title: 建構社區能力之研究-社區成人教育觀點
A Study on the community Capability Building: From the Perspective of Community Adult Education
Authors: 楊國賜
林振春
詹秀員
Hsin-Yuan Chan
Keywords: 社區
社區培力
社區能力建構
社區成人教育
community
community empowerment
community capability building
community adult education
Issue Date: 2009
Abstract: 推動社區培力、建構社區能力,已成為當代政府推動各類「社區化」政策的一項基礎且核心工作要項。多年來雖投入無數經費資源,但對於社區能力內涵及其建構策略之研究論述不多,是值得深入探究之議題。 本研究旨在探究台灣當前相關政府部會推動社區培力工作、建構社區能力之現況,進而從社區成人教育觀點探討建構社區能力之可行策略。為達研究目的,本研究首先採深度訪談法,從包括內政部、文建會及教育部等中央及地方政府部門、及社區領域相關專家學者中,立意選取34位受訪者進行個別訪談;其次,採焦點團體訪談法,從包括彰化縣、南投縣、台中縣、台中市等中部地區基層社區組織中,立意選取34位受訪者進行四場焦點團體座談。本研究綜融相關文獻、個別訪談與焦點團體訪談的資料分析,獲致下列研究結論: 一、社區培力目標在於建構社區能力。 二、社區能力內涵,包括價值意識、知識認知與實務技巧等三大類,是 推動各項社區化政策必備的基礎能力。其中以「社區自主參與意識」 為最核心的社區能力。 三、社區能力建構策略,以辦理「研習課程」、「實務工作坊」等靜態社 區學習活動為主;「績優社區觀摩」、「社區績效評鑑」等動態社區團 隊互動與經驗學習為輔。其中,「辦理研習課程」是最主要的社區能 力建構策略。 四、影響社區能力建構之相關因素,包括:1.來自政府部門的上級政策引導、承辦單位能力與態度、單位主管價值偏好、基層公所能力與態度及課程規劃等因素;2.來自專家學者與輔導團隊的專業知能、教學互動與實務經驗等因素;3.來自基層社區組織的社區領袖學習動機、社區認同參與及地方政治民意等因素。其中以「專家學者」對社區能力建構之影響層面最廣。 五、當前建構社區能力之問題困境,包括:1.與政府部門有關的,諸如 缺乏政策法令、本位主義、地方基層單位消極抗拒等;2.與專家學者 或課程規劃有關的,諸如缺乏社區能力建構目標、社區能力評估指標 、課程講師重理論缺實務經驗、課程規劃重認知技能缺公民意識涵養 等;3.與社區組織有關的,諸如社區幹部認知及基礎實務能力不足、 村里與社區組織角色對立衝突、社區組織幹部人事異動過於頻繁等問 題所衍生的困境。 六、社區成人教育應用於社區能力建構過程之可行策略,包括:1.與政府部門有關之策略,諸如健全社區政策法源依據、建構跨部會資源與課程協調平台、建構地方政府課程整合平台、由高層主管專責跨單位協調整合、落實各級政府行政社區化機制、善用社區評鑑引導社區建構基礎能力、鼓勵承辦人員跨單位非正式互動與資訊交流、社區大學回歸宗旨做為社區能力建構整合平台等;2.與專家學者及課程規劃有關之策略,諸如協助培植在地社區種子人才、協助釐清社區能力建構目標、協助並釐清社區共同核心能力、協助社區資源特色與需求調查、協助培力課程分級分類、協助建構問題解決導向的社區團隊學習模式等。 最後,本研究依據發現與結論,針對相關部會及其地方政府部門、相關專家學者、基層社區組織及後續研究者分別提出不同層次之建議,作為未來規劃與實施各項社區能力建構策略或研究之參考。
To promote community empowerment and community capability building have became the Government to promote various kinds of "community-based" policy and a basic core of work. Although funding for many years in numerous resources but there are no many researches talking about the meaning of community capacity and its construction strategy, it is a theme worth exploring deeply. Based on the study is to explore the Taiwan's current relevant ministries plans of community empowerment promotion and the current situation of community capacity building and then from the perspective of community adult education to discuss the possibility of community capacity building. In order to achieve the research purpose, this study took the deepth interview method firstly and made up their minds of selected 34 respondents’ from the Ministry of the Interior, Council for Cultural Affairs, the Ministry of Education and other central and local government departments and community-related experts and scholars in the field for individual interviews; Secondly, took the focus group method and made up their minds of selected 34 respondents from grass-roots community organizations of Chunghwa County, Nantung County, Taichung County and Taichung City to conduct four discussions with focus group. Six conclusions of this research are as below: 1.The goals of community empowerment is community capacity building. 2.The connotation of community capacity is included the value of awareness, knowledge and practice of cognitive skills, they are the basic capability to promote each community-based policy. Among them, "the self-awareness of community participation is the core of community capacity. 3.The strategy of community capacity building is to handle "learning course ", "Workshop Practice" and other community-based activities; also "blue-chip community visit," "community performance evaluation" such as dynamic community interaction and Supplemented by experiential learning. Among them, "have the study course" is the most important strategy for community capacity building. 4.The relevant factors of capacity building of affected communities, including: a) From the guidance of the central government’s policy, ability and attitude of units, the value of preferences from units, capacity and attitudes of local government with factors such as curriculum planning; b) The professional knowledge and skills from experts and guidance team, interaction and practical experience of teaching. c) From the grass-roots community organizations, motivation of community leaders, community participation and local identity factors. Among them, "experts and scholars" have the most effect to the capacity building . 5. The current plight of the issue to build community capacity, including: a) With the relevant government departments, such as the lack of Policy Act, departmentalism, passive resistance of local units; b) Regular of experts and scholars or courses planning-related, such as lack objectives of community capacity building, indicators of capacity assessment, and lack of practical experience of lecturer, curriculum planning focus on cognitive skills, and lack of civic awareness of conservation; c)About community organizations, Such as lack of practice of communities based on cognitive and cadres, the role of village and community organizations opposing process, community-based organizations are too frequent personnel changes and other issues arising from difficulties. 6. Applies community adult education to build community capacity to process a viable strategy, including: a)The strategy of the Government Department, such as a sound legal community policy, and build an inter-ministerial resources and curriculum society platform, integrated platform to build local government programs, by the senior management responsible for the coordination of inter-unit integration, government administration at all levels to implement the community-based mechanisms, make the best use of community-based evaluation to build the basis of ability to guide the community, contractor personnel to encourage informal interaction and inter-unit exchange of information, the purpose of community colleges as a return to social capacity building areas, such as the integration platform; b) And experts and scholars and curriculum planning strategy, such as the association to help nurture talent in the community seed to help clarify the goals of community capacity building to help communities and to clarify core competencies, to assist community-based resources to investigate and demand characteristics, empowerment programs to help grade classification, to help build Problem-solving team of community-oriented learning mode. Finally, this study proposed recommendations for the relevant ministries and local government, relevant experts and scholars, grass-roots community organizations and follow up researchers.
URI: http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=%22http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0893020055%22.&%22.id.&
http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/92519
Other Identifiers: GN0893020055
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