我國教育政策網絡治理之研究-以國民小學補救教學政策為例

Abstract

本研究以「教育政策網絡治理」為研究主題，以「補救教學政策」為政策個案，透過訪談、文件分析及焦點團體座談等蒐集研究資料，從鉅觀面向探討教育部、教育局及學校間的互動過程，主要研究目的包括闡明我國教育政策網絡治理之現況、探討教育政策網絡治理之效益、分析教育政策網絡治理之困境及探究教育政策網絡治理困境之因應策略；本研究主要結論如下： 一、我國教育政策網絡治理的現況，包括：行動者組成多元、治理資源具有差異性、各行動者重視協力合作、課責方式為科層課責等。 二、我國教育政策網絡治理的實際效益，包括落實民主化的教育政策治理、提升教育政策的認同度、發揮教育政策資源整合綜效、加強教育政策的回應性、強化教育政策發展過程的透明性等。 三、我國教育政策網絡治理的目前困境，包括：各行動者初始條件不一致、教育政策資源分配不均、治理權力不相等、受到政策時效性的壓力、無法有效落實課責等。 四、我國教育政策網絡治理的目前困境之因應策略，包括：調整教育政策法令規章、做好事前的教育政策規劃工作、提升教育政策領導能力、建立教育政策資源整合機制等。This research is written from the perspective of the Governance of Education Policy, and focusing on the interaction between Ministry of Education、local Department of Education and schools. By analyzing the variously data resources, such as: documents、focus groups、interview and so on, to clarify and keep abreast of the status、functions and predicaments of the Governance of Education Policy in Taiwan. In order to narrow down the size of the target audiences, and also to present the data about the Governance of Education Policy more specifically, this studying will use the Remedial Instruction Program as the policy case. The four major conclusions as below: Firstly, the current status is Ministry of Education、local Department of Education and schools play the key actors. The process of the Governance of Education Policy Network involves interacting and cooperating between all actors. The role of Ministry of Education is to rule and plan the missions specifically for each actor under its legitimate power. The resources each actor own are diversity and interdependent, all actors need to trust each other. Secondly, the key actors can produce the best possible results include implementing democratized Governance of Education Policy、improving the assurance of Education Policy、playing the effect of integrating Education Policy resources、establishing independent and equal interaction、reinforcing the responsiveness of education policy and the transparency during the process of education policy development, and also providing the possibility of education policy innovation. Thirdly, due to the contradictions in the hierarchy, the predicaments of the Governance of Education Policy Network includes the problems in resources allocation and operation、the conflicts in policy dialogue and communication、the asymmetry of policy information、the restrictions of policy timeliness、the accountability cannot be implemented, and etc. Eventually, for Ministry of Education、local Department of Education and schools, the strategies to solve the predicaments which mentioned above are including timely adjustment of laws and regulations、doing the education policy planning in advance、implementing systematic thinking paradigm of education policy decision-making、elevating policy leaders’ professional capacity、implementing power-sharing policy leadership strategy、establishing sustainable policy resources integration mechanism, and etc.