第二個學校第二個家:新北市慈輝班中介教育實施情形之研究

Abstract

本研究係以新北市慈輝班中介教育措施作為研究重點，期望透過對慈輝制度變遷的完全理解，探究中央及地方政府對於慈輝班的看法及投入的資源；同時，透過慈輝生的闡述及慈輝班相關工作人員的真實感受，嘗試勾勒出慈輝班的具體運作情形，包括慈輝生課程、教學、輔導措施等，從中分析對慈輝生的教育效果及社會效用；最後，在推動慈輝班的具體實施上，針對其組織定位、行政管理、資源與人力運用、課程及教學等方面所遭遇的挑戰與困境，提出討論與建議，作為未來教育政策改善之重要參考。

研究結果發現：中央教育部對慈輝班的資源投入仍係以「實驗計畫」及「總量管制」為主要政策，然新北市地方教育局則視慈輝班為「中輟預防」的設立理念，並確立「中介」教育之政策定位，鼓勵學生穩定就讀於慈輝班至畢業；再者，慈輝生認為自己擁有第二個「家」的照護，且慈輝生在慈輝班中多數能讀完國中、受到老師較多的注視、展現自信、得到支援繼續讀書或穩定生活，達到學校教育的效果；此外，新北市慈輝班的入學機制已建置完善，慈輝班與原籍學校的責任歸屬亦逐漸明朗，且教育輔導運作趨於穩定，唯校內仍存在「慈輝經費嚴重滯延」、「慈輝人力約聘不易」及「學生學習普遍低落」的困境。

基於本研究之發現，研究者針對中央教育部提出建議，期待政府能協助確立慈輝制度的法源、強調「預防勝於治療」的教育工作、及重視資源的「投入」，讓慈輝人員得以獲得支援；對地方教育局建議，期望相關人員能在學生入學安置會議上擬出具體的排序篩選指標，並在鄰近社區內開設「小型」慈輝班，使學生可以由鄰近社區就近照顧；最後對慈輝班的建議是「教學正常化」，並為學生提早擬定「離校計畫」，以利後續的生涯規劃。

This study focuses on alternative education measures represented by Tzu-Hui Classes (THC) in New Taipei City. It aims to fully understand the institutional changes introduced by Tzu-Hui, while exploring the views of central and local governments and the resources invested. Through student opinions on Tzu-Hui Classes and the responses of staff, the research displayed specific situations and interventions, including curriculum, teaching, and guidance measures for THC students, and analyzed THC educational impacts and social utility. Finally, when promoting the implementation of Tzu-Hui classes, the study focused on organizational positioning, administration, resources and manpower utilization, curriculum and teaching, and other challenges encountered. Discussion and recommendations were utilized to serve as important references for future education policy improvements. The major findings were that the Ministry of Education persistently took the “Experimental Program” and “Total Quality Control” as the key policies toward the resource inputs of Tzu-Hui classes. However, the Education Department in New Taipei City viewed THCs as “dropout prevention” and positioned the policy as “alternative” education to encourage students to take Tzu-Hui classes until graduation. Furthermore, many THC students consider the classes to be a second “home.” Most students in THCs completed junior high school, received greater attention from teachers, demonstrated self-confidence and obtained support to continue studying or stabilize their lives in order to improve school results. In addition, the admission mechanism for Tzu-Hui classes in New Taipei City has already been completely restructured. The attributes of Tzu-Hui classes and the schools of origin have gradually become clearer and education and counseling operations more stable. However, schools still experienced “serious fund delays in THCs,” “difficulties in recruiting employees for THCs” and “generally low student learning.” Based on the findings of this study, the researchers have made a number of recommendations to the Ministry of Education. It is hoped that the government will assist in establishing sources of regulations and laws for THCs, emphasize that “prevention is better than cure” in teaching and focus on the “investment” in resources to provide support to Tzu-Hui personnel. There are two main points of recommendations to the local educational authorities. First, a deliberate organizational screening index should be clearly drawn up to admit the most needed students into THCs; and secondly, the restructuring of “Small” Tzu-Hui classes to be established in nearby communities, so students can be taken care of by the local community. Finally, the recommendation for THCs is to “normalize teaching” and develop a “school leaving plan” in advance for well-preparing students through follow-up career planning.