追求均質學區－從高中職社區化反省學區的規劃

我國的國民小學自光復後便已採行學區制；國民中學則自民國57年實施九年國民義務教育之後，也正式採行學區制；後期中等教育階段雖沒有類似的設計，但是否能透過學區的劃分而解決一些長期存在的問題，則有許多討論。本文從學區的概念的兩個主要意義：招生區與行政區，來評述高中職社區化政策對於「社區」的概念與策略。本文發現：高中職社區化政策中的社區，在概念上相當廣泛、在劃分上原則並不明確、在內涵上則前後期各有不同重點。本文繼之深入探討兩類概念的內涵與爭議：就招生區而言，贊成與反對的理由都有，且不同論點因為立場不同、以及主觀判斷的成分居多，使得共識難以達成；就行政區而言，各區教育資源的落差，會影響學生在學區內就學的意願，然而，若透過教育行政的積極規劃，有助於實質上保障教育機會均等，亦能帶動整體教育品質的提升，因而有其價值。綜合上述分析，本文主張：學區或就近入學的議題與教育資源的分佈是息息相關的。就近入學雖是可欲的教育目標，但若學區的教育資源不均，反倒影響了學生受教權益與家長的教育選擇權。因此，本文建議，後期中等教育對學區的規劃，不應凸顯其招生區的意義，而應強調其行政區的意涵，重視各學區在教育資源上的落差，促成各區域教育品質均衡的「均質學區」。

關鍵字

學區；適性學習社區；高中職社區化；後期中等教育

並列摘要

In Taiwan, school district system had been introduced in primary education in 1945, and then in secondary education in 1968. In upper secondary education, there have been no similar policies. However, debate on the introduction of a school district system are increasingly evident and whether many long-exist problems can be tackled are discussed. This paper investigates two main approaches of school districts and referring particularly to the current policy of senior and vocational high school community. Official documents about the policy are reviewed and latest statistics of the current implementation are examined. It is argued that the politics of school district are close related to educational resource including the chance to get into prestigious high schools. If the educational resources in different school district are not equally distributed, the restriction of entrance possibilities will affect students' educational right and parents' selection right. Therefore, it is suggested that the focus of school district policy should be put on the administration-approach rather than the recruitment-approach.