永齡台灣希望小學公私協力關係之研究-以雲科大分校為例

傳統公私協力理論認為公部門權力較大，非營利組織通常承接公部門的方案及接受經費挹注，因此易受於公部門的監控，產生不對等的權力關係及資源依賴，本文以永齡台灣希望小學雲科大分校為研究個案，採個案研究法，選取八名在推行永齡希望小學的工作夥伴且服務年資五年以上者做為訪談對象，探討永齡教育基金會、雲林科技大學及合作國小三方如何針對弱勢學童補救教學形成穩定的合作模式，以及三方互動如何達成共同目標，進而形成「公私協力」夥伴關係。研究發現，永齡教育基金會有良好品牌、嚴謹教材、行政簡化以及與各縣市聲望佳的大學合作等優勢，有助於合作國小協同參與，非營利組織（永齡教育基金會）開始握有資源分配主導權，亦即私部門成為方案委託者，公部門（雲林科技大學、合作國小）成為方案執行者，成為「私公協力」新模式；其次，組織合作關係既有主從概念，又充滿溝通與彈性的平等關係，鼓勵三方發展出在地的特色及經營模式；第三，永齡教育基金會及教育部各自提撥一定比例經費共同投注弱勢學童課後輔導，服務成效屬於三方共同擁有，確實提升學童福祉；第四，本文提出「資源主導模式」，亦即非營利組織不再是被動接受服務及服務的執行者，握有關鍵資源的一方，扮演協力關係主導者的機會越大。對於個案研究的方案建議，應重視品牌經營，設置專業社工，確認協力夥伴單位清楚瞭解角色定位及任務內容；中央及地方政府單位則應運用政策統一相關課輔方案，避免資源重疊，同時拓展服務對象，增加不同群體協力關係；針對「私公協力」部分，組織間應盤點各自可運用資源，保持平等關係溝通管道，減低資源過度依賴，且要重視組織間的合作與互動，成為多元的治理網絡，並正視資源對協力關係的影響，避免協力關係權力不平等。

關鍵字

公私協力；網絡治理；資源依賴；私公協力

並列摘要

Traditional public-private partnership theory holds government departments have greater power. Non-profit organizations usually undertake government departments' programs and accept funds. Therefore, they are vulnerable to the supervision. It would then lead to unequal power relations and resource dependence. This study takes Yonglin Education Foundation (YLEF) Hope Primary School(HPS) in National Yunlin University of Science and Technology (aka. YunTech) as the example, applying case study method and selecting eight partners served more than 5 years in HPS for interview, to explore how the three parties (YLEF, YunTech, and the primary school partners) form a stable cooperation model for the remedial teaching of disadvantaged children. Thus to realize how the three parties could interact to achieve the common goal and form the "public-private partnership." The study found that, first, the strong brand name, rigorous teaching materials, simplified administration, cooperation with prestigious universities across the country and other advantages, are of great help to gain the participation of primary schools, which are of the government sectors. Nonprofit organizations (such as YLEF) began to have the power to distribute resources. That is, the private sector has become the contract provider and the public sector (such as YunTech and the primary schools,) contractor. This is a new model of "private-public partnership." Second, this concept encourages the tripartite development of local characteristics and practice models. Third, YLEF and the Ministry of Education each contribute a certain percentage of funds to jointly invest in after-school remedial teaching for underprivileged children and the benefits are shared by all parties. Fourth, this paper proposes a "resource-led model," meaning that non-profit organizations are no longer passive recipients of contract and service provider. Those who hold key resources have greater chance to lead the public-private partnership. This study also has a few suggestions: Brand management focus and employing professional social workers. Making sure that all partners know their roles and tasks. Also, the central and local government should coordinate their remedial programs to avoid overlapping resources. To expand the service and increase the synergies among different groups. For the "private-public partnership" section, organizations should take stock of their respective resources, maintain equal channels of communication, reduce over-reliance on resources, and attach importance to cooperation and interaction among organizations to accomplish diversified network governance. To face the impact of resources on the relationship of partnership, thus avoid the unequal power relations.