性別平等教育議題融入領域課程綱要之政策形成-以多元流程模式分析

性別平等教育自國民中小學九年一貫課程綱要時期起成為正式課程，以議題融入課程形式實施其課程綱要，然而其課程內容卻飽受社會各界爭議，同時在教學現場則遇到議題融入即融化的現實困境。今日，十二年國民基本教育作為我國迄今最大規模的教育改革，其中性別平等教育改以議題融入領域課程綱要之政策實踐於教學現場。本研究以 J. Kingdon 所提出之多元流程模式作為架構，爬梳十二年國民基本教育政策研擬期間之性別平等教育相關文本以釐清條理，並藉訪談分析國家教育研究院、議題工作圈性平小組、領域課程綱要研修小組等在政策制定過程之互動、權力運作之情形，探討現行性別平等教育議題融入領域課程綱要之方案何以受決策者青睞而作成政策。循十二年國民基本教育性別平等教育議題融入領域課程綱要政策研擬之脈絡分析問題流、政策流及政治流之運作情形，當三流匯聚政策窗開啟之機，政策企業家如何行動以推進其偏好方案，促使現行性別平等教育政策產出。主要研究發現如下:在十二年國民基本教育性別平等教育議題融入領域課程綱要之政策形成歷程中，其問題流、政策流及政治流彼此交互影響;我國現今國民基本教育政策已形成常態性變遷機制，故三股量流之發展不必然直接影響政策窗開啟之機，惟量流蓄積之能量多寡對性別平等教育政策可發展之空間、資源分配情形至關重要;十二年國民基本教育之政策由國家教育研究院草擬，後送教育部審議，其中公聽會等開放社會意見參與之程序安排於草案研修階段，以致大眾對性別平等教育之爭議聲被排除在外，有效抑止對決策者之挑戰，進而使性別平等教育政策得以順利產出。

關鍵字

十二年國民基本教育；性別平等教育；議題融入；多元流程模式；政策形成

並列摘要

Gender equality education has officially been included in the lessons since the Grade 1-9 Curriculum started, with the guidelines implemented through the integration of this issue into courses. However, these courses have not only triggered controversy in the society but also met with difficulties in the integration in class. Today, the 12-year Basic Education, the largest educational revolution in the nation so far, has instead included gender equality education through the integration of Domains Curriculum Guidelines. The study reviews the literature on the gender equality education during the policy formulation phase of the 12-year Basic Education, using the Multiple Streams Model proposed by J. Kingdon as the structure. The study also discusses how current implementation of gender equality education came into decision makers’ favor by analyzing the interaction, power, and politics among groups like National Academy for Educational Research, Issue Working Circle Gender Equality Committee, and Domains Curriculum Guidelines Committee during the policy making process. The study analyzes how policy entrepreneurs act to promote favored plan, contributing to the output of current gender equality education policy as the policy windows open when the problems stream, policies stream, and politics stream couple. The major findings are as follows. Problems stream, policies stream, and politics stream interact with one another in the policy formation of the integration of the issue of gender equality education into the Domains Curriculum Guidelines in the 12-year Basic Education. The mechanism of change in the basic education in Taiwan has reached normality, and thus the three streams don’t necessarily trigger the opening of policy windows, while the amount of the streams power matters in regard to the room for possible development and distribution of resources for the gender equality education policy. The policy of 12-year Basic Education was drafted by National Academy for Educational Research and reviewed by Ministry of Education. Public participation like public hearings was arranged at the stage of policy drafting, effectively minimizing the challenge to decision makers and prompting the output of gender equality education policy by excluding public doubts on gender equality education from the avenue of policy legitimation.