政府賦權家長參與學校治理之比較研究－以加拿大卑斯省和魁北克省立法為例

Empowering parents participation in school governance--A comparative study on school laws of British Columbia and Quebec Provinces

黃名佑(Ming-yu Huang)

指導教授 ： 蕭芳華

國立暨南國際大學/教育學院/比較教育學系/碩士(2010年)

https://doi.org/10.6837/NCNU.2010.00063

摘要

論文摘要

本研究探討政府賦權家長參與學校治理議題，以加拿大卑斯省和魁北克省立法為分析標的。採用文獻分析法與比較法，比較兩個省政府立法效能，法案分析變項包括立法意圖、政策目標、家長參與的組織系統設計、立法形式、獎懲規定、正式決策規則、強制執行條文等面向。本研究發現，卑斯省和魁北克省政府雖然同樣採取立法賦權家長參與學校治理，以示決心，但細究法案內容發現仍有決定程度上的差異。卑斯省之立法內容傾向為象徵性政策，家長參與實質性不如魁北克省政府。魁北克省立法目標明確和具體，家長參與納入組織設計，給予家長實質決策權限，配合法案監督機制，有益政策執行之推動和成效之產出。

關鍵字

賦權 ； 家長參與 ； 學校治理

並列摘要

Abstract

The study probes into the empowering of parents’ participation in school governance, and takes British Columbia and Quebec provinces as analytical examples. The contextual and comparative analyses are adopted to compare the content of legislation in these two provinces. The variants of bill analysis are as follows: the intention, objective, and form of the legislation, parents participation in management, the rule of decision-making, the rule of award and of punishment, the articles of enforcement, the supervision and so forth.
The study discovers that British Columbia and Quebec provinces still have determining differences to some extent even though they both adopt the empowering of parents participation in school governance legislatively. In British Columbia, the legislation is more symbolic, which means parents do not really participate in decision-making. Yet in Quebec, the legislative objective is certain and concrete. Parents are not only part of the school management, but also are empowered to make strategic decisions. With the coordination of resource and the control of supervision, schools are able to put decisions into practice effectively.

並列關鍵字

empowerment ； parents participation ； school governance

參考文獻

參考文獻

壹 中文部分

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丘昌泰、李允傑(2003)。政策執行與評估。臺北:元照出版。

吳清山、林天祐(2005)。教育新辭書,臺北:高等教育。pp172-173。