「青年自立釣竿」方案參與者經驗之研究~以新竹家扶中心為例

貧窮循環已經是一個不容否認、必須面對的議題。家扶基金會自2005年起，推出三大脫貧方案，其中，「青年自立釣竿」方案係為青年增加機會結構與取得未來取向的思考出發，為青年培力，以期避免日後再度落入貧窮循環。方案實施至今已經接近六年，究竟參與的成員對於方案參與的感受想法為何？是否真能增加了一些本事，使其面對未來不可知的挑戰時能更有信心？本研究的訪談對象為新竹家扶中心所參與青年自立釣竿方案中第一屆到第四屆的成員，以立意抽樣的方式，共邀訪12位成員進行深度訪談，藉由對話資料的整理與分析，以了解受訪者在方案參與過程中的感受、想法，以及方案對於個人的意義。經由資料的分析與整理，本研究的發現如下：一、1:1的配合款是吸引參與者進入方案的最大誘因。二、參加方案可以協助改善家計或是減輕家中經濟負擔。三、存款來源與方案預設之工讀收入有落差。四、參與者在目標設定的填寫多是為了符合執行機構的期待。五、服務與回饋為執行機構關注的焦點。六、不論是執行機構或是方案參與者，均對於目標規劃後之實踐未見積極落實。七、在執行單位的方案架構下，方案負責人具備方案規劃與執行的彈性空間，並因著個人對貧窮樣貌的想法與期待目標而有調整。八、成員對於方案參與過程中的體驗活動與服務回饋等動態活動印象相對深刻。九、藉由方案的參與，成員與他人建立良好的關係。十、方案愈近後期，方案執行更趨成熟、並豐富了課程與服務的多樣性。經由研究的發現，得到以下結論：一、有穩定工讀收入、願意參與學習、認同回饋服務者，為潛在的參與者。二、額外的學習與成長是參與者除配合款外評估是否參與方案的理性考量。三、方案參與者受執行單位目標期待與家庭經濟現實考量，在帳戶使用目標之初始設定，未必切合個人所需，且未掌握修改契機，故多未落實執行。四、方案參與者養成儲蓄與學習習慣、建立同儕支持網絡，達成培力目的。五、方案參與後的帳戶使用追蹤並未能成為執行機構與方案參與者關注的焦點。六、夢想是可以分階段完成的。方案提供機會讓方案參與者體驗了追求目標的準備過程及實踐的經驗，做為日後繼續計畫、循序漸進完成夢想的成功經驗。七、回饋服務並非受助的交換。方案透過服務與回饋的行動，讓方案參與者去體驗，其並非單純的收受者，而是有能力付出的人。依據研究結果，提出研究建議：一、1:1配合款的設計可增加方案參與者參與的誘因，可為方案設計的重要項目。二、帳戶目標應與充權與培力的目標同等重要，執行單位應將追蹤運用帳戶實踐夢想列為工作要項，方案參與者亦可學習規劃與構築理想目標，並付諸實踐。三、對機構而言，有穩定工讀收入、願意參與學習、認同回饋服務者，為方案招生的潛在服務對象，另可維持部分有經驗的參與者做為示範與指導。而對於方案參與者，宜主動積極爭取方案參與機會，以取得進入脫貧跑道的門票。四、機構在課程的規劃、安排與執行必須契合方案參與者所需，而方案參與者則需將目標規劃與實踐的心得經驗加以分享，或作為個人下一個夢想的起點。五、在感恩與回饋的方案設計上需做充分溝通，使方案參與者理解是培力的過程，並納入規範，不致有簽下空頭支票之感受。六、對方案參與者而言，堅持並實踐夢想，是相當重要的事。

關鍵字

脫貧方案；資產累積；發展帳戶；青年自立釣竿

並列摘要

Since 2005, TFCF has contributed programs and aimed to help the youth get rid of the circulation of poverty. This study has explored one of the three main anti-poverty program, the program of ‘Youth Capacity Building Program’ is traced and evaluated. This study recruits 12 ex-members of this program as the participants. By in-depth interview, this research has analyzed how this program has developed and this program has helped them. The study found that： 1.Match rates of 1:1 is the biggest incentive to attract participants join the program. 2.Joining the program can improve family’s economy or reduce burden. 3.There are some gaps between the sources of deposits and programs assumes. 4.The participant’s target tend to the exception of the agency. 5.Services learning and feedback are the focus of the agency. 6.Both agency and participants do not practice the target aggressively. 7.Program managers have the flexibility of planning and implementation of the program under the standardized framework of agency, and adjusted depending on the understanding and expectation of the picture of poverty. 8.The Experiential activities and Services learning are more impressive for the participants. 9.Participation in the program, participants established a friendly relationship with others. 10.When approaching the final stage, practice of programs became mature, rich, and service became diverse. Conclusions of this study are as follows： 1.Characteristics of potential participants: has stable part-time income, willing to participate and learn, and recognition services learning and feedback. 2.In addition to match rates, learning gains and growth is also a participant to assess whether participate the program. 3.Program participants consider the agency’s expection and their family’s economy. The target set of account using at the beginning, not consistent with the individual needs. They are also did not grasp the opportunity that can be modified. The target of account using is impossible to implement. 4.Program participants have been able to develop saving and learning habits, asset building become a regular habit, and to establish peer support networks. Program is able to reach the goal to empower participants. 5.The accounts using and tracking were not the focus of the agency and participants. 6.The target of the dream can be achieved by stages. The experience gained from the program, establish a foundation to future plans, and step-by-step to complete the dream. 7.Feedback and services learning are not the exchange for assistance. Through the service and feedback action, participants experience that not simply the recipient, but able to help others. The following recommendations are proposed： 1.Match rates of 1:1 can incentive participants in the program. It can be a major part of participation incentives and remain in the program design. 2.The target of the account and empowerment are equal important. For agency, the accounts using and tracking are the first project. For participants, they can learn building an ideal target and practice it. 3.For agency, have stable parttime income, willing participate and learn, recognition services learning is the potential participants. Besides, those who have participated can be mentors for new participants. For participants, they should actively seize every opportunity to take part in the project so that they can get rid of poverty as soon as possible. 4.The plan and implementation of the program have to fit participants' needs. Then, participants also have to share their experiences with next participant. 5.The design of services learning have to communicate completely. The participants must understand that services learning are the process of empowerment, and become the norm(rule). 6.For participants, insistence and practice are very important.