教育政策執行評估之研究--以高職實用技能班政策為例

Research on evaluating educational policy performance--take an example of the policy of pragmatic skill classes of vocational high school

羅清水(Ching-shui Lo)

指導教授 ： 李基常 ； 吳清基

國立臺灣師範大學/科技學院/工業教育學系/博士(1999年)

摘要

本研究旨在探討教育政策執行評估的理論與方法，並以高職實用技能班政策為例，實證性地評估其政策的執行成效，進而加以檢討。
本研究兼採理論文獻分析與實證研究探討。首先蒐集與教育政策執行評估有關的資料與文獻，並對高職實用技能班政策的發展現況加以分析，以建構理論與文獻基礎。其次以實證探討建構高職實用技能班政策執行評估指標系統，並抽樣取全國七十九所高職為研究樣本做實地評估訪視。復以將結果加以統計分析以了解高職實用技能班政策執行成效。
透過上述質的探究與量的分析，獲致以下結論：
一、教育政策評估理論仍有待發展與建構。
二、政策利害關係人在教育政策執行與評估中所扮演之重要地位。
三、教育政策評估要精確地進行，有賴良好的教育政策評估指標系統。
四、評估指標建構方法，影響教育政策評估的信度與效度。
五、教育政策評估指標系統權重精確的求取，有助於教育政策評估結果的說明。
六、高職實用技能班政策功能與執行成效，值得肯定。
七、高職實用技能班政策執行成效，存有明顯之差異。
根據本研究主要發現及結論，分別提出建議供教育行政機關、高職及後續研究的參考。

關鍵字

教育政策評估 ； 教育政策執行評估 ； 實用技能班

並列摘要

This research is mainly aimed to delve into the theories of and approaches to evaluating educational policy performance, and then takes pragmatic skill classes of vocational high school as an example to evaluate and scrutinize the efficiency of policy performance by testifying.
In addition, this research adopts both analysis of theoretical documents and probe into testified research as well. First, I collect data and documents related to evaluating educational policy performance, and next construct the basis of theories and documents by analyzing the current policy development of pragmatic skill classes of vocational high school. Second, I apply testified study to form the index system of evaluating policy performance of pragmatic skill classes of vocational high school, and afterwards sample nation-wide seventy-nine vocational high schools for visiting and evaluating on the spot. Finally, I total and analyze the outcome to realize the policy performance efficiency of pragmatic skill classes of vocational high school.
I draw the following conclusion from the previous exploration of quality and analysis of quantity:
I. Theories of evaluating educational policy remain to be advanced and constructed.
II. The policy stakeholder plays a significant role in performing and evaluating educational policy.
III. To evaluate educational policy precisely relies mostly on the perfect index system of evaluating educational policy.
IV. Methods of evaluating index construction exert great influence on the reliability and effectiveness of evaluating educational policy.
V. Evaluating index system of educational policy focuses primarily on the precise search, which contributes to explain the outcome of evaluating educational policy.
VI. Policy function and performance efficiency of pragmatic skill classes of vocational high school deserve to be regarded positively.
VII. Significant difference exists in policy performance efficiency of pragmatic skill classes of vocational high school.
According to the findings and conclusions of this research, I give suggestions respectively to educational administrative organs, vocational high schools, and follow-up research.

並列關鍵字

Evaluating educational policy ； Evaluating educational policy performance ； Pragmatic skill classes

參考文獻

吳清山(民85)。全面品質教育之研究-以國民小學為例。行政院國科會專題研究計畫成果報告。(計劃編號NSC. 85-2413- H- 133- 006)。

林鍾沂(民76)。公共政策評估理論之研究─理論的重建。國立政治大學政治研究所博士論文 (未出版)。

梁恆正(民81)。美國全國教育目標執行策略之研究。載於國立臺灣師範大學教育研究集刊，34，P203-216。

以職業教育為主的國民教育工作簡報。臺中：作者。

Lowi, T. (1979). The end of liberalism. New York: W. W. Norton.