中央政府對地方政府教育課責之探究—以地方教育事務統合視導為例

近年來，教育課責（又稱績效責任）已是許多國家所關注的議題，因其為達成教育目標、改善施政效率與效能之重要機制，亦可監督公權力使用的正當性，避免遭受誤用。國內對於教育課責已有相關研究，但內容較少聚焦於中央政府與地方政府之間的教育課責，且歷經《地方制度法》的施行與地方政府數次改組後，中央與地方之權責關係也產生了變化。是故，本研究目的旨在探討「中央—地方」的教育課責，並選擇「地方教育事務統合視導」個案作為探討標的，透過訪談法與文件分析法以了解目前統合視導運作機制與課責效果。本研究的研究發現為：一、層級課責為統合視導主力但轉型後減弱二、法律課責以檢視依法行政為主要途徑三、政治課責缺乏立即性而效果有限四、專業課責效力繫於人為因素且轉型後更甚五、社會課責對於課責網絡影響力強且轉型後更為明顯最後，依據本研究結果，對於統合視導、中央政府與地方政府提出相關建議。

關鍵字

課責；教育課責；績效責任；統合視導；中央政府；地方政府

並列摘要

Recently, many countries have raised concerns about educational accountability because it is an important mechanism to reach educational goals, improve governance efficiency and effectiveness, and supervise government administration. There have been many related studies about educational accountability, but few of them have focused on accountability between central and local government organizations. In addition, after the Local Government Act implementation and local government restructuring, accountability between central and local government has changed. Thus, this article focuses on educational accountability between central and local government, and chooses the annual MOE integrated inspection of local educational affairs as a research subject, using the interview method and documentary research to clarify the current mechanism and accountability of the MOE integrated inspection. The findings of this study are summarized as follows: 1.Of all accountabilities, hierarchical accountability is the majority, but this decreases after transformation. 2.Law-based administration is the main method of legal accountability. 3.Political accountability lacks immediacy and effectiveness. 4.Professional accountability depends on human factors and increases after transformation. 5.Social accountability influences accountability networks the most and increases after transformation. Based on findings, recommendations were made for the MOE integrated inspection, central government, and local government.