推動節能減碳的社會教育之層級分析

Hierarchical Analysis of the Social Education for Promoting Carbon Reduction

遲正憲(Cheng-Hsien Chih)

指導教授 ： 王順成 ； 白子易

朝陽科技大學/理工學院/環境工程與管理系/碩士(2010年)

摘要

摘 要
由於人類過度依賴能源，地球資源漸漸耗竭，加上國內使用的能源多數為化石燃料，燃燒化石燃料是CO2最大的來源，也是造成溫室效應的元凶，因此「節能減碳」成為當前最重要的議題。透過以終身學習為主軸，整合具有教育功能的機構及體系，以推動「節能減碳」的社會教育，才能真正落實節能減碳的工作。
本研究主要應用AHP理論，進行專家學者、政府機關、社教機構、社區發展團體等專家對推動節能減碳的社會教育準則之重要性評估，經由整理分析找出一致性之共同觀點，綜合整理而獲得研究結果，以作為政府在推動節能減碳的社會教育時之參考。
研究者透過相關的文獻探討，歸納整理相關的評估要素，採用Likert五尺度量表的題項設計調查問卷，統計結果，進行平均數與標準差分析，最後採用平均數4以上的16點題項為要素準則，完成「推動節能減碳的社會教育之層級架構」，並以此編製AHP相對權重調查問卷。
問卷回收後，透過一致性檢定篩檢有效問卷，以控制結果的可信度，藉由層級分析法之成對比較過程，獲得準則間的相對重要性權重值，建立權重體系，以提供相關單位有參考價值之訊息。本研究分析之結果如下：
一、評估要素層，整體專家認為最重要的要素依序為：「政府的積極作為」(0.421)、「教育與宣導活動的落實」(0.238)、「社會資源的結合」(0.202)、「社教單位的支持」(0.139) 。
二、在「政府的積極作為」下要素準則層，整體專家認為最重要的準則依序為：「推動各項相關法律完成立法，健全法制環境」(0.322)、「積極著手研發新的替代能源」(0.266)、「大眾運輸工具減價，鼓勵民眾搭乘」(0.208)、「政府獎勵安裝省電節能裝置」(0.204)。
三、在「社教單位的支持」下要素準則層，整體專家認為最重要的準則依序為：「擬定節能減碳教育實施計畫」(0.288)、「社教機構加強橫向連繫，組織策略聯盟，資源共享」(0.286)、「將節能減碳概念納入終身教育的重點」(0.234)、「加強社教機構所屬人員的在職訓練」(0.192)。
四、在「教育與宣導活動的落實」下要素準則層，整體專家認為最重要的準則依序為：「增加民眾參與節能減碳活動的誘因」(0.428)、「能源教育列入社區大學課程」(0.215)、「設計多元化的教育活動」(0.185)、「建置再生能源示範系統」(0.172)。
五、在「社會資源的結合」下要素準則層，整體專家認為最重要的準則依序為：「拓展社區節能，運用再生能源，供應社區熱水和暖氣」(0.421)、「尋求企業或民間團體共同參與節能減碳活動」(0.298)、「組織社區節能志工隊」(0.148)、「選拔優良社區節能案例，樹立楷模」(0.133)。
六、要素準則整體權重前5項準則依序為「推動各項相關法律完成立法，健全法制環境」(0.139)、「積極著手研發新的替代能源」(0.111)、「增加民眾參與節能減碳活動的誘因」(0.101)、「大眾運輸工具減價，鼓勵民眾搭乘」(0.086)、「政府獎勵安裝省電節能裝置」(0.085)。

關鍵字：節能減碳、社會教育、層級分析法。

關鍵字

節能減碳 ； 社會教育 ； 層級分析法

並列摘要

Abstract

As human beings rely excessively on resources, the earth’s resources are being gradually depleted. In addition, the resources used in Taiwan are most fossil fuels and the combustion of fossil fuels is the largest source of CO2 and also the prime culprit of greenhouse effect. Therefore, “energy saving and carbon reduction” has become the most important issue at present. The idea of energy saving and carbon reduction can only be fulfilled by integrating institutions and systems of educational functions to promote the social education of “energy saving and carbon reduction” based on the concept of lifelong learning.
This study adopted the AHP theory to evaluate the significance of the criterion of social education promoting energy saving and carbon reduction in the viewpoint of experts such as specialists and scholars, governmental organizations, social education institutions, and community development groups. The consistent common viewpoints were summarized by arranging and analyzing the research results, in order to serve as a reference for the government to promote the social education of energy saving and carbon reduction.
Based on literature review, relevant evaluation criteria were summarized and arranged. The questionnaire was designed based on Likert 5-point scale. The data were analyzed by average means and standard deviation, and 16 items with the mean over 4 were selected as the evaluation criteria to complete the hierarchy structure of social education promoting energy saving and carbon reduction. The criteria were used to compile the AHP relative weight questionnaire.
After the questionnaires were returned, the consistency test was used to screen effective questionnaires and control the reliability of the results. By using AHP pairwise comparison, the relative weights of all criteria were obtained to construct the weight system and provide as a valuable reference for relevant units. The analytical results of the study are as follows:
1. Regarding the hierarchy of evaluation criteria, on the whole, the experts suggested that the most important criteria are in the order as follows: “positive actions of the government” (0.421), “implementation of education and propaganda activities” (0.238), “integration with social resources” (0.202), and “support of social education units” (0.139).
2. Under the evaluation criterion of “positive actions of the government,” on the whole, the experts suggested that the most important criteria were in the order as follows: “Promoting the completion of legislation of relevant laws and rectifying the environment of legal system” (0.322), “aggressively investigating and developing new alternative resources” (0.266), “reducing the price of public transport fees to encourage the use of public transportation” (0.208), “rewarding the installation of energy saving device by the government” (0.204).
3. Under the evaluation criterion of “support of social education units,” on the whole, the experts suggested that the most important criteria were in the order as follows: “drawing up the implementation plan of the education of energy saving and carbon reduction” (0.288), “social education institutions enhance connection, organize strategic alliance, and share resources” (0.286), “including the concept of energy saving and carbon reduction in the focuses of lifelong education” (0.234), and “strengthening the in-service training of the staff of social education institutions” (0.192).
4. Under the evaluation criterion of “the implementation of education and propaganda activities,” on the whole, the experts suggested that the most important criteria were in the order as follows: “increasing incentives for the public to participate in the activities of energy saving and carbon reduction” (0.428), “including energy education in the courses of community universities” (0.215), “designing diversified educational activities” (0.185), and “establishing demonstration systems of renewable energy” (0.172).
5. Under the evaluation criterion of “integration with social resources,” on the whole, the experts suggested that the most important criterion were in the order as follows: “developing community energy saving and making use of renewable resources to supply communities with hot water and heating” (0.421), “asking enterprises or non-governmental organizations to participate in activities of energy saving and carbon reduction” (0.298), “organizing community energy saving volunteer groups” (0.148), and “selecting outstanding communities of energy saving to set good examples” (0.133).
6. As for the global weights of the criteria, the criteria with top five weights are in the order as follows: “Promoting the completion of legislation of relevant laws and rectifying the environment of legal system” (0.139), “aggressively investigating and developing new alternative resources” (0.111), “increasing incentives for the public to participate in the activities of energy saving and carbon reduction” (0.101), “reducing the price of public transport fees to encourage the use of public transportation” (0.086), and “rewarding the installation of energy saving device by the government” (0.085).

Keywords: Energy saving and carbon reduction, Social education, Analytic hierarchy process

並列關鍵字

Energy saving and carbon reduction ； Analytic hierarchy process ； Social education

參考文獻

李公哲，「永續發展導論」，中華民國環境工程學會，台北 (1996)。

陳瑞榮，「我國能源科技教育與節能減碳政策之推展現況探討」，生活科技教育月刊，第四十一卷，第六期，第56-70頁 (2008)。

行政院環境保護署網站，http://www.epa.gov.tw/ (2009)。

王秀紋，「推動國民小學能源教育之層級分析--以南投縣為例」，碩士論文， 朝陽科技大學環境工程與管理系，台中 (2009)。

王勝輝，「推動國民小學教師應用環境教育資訊網之層級分析--以南投縣為例」，碩士論文， 朝陽科技大學環境工程與管理系，台中 (2009)。