嘉義市中小學國教輔導團執行人權教育政策：以Edwards Ⅲ政策執行力理論分析

A Study of the Implementation of Human Rights Education of the 1-9 Grade Education Advisory Group in Chia-Yi City: A Perspective of Policy Implementability Study by Edwards III

陶秀英(Hsiu-Ying Tao)

指導教授 ： 藍玉春

國立中正大學/社會科學院/政治學系/碩士(2014年)

摘要

嘉義市中小學國教輔導團執行人權教育政策：
以Edwards Ⅲ政策執行力理論分析
摘 要
本研究主要探討國民教育階段之中小學國教輔導團在人權教育政策執行與推動上的現況與困難。以嘉義市人權輔導團之國中團與國小團為例，本研究引用Edwards Ⅲ的政策執行力模式，從人權教育政策執行的四個重要變數，包括溝通、資源、執行者意向及機關結構等進行分析。所採用的研究方法，主要包括文件分析、訪談等。期能反思人權教育政策執行的實務是否有改善的空間，並希望對未來人權教育的推動有所助益。
本研究的結果歸納如下：
一、嘉義市人權輔導團在垂直對上溝通、團內平行溝通及垂直下達學校溝通部分，接收及傳達政令管道暢通，惟國中小團需有更多整合，且推廣至學校教師部分仍待加強。
二、嘉義市人權輔導團人力配置尚稱合理充足，輔導員掌握資訊的能力與表現均受肯定。然經費設備不足、權威部分因其未具強制性，影響人權教育之落實。
三、嘉義市人權輔導團受不同執行者之意向影響。教育部、市政府相關主管人員、校長、專任輔導員等都擔負了不同的關鍵角色。
四、嘉義市人權輔導團大致上皆能遵循既定計畫，達成組織之目標與功能，其組織運作之彈性普遍受肯定，唯推展方式仍有待檢討與精進。

關鍵字：人權教育、國教輔導團、政策執行

關鍵字

政策執行 ； 國教輔導團、 ； 人權教育

並列摘要

A Study of the Implementation of Human Rights Education of the 1-9 Grade Education Advisory Group in Chia-Yi City:
A Perspective of Policy Implementability Study by Edwards III
Abstract
The aims of this study is to investigate the implementation and difficulties of the human rights education policy in primary and secondary education through the advisory groups in Chia-yi city. Based on Edwards III’s theory of policy implementability analysis, the implementation of the human rights education policy in Chia-yi city was investigated through four main aspects: communication, resources, disposition, and bureaucratic structure. As the main institutions for implementing the policy, both the primary and the secondary education advisory groups in Chia-yi city were carefully examined and critically discussed in this study. The research methods adopted in this study include documentary analysis and a quasi-structural interview. It was hoped that this study could analyze policy implementation practice and could provide useful suggestions for improving in the future.
The main findings of this study are listed as follows.
First, for the education advisory groups in Chia-yi city, top-down, bottom-up and horizontal communication were seen as well-functioned. However, more integration between the two advisory groups were needed. Also, whether more teachers could be motivated to understand the human rights education policy need to be emphasized.
Second, the human resources for the two education advisory groups were commonly seen as reasonable and sufficient. Although the professionalism of advisers in the groups were recognized, some key weaknesses such as limited budget and week authority did affect the implementation of the policy.
Third, the implementation of the policy were influenced by different intentions of related policy makers and educational officers. These key stakeholders included officers in the Ministry of Education, those in the Education department in the Chia-yi city, principals, full-time advisers in the advisory groups.
Fourth, scheduled plans proposed by the two educational advisory in Chia-yi city were practical and well implemented so that the aims and function of the organizations were fulfilled. Furthermore, the flexibility of the advisory groups were also widely recognized. In spite of these strength, implementing strategies were suggested to be modified.

Key word: Human Rights Education, Compulsory Education Advisory Group, Policy Implementation

並列關鍵字

Policy Implementation ； Compulsory Education Advisory Group ； Human Rights Education

參考文獻

林佳範（2009）。台灣人權教育政策的發展與問題—從校園「解嚴」說起。臺灣國際法季刊，6(1): 135-157。

洪如玉（2006）。人權教育的理論與實踐。台北市：五南。

黃默（2002）。台灣人權教育的倡導、現況與展望。國家政策季刊，1(2): 69-84。

張馨丹（2004）。校園人權教育環境之探究－以台南市國民中學為例。國立成功大學政治經濟學研究所碩士論文，未出版，台南市。

韓筱玲（2011）。高雄市國民中學教師人權教育素養與管教行為之相關研究。國立臺灣師範大學公民教育與活動領導學系在職進修碩士論文，未出版，台北市。