社區組織建構社區學習網絡之研究--以台北市文山社區大學和台北市八頭里仁協會為例

A Study of Community Organization Construction Learning Network--Examples of Wen-Shun Community University and the Association of Peitou Li Zen of Taipei City

張菀珍(Wan-Jen Chang)

指導教授 ： 楊國賜博士 ； 林振春博士

國立臺灣師範大學/教育學院/社會教育學系/博士(2002年)

摘要

面對資訊社會網絡全球化、知識經濟時代的衝擊、以及人類學習型態與工作型態的改變，終身學習已經成為適應社會變遷與創新發展的基礎。而社區學習網絡的建構，更成為落實「思想全球化，行動在地化」的終身學習理想之基石，社區學習網絡的建構需結合社區組織的力量，經由共同學習與合作方能建立。
本研究的主要目的，在探討社區學習網絡建構的相關理念、架構與策略，國外社區組織建構社區學習網絡的發展經驗，及組織建構社區學習網絡的相關因素，歸納出社區組織建構社區學習網絡的架構、發展策略及組織相關經驗；其次，以台北市文山社區大學和台北市八頭里仁協會為研究對象，採用個案研究法取得其建構社區學習網絡的架構、發展策略及組織相關因素；接著，將文獻歸納的結果與研究對象發展現況做一比較分析，以發現我國社區組織建構社區學習網絡的優點及不足之處，並據以提出結論和建議，作為未來我國社區組織建構社區學習網絡之參考。
本研究的重要結論如下：
（一） 社區組織需將組織轉化為學習型組織，並以「學習－工作」網絡的模式，進行社區學習網絡的建構。
（二） 社區學習網絡的架構包括「社區學習資源網絡」、「社區數位學習網絡」和「社區學習資源中心」，其發展架構包括「建立社區夥伴組織」、「促進社區居民參與」、「執行績效評估」三部分及相關的發展策略。
（三） 台北市文山社區大學和台北市八頭里仁協會在組織學習的規劃上缺乏正規和非正規的學習方案；在推動社區學習活動時，發現資源整合有困難、居民參與學習不夠踴躍、無法針對不同對象的居民規劃學習活動；在推動社區資源網絡時較缺乏經費及志工的資源，希望政府能促進社區組織間學習資源的整合、輔導與評鑑工作。
（四） 台北市文山社區大學和台北市八頭里仁協會所建構的社區學習網絡，只有「社區學習資源網絡」，缺乏「社區數位學習網絡」和「社區學習資源中心」的架構；其發展架構部分以「建立社區夥伴組織」的相關發展策略較為完備，「促進社區居民參與」的策略則未盡理想，至於「執行績效評估」的策略則完全缺乏。
根據研究結論，提出以下建議：
（一） 社區組織的管理者須引導並規劃組織的「工作－學習」網絡之運作，以促進組織轉化為學習型組織的運作，並與學術機構或高等教育結合，以推動組織成員的正規與非正規學習。
（二） 社區組織應針對社區人口特質與族群特性進行學習需求的調查與分析，並依據其需求設計學習活動，由具有成人學習專業素養的人員協助進行學習輔導及諮詢的工作，並對參與學習者、中輟者進行學習問題輔導與追蹤，累積研究資料，發展出本土化的成人學習問題研究成果，方能促進社區居民參與學習，有助於社區終身學習理想的實現。
（三） 善用社區的社會人際網絡，網羅社區專業人士投入各項社區學習活動，並依據其專長與興趣加以分組，結合高等教育系所資源，進行各項正規、非正規及非正式學習的培訓，成為社區學習的志工，實際投入社區學習活動的經營與推動工作。
（四） 組織由中央至地方之「規劃委員會」、「輔導委員會」和「行動委員會」，促進社區學習網絡的建構。
（五） 政府應整合社區學校資源、工商企業資源、社區資訊業者及政府各項社區數位網絡資源，協助社區數位學習網絡之軟、硬體基礎建設的建立
（六） 由社區公、私部門組織共同規劃「社區學習資源中心」的組織架構、決策、權力結構及資源分配的機制
（七） 政府部門應與社區組織共同合作，籌措辦理社區學習活動的資金
（八） 對於社區組織對社區學習網絡的建構，應鼓勵多元化規劃、採用多樣化策略及創新發展，以符應社區組織不同的組織型態、利益和文化需求，結合公、私部門力量，共同建構出「國際性思考，本土化行動」的社區學習網絡

關鍵字

社區組織 ； 學習網絡 ； 學習資源網絡 ； 數位學習網絡 ； 學習資源中心

並列摘要

A Study of Community Organization Constructing Learning Network －－Examples of Wen-Shun Community University and the Association of Peitou Li Zen of Taipei City
Wan-Jen Chang
Abstract
Because of facing the network globalization of information society, the impact of the times of knowledge-based economy and the changes of learning style and working style, life-long learning become the basis of adapting the changing society and innovative developments. The construction of society learning network can become the sill of “ Thinking Globalization and Acting localization ”. The construction of society network needs to combine the power of the organization through cooperation learning.
The major purpose of this research is to explore the related ideas, frames and strategies of society learning network, the development experience of constructing learning network in the foreign and the related factors of organizing and constructing the learning network, and include a suitable frame, developing strategies and experience of constructing community learning network. The frame, strategy and other factors of Wen-Shun Community University and the association of Peitou Li Zen of Taipei city, are analyzed and compared by the case study method. The advantages and strategies of these two community organizations in constructing learning network are listed. The conclusion and suggestions are described in the following.
The conclusion of this research is as follows:
1. The organization of the community needs be converted to a learning organization, and carry on the construction of community learning network with the mode of a “ learning－working ” network.
2. The frame of the learning network includes “ Learning Resource Network “, “ Digital Learning Network “ and “ Learning Resource Center “ and the development structure includes “establishing partnership’s organization “, “ promoting the participation of community residents “, “evaluating performance “and other related strategy of the development strategies.
3. Both cases in the community learning network lack a regular or irregular learning program in organization learning; it is difficult to integrate learning resources and the residents participate the learning program not enough eager in pushing the community learning; The resources of the fund and volunteers are not enough to push the community resources network.
4. Both cases in the community learning network only have “Learning Resource Network “ but lack “ Digital Learning Network “ and “ Learning Resource Center “; in the development frame, the developing strategy of “ establishing partnership’s organization “ is good in both cases. However, the strategy of “ promoting the participation of all community residents “ is weak and “ evaluating performance “ is not performed completely.
By the conclusions of this study, the following suggestions are proposed:
1. The administrator of the community organization must guide and plan the operations of the "working-learning" network to promote and convert the organization into operations of the learning organization. Also, the organization can unite learning organization and higher education to provide learning programs for community members learning with regular and irregular learning opportunity.
2. The community organization must investigate and analyze the learner requirement, which base on the characteristics of the community population and the ethnicity. The learning activities will be designed by the requirements. The professional, who are familiar with adult learning equipment, should assist the works of the learning guidance and consultation. These professional need to guide and to track the learner and the leave off man. Also the guidance and tracking data must be collected. By these data, the local culture problem of the adult learning will be researched and reported and understanding the adult learning problem, can be used to improve the participation and learning of the community residents. Thus, the dream of the lifetime learning will be come true.
3. The community organization must collect and ask the professionals, who are lived in the community, to play a part in the learning activity. These professional men can be divided into many groups by their special skill and interest. Also, the community organization must integrate the higher education resources to train the community professional men to be the volunteers and to operate the activity of the community learning.
4. The "planning committee," "guiding committee," "action committee," must be organized from the local to the center government to promote and construct the construct the network of the community learning.
5. The government must integrate the resources of the community school, the enterprise of the industry and business, the enterprise of the information and the digital network. These resources can be used to construct the infrastructure of the software and hardware in the community digital learning network.
6. The organization frame, decision, power structure and the mechanism of the resource allotment of the "community learning resource center" must be co-planning by the public and private organizations in the community.
7. The government must cooperate with community organization to raise funds for the learning activity.
8. To construct the community learning network, community organization should encourage diversity plan, adopt variety strategies and innovative development to conform the requirement of different styles, benefits and cultures of the community organization. That is, community organization should combine the power from the public and private departments to construct the community learning network with "international thinking and native action."

並列關鍵字

community organization ； learning network ； resource network ； digital learning network ； learning resource center