我國兒童課後照顧服務中心與短期補習班制度整合之研究

本研究旨在探討六都家長、政府官員、專家學者、從業人員對課後照顧中心與短期補習班管理人員在運作現況、制度整合可行性及具體建議方案之看法。本研究方法包括問卷調查、焦點團體座談及深度訪談法。問卷調查以我國六都家長690人為樣本，並使用描述統計、百分比同質性檢定進行統計分析；焦點團體座談計1場次，深度訪談人員計8人。本研究結論為：（1）在現況方面，國小兒童參加課後照顧中心及短期補習班主因均為有輔導學校作業需求，兒童離開的時間愈來愈晚，且有61.6%家長不清楚兩者制度差異；（2）在整合可行性方面，有85.9%六都家長同意整合，且經政治、法律、社會、法律、技術面評估後具有可行性；（3）在具體建議方案方面，有84.8%六都家長同意在短期補習班現有文理、技藝類外，增設課後照顧類，並就法源依據、主管機關、制度目的、師資聘用、每生享有面積、推動期程等面向提出建議。本研究貢獻在於，確定課後照顧中心與短期補習班制度整合之可行性，針對結論深入討論，並提出相關建議。

關鍵字

課後照顧中心；短期補習班；制度整合

並列摘要

The purpose of this study was to explore (1) the current situation (2) the feasibility of institutional integration (3) the specific programs of integration of after-school child care center and tutoring center in Taiwan. Based on this, the researchers used Questionnaire,focus group discussion and in-depth interviews to collect and analyze data from the multiple perspectives of policy stakeholders such as parents in six metropolis of Taiwan、educational administrators、professors and related practitioners. A questionnaire survey was conducted. The samples were 690 parents from six metropolis in Taiwan. The study used descriptive statistics and test of homogeneity to carry out statistical analysis. The focus group discussion and semi-structured interviews of eight participants were also be conducted. Results showed that: (a) The reason why the elementary school students participate the after-school child care center and tutoring center was they need tutoring school homework. Furthermore, they left the aforementioned institutions more later.In addtion, 61.6 % parents from six metropolis in Taiwan do not understand the difference between the aforementioned institutions. (b) 85.9% parents from six metropolis in Taiwan agree to institutional integration of after-school child care center and tutoring center. Based on political, legal, social, legal, technical analyses, the integration of systems is feasible.(c) 84.8% parents from six metropolis in Taiwan agree the tutoring center in Taiwan can provide the services of after-school child care legally. Suggestions on legal basis, competent authority, system purpose, teacher qualification, area per student, related schedule were also provided. The contributions of this research was to confirm the feasibility and specific programs of institutional integration of After-School Child Care Center and Tutoring Center. The in-depth discussions and suggestions were made.