臺北市性別平等教育政策執行網絡之研究

陳穎琦

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臺北市性別平等教育政策執行網絡之研究

The Implementation of Gender Equity Education Policy in Taipei City: A Policy Networks Analysis

陳穎琦 , Masters　　Advisor：潘慧玲　　

繁體中文

性別平等教育政策；政策執行；政策網絡； gender equity education ； policy implementation ； policy networks

Abstract │ Reference (78) │ Altmetrics

Abstract 〈TOP〉

臺灣的性別平等教育於2004年《性別平等教育法》立法完成後，開始在全國推動，至今已有十多年光景，但實際上，在各縣市性別平等教育的執行成效卻良莠不齊。臺北市為臺灣推動性別平等教育最為完善的縣市，從臺北市教育局成立的兩性平等教育委員會，到臺北市政府跨部門的性別平等教育委員會，經過多年推動經驗的累積，在推動性別平等教育上具有較穩定且完整的組織架構。因此，本研究鎖定臺北市性別平等教育委員會，將之政策執行過程區分為規劃層級以及學校執行層級兩部分，並聚焦於臺北市性別平等教育委員會規劃層級內的政策小組及學校執行層級－資源中心學校與重點學校的運作，從中理解臺北市性別平等教育政策推動的情形。本研究採用質性研究方法，以半結構式訪談法為主，輔以文件分析法及觀察法，收集臺北市性別平等教育政策的相關資訊，進而利用政策網絡途徑勾勒臺北市性別平等教育政策執行網絡的網絡架構，包括網絡參與者、網絡的型態、網絡功能及規則等，接著從網絡資源的角度，分析資源在網絡內的流動與傳遞，最後從政策網絡的角度，察覺臺北市性別平等教育政策網絡的推動困境為何。
    綜合研究結果發現，本研究之結論如下：
壹、    臺北市性別平等教育政策網絡係由具有限制參與特性的多元行動者組成，可區分為政策規劃層級及學校執行層級。
貳、    臺北市性別平等教育政策網絡架構中行動者之間關係的整合性，呈現出封閉型網絡的型態特徵包括：網絡成員為自願性參與且成員固定，網絡內政策規劃層級為垂直依賴關係及學校執行層級則為水平依賴關係，而網絡行動者的連結關係強而有力，按照一定規章依法行事。
參、    臺北市性別平等教育政策網絡包含四項功能—在政策網絡的規劃層級中，以政策決定、協調整合及諮詢調查為主要功能；在學校執行層級內，則多為政策執行的功能為主。
肆、    臺北市性別平等教育政策網絡具有彈性調整的運作規則，在政策規劃層級的運作規則具有層級節制及區隔出核心與邊陲的特性，而學校執行層級的連結則較為鬆散。
伍、    臺北市性別平等教育政策網絡擁有多樣的資源互動，包括物質資源、知識與資訊及權力等三項資源，以知識與資訊為最主要。
陸、    臺北市性別平等教育政策網絡存在著網絡連結較為薄弱及網絡成員中執行單位孤立兩大推展困境。
    最後根據本研究的發現與結論，並針對性別平等教育政策網絡的規劃層級與執行層級、臺北市政府教育局等提出意見，並建議未來研究之方向。

Parallel Abstract 〈TOP〉

The Gender Equity Education in Taiwan, which was promoted in 2000, has gone through more than a decade even though the Gender of Equity Education Act wasn’t passed by the congress until 2004. However, the execution of Gender Equity Education in different cities and counties are not the same. Among all the cities, Taipei city has the best performance in promoting Gender Equity Education. The Education Bureau of Taipei City established a Gender Equity Committee before the Act was passed by the congress. This committee was later reorganized into a cross-department Gender Equity Education Committee, which now belongs to the Taipei City Government. With the collected experiences during the past years, Taipei city has a more stable and comprehensive organization to promote gender equity education.  Focusing on the Gender Equity Education Committee in Taipei City, this study intended to understand the policy execution of the Gender Equity Education in Taipei City through investigating its policy planning and the policy execution in various Resources Schools as well as Center Schools. This research applied Qualitative studies method and it was mainly based on interview with the support of document analysis and observation, in order to collect the relevant information of gender equality in education policy of Taipei city.  The policy networks approach was used to map out the structure of the gender equity education execution network, including its members, feature, functions, and rules. Then, the flowing and transmission of resources within the network were analyzed from the network aspect in order to find out the difficulties in promoting gender equity education. 
  Study results were concluded as follows: 
1.    The policy network of the gender equity education in Taipei City was composed of multiple but restricted members, who could be divided into the policy planning and policy executing levels.  
2.    The members, whose number was fixed, joined this network on a recommended but self-willing basis. The core members, who were in charge of policy planning, form a closed group. The relationship between the policy planning members were strong bonded and vertical interdependent. They conformed to regulations and rules. On the other hand, the relationship between the policy executing members, i.e. schools, was horizontal articulation.   
3.    This network had four major functions. The main functions of the policy planning level were policy making, coordination and integration, consulting and investigating while schools carried out the function of policy execution. 
4.    The operation of this network was flexible. At the policy planning level, which could be classified into a core and other fringe members, hierarchy was obviously visible in their operation. Meanwhile, the operations of the schools were quite loose. 
5.    Various resources, including materials, knowledge and information, as well as power, were exchanged and transmitted within this network. Among them, knowledge and information were the major resources.  
6.    For promoting gender equity education, this network faced two major difficulties in: a weak connection within the network and the isolation of the executing members. 
    Finally, suggestions for the policy planning level, policy executing level, and the Education Bureau of the Taipei City, as well as suggestions for future studies, were made based on the study results of this work.

Reference ( 78 ) 〈TOP〉

王光旭（2005）。政策網絡研究在公共行政領域中的核心地位與方法錯位。政策研究學報，5，61-102。
連結：
王淑麗（2004）。台北縣中小學性別平等教育方案實施現況之研究。國立台北教育大學教育政策與管理研究所碩士論文，未出版，臺北市。
連結：
何信儀（2008）。中等學校推動性別平等教育的困境：代課教師的觀點。國立台北大學社會學系碩士論文，未出版，臺北市。
連結：
李怡君（2009）。性別平等教育法校園實施之現況－以宜蘭縣為例。國立臺灣師範大學政治學研究所法律與生活教學碩士班碩士論文，未出版，臺北市。
連結：
林妮燕（2008）。英國1988年教育改革法案之政策網絡分析。暨南國際大學比較教育學系碩士論文，未出版，南投縣。
連結：

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