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    题名: 非營利組織教育政策參與之研究 : 以三個教育團體為例
    其它题名: A study on the participation of non-profit organization in educational policy : take 3 educational groups for example
    作者: 吳沛璇;Wu, Pei-hsuan
    贡献者: 淡江大學教育政策與領導研究所碩士班
    陳伯璋;Chen, Po-chang
    关键词: 非營利組織;教育政策;途徑;策略;Non-profit organization (NPO);Educational policy;Approach;Strategy
    日期: 2006
    上传时间: 2010-01-11 00:10:57 (UTC+8)
    摘要: 本研究旨在探討非營利組織教育政策參與之研究。分別就非營利組織之內涵、緣起與發展,並分析我國非營利組織參與教育政策制定的情形,包括議程設定、政策規劃、政策法制化。此外並分析我國非營利組織教育政策參與的途徑與策略。最後根據研究結果提出建議,供教育行政機關或以教育訴求為主之非營利組織參與教育政策之參考。

    本研究採用文獻分析法、深度訪談法與文件分析法。為使研究具代表性,本研究選擇之教育團體分別為財團法人人本教育文教基金會、社團法人社區大學全國促進會與中華民國全國教師會等三個非營利組織為研究對象。為深入瞭解非營利組織教育政策參與的各面相,分為非營利組織部門、立法部門與行政部門分別進行訪談,共訪談8人。

    根據深度訪談與資料整理分析,本研究獲致結果為:
    一、 我國非營利組織大抵採團體決策模式參與教育政策:
    (一) 台灣解嚴前的教育政策主導者屬菁英主義
    (二) 台灣現況與多元主義不符
    (三) 台灣現況符合統合主義其中的部份特點
    (四) 我國非營利組織大抵採團體決策模式參與教育政策
    二、 我國非營利組織參與教育政策制定的情形
    (一) 議程設定
    1.不同NPO對同一議題角度不同
    2.議程設定上非營利組織屬最前衛
    3.目前教育政策仍由行政部門主導
    (二) 政策規劃
    1.爭取參與行政部門政策規劃過程中NPO常受推諉
    2.NPO參與政策「政治化歷程」與「法制化歷程」
    (三) 政策法制化
    1.非營利組織組成份子不同造成政策強度不同
    2.非營利組織須具代表性
    3.政策法制化與政策完整性相關
    4.立法委員的利益考量
    5.以政黨方式推動法制化較易成功
    三、 非營利組織參與教育政策途徑
    (一) 遊說、舉辦活動、遊行抗議是非營利組織最常採用的途徑
    (二) 採用途徑多寡與是否有支援單位有關
    (三) 過去的參與經驗影響NPO未來參與途徑
    (四) 具有法定的地位的NPO其遊說強度較強
    (五) 研究對象均善用新興電子媒體
    四、 非營利組織所採取的策略
    (一) NPO最常採用政策性策略-資訊策略
    (二) NPO較少採用司法性策略
    (三) 法制化不成的NPO採用合產策略較佳
    The study focused on the participation of NPOs of educational policy. The content includes: the meaning of NPO, the development of NPO and the origin of NPO, analysis of approaches and strategies of participation of NPOs of education policy-making process. At last, based on the result of the study, provide the suggestions for the NPOs, legislative assembly body and the department of administration which involved in the education policy-making process.

    Literature review, in-depth interview and paper-analysis were used in this study. In order to increase the representative of the sample, Humanistic Education Foundation, National Association for the Promotion of Community University and National Teachers’ Association, R.O.C were chosen for the sample. To deeply probe the Participation of NPOs of education policy-making process, the interviewers include the people in the NPOs, legislative assembly body and the department of administration. And eight interviewers were interviewed.

    According to the in-depth interview and analysis of the data, the conclusion of this are briefly described below:
    1. NPO tends to follow group-decision model in Taiwan
    (1) In the period of martial law, the participation of NPOs of education policy-making process in Taiwan belongs to elitism.
    (2) The present condition of participation of NPOs of education policy-making process doesn’t fit to the pluralism.
    (3) Some features of corporatism were found in this study.
    (4) NPO tends to follow group-decision model in Taiwan.
    2. The present condition of participation of NPOs of education policy-making process in Taiwan
    (1) Agenda setting of institutionalization
    i. Different NPO has different point of view.
    ii. As agenda setting of institutionalization as regard, NPO is the advance among the others.
    iii. The department of administration still leads the agenda setting of institutionalization, now.
    (2) Policy-planning
    i. Shifting responsibility onto others is often faced by the NPO when participation of education policy-making process in Taiwan.
    ii. NPO participate in the processes of ‘political agreement’ and ‘institutionalization’.
    (3) Institutionalization of policy
    i. The compose of NPO effects the strength of institutionalization of policy.
    ii. NPO should be representative enough.
    iii. The completeness of policy affects institutionalization of policy.
    iv. The benefit of legislator affects institutionalization of policy.
    v. Institutionalization of policy is more easily promoted by political party.
    3. The approach of the participation of NPOs of education policy-making process in Taiwan
    (1) Most frequently used approaches are: lobby, activities, and protest.
    (2) The approach adopted by NPOs related to if they have supporting unit.
    (3) Past experience of participating of NPO in the education policy-making process affects its approach in the future.
    (4) The NPO has a legal position has stronger strength in lobby.
    (5) The three study NPOs are good in using the new electrical media.
    4. Strategies of participation of NPOs of education policy-making process in Taiwan
    (1) The most frequently used strategy is the policy strategy-information strategy.
    (2) The least used strategy is justice strategy.
    (3) The co-production is suitable for the NPO who failed in the institutionalization.
    显示于类别:[教育政策與領導研究所] 學位論文

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