非營利組織辦理弱勢學生課程方案之策略探究: 以人本教育基金會之支點計劃為例

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Title:	非營利組織辦理弱勢學生課程方案之策略探究: 以人本教育基金會之支點計劃為例
Other Titles:	A Study on the Strategy of the Curriculum Program for Disadvantaged Students under the Non-Profit Organizations: Example of "Humanistic Education Foundation"
Authors:	薛曉華;Hsueh, Hsiao-Hua
Contributors:	淡江大學教育政策與領導研究所
Keywords:	關鍵詞:弱勢學生課程方案;非營利組織;大學生服務學習;Curriculum program for disadvantaged students;The Non-Profit Organizations;Service learning
Date:	2010-07
Issue Date:	2013-03-28 18:12:09 (UTC+8)
Publisher:	臺北縣：淡江大學
Abstract:	近年來，弱勢學生之教育扶助與課後照顧等課題不斷受到政府、民間與學術界之關注。目前中央政府及民間基金會或非營利組織也紛紛加入弱勢學生照顧的陣營。其中，非營利組織與大學生或社會人士之合作也是一種人力資源有效運用的機制，不僅為組織帶來人力上的支援，讓弱勢學童有更多年輕人或有心人的關懷，對大專院校而言，也是為大學生建立一種服務學習機制與參與社會服務的潛在課程，因此非營利組織辦理弱勢學生課程方案之機制策略與實踐歷程值得我們探究與省思。本文以台灣非營利組織之一一人本教育基金會之弱勢學生課程方案一「數想支點計畫」為研究對象。由於該組織在近年來積極推動弱勢學生課輔方案，且廣泛與大學生及社會人士合作，秉持著「打破心智階級」的理念， r 為提升弱勢學童未來競爭力的目標而共同努力」的理想。人本支點計劃除了為參與課輔老師的大學生及社會有心人士提供工作機會，也讓大學生體驗教育兒童的經驗，參與一種服務學習。本文主要的研究目的與分析主軸採rCORPS 模式」一非營利組織在方案運作上的五項基本課題。分別是: C-clients '服務對象; O-operations '創造價值之業務運作，包含規劃與組織; R-resources '財力與物力資源，包含資源提供者; P-participants '參與者，含專職人員與志工S-services '所創造或提供之服務。這五項基本因素之間的互動與配合也是非營利組織經營管理上的重要課題。為達上述研究目的，本文主要的研究方法為文獻探討、文件分析、以及訪談法，訪談對象為基金會主要負責人。本文透過基金會之一手文件資料與深度訪談，整理出人本支點計劃辦理弱勢學生課程方案之機制與實踐策略，研究發現如下:一、在服務對象方面(C) :支點計劃之服務對象主要為偏鄉地區小學，亦有許多為原住民部落;二、在組織規劃方面(O) :支點計劃主要為組織本身自行規劃課程方案(包括教材研發、師資培訓、實地服務等) ;三、在資源方面(R) :除了自身組織的其他營運基金，主要來自英仕基金會的贊助;四、參與者(P) :支點計劃之人力來源包括志工及經過組織師訓的兼職人員;五、所創造出的服務方面(S) :支點計劃希望藉由數學來打破心智階級，讓弱勢地區學生學會思考，得到另一種超越一般課輔方案(以補救學業成績為主)之競爭力，並樂於學習數學。 The purpose of this article was to explore strategies of the curriculum program for disadvantaged students under the non-profit organizations. Documents analysis and in-depth interviews were conducted in order to achieve a qualitative result. The research result shows the operation ofthe curriculum program under NPOs via the following five ways (the CORPS models) : 1. C-clients: The people who are served in "the math curriculum program for disadvantaged students" are elementary students in remote areas as well as in indigenous tribes. 2. O-organization: The ideal of "the math curriculum program for disadvantaged students" is for the humanistic education foundation itself to design the curriculum program which includes the development of teaching materials, the cultivation and training of teachers and field services.3. R-resources: The main source is from the sponsor of the other foundation besides other operational funds ofthe organization itself. 4. P-participants: The source of personnel consists of volunteer workers and part-time worker who are trained by the organization. 5. S-services: The main goal of "the math curriculum program for disadvantaged students" is to breach intellectual hierarchy via the teaching of math so that disadvantaged students can learn how to think. In this way, they are expected to obtain the competitiveness - beyond that from remedial courses - and enjoy the process of learning math.
Relation:	亞洲地區弱勢學生教育課程與教學國際學術研討會論文集，頁233-262
Appears in Collections:	[Master's Program, Graduate Institute of Educational Policy and Leadership] Proceeding

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