我國弱勢教育政策與社會公平之相關研究

A Study on the Relationship between Social Justice and Educational Policies for Disadvantaged Students in Taiwan

弱勢教育政策自1960年以來早已成為世界各國政府主要施政重點之一，例如：1965年的美國《初等與中等法案》（Elementary and Secondary Education Act）第一章（TitleI）和《啟蒙法案》（Head Start），以及英國1967年的《普勞頓報告書》（Plowden Report）等影響重大的弱勢教育政策，便是以思索如何協助弱勢學生擁有正向的學校學習經驗，也促成教育研究與教育政策規劃以教育公平與弱勢教育的互動關係為討論的重要核心與熱門主軸。而我國自1995年起所推動的「教育優先區」計畫、1999年的「健全國民教育方案」、2003年的「全國教育發展方案」、2006年的「攜手計畫－課後扶助」計畫與「大學師資生實踐史懷哲精神教育服務計畫」、2008年的「夜光天使點燈專案計畫」、2010年的「數位學伴線上課業輔導服務」，以及2013至2014年為因應十二年國民基本教育所提出之「國民小學及國民中學補救教學實施方案」等相關弱勢教育政策，也正呼應了國際教育改革趨勢。為進一步深入分析我國歷年弱勢學生教育政策的利弊得失，本研究團隊首先根據Rawls、Coleman、Young與Sen等學者對社會正義的相關理論進行歸納與整理，修正鄭勝耀（2011）所建構之弱勢學生教育公平指標，進一步形成「我國弱勢教育政策與社會公平之相關研究」之研究問卷，再針對全國學校教育現場與教育行政機關進行分層隨機抽樣的問卷調查，將問卷分析結果歸結為我國未來制定相關弱勢教育政策的參考。

Since the year of 1960, the educational policies started to focus on the issues of disadvantaged students and their schooling all over the world. For instance, the Title I of Elementary and Secondary Education Act (ESEA) and Head Start in the United Statesin 1965, and the Plowden Report in the United Kingdom in 1967 paid more attention on how to overcome the struggles that disadvantaged students face during their daily school lives. Regarding to the issues of disadvantaged students and educational policies in Taiwan, there are the Educational Priority Area (EPA) Policy in 1995, the Enrich Citizen Education Action in 1997, the National Educational Development Program in 2003, the Hand in Hand Afterschool Program in 2006, the Night Angel Afterschool Program in 2008, the Digital Learning Partner Program in 2010, and the Remedial Teaching Program in 2013/2014. In order to review the con and pro of the existed educational policies related to disadvantaged students, the principal investigator collects the theories related to schooling and social justice including Rawls, Coleman, Young, and Sen to outline a questionnaire to figure out the relationship between educational policies and social justice. The researcher conducts a questionnaire survey and collects the data from educational administers, school leaders, and teachers all over Taiwan.. As the results, the author provides conclusions and suggestions to the further discussions, research, and policy making.