不同組織層級跨系統協作之探究觀點

Analytical Perspectives on Cross-System Collaboration Across Different Organizational Levels

臺灣於108學年度起推動十二年國民基本教育課綱，此大型變革要能達成預期成效，教育治理需要更具因應變化的彈性，故而跨越組織疆域、網絡式的跨系統協作成為重要的治理方式。倘若地方與中央政府能透過治理系統的改變，提供學校一個促能（enabling）的環境，將有助於學校帶動組織落實素養導向的課程與教學。本文透過文獻分析，闡析進行跨系統協作探討時，可參採分析的組織層級與探究觀點；提出中央、地方及學校是三個可進行跨系統協作之組織層級，而切入分析之觀點可包含協作治理、網絡分析與系統領導。

Starting from the academic year 2019, Taiwan has initiated the 12- year National Basic Education Curriculum. To achieve the expected outcomes of this major reform, education governance needs to exhibit greater adaptability to change. Consequently, crossing organizational boundaries and employing network-type cross-system collaboration has become an important governance approach. If local and central governments can bring about changes in the governance system, providing schools with an enabling environment, it will facilitate schools in driving the implementation of competency-based curricula and teaching. This article, through literature analysis, elaborates on the analysis of organizational levels and exploratory perspectives when discussing cross-system collaboration. It suggests that the central, local, and school levels are three organizational levels where cross-system collaboration can occur. The perspectives to consider encompass collaborative governance, network analysis, and systemic leadership.