瑞典「自主學校」之發展及其對臺灣實驗學校經營之啟示

The Development of “Free School” in Sweden and Its Implications on the Management of Experimental School in Taiwan

本文透過文獻分析，首先梳理瑞典自主學校之發展背景，分從「入學方面，引進教育消費券提供家長學校選擇權」、「課程規劃方面，較不受國定課程規範」與「學校經營方面，多以大規模企業經營為主，且人員聘用較彈性」三方面探究瑞典自主學校之內涵；再者，本文評析瑞典自主學校可能遇到困境，從引進家長教育選擇權產生隔離現象，以及以營利導向公司經營，不利校長行政專業與教師專業發展等二個面向探討之；最後，闡述瑞典自主學校對於臺灣實驗學校經營的啟示。本文歸納結論如下：（1）提供弱勢家庭學雜費補助機制，達到入學機會均等；（2）多元管道引入學校經營人才，以實驗教育經營理念，豐富實驗學校經營多樣性；（3）彈性聘用師資，並注重教師在創新教學的專業發展。

This article was to review the background of the development of free school in Sweden, and investigate the meanings of free school in Sweden from the three aspects: introduction of educational voucher into school choice, free from obeying the national curriculum, and school manage¬ment by non-governmental organizations, flexibility of hiring faculty and staff. Furthermore, this article was to criticize the emerging issues from two aspects: introduction of educational voucher, and the management for business in the practice of Swedish free school. Finally, this article was to demonstrate the meanings of Swedish free school and its implications on experimental school in Taiwan. Above all, there were three conclu¬sions to sum up according to this study: (1) offering the tuition fee for dis¬advantaged family to reach the opportunity of fair access; (2) hiring the professional for experimental school management to enrich the diversity of experimental school; (3) employing teacher flexibly and focusing the professional development for creative teaching.