友善校園新能量：探析與建構教育公職律師3O模式

Friendly Campus New Energy: Analysis and Development of 3O Educational Public Attorney Model

本研究以探悉與建構符合教育現場需求之教育公職律師為研究目的，透過調查研究法分析屏東縣政府所屬學校（202校）因校務處理而諮詢律師之經驗與需求，計有77.72%之學校比例有諮詢律師經驗，並有97.03%之學校比例認為有尋求律師協助校務處理之需求性，其以具備性別事件、不當管教（含體罰）、校園霸凌事件及訂定校內法規程序之法律專業背景者為要，因此，配置符合教育現場需求之教育公職律師乃刻不容緩之事；另外，本研究經研析美國、英國及新加坡公職律師制度而建構「教育公職律師3O模式圖」，該模式圖包含：建構中央輔導群及地方輔導團專責單位，負責教育公職律師進用、運作與監督三階段之輔導與評估，透過各階段之執行回饋而修正每一個階段規範項目內容。最後，本研究依據研究結果提出行政、課程教學及研究面向相關建議，期待配置符合教育現場需求之教育公職律師，以讓教育專業與法律專業在教育現場中能夠相輔相成。

The purpose of this research is to realize and develop an education¬al public attorney model that meets the needs of educational settings. Through a survey of 202 schools under the Pingtung County Government regarding their experiences and needs for legal consultation in school ad¬ministration, it was found that 77.72% of schools have experiences con¬sulting attorneys, and 97.03% of schools believe they need legal assistance for school administrative matters. The most needed legal expertise in-cludes treatment backgrounds in gender-related events, improper disci¬pline events (including corporal punishment), campus bullying events, and procedures for establishing internal school regulations. Addition¬ally, this research constructs an“Educational Public Attorney 3O Model“from the experiences of public attorney systems in the United States, United Kingdom, and Singapore. The model includes：the establishment of a central counseling team and local counseling units responsible for the guidance and evaluation of three phases-onboarding, operation, and oversight. Each phases are revised from the feedback of the implementa¬tion in the respective phase. The research also proposes suggestions from administrative, curriculum and teaching, and research perspectives, hop¬ing that the establishment and utilization of educational public attorney can meet the needs of educational field, cooperating educational exper¬tise and legal expertise with each other in educational environments.