非營利組織參與教育活動之比較研究──臺灣博幼社會福利基金會與美國BayCES為例

A comparative study of non-profit organizations involved in educational activities－－exemplified by Boyo social welfare foundation (Taiwan) and BayCES (U.S.A.)

非營利組織不以營利為目的，而是取代或補強了政府的部分功能，執行為民眾求福祉的政策，近年來尤其可見非營利組織在教育活動的積極參與。本文旨在透過文獻分析，介紹臺灣博幼社會福利基金會以及美國加州BayCES（Oakland's Bay Area Coalition for Equitable Schools，奧克蘭海灣地區學校公平聯盟）等兩個非營利組織，進而從「組織的歷史與背景、參與教育活動的內容、成果與影響」三個層面，比較兩個組織參與教育活動的異同點，研究發現兩個組織的「相異點」有：（1）國情文化的差異，所以涉入教育行政機關的層級不同、（2）組織理念的差異，所以參與活動的類型不同；「相同點」有：（1）基於公平正義的出發點，關懷弱勢學生的學習、（2）勤於發現問題與開發策略，推行符合組織理念的活動。最後，提出非營利組織在未來參與教育活動的三點提示：（1）抱持正向且堅定的信念、（2）規劃有願景且系統化的目標、（3）進行策略聯盟與資源共享。

Non-profit organizations replace or reinforce some of the government functions and implement the policies that seek the well-being of the people. In recent years， non-profit organizations have actively participated in educational activities. The purpose of this study is to introduce two non-profit organizations， namely， Boyo Social Welfare Foundation in Taiwan and BayCES (Oakland's Bay Area Coalition for Equitable Schools) through literature analysis and further comparison of the similarities and differences of the two organizations' participation in educational activities based on three aspects: “The history and background of the organization， the content of the educational activities the organization engages in， and the outcome and influence.” The study findings show that the “differences” between the two organizations include: (1) the national conditions and cultural differences， thus the different levels of involvement of the educational administrative body; (2) the differences in the organizational philosophy， thus the different types of activities the organizations participated in; the “similarities” include: (1) with fairness and justice as a starting point， to offer care for the disadvantaged students; and (2) to diligently identify problems and develop strategies， and promote activities that are consistent with the organizational philosophy. Finally， targeting the non-profit organizations' future participation in educational activities， three prompts were proposed: (1) to hold a positive and firm beliefs; (2) to plan prospect-based and systematic goals; and (3) to engage in strategic alliances and resource sharing.