將教育政策視為社會政策的限制：以挪威為例   免費試閱

Limits to Education Policies as Social Policies: The Case of Norway

挪威在教育政策上有個重要的遺產就是對於一般的學習環境要有均等的機會──以聯合學校的例子來看。二十世紀末，是聯合學校成功的巔峰時期。每個人都能享有免費接受中等教育和高等教育的機會。對教育上的平等化有很大的影響。但是在上個世紀末出現了嚴重的問題。研究指出，聯合學校在學習環境、成就和機會上是很不平等的。對此他們嘗試著由兩個不同的方式來解決問題：依教育民粹主義的觀點，他們要重整聯合學校；另外一個方式是經由新公共管理模式建立一個優質學校。他們也發現，當代政策的改革原因是因為目標衝突、福利國家教育政策的失能、意識形態的改變以及經濟全球化等因素。聯合學校是以推動機會均等為導向的教育政策，而經由改革所產生的優質學校則是以競爭力為導向。由於挪威的文化和經濟的特質以及追求平等的企圖心，這些都可能包括在目前的品質改革中。

The Scandinavian state of Norway has a legacy of educational policies for equal opportunity to a comprehensive learning environment – envisaged in the model of the Unified School. A peak of success was reached in the third quarter of the 20th Century. Everybody got the opportunity of secondary and tertiary education free of charge. Education had a distinct equalising effect. In the last quarter of last century indications of serious problems appeared. Research indicated that the Unified School was producing inequality in learning conditions， achievements and opportunities. Problem solving has been attempted along two opposing policy lines: Educational Populism for restoring the Unified School， and New Public Management for creating a Quality School. Reasons for the present policy changes are found in goal conflicts and dysfunctional effects of welfare state education policies， ideological changes and economic globalisation. The Unified School reflects an equality-driven education policy， while the Quality School reform is competitiveness-driven. Because of particularities of Norwegian culture and economy， also ambitions of equality may be included in the present Quality Reform.