偏遠地區學校解方：集體貢獻模式

Collective Impact: A Solution for Schools in Remote Areas

偏遠地區學校弱勢學生面臨的困境，學校固然應承擔重要角色，但這些困境不應由學校單獨解決，必須整合家庭、社區、社福與在地產業等資源，才能為弱勢學生提供足夠的支持。然而，偏遠學校人員少且經常流動，難以長久與其他公私部門合作，此際，可促進組織間互動與協調之集體貢獻（collective impact），為亟需統整各方資源的偏遠地區學校帶來希望。本研究以臺灣一所偏遠地區國中及其社區組成的核心團隊為對象，透過分析15次會議、成果文件與訪談四位參與者，探討偏遠地區學校推動集體貢獻模式的效益與挑戰。研究結果揭示，實施集體貢獻模式有益於偏遠地區學校，包括：一、核心團隊促進社區對文化傳承與基本學力的共識；二、學校與非學校成員均體認偏遠地區學生學習需要全村協力；三、多元外部資源逐步整合進學校目標。本研究也同時發現，偏遠地區學校實施集體貢獻模式必須克服三項挑戰：一、討論過程缺乏循序引導架構，不利於建立共識和促進參與；二、成員不善制定具引導活動效益的共享指標；三、學生學習只聚焦基本學力，非學校成員貢獻不易。最後，本研究提供偏遠地區學校未來實施集體貢獻模式的建議。

Disadvantaged students in remote schools face complex challenges that cannot be addressed by schools alone. Instead, effective support requires integrating resources from families, communities, social welfare agencies, and local industries. However, limited staffing and high turnover in remote schools hinder sustained collaboration with public and private sectors. The Collective Impact (CI) framework, which promotes cross-sector coordination, offers a promising approach. This study investigated a CI initiative in a remote Taiwanese junior high school by analyzing 15 team meetings transcripts, outcome documents, and interviews with four key participants. Research findings indicate that implementing CI is beneficial for schools in remote areas. Findings highlight three benefits. First, the core team fostered community consensus on cultural heritage and basic competencies. Second, both school and non-school members recognized that learning for students in remote areas requires the effort of the whole village. Third, diverse external resources were gradually aligned with school goals. Nevertheless, three challenges emerged. First, a lack of structured facilitation hindered participation and consensus building. Second, members were inept at setting shared measurements that effectively guided activities. Third, a narrow academic focus limited contributions from non-school members. Finally, the study provides suggestions for remote schools adopting the CI model in the future.