國家課程跨系統協作在教育治理上的意義及其運作

The Significance and Operation of Cross-System Collaboration in the National Curriculum for Educational Governance

公共行政傳統上運用的是科層模式，其後隨著時代變遷，陸續加入了市場模式、網絡模式。尤其21世紀興起的網絡模式具有跨域、協作及網絡的特色，而協作治理是其中一個取徑（approach）。教育部於2013年成立「中小學師資課程教學與評量協作中心」，進行師資、課程、教學、評量等系統之協作，此一國家課程跨系統協作即協作治理之展現。因應階段性任務之需求，跨系統協作於2020年以新型態形式運作，本文以之為焦點進行分析，而為呈現跨系統協作之演變，也論及前面之階段。本文首先闡釋跨系統協作在教育治理上所彰顯的意義，其次針對跨系統協作歷經不同時期產生的調適與改變，接著呈現跨系統協作在歷程中營造哪些促成有效運作的條件，最後則提出跨系統協作的展望。

Public administration has traditionally employed the bureaucratic model, gradually incorporating the market model and, more recently, the network model. The rise of the network model in the 21st century, characterized by cross-boundary collaboration and interconnectedness, highlights collaborative governance as a key approach. In 2013, the Ministry of Education established the “Collaborative Center for Teacher Education, Curriculum, Teaching, and Assessment” for elementary and secondary schools, facilitating collaboration across systems in areas such as teacher training, curriculum design, teaching methodologies, and assessment. This cross-system collaboration in national curriculum development exemplifies collaborative governance in action. To address the evolving demands of phased tasks, the cross-system collaboration transitioned to a new operational model in 2020. This article focuses on analyzing this transformation while also reflecting on earlier stages to illustrate the evolution of cross-system collaboration. The discussion begins with exploring the significance of cross-system collaboration in education governance. It then examines the adaptations and changes that have occurred across different phases. Subsequently, the article identifies the conditions established during these processes that have facilitated effective operation. Finally, it offers the prospects of cross-system collaboration.