地方教育行政機關推動學校區域協作提升學生學力之探究：政策網絡的觀點

An Exploration of Local Educational Administrative Agencies Promoting Regional Collaboration Among Schools to Enhance Student Academic Achievement: A Perspective on Policy Networks

本文以「新竹縣區域協作提升學生學力計畫」為案例，從政策網絡角度探究區域協作計畫與特色，以及區域協作計畫執行的成功關鍵因素、正向影響與精進方向，獲得以下結論：一、區域協作計畫執行的成功關鍵因素：長期與充足的經費與人事的穩定性、開放民主互信的組織關係與氣氛、教育行政機關主導監督角色轉變為多重角色、包容多元、公平、熱誠領導的區長、專家學者長期的陪伴與諮詢。二、區域協作計畫執行的正面影響：包括計畫參與人員逐漸擴大、發揮互助合作與資源共享的效果、學區國中逐漸吸引學區國小學生就讀、提升一般學科能力與原住民族文化力。三、區域協作計畫的精進方向：提高教師、家長參與比率、教育行政機關穩定經費支持與法規鬆綁、行政優化尚待落實、資源有待整合。針對上述結論，分別對教育行政機關與學校兩方面提出建議。

This article uses the “Hsinchu County Regional Collaboration to Enhance Student Learning Project” as a case study to explore the characteristics of regional collaboration programs from a policy network perspective, as well as the key success factors, positive impacts, and areas for improvement in the execution of these programs. The following conclusions were drawn: 1. Key Success Factors for the Execution of Regional Collaboration Programs: These include long-term and sufficient funding, stability in personnel, an open and democratic organizational relationship and atmosphere based on mutual trust, a shift in the role of educational administrative agencies from a supervisory role to multiple roles, inclusive and equitable leadership from district leaders, and long-term support and consultation from experts and scholars. 2. Positive Impacts of Regional Collaboration Program Execution: These impacts include the gradual expansion of program participants, the effectiveness of mutual assistance and resource sharing, the increasing attraction of elementary school students to local junior high schools, and the enhancement of general academic abilities and indigenous cultural competence. 3. Areas for Improvement in Regional Collaboration Programs: Recommendations include increasing the participation rates of teachers and parents, ensuring stable financial support and regulatory flexibility from educational administrative agencies, optimizing administrative processes that still need to be implemented, and integrating resources. Based on the above conclusions, suggestions are provided for both educational administrative agencies and schools.