原住民籍師資培育公費制度之政策評估—以南投縣極度偏遠地區國民小學為例

Abstract

本研究旨在探討原住民籍師資培育公費制度於南投縣極度偏遠地區國民小學之實施現況，採用第四代政策評估觀點，暸解制度利害關係人對於目標達成度、制度適切性、執行者意向、回應性感受的主張與關切。本研究立基於文獻探討結果擬定評估指標與細項，採訪談及文件分析法，以南投縣極度偏遠地區國民小學為研究範圍，立意取樣制度執行者4人，制度標的人口6人進行訪談，輔以制度制定者發布之相關政府文件共同進行資料分析。本研究獲致主要結論如下：一、目標達成度狀況 （一）具體目標及預期結果擬定妥當，與國小行政端及原住民籍公費生認知相同。 （二）制度未達成之預期結果主要為「降低極度偏遠地區長期師資流動率」。 二、制度適切性狀況 （一）制度設立具有必要性，其價值展現於「在地人才培育」帶來的效益。 （二）制度規範項目是為「維持原住民籍公費生品質」，且內容符合公平性。 （三）制度主要影響於「維持師資各項穩定」，且適用南投縣極度偏遠地區小學。 三、執行者意向狀況 （一）國小行政端產生落差感受於「公費生針對極偏地區之教師專業知能不足」。 （二）國小行政端再次參與制度的意願強，並建議「精準規劃預定分發學校」。 四、回應性感受狀況 （一）原住民籍公費生產生落差感受於「給予相應於公費規範項目的同等支持」。 （二）原住民籍公費生再次參與意願持平，建議「調整各甄選管道缺額比例」。 本研究根據以上結論，對三方制度利害關係人及未來研究提出具體建議。

The purpose of this study is to explore the current implementation of the government-funded system for indigenous teacher education program in elementary schools in extremely remote areas of Nantou County. The study uses the fourth-generation policy evaluation perspective to understand the system stakeholders' claims and concerns of goal achievement, the suitability of the system, the intentions of executors, and responding feelings. Based on the results of literature research, this study draws up evaluation indicators and details, adopts interviews and document analysis methods, and takes elementary schools in extremely remote areas of Nantou County as the research scope. 4 people who implement the system and 6 people who are the target population of the system are selected for interviews by meansof intentional sampling. Data analysis is carried out jointly with relevant government documents issued by the system makers. The main conclusions of this study are as follows:1. The specific objectives and expected results are properly formulated, and have the same understanding as the three-party stakeholders.2. The expected result that has not been achieved is mainly “reducing the long-term teacher turnover rate in extremely remote areas”.3. The system is necessary, and its value is mainly reflected in the benefits brought by"local talent cultivation". 4. The establishment of the institutional normative project is to "maintain the quality of public-funded indigenous students", and the content is in line with fairness. 5. Applicable to extremely remote elementary schools in Nantou County, the main positive impact is "maintaining the stability of teachers". 6. The unanswered concern of the executors is that " public-funded indigenous students should have the professional knowledge of teachers in extremely remote areas". 7. The executor has a strong willingness to apply again, and appeals to "accurately plan the schools that the public-funded indigenous students are scheduled to distribute". 8. The unanswered concern of the target population is “to give equal support to indigenous public-funded students in accordance with the normative requirements”. 9. The target population has a moderate willingness to apply again, and seeks to "adjust the vacancy ratio of the selection channel". Based on the above conclusions, this study puts forward specific suggestions for stakeholders of the system and future research.