十二年國民基本教育師資品質管控政策之評析

A Critique on the Teaching Force Quality Control Policies under the Twelve-Year Basic Education Reform in Taiwan

我國於2014 年度開始實施十二年國民基本教育，為推動此一劃時代的教育改革 工程，教育部同時發展29 個方案，其中之一即為「提升高級中等學校教師教學品質 實施方案」。本研究以D. Easton 提出之政治與政策系統模式(systems model of politics and policy)檢視十二年國民基本教育改革中，兩個高級中等學校師資品質管控政策 「高級中等學校組織設置及員額編制標準」「高級中等學校教師每週教學節數標準」 之政策環境、政策投入、政治系統、到政策產出。最後再採用T. Birkland 提出之政 策設計(policy design)五個因素深入檢視其間的決策過程與問題癥結。經過分析結果， 本研究提出對十二年國民基本教育師資品質管控政策之建議如下：確立政策目標、 重新檢討政策設計之因果理論、採用多元政策工具、確立政策實施目標群體、以及 設計公私立學校雙軌的師資改善方案等。

Taiwan has commenced the twelve-year basic education reform since 2014. In order to implement this epoch-marking reform， 29 programs were proposed， including the teaching quality enhancement program. This study adopted D. Easton’s systems model of politics and policy to review the policy process of the two teaching force quality control policies under the twelve-year basic education reform， the standards for high school organization and prescribed number of personnel， and the standards of high school weekly teaching hours for teachers. After reviewing the policy environment， policy inputs， the political system， and the policy outputs of the two policies under Easton’s systems model， T. Birkland’s five elements of policy design were also adopted as the checklist for further review. Based on the findings， five suggestions were raised for future policy revisions: to redefine policy goals， to rewrite policy causal-theory， to adopt multiple policy tools， to refocus the target population， and to design a dual-tract policy for public and private school teachers.