相關研究顯示在國中小的暑假階段，由於學生會有一段相當長的時間無法接受學校教育，所以常導致學生產生暑期失落情形；於是，各國開始嘗試在國中小的暑假期間，推動可讓學生持續學習的政策措施，例如：英國的夏日學校方案及我國的夏日樂學試辦計畫。從政策借用觀點，借鏡國外教育政策進行政策學習時，必須要注意社會脈絡性的差異問題，然而，由於夏日學校政策及夏日樂學試辦計畫的核心精神皆強調彌平學習落差及減少暑期失落現象；所以透過夏日學校政策評估結果，仍可對於夏日樂學試辦計畫的規劃及執行提供具有參考價值的思考方向。據此，本文將先說明夏日學校方案評估結果，並從政策執行、學校行政及課程規劃三個面向，說明英國夏日學校方案對我國推動夏日樂學試辦計畫之啟示。

Relevant researches indicated that students usually confront summer loss because they were unable to receive school education for a long period during summer vacation in elementary school and junior high school. Thus, various countries have been attempted to promote related policies, allowing students to keep learning during summer vacation. For instance, British Summer School Programme (SSP) and Taiwanese Summer Enjoy Learning Pilot Scheme (SELPS). In terms of policy borrowing, it is suggested to pay attention to the differences of social contexts when implementing policy learning based on foreign education policy. Nevertheless, since both the core spirits of SSP and SELPS highlight the elimination of learning discrepancy and summer loss, the evaluation consequence of SSP is still able to provide thinking direction which has reference value to the planning and implementing of SELPS. As a result, this article will firstly state the evaluation consequence of SSP followed by explaining the implication of SSP in the UK for promoting SELPS in Taiwan from three aspects: policy implication, school administration, and curriculum planning.