運用 Sabatier 整合取向觀點分析幼兒就學補助政策

Using Sabatier’s Perspective of Synthetic Approach to Analyze Early Childhood Education Subsidy Policy

近年政府推動就學補助政策，以促進教育公平、提升教育品質及增進人民福祉，此為政策的核心信念。就學補助作業規範雖由中央訂定，但地方政府常依據地區特性調整做法，且執行過程中經常產生政策學習與政策變遷，因此本研究以Sabatier的整合取向觀點為架構，訪談14位教保服務人員及行政人員，分析就學補助的政策次系統、遭遇的問題、政策學習與政策變遷情形及政策再變遷的方向。研究發現包含：一、就學補助政策的核心信念與教保理念相同，有利於推動補助政策；二、中央政府、縣市政府及幼兒園相互合作執行補助業務；三、為解決補助問題產生政策學習並導致政策變遷；四、補助政策變遷僅改變次級信念，即實現目標的方式，並未改變核心信念；補助政策再變遷的方向包括以教育目的為政策目標、落實社會正義、要求教育品質及提供經濟以外的補助方式。最後建議：一、政策規劃者應廣泛蒐集執行過程的訊息，透過政策學習促成政策變遷；二、教育主管機關可擔任政策掮客與不同單位溝通，以保障相關人員權益；三、政策規劃者應分析社會環境再提出政策主張及目標；四、檢討經濟弱勢加額補助審查條件的適切性及修正所得稅法等，使幼兒就學補助能實踐政策的核心信念。

The government recently promotes education subsidy policy in order to achieve the policy goals that enhance the educational equity, improve the quality of education, and reduce the burden of parenting on families. While the central government sets policy, the local government adjusts the policies based on the features of the local. The implementations of the policies result in policy-oriented learning and subsidy program changes. This study used Sabatier’s perspective of synthetic approach to explore early childhood education subsidy policy in terms of policy sub-system, problems that occurred during the implementations, policy learning, and the direction of subsidy programs changes again in the future among 14 preschool educators and educational administrators. The research reaches the following major findings. The beliefs of the education subsidy policy are consistent with the philosophy of preschool educators; hence such consistence is conducive to promote the implementation of subsidy policy. The policy network structure of the central government, local governments, and preschools are collaborated one another in the process of implementing the subsidy. The complexity of the subsidy operation resulted into different levels of problems. In order to solve the problems, policy learning was enacted and therefore it affected policy change. Moreover, the changing of the education subsidy policy only modifies the way to achieve the goal, but not the core beliefs of the subsidy policy. The directions for policy changes include setting policy goals on educational purposes, enactment of social justice, calling for education quality, and provision of subsidies in addition to financial ones. Finally, suggestions are provided for policy planners, particularly collecting information on policy enacting, making policy changes through policy learning. The education administration authorities should act as policy brokers to communicate with different units and protect the rights and interests of relevant personnel. Policy planners should analyze the social environment and provide strong evidence to strengthen policies and goals. The suitability for the economically disadvantaged grants should be reexamined for its appropriateness and income tax laws should be modified in order to implement the core beliefs of the subsidy policy on preschoolers.