補充或取代？偏遠地區高級中等學校執行教育補助政策的兩難困境

Supplement or supplant? The dilemma of grant policy implementation in remote high schools

本研究以「補充非取代」原則，檢視十二年國民基本教育改革中的補助政策變革實施後，對偏鄉高級中等學校造成的影響。透過對三所偏鄉國立高級中等學校執行補助人員進行焦點團體訪談，獲致結論如下：（一）基金預算制度下，小型偏鄉學校預算規模不足，必須申請競爭型計畫補助以彌補資金缺口，本應為補充學校發展特色的補助款，反而取代原本應編列的基本需求預算；（二）學校同時執行多個計畫，補助項目重複卻未必符合需求；（三）偏鄉學校受限於先天條件，不利以量化指標呈現補助成果；（四）教師兼行政又執行多個計畫，工作負荷大，流動率高，經驗無法傳承。學校乃陷入「申請補助以提升辦學品質，但執行補助又難兼顧教學本業」的兩難困境中。

“Supplement not supplant”（SNS）is a statutory provision across numerous federal grant programs for U.S. federal education grants since 1960’s. Adopting SNS, this study aims to investigate the impact of grant policy in remote public high schools after the twelve-year basic education reform bought along with abundant subsidies by competitive grant programs. Through three sessions of focus group interviews with remote high school administrators, the four aspects of grant policy impact were thoroughly discussed: school revenues and expenses, procedures of grant application and implementation, human resources for grant administration, and operation of school funds. This study generated the following conclusions: (1) The deficiencies between budget scale and operation expenditures do exist in small-scale remote schools, to apply for governmental grants are imperative, thus make the grants are supplanting not supplement. (2) The regulations and requirements of grant programs are diverse and volatile, usually revised under yearly basis and sometimes conflict with one another, schools have to accommodate to them. (3) Remote schools usually perform poorly on quantitative outcome measures due to diseconomies of school scale. (4) Teachers have to take extra responsibilities for grant administration in addition to regular teaching, thus cause their high mobility. (5) Remote high schools face a difficult dilemma balancing their grant administration and regular teaching jobs.