英國教育優先區的運作－兼論對臺灣發展教育優先區的啟示

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Title:	英國教育優先區的運作－兼論對臺灣發展教育優先區的啟示
Other Titles:	The Development of Educational Priority Areas in the UK and Its Implications on Taiwan's EPAs
Authors:	沈秀芬 Shen, Xiu-Fen
Contributors:	國際事務與企業學系歐洲研究碩士班張心怡 Hsin-Yi Chang
Keywords:	社會正義;積極差別待遇;普勞頓報告書;補償教育;教育機會均等;教育優先區 social justice;Educational Priority Area;educational opportunity equality;Compensatory Education;Plowden Report;positive discrimination
Date:	2015
Issue Date:	2015-09-10 16:04:45 (UTC+8)
Abstract:	英國一直以來給人的印象是傳統而保守的，個人的社會階級地位決定其受教機會與類型，也當然造成教育機會與教育品質不均的情形出現。然而從1960 年代以降，英國社會環境「均等」的聲音出現，社會階級色彩漸趨淡薄。在此社會的氛圍下，1967 年「普勞頓報告書」（Plowden Report）以積極差別待遇（positive discrimination）概念為基礎，提出了政策性改革計畫。此計畫建議英國政府應採取主動干預的方式，挑選一些物質或經濟上最貧困之地區，予以特殊協助或以優厚待遇優先補助，改善其環境，使這些處於物質最貧乏地區的學校，能與其他地區最佳的學校有相同的發展機會。英國提出的教育優先區成為全球首創，以「教育機會均等」（educational opportunity equality）及「社會正義原則」（social justice）之理想為宗旨，希望能做到「積極性的平等」。因為臺灣亦受到全球化與知識經濟的影響，不僅貧富差距增加、城鄉差距擴大，原本冀望靠教育而帶動的階級流動趨緩，弱勢族群的教育受到嚴苛的挑戰。郭為藩部長遂於1993年引進英國教育優先區理念，1995 年試辦，隔年擴大辦理。而英國從1972 年以後，教育優先區亦漸漸不受重視，在實施上出現種種缺點，繼而終止實施。本研究希望深入探討英國教育優先區政策之精神、實施背景和政策施行後所產生的相關問題，期望給正積極將教育優先區發揚光大的臺灣有所借鑑。　　England has long impressed people with the image of being conventional and conservative. Individual social status determines his/her chances and types of receiving education, thus contributing to the inequality of educational access and quality. Nonetheless, ever since 1960s, the voice of impartiality has emerged and the emphasis on social status has gradually faded. In such social context, Plowden Report in 1967, based on the concept of positive discrimination, brought forth policy reformatory program. This program suggested that the English government select some of the most impoverished areas and offer special assistance or prioritize subsidy in an active, intervening manner. It aimed to improve the circumstances in hope that the schools located in these most impoverished areas were capable of having equal access to development just as the best schools in other regions. Educational Priority Areas （EPAs）, proposed by England, was unprecedented globally, with the aim at ＂equality of educational opportunities＂ and ＂social justice＂ in hope of achieving ＂positive equality.＂ With the influence of globalization and knowledge economy, Taiwan underwent not only the increasing disparity between rich and poor but also the widening gap between city and countryside. Originally the authority wished that education could foster the class shifting, which slowed down, though; meanwhile, the education which the disadvantaged group received also faced severe challenges. As a consequence, Minister of Education, GUO, Wei-Fan, introduced the concept of EPAs in 1993. EPAs was tried out in 1995 and implemented extensively the next year. Since 1972, EPAs in England had gradually received little emphasis and an increasing number of drawbacks had been noted, hence coming to an end. This study intends to explore the spirit of EPAs, England, its background and the related problems after implementation in hope of providing an important lesson for Taiwan, which is actively putting EPAs into practice.
Appears in Collections:	[Department of International and China Studies, The M.A. Program of Asia-Pacific Studies and Public Policy Studies] Disserations and Theses(M.A. Program in European Studies)

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