| Summary: | 碩士 === 國立嘉義大學 === 國民教育研究所 === 94 === Abstract
This research is based on document analysis and semi-structured in depth interview. The autonomy regulation about entrusting private management of public schools of Taipei County, E-Lang County, Tao Yuen County, Taichung City and Taipei City were samples for analysis. The research intended to explore the legislation, purpose, principles and current situations. The researcher also tried to figure the function in operation,entrusting candidates and contracts about the validity and extinction of the entrusting relationships. There were three entrusting private management of public schools in north part of Taiwan which were under study , one in Taipei County and two in E-Lang County. The research had interviews with the principals, school administrators and teaches thereof. The self-edited ‘Outlines of semi-structured in depth interview of entrusting private management of public schools’ was the tool. The researcher wished to conclude what were the possible advantages and disadvantages that the autonomy regulations might have produced the experience in handling and managing entrusted schools, and the features and the difficulties the different form schools met.
Conclusions of the research are as the followings:
1. The document analysis of autonomy regulations of entrusting private management of public schools:
(1).The legislation was based on ‘Educational Basic Law, subtitle Ⅶ, partⅡ’and ‘Civic Educational Law,subtitle Ⅳ, Part Ⅲ’ which authorized the entrusping agent management of public schools to private sectors.
(2).The regulations intended to preserve students’ privileges in schooling, parents’ right of school choice, incentives for enterprises to run schools, development on schools’ characteristics and ultimately quality of education. It’s pretty consistent situation in different schools and sites.
(3).In regulations about entrusting public schools to private management, the forms included constructing buildings, managing operation of school, chartering, renting schools and others guaranteed by magistrates.
(4).There were supervision committees to overview the entrust procedure and the contracting agencies were bureaus of education in cities and counties.
(5).The purpose of regulation was the protection for students as well as parents in rights to be educated and school choice. It naturally led to understanding and communication with and for the public.
(6).The entrusted team of management could be foundation or non-profit organizations.
(7).The entrusted schools of their employees, curricula and instruction should comply with the ‘Integrated Nine Year Curricula Outline’. But other school-based management would be fully autonomy.
(7).In each of the five counties and cities, the entrusted schools are to be monitored and assessed in the fields of financial and administrative affairs, by local governments.
(9).Contracts should be clarified. By recording periods of entrust (beginning date and expiation date), merits and rewards, privileges for continuing contracts, financial and funding rules, property responsibilities.
2. Conclusion of interviews with personnel in different forms of entrusted schools:
(1).Motives for the establishment of charter schools are similar: with respect to ‘Basic Educational Law’, the ideal of diverse schooling and school choice.
(2).All has philosophy and is motivated by inspiration and ideal.
(3)The different forms of entrusted schools are more flexible in organization, curricula, and instruction.
(4).Administrators, principals and teachers in different forms of entrusted schools have similar, manners and commitment to do go jobs.
(5).Interpretations towards outcomes of schooling in different patterns of entrusted schools differs.
(6).Each entrusted school has different types of problems and difficulties.
(7).Different forms of entrusted schools, different recognition on the difference between traditional public schools and the entrusted schools.
(8).The personnel who got interviewed mostly confirmed the readiness of regulations. Few opinions were issued for amendments or dissents.
(9).Entrusted schools are the new source of competition. Their success story would definitely challenge the public school system to transform and pursue for progress.
This research has also contributed to the establishment of similar regulations to define entrusted schools in an even broader and effective way. There are fifty two items in Yunlin County. They are(1)General statement;(2)Administrative;(3)Applying for establishment (4)Contracts; (5)Management;(6)Supervision & Rewards;(7)Appendix.
Keywords： private management of public school, entrusting private management of public school, autonomy regulation
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