| 摘要: | 為了改變我國自1954年起單一的大學聯招入學制度產生的許多弊病，我國自1980末起開始推動大學入學制度改革，然而在2002年全面實施大學多元入學方案後，仍然引發了招生公平性、對社經地位較低家庭不利、影響學生高中學習完整性等爭議。
為了回應高中與民間團體的倡議及社會各界對大學入學制度作全面性檢討的期待，以及配合十二年國教新課綱的規劃，新的大學多元入學方案自2012年開始研擬，於2017年經大學招生委員聯合會決議及教育部核定，於111學年度（2002年）開始實施。本研究以公民參與階梯、審議式民主理論應用途徑，透過對教育部、大學招生委員聯合會、高中、教師團體、家長團體與學生團體的深度訪談，檢視我國大學多元入學方案制定與變革的機制與過程，並探究當中所涉公民參與模式與流程，找出影響參與之重要因素。
本研究發現有三：高中學校與教師為大學入學政策制定的公民參與機制之關鍵、透過審議式的公民參與可制訂更完善的大學多元入學方案、以及建構協力導向的大學多元入學方案公私部門夥伴關係。最後，基於前述研究發現，本研究對政府方及利害關係人方分別提出制度面與實務面建議，作為未來深化大學入學政策制定的公民參與機制之參考。;In order to address the numerous drawbacks stemming from the single university admission system since 1954, Taiwan government began to reform the university admission system in the late 1980s. However, even after the comprehensive implantation of a multiple university admission scheme in 2002, controversies still persisted, including issues related to admission fairness, disadvantage to lower socioeconomic families, and impacts on the integrity of high school education.
In response to initiatives and societal expectations for a comprehensive review of the university admission system from high schools and civil society groups, as well as to align with the planning of the new curriculum framework of the twelve-year national education program, a new multiple university admission scheme was formulated starting from 2012. It was approved by the Joint Committee of University Admission and the Ministry of Education in 2017 and has been implementing since the academic year 111 (2022). This study employed the approach of participatory ladder and deliberative democracy theory, conducting in-depth interviews with the Ministry of Education, the Joint Committee of University Admissions, high schools, teacher associations, parent groups, and student organizations, aiming to examine the mechanisms and processes of formulating and reforming multiple university admission scheme in Taiwan, through which, to explore the citizen participation models and processes, and identify key factors influencing participation.
This study identified three main findings: firstly, the crucial role of high schools and teachers in the citizen participation mechanism for university admission policy-making; secondly, the potential for more comprehensive multiple university admission schemes through deliberative citizen participation; thirdly, the establishment of cooperative partnerships between public and private sectors for developing collaborative-oriented multiple university admission schemes. Based on these findings, this study proposed practical and institutional suggestions for the government and stakeholders, serving as reference for future enhancement of citizen participation mechanisms in university admission policy-making. |
