| Abstract: | 中國各地經濟發展不均、城鄉教育資源分配懸殊，在農村地區和弱勢族群表現上尤為明顯。根據調查指出，貧困地區的部分兒童沒有上學的機會，社會弱勢族群體兒童入學率不到80%。除此之外，在中國許多偏遠落後地區的貧困山區和鄉村，由於地理環境惡劣、地方財力嚴重匱乏，學校教育投入不足，校舍簡陋，校內圖書、參考書和教學設備嚴重不足，教師缺少進修機會，大部份學生無力負擔學費，面對著艱鉅的困難。從實然面言之，沒有任何一個政府能全部處理所有複雜的教育事務和教育問題，因此，需允許教育類NGO 應運而生，甚而借助教育類NGO 和草根性組織來彌補政府之不足。換言之，國際教育類NGO 在刺激及支持草根性組織及其公民社會的發展上，扮演著相當重要的角色。基此，本研究以三年為期，在第一階段係以調查國際教育類NGO 之類型、分布、發展動向，並了解其和中介組織、大陸草根性組織之夥伴關係；在第二階段透過社會網絡分析工具，側重在分析國際教育類NGO 與中介組織暨大陸草根性組織以及公民社會之間的互動模型；在第三階段係聚焦在代表性的國際教育類NGO 與大陸草根性組織個案（例如：中國青少年發展基金會、金鑰匙視障教育研究中心、北京桃李天教育諮詢中心、福特基金會、海外中國教育基金會、新加坡國際基金會等），透過深入訪談、觀察和文件分析；並使用MAXQDA 質化分析軟體，以發展出本研究之理論架構，作為政策研擬之參考。
The economic environment of various regions of China is not balanced. The education resources of cities and countries are great, which are more obvious in countries and disadvantage groups. According to research, parts of the children that live in a poor area have no opportunity to go to school, and that the rate of the children unable to enroll in disadvantaged areas does not reach 80%. Besides, many poor mountain areas and villages of faraway and backward regions of China lack the investment on school education, such as crude school buildings, serious lack of books, reference books, teaching equipment and etc. Teachers also lack the chance for further education, and students do not have enough money to go to school. All this is because of their poor geographical environment and that the local authorities are in serious lack of local funds. To speak positively, no government can completely handle all complicated educational affairs and issues; therefore, educational NGOs should be allowed and should emerge, even draw support from educational NGOs and grassroots organizations to make up the lack of the government. In other words, regarding the development of stimulation and support of grassroots organizations and its civil society, international educational NGOs play a relatively important role. Due to this, this research uses 3 years as a period. In the first period, investigations are made on the types, distribution, development trends of international educational NGOs, and understand its partnership with intermediary organization and China grassroots organizations. In the second period, the extra emphasis is placed on analyzing the interaction model of international educational NGOs, intermediary organization and China grassroots organizations and civil society. In the third period, the focus is put on the typical international educational NGOs and individual China grassroots organizations, to develop the theoretical structure of this research for the reference of planning policies, by conducting a deep interview, observe, doing document analysis, and using MAXQDA analysis. |
