臺北市國民小學推動食農教育之制度能力研究

Abstract

鑒於糧食危機、食安風暴、糧食自給率低等問題，2015年柯文哲市長推動小田園教育體驗學習實施計畫（以下簡稱小田園計畫）作為其治理臺北市新政之一。原定一行政區一校試辦推動，卻引來193所學校響應，2016年臺北市政府教育局進一步規定所有小學皆需實施小田園計畫，可見食農教育的推動受到各方的關注與重視。本研究從各校提報於田園銀行網站的成果報告書中，選取臺北市士林區雙溪國小做為個案，進行參與觀察、訪談與文獻分析，並以Healey（1998）的協同規劃理論為架構分析雙溪國小執行食農教育的歷程，觀察其推動食農教育後的制度能力變化。最終將雙溪國小的食農教育歷程分為四期，並建立學童、教職員工、校方或行政團隊及社區或家長於知識資源、關係資源與動員能力變化的觀察項目，以及學校制度能力的前後差異。此外，統整雙溪國小執行食農教育特色供其它小田園計畫校及相關單位未來規劃政策之參考，並提供相關建議。

More and more food problems happen in our lives, such as food crisis, food safety scandals, and the low food self-sufficiency ratio. In order to deal with these problems, Mayor Ko ran the edible schoolyard project in Taipei, hoping to encourage schools to put emphasis on food and agriculture education. In 2016, Mayor Ko asked all elementary schools to join the project. The study focuses on a case study from Taipei Municipal Shuangxi Elementary School, using participant observation, interviewing and literature analysis to investigate the story behind it. Collaborative planning theory of Healey(1998) helps to analyze the huge amount of information. The results identify the evaluative criteria of institutional capacity between different stakeholders after taking four years food and agriculture education. Finally, some suggestions are given for Taipei Municipal Shuangxi Elementary School, other schools, the authorities and the future studies.