退場學校學生受教權與相關權益保障之研究—以北市某私立高中個案為核心

Abstract

本研究旨在透過質性研究中的深度訪談法，探討私立學校退場後，學生被分發至其他學校後所面臨的處境與挑戰。研究以2022年前後與私校退場相關的法律為基礎，檢視相關法規是否能有效解決學生轉學過程中的問題。本研究之受訪對象設定為2022年前後，經歷學校退場之學生，研究聚焦於這些學生當時的經驗，並以此為基礎，以學生權益為核心，對現行退場制度提出改進建議。經歷過學校退場的學生，在適應的過程中，對此程序的實際運作，有著切身經驗與反思，並能以此經驗，從學生的視角，對現行法規提出批評。他們的經驗與回饋能為政策制定提供寶貴的意見，特別是在完善學生安置機制與減少過渡期困境方面。本研究的核心目的在於從學生的真實經驗出發，分析其在教育資源、適應過程及制度保障等方面的需求與困難，並針對現行法規提出具體建議，以期為未來私校退場政策提供實務性的改善方向。本研究發現，受訪者在退場過程中所面對的最大問題是，退場前後校內資源大幅度減少，無論在師資、課程或學習規劃上等，都與退場前出現明顯落差。在資源匱乏下，教師出走與不適任等問題逐漸出現，容易影響即將面對全國性升學考試的最後一批學生。另外，遭遇學校退場的學生受教權，絕大多數雖然都受到基本的保障，能繼續就讀至畢業，但受教品質確實受到影響。此種狀況的發生與後續處理，仍有賴教育當局、校方與學生三方共同合作，落實對學生在學校退場過程中受教權等相關權益保障的責任。This study aims to explore the situations and challenges faced by students who were reassigned to other schools following the closure of their original private institutions, using in-depth interviews as part of a qualitative research approach. Grounded in legislation related to the phasing-out of private schools around the year 2022, the study examines whether existing legal frameworks are adequate in addressing issues arising during the student transfer process. The research participants consist of students who personally experienced school closures during this period. The study focuses on their firsthand experiences and, by centering on the protection of student rights, proposes recommendations for improving current school phase-out policies.Students who have gone through the school phase-out process possess valuable insights and reflections regarding the actual implementation of these procedures. Their lived experiences allow them to critique current laws from the student’s perspective. Their feedback provides significant input for policymaking, particularly in enhancing student placement mechanisms and mitigating difficulties during transitional periods. The core objective of this study is to analyze students’ needs and challenges in terms of educational resources, adaptation processes, and legal safeguards, and to offer concrete suggestions for revising current regulations, with the goal of informing more practical improvements to future private school phase-out policies.The findings indicate that the most pressing issue encountered by interviewees during the phase-out process was the substantial reduction in educational resources prior to and following the school’s closure. This included a noticeable decline in faculty quality, curriculum offerings, and academic planning. Under conditions of resource scarcity, problems such as faculty attrition and underqualified teachers emerged, posing considerable risks for the final cohort of students preparing for national entrance examinations. Although the right to education was generally upheld—allowing students to continue their studies until graduation—the overall quality of education was clearly compromised. The resolution of such issues, as well as the safeguarding of students’ educational rights throughout the phase-out process, requires collaborative efforts among educational authorities, school administrations, and students themselves.