英國學校視導制度之研究
--以教育標準署之學校視導為例
摘要
本研究之主要目的在探討英國學校視導制度，尤其是針對教育標準署的運作情形進行分析。為達成此項目的本研究採取文獻分析法，主要閱覽文獻內容包括：西元1839年以來英國學校視導制度的發展歷程；英國學校視導制度的法源基礎；教育標準署專屬網站的線上資料；專門研究教育標準署的論文期刊等資料，並採取中英學校視導制度的比較，藉以提出改革台灣之學校視導制度的建議。
本研究的主要發現為：
（1） 英國學校視導制度的基本設計理念在檢核政府設立或補助之中小學校的績效責任。以前由皇家督學處專門負責學校視導工作的執行，皇家督學皆由女王直接任命，地位相當崇高，享有進入校園執行學校視導工作的權責。
（2） 1992年教育（學校）法案生效以來，皇家督學處由教育標準署取代，不同於皇家督學處附設在中央教育行政機關之下，教育標準署由教育部的組織中獨立出來，成為非內閣的部會級組織，擁有人事與經費的自主權，主導全國性定期學校視導的工作。
（3） 英國的國會法案賦予首席皇家督學執行全國性定期學校視導工作的職權，任何阻撓學校視導人員或團隊進行學校視導工作的人，均將依法懲處。
（4） 教育標準署由首席皇家督學所領導，組織架構相當完備，由全職的皇家督學組成。為達成全國性定期學校視導的任務，教育標準署提供系列培訓課程，儲訓民間視導的人力，並將合格視導人員名冊分類登錄列管，包括註冊督學、小組督學與外行督學，以確保學校視導工作的執行擁有充足的人力。學校視導工作經公開競標的過程，由得標之註冊督學籌組視導團隊負責執行。首席皇家督學對由註冊督學領導之視導團隊的工作品質，負有監督與控管之職責。
（5） 教育標準署所採取的執行策略中，最值得參考的包括：（i）視導前與家長座談，膫解學校表現的全貌，視導後分送學校視導結果報告給每一位家長，以示對家長的尊重；（ii）視導人員先檢視相關文件，並與學校相關人員會談，形成對學校表現的初步判斷，再進行實際視導，蒐集佐證資料；（iii）公開印行學校視導報告，導引社會大眾共同監督學校的表現；（iv）視導後要求學校提出學校改革方案；（v）採取必要的措施協助表現欠佳的學校脫離困境，恢復該校應有之教育品質；（vi）強調與學校教育所有的夥伴包括學生、家長、學校管理委員與教師，維繫良好的關係。
基於上述發現，研究者對台灣教育當局提出下列幾項主要建議：
（1） 制定學校視導法。
（2） 成立學校視導專責機構或單位。
（3） 實施全國性定期學校視導。
（4） 擴大學校視導機構或單位之人員編制。
（5） 建立視導人員專業證照制度。
（6） 視導前編製學校視導實施架構與手冊。
（7） 視導結束後公開印行學校視導的結果報告。
對後續研究，本文建議深入探討英國學校改革行動方案之研擬及執行的過程，以俾我國學校建構改革行動方案之參考。若能赴英實地進行田野研究，針對學生、家長、教師、學校行政人員、視導團隊成員及皇家督學等，進行深入的觀察與訪談，應可對英國學校視導制度的全景，產生更生動、更完整的了解，彌補純以文獻分析之平面研究的不足。

A Study of the British School Inspection System
--Focusing on the Office for Standards in Education
Abstract
The main purpose of this study was to explore the school inspection system in Britain, especially the work of the Office for Standards in Education, known as OFSTED. In order to attain this purpose, it reviewed the literature concerned:（1）the history of the British school inspection system since 1839；（2） the main acts on which the British school inspection system is based；（3）the website data of OFSTED；（4）research papers on OFSTED. This study also made a comparison between OFSTED and the school inspection system in Taiwan with a view to providing some improvement suggestions for the latter.
This study found:
（1） The school inspection system in Britain is designed to examine the accountability of each state-funded school. The institute previously responsible for the work of school inspection was Her Majesty’s Inspectorate. Her Majesty’s Inspectors were appointed by the Queen, enjoyed very high status, and had the right to go into school premises and exercise her/his duty of inspection.
（2） Her Majesty’s Inspectorate has been substituted by OFSTED since the Education （Schools）Act 1992 was implemented. Independent from the Department of Education as a non-ministerial government department, OFSTED has autonomy in finance and staffing to run the national school inspection system.
（3） The law gives Her Majesty’s Chief Inspector the rights to arrange registered inspectors to inspect all schools regularly. Any obstruction caused to an inspector or inspection team while inspecting schools shall be liable on summary conviction to a fine.
（4） OFSTED, with the leadership of Her Majesty’s Chief Inspector, is a well-organized department, comprised by full time professional inspectors. In order to fulfill the function of inspecting all schools regularly, OFSTED provides courses to train private inspectors and maintains an inspector registration system to make sure the number of qualified private inspectors is enough for school inspections. Her Majesty’s Chief Inspector is responsible to keep the standard of school inspections made by registered inspectors under close review.
（5） The recommendable strategies adopted by OFSTED include: （i）Meet the parents before inspection in order to get an overall impression of a school and send the inspection report to the parents after the inspection;（ii）Review a school’s performances by analysing relevant documents before going into the school to collect hard evidence ;（iii）Publish the school inspection report to encourage the public to monitor schools’ performance;（iv）After inspection, request the school authority to make and carry out an action plan for improvement;（v） Take necessary steps to help schools with difficulties to improve their education quality;（vi）Emphasize the partnership among the stakeholders of school education, which includes pupils, parents, school governors and teachers.
Based on the above findings, this research suggests the Taiwanese government to:
（1） Create a school inspection act.
（2） Establish a special institute responsible for school inspection.
（3） Inspect all schools regularly.
（4） Enlarge the number of staffing in existing institutes of school inspection.
（5） Set an accredited system for school inspectors and keep their performance under review.
（6） Publish the framework and handbook for school inspection before conducting the inspection.
（7） Make public the school inspection report after inspection.
For further research, the author recommends ongoing field study in Britain to collect and monitor first hand materials as the inspection system evolves. A thorough study of the British schools’ after-inspection action plan is also suggested.

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