[[alternative]]A Study of Resource Sharing Build up the Sense of Community--Base on Campus issues under the Trend of Declining Birthrate

[[abstract]]生育率降低原本是歐美工業先進國普遍所面臨的危機，近年來在新興工業國，如：臺灣、韓國、新加坡、泰國等等國家也面臨生育率下降問題；據內政部的統計資料顯示，1970年嬰兒出生數為38萬多人，至1987年已降至31萬3,282人；2006 年更減少為20萬5,720人。少子化下影響社會層面甚廣，目前直接衝擊顯而易見便是「教育」面向，首先面臨便是入學人數逐年遞減，目前影響層級為國民小學階段，往後將產生連鎖效應，影響國民中學、高級中學，進而學影響高等教育；因著入人數逐年遞減，校園空間資源及其他相關人力及設備資源閒置將慢慢浮現至社會問題層面。校園空間資源原屬於教育公共財，校園閒置空間資源的產生是社會趨勢使然，也是學校必須面對的現象；Lorne強調，「今日，我們建造新的學校往往需要大筆金錢，這些校園建築不僅影響學校，更是社區和教會活動的舉辦場地，我們必須確認這些公共財能發揮效益，且順應時代需求。」；學校與社區的關係密不可分，黃鴻文提出就地域而言，學校位於社區中，是社區一部份，而社區是學校所在地，兩者彼此依存、相互為用；就教育而言，學校為辦理正規教育與成人教育的機構，教育社區婦女、青少年、老人等，對社區的發展影響甚鉅。學校必須面對教育公共財：校園閒置空間資源現象，此現象不僅是全校師生必須共同面對，也將影響在地社區。本研究論述透過歸納統整學校資源與社區資源及共享之重要性，以校園閒置空間資源為媒介觸發社區意識，關鍵面向提出以下三點。（一）必須要有關鍵協調者，此關鍵協調者要能瞭解學校及社區事務，能在之學校與社區中居中協調，以及能知道雙方所缺乏之人事物。（二）瞭解學校與社區目前處於互為資源、互為服務對象、互為工作夥伴那一階段，針對不同階段必須加強不同面向之關係。以校園閒置空間資源為例，在互為資源階段，學校能跟社區釋出閒置空間資源，社區能依需求使用；但若是互為服務對象，則是社區居民會提供人力協助學校整理校園閒置空間；但若是互為工作夥伴關係，則是學校與社區將共同協商校園閒置空間用途，既能符合學校教育需求，也能滿足社區居民使用。（三）進行社區與學校SWOTS分析，以解必須採用何種增進社區意識策略；例如能先針對學校及社區均能接受之閒置校園空間資源利用之空間形式進行試辦再利用，若社區及學校均認為社區圖書館與學校圖書館能利用此校園閒置空間資源，便必須協調使用時段、管制辦法及借閱辦法，完成後便實將此策略際執行，以利後續更完善共享機制。社區意識的營造，便是在此活動及運作之下，漸漸將社區居民聚集、討論，實際運作，讓社區居民漸漸擁有參與感，也慢慢有成就感，持續運作及執行，社區及學校意識便能日趨一致，學校與社區便能成為生命共同體。[[abstract]]Low birth rate was originally a common crisis in developed western countries, but these recent years, this problem has spread out to the new industrial developing countries such as Taiwan, Korea, Singapore, Thailand and so on. According to the statistics from Ministry of Interior, the number of new born babies was more than 380,000 in 1970; it decreased to 313,282 in 1987; in 2006, the number dropped sharply to 205, 720. The trend of having fewer babies affects our society extensively; the most direct impact is “education”. First, the number of new students entering grade school drops year by year, in the future it will impact the number of students in junior and senior high school, and then the higher education. The problem of decreasing students is going to idle a big part of campus space and other related human and equipment resource. Campus space originally belongs to public educational property. Schools must face the problem of idle campus space caused by the society trend. Lorne indicated “We spend a large amount of money on building schools; these school buildings are not only for school education, but also for community and religious activities. We must utilize those public properties to the most to accommodate society needs”. The relationship between school and community is inseparable. Huang Hung Wen suggested that in tense of location, school was a part of community and community is the location of the school. They depend on and work with each other. Education wise, school is an organization of formal and adult education. Educating women, teenagers, and the senior in the community has great influence on community development. Schools have to overcome the problem of idle resources because it might create impact on community as well. This study is to highlight the importance of integrating school and community resources and utilizing idle campus space to build the sense of community. Three key points are suggested as below: (1) There must be a key coordinator, who well understands both school and community matters and is able to coordinate between schools and the community to learn what resource is lack of from both sides. (2) Determine which stage that school and community are on. Do they provide resource to each other? Do they provide service to each other? Or do they work with each other? Strengthen their relationship with different strategies on each stage. For example, if they are on the stage of providing resources to each other, school can release idle campus space for the use of community activities. If they are on the stage of providing service to each other, residents can help school clean up idle campus space. Or if they are on the stage of working together; they can discuss what they can do with the idle campus space to make the best of it for both sides which can sustain educational purpose for school as well as local residents' needs. (3) Apply SWOTS analysis on community and school to understand what stratagem should be adopted to build up the sense of community. For example, if school and community decide to share a library in an idle campus space, they can set it up as an experiment first and see how it works. If it works out well, they can then discuss about the time schedule for each, rules and borrowing policy. Setting rules and policies up can help the sharing stratagem for both sides in the future. The sense of community is built through this kind of activities and operations. The residents get together, discuss, and participate the activities which make them feel the sense of participation and achievement. Keeping this process get the sense of school and community in tune and make them become one