本研究旨在運用「整合導向評估模式」，評斷「教育部輔導工作六年計畫」之優劣成敗。首先以文件分析法探討計畫評估模式之發展、整合導向評估模式主要內涵、教育計畫理論及學校輔導工作原理，作為理論分析之基礎；並概要介紹「教育部輔導工作六年計畫」之計畫綱要、執行紀要、成果摘要及績效提要，作為比對分析之素材。其次以德懷術研究法，確立具體評估指標，並據以編製調查問卷及訪談題網，作為主要研究工具。最後依據問卷調查及訪談結果，比對理論實務，進行評估分析。經由上述研究，獲致以下結論： 一、 整合導向評估模式具有目標模式、CIPP模式及理論導向評估模式之優點，能有效客觀評估中長程行政計畫之優劣。 二、 依據整合導向評估模式，總評「教育部輔導工作六年計畫」認同百分率為72.1，依五大層面優劣排序為： (一)計畫內容層面（77.2）， (二)規劃作業層面（76.8）， (三)計畫策略層面（76.6）， (四)執行過程層面（70.3）， (五)執行績效層面（59.7）。執行績效認同百分率未達60，主要原因在輔導工作六年計畫經費縮編，實際執行量僅計畫預估執行量三分之一強。 三、 依據整合導向評估模式二十個向度得分排比，輔導工作六年計畫之「規劃作業程序」、「方案架構」、「方法策略」及「目標策略」四個評估向度上具有中長程計畫之優點與特色，在「量的績效」、「成果績效」、「質的績效」及「專業支援」四個向度上，則呈現了不足與缺失。 四、 各類不同人員對於輔導工作六年計畫之評價不一，以性別而言，男性認同度高於女性；以職務而言，輔導室主任、校長認同度較高；以服務單位而言，國中、國小人員認同度極顯著高於大專校院人員；以服務年資而言，呈現服務年資愈長認同度愈高之明顯趨勢；以輔導專業背景而言，計畫直接受益者（修畢二十學分或十學分者，知能研習36小時以上者）認同度較高。 五、 教育部輔導工作六年計畫總目標達成度約四成，第一階段目標達成度約六成，第二階段目標達成度約五成，第三階段目標達成度約僅三成。 六、 教育部輔導工作六年計畫重點工作中，由計畫性輔導工作轉化為學校經常性輔導工作，多數需三至五年，建立輔導專業人員証照制度則需六至十年。 本研究從三方面提出建議： 一、 在計畫評估方面：推廣整合導向評估模式之運用。 二、 在輔導工作方面：包括(1)設置青少年問題與輔導研究中心、(2)建立青少年文化與心理態度指標、(3)推展學校本位教師進修（輔導知能）制度、(4)發行教師輔導知能護照、(5)系統規劃教師輔導學生職責、(6)建置階層式輔導網絡系統、(7)全面推動認輔制度及生涯輔導、(8)規劃問題家庭扶助支援系統、(9)推動學校訓輔整合，規劃教學、訓導、輔導人員最佳互動模式與內涵、(10)推展選替性（另類）教育方案、及(11)建立輔導專業人員証照制度等。 三、 在教育計畫作為方面：包括(1)全面推動嚴謹之中長程施政計畫、(2)策訂滾進式中長程計畫、(3)加強培育教育計畫人才、(4)建立教育計畫執行機制、(5)推動統合式年度校務計畫等。 / This study is to use an integration-oriented assessment method to evaluate the implementation results of the "Six-Year School Guidance Program of the Ministry of Education" in Taiwan.　To give a theoretical basis of this study, a literature review is first applied as part of the methodology to analyze the program's assessment methods and the implications of the integration-oriented assessment method in this program.　To this end, it also analyzes education planning theories and student counseling services at schools.　The study also provides a brief introduction to the Ministry of Education's "Six-Year School Guidance Program," and the program's implementation process, achievements and performance efficiency.　The Delphi method is later applied to ensure the study's assessment indicators based on which a questionnaire and a number of questions for interview are designed.　The results of the survey and interview, in comparison with those of the theoretical analysis in the literature review, are finally studied. Results: 1. The integration-oriented assessment method was found to boast of the benefits of the target-oriented, CIPP and theory-oriented assessment methods, so it is a method that can be used to analyze mid-term and long-term administrative projects more efficiently and objectively. 2. Following the integration-oriented assessment method, the Ministry of Education's "Six-year School Guidance Program" gained an average score of 72.1, with the five studied aspects being scored as follows: a. Program Contents: 72.2 b. Planning: 76.8 c. Program Strategy: 76.6 d. Implementation process: 70.3 e. Efficiency: 59.7 The performance efficiency failed to score more than 60 because the budget set aside for this program has been slashed while only a bit more than one third of the expected works have been completed. 3. According to the analysis results acquired through the integrated-oriented assessment method, the Six-year School Guidance Program's "planning process," "framework," "methodology strategy" and "target strategy" were found to own the benefits and characteristics of a mid-term and long-term program.　In terms of efficiency in "quantity," "achievement," "quality" and "professional support," the program has instead shown deficiency and incompleteness. 4. Different groups of respondents in the questionnaire and interview have also shown a significant variety of opinions over the guidance program.　In terms of gender, the program was considered more acceptable to males than females.　In terms of occupation, school principals and directors of guidance offices found themselves more satisfied with the program than other colleagues.In terms of school, those who work at primary or junior high schools found the program more acceptable than those who work at colleges or universities.　In terms of service years, it has apparently shown a tendency that the program is more satisfactory to senior personnel.　As for professional background, those who can benefit directly from the program found it more helpful. 5. The Ministry of Education has managed to complete about 40 percent of the school guidance program's overall goals.　In the first stage, the ministry managed to achieve about 60 percent of its goals.　In the second stage, it completed about 50 percent, while only 30 percent were fulfilled in the third stage. 6. Judging from the target works of the guidance program, it was found that it would take three to five years for most of the planned projects to become routine guidance works at school. It was also found that it would take six to ten years to set up a qualification system for professional student counseling workers. Suggestions: 1. In terms of program assessment, it is highly recommended to promote such a method as integration-oriented assessment. 2. In terms of guidance services, it is suggested to establish a research center on juvenile problems and student guidance affairs, to build evaluation indicators on youth culture and mentality, to push forward a school-based teacher in-service training program on school guidance and to issue aptitude passports for qualified guidance teachers. It is also suggested to systematically regulate teachers' duties in student guidance, to build a multi-level guidance networking system, to comprehensively enforce a guidance adoption system for career planning and to design an aid package for problematic families.　Moreover, it is suggested to integrate the disciplinary and guidance works for better interaction between school disciplinary and guidance personnel, to promote alternative education programs, and to set up a qualification system for professional counseling workers. 3. In terms of education planning, it is suggested to extensively push forward well-designed mid-term and long-term administrative work plans, to formulate progressive mid-term and long-term policies, to strengthen the training of education talents, to establish an education program implementation mechanism, and to enforce comprehensive annual school plans.

隨著高齡化與少子化的現象日益明顯，長者退休後的經濟生活保障逐漸受到重視，國民年金是目前納保人數第二多的社會保險政策。在國人普遍對國民年金保險認同度不高的情況下，衛生福利部藉由補助地方人力，讓各縣市擁有充沛的人力協助中央執行該項政策，以提高國民年金的繳費率。本研究以「103~105年度勞工保險局補助地方政府辦理所得未達一定標準認定及國民年金被保險人繳費率提升計畫」為主要研究範圍，採用立意抽樣來訪談新北市政府、各區公所與民眾，瞭解新北市如何透過訪視、宣導、保費減免等措施來提升該市的國民年金繳費率，以及該市民眾的經濟狀況如何影響其繳費意願，最後，就新北市達成計畫評估指標的情形，思考該計畫與現實狀況的落差，提出未來國民年金政策的改善方向。 在提升繳費率方面，藉由增加服務員、建立跨區合作、定期關懷訪視個案、建立機關配合獎勵機制、結合當地社區資源等來提升訪視的效益。同時，運用多元活動場合及結合他機關宣導的方式，提高國民年金認同度。最後，增加相當期限未繳費即取消保費減免規定，以及輔導民眾就業，穩定其繳費意願與能力。在繳費意願強化方面，則分別針對欠費原因與訪視未果類型進行統計分析，擬定因應對策。在制度設計修正方面，建議縮短保費補繳期限、增加滯納金規定，以督促民眾繳費；其次，建立資訊交流平台，俾利各機關經驗交流與傳承；再者，從繳費意願與生活保障角度修正納保資格，減少行政費用的浪費；最後，建立中央決策機關與基層執行人員的有效對話機制，擴大該計畫的實質效益。

近年來，由於ICT的蓬勃發展，政府逐漸增加投資於電子化計畫的線上服務比例與種類，為了理解投資所能獲得的收益，杜絕資源浪費，並促使政府調整施政方向達到良善治理，針對電子化計畫進行評估是勢然必行的。目前許多評估機構逐漸從衡量政府投資電子化政府服務的客觀產出，轉而討論電子化服務使用者端的影響與成果。本研究，以計畫整體流程中所面臨的內部運作與外部感受、客觀產出與抽象成果的評估構面，提出G2B電子化計畫流程評估架構。 本研究結合Heeks (2006)的價值鏈模型與Millard & Shahin (2006)電子化計畫評估流程建立流程模型，透過文獻整理出評比國家型、網頁感知品質型、滿意模型與利害關係人模型指標，從企業途徑與政府內部途徑角度，探討G2B計畫流程評估架構，並使用層級分析法(analytic hierarchy process)，由專家給予衡量G2B計畫推動時，前端到後端階段中重要構面的權重，並根據分析結果討論現今台灣計劃評估傾向上的差異。 本研究結果發現，在政府計畫生產過程中，應重視政府領導與支持，並發展衡量方式；專家不論在企業途徑與政府內部途徑上，都認為「服務產出評估是必需的過程，但影響與成果階段，才是價值衡量的終點」，因此，電子化計劃評估應從重視成本比的角度，朝向討論「透過政府對計畫服務的投入與投資，所能帶給企業實際或感知的價值與影響」，更能切中利害關係人關注的關鍵利益。 / This study aims at building an e-program evaluation chain model combining output evaluation with impact assessments, in order to assess the comprehensive G2B e-program from back-office process to the impact of online services. This study contributes a G2B evaluation framework with six processes integrated by e-government value chain model and e-program evaluation process. Given the concept of external and internal customer,「Business approach」and「Internal-Government approach」is developed in view of stakeholders. By evaluating subjective expert judgments via analytic hierarchy process method, this G2B evaluation framework is given weights and priorities in each hierarchy under both of approaches. The results indicate that impact and outcome assessments should be emphasized, no matter which approach is. Evaluation toward objective output is only a necessary process, but not the destination. As policy suggestions, this study addresses that government should focus on what kinds of value e-program can bring, and evaluate them.

隨著資訊與通訊科技的發達，電子化政府隨之興起，政府開始利用資訊與通訊科技服務民眾。對電子化政府而言，其面臨的顧客不只包含外部顧客─公民與企業，也包含一大群的內部顧客─公務人員，由於公務人員是電子化政府重要的內部顧客，了解他們對於電子化系統、服務的使用感受有其必要性，也顯現G2E計畫成效評估的重要性。有鑑於政府採購為國家龐大支出，因此，本研究以政府電子採購網作為研究的個案。 本研究回顧電子化政府計畫評估、顧客導向的電子化政府、顧客滿意度的影響因素三類文獻，並結合Heeks (2006)電子化政府價值鏈、DeLone & McLean資訊系統成功模型，以及朱斌妤(2010-2013)的G2E計畫指標，從內部使用者角度發展電子採購內部顧客成效評估因果模型，主要由六大構面組成，分別為組織管理、服務品質、系統品質、資訊品質、員工感受效益以及員工滿意度，並透過次級資料進行驗證。 研究結果發現，本研究提出的電子採購內部顧客成效評估因果模型具有一定的解釋力，各構面之間的影響關係皆達統計上的顯著。本研究也比較不同機關性質與標案性質，進行不同構面之間的路徑係數比較，結果顯示不同的機關性質、標案性質對於不同構面之間的路徑係數確實有影響，根據研究結果，本研究也提出了一些政策建議與後續研究的建議。 / Electronic Government (e-Government) is about governments interacting, conducting business and delivering services to their citizens and private companies electronically through the use of Information and Communication Technology (ICT). All key stakeholders including the government employees, private sectors, and citizens benefit from successful implementation of ICTs. The usage evaluation from e-government employees’ point of view (G2E), i.e., the internal customers of e-government, is vital. This research uses Government e-Procurement System as a case study of G2E program evaluation. Topics of literature review for this research include e-Government programs assessment, customer-orientede-Government and influencing factors of customer’s satisfaction, combines with Heeks’ e-Government Value Chain, DeLone and McLean’s Information System Success Model, and Chu’s G2E programs assessment indicators, which propose a casual model for internal customers’ evaluation of e-Procurement system in Taiwan. This model consists of six dimensions－organization management, service squality, system quality, information quality, employee perceived benefits, and employee satisfaction. The outcomes of this research indicate that our model is strongly supported by the empirical data. This research also includes comparations of different organizations and procurement cases, which indicate that different organizations and procurement cases have difference in path coefficients. Finally, this research makes some suggestions for the improvement of e-Procurement policy, and for future researches.