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摘要
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Today’s public issues are becoming increasingly complex, and collaborative governance has emerged as a product of the new public governance paradigm. The Ministry of Education’s cross-system collaboration in teacher training, curriculum, teaching and assessment for the implementation of the 12-Year Basic Education Curriculum is an example of collaborative governance. Within this governance mechanism, collaborative dynamics and resultant institutional adaptations are nurtured and developed through structural arrangements, leadership, knowledge exchange, and social learning. The purpose of this study is to explore the collaborative dynamics of cross-system cooperation and the adaptations that arise as a result. To gather the necessary data, both document analysis and interviews were employed. The results reveal that the Ministry of Education’s cross-system collaboration involves multiple actors participating in decision-making processes, encompassing members in the institutional design that accommodates diverse voices. Through dialogue, interaction, and collective action, they engage in leadership, knowledge exchange, and social learning. Furthermore, the design of the collaborative system, leadership, knowledge exchange, and social learning within the collaboration are adapted to changing circumstances and the needs and characteristics of the actors involved. |
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