台灣的人口交叉路口：重塑鄉村小學，為社群與經濟創造新契機

Taiwan’s Demographic Crossroads: Reinventing Rural Primary Schools for Community and Economic Gains

台灣的人口交叉路口：重塑鄉村小學，為社群與經濟創造新契機

Part one: Original excerpt

第一部分：原文摘錄

Original: A Better Way to Plan School Facilities

原文標題：更佳的學校設施規劃之道

By Miriam Axel-Lute, ShelterForce

出自 Miriam Axel-Lute，刊於 ShelterForce

Philadelphia has a longstanding tradition of reinvention. It once built America’s earliest public housing, then dismantled it, and now faces a similar predicament with its schools.

費城長久以來擁有不斷再生的傳統。它曾經興建美國最早的公共住宅，後來又將之拆除，如今卻在學校議題上面臨相似的窘境。

Many of these Victorian-era buildings—replete with cracked plaster and battered roofs—are deemed outdated or underutilised by the same officials meant to safeguard public education.

許多維多利亞時期建造的校舍，布滿龜裂的灰泥與破損的屋頂，竟被那些原該守護公共教育的官員視為過時或閒置的產物。

Yet schools are not mere vessels for arithmetic lessons: they are social infrastructure, hosting parent–teacher associations and serving as neighbourhood anchors in much the way a public park might.

然而，學校不僅只是教授數學的殼；它更是社會基礎建設，就如同公園一般，既能容納家長教師協會，也能穩住整個社區。

In Atlanta and Philadelphia, demolition of public housing drove communities—often led by Black women—to rally in public schools.

在亞特蘭大與費城，公共住宅的拆除促使社群（多由非裔女性帶領）轉而聚集在公立學校裡。

Lacking the old residential gathering spots, they turned to classrooms, corridors, and auditoriums to organise against the loss of shared public goods.

失去了原本的住宅集會場所後，他們便利用教室、走廊以及禮堂，動員反對公眾資源的流失。

This grassroots role underscores why closing a school amounts to more than an accounting choice. It cuts off a vital public commons.

這種草根性的角色，凸顯了關閉學校絕不只是預算考量；那意味著切斷了一塊重要的公共空間。

Philadelphia’s 2013 closures illustrate the damage that ensues when distant consultancies turn local facilities into profit-and-loss items.

2013年費城的關校案例，揭示了當外部顧問將地方設施當作損益項目時，會帶來的嚴重傷害。

The Boston Consulting Group looked at dilapidated systems, subpar enrolments, and outmoded designs, then declared dozens of schools redundant. Families protested, but by then, many decisions were locked in.

波士頓顧問集團檢視了老化的設施、偏低的註冊人數，以及落伍的建築設計，進而宣告數十所學校冗餘。儘管眾多家庭抗議，但在那個時候，許多決策已無法改變。

Some shuttered schools attracted real-estate speculation, fuelling gentrification. Others languished, leaving the area bereft of both services and investment.

部分被關閉的校舍引來房地產炒作，加速了貴族化進程。另一些則被遺棄不管，讓當地既失去服務也沒了投資。

At times, private developers reimagined these buildings, converting them into upmarket flats or co-working hubs.

有時，私人開發商會重新設計這些建物，將其轉為高級公寓或共享工作空間。

In South Philadelphia, a defunct technical high school now boasts a maker space and rooftop bar—while the local K–8 leases gym space from the site the district once owned.

在費城南區，一間廢棄的技職高中如今改裝成設計工坊與屋頂酒吧，而原本由學區持有的體育館，反而要由鄰近的K–8年級學校來租用。

Meanwhile, residents in Overbrook, on the city’s edge, saw more of a population decline, with charter schools emerging to fill gaps. Neither approach fully addressed communities’ need for cohesive, accessible public institutions.

同時，位在城市邊緣的Overbrook區居民，則面臨人口更為流失的狀態，於是特許學校便開始湧現，試圖填補空缺。這兩種做法都沒有真正回應社群對於連結緊密且可及的公共機構之需求。

Still, a more fruitful example arose when a closed school was transferred to Philadelphia’s Housing Authority, which retained unionised teachers and local enrolment.

然而，也有較為成功的例子：一所被關閉的學校被移交給費城住宅管理局，讓工會教師與本地學生得以保留。

By sharing vacant sections with nonprofits, the building continued to function as a civic hub. This stands in contrast to a widespread habit of selling off schools, seeing them as assets to monetise.

透過與非營利組織共享閒置空間，這棟建築得以繼續在社區中發揮樞紐作用。這與普遍將學校視作可變現資產而迅速拋售的做法形成了鮮明的對比。

The Housing Authority’s approach recognises that a school’s worth lies in its capacity to foster collective engagement. Recent attempts at more inclusive planning have met with suspicion, given the city’s history of abrupt closures.

住宅管理局的作法認知到，學校的價值來自它能培養社群凝聚力的能力。近來雖嘗試更具包容性的規劃，但在這座城市曾歷經倉促關校的陰影下，民眾仍抱持質疑。

However, parent groups, student unions, and community coalitions have countered top-down decisions with organised advocacy. Their stance is clear: treat schools not as burdens but as collective goods, adaptable to shifting demographics.

然而，家長團體、學生聯盟以及社區聯合組織，正以有系統的行動來反擊自上而下的決策。他們立場明確：學校並非負擔，而是能隨著人口變動而轉化的公共財。

Collocating libraries, health clinics, or job training can fill underused space and strengthen community ties. Ultimately, the question is whether cities will keep viewing schools as “expendable real estate” or embrace them as foundational public resources.

同時設立圖書館、醫療中心或就業訓練機構，能活用閒置空間，並緊密凝聚社群連結。最終的關鍵在於，城市是否仍將學校視為「可丟棄的房地產」，或是將其擁抱為基礎公共資源。

In Philadelphia, the lesson is evident: genuine investment in public education—rather than rushed closures—can anchor neighbourhoods, sustain democracy, and preserve places where citizens, rather than mere consumers, still hold sway.

在費城，我們看到的教訓是：真正投入公共教育，而不是急促地關校，才能穩住社區，維繫民主，並守護一處讓市民（而非單純的消費者）依然能夠發揮影響力的所在。

Part Two: Our Viewpoint

第二部分：我們的觀點

Taiwan’s Demographic Crossroads: Reinventing Rural Primary Schools for Community and Economic Gains

台灣的人口交叉路口：重塑鄉村小學，為社群與經濟創造新契機

Introduction: Dwindling Births and Rising Dilemmas

引言：生育縮減與日俱增的兩難

Taiwan, celebrated for its lively street cuisine and technological prowess, grapples with a quieter crisis: declining birth rates.

台灣以熱鬧的街頭小吃與科技實力聞名，如今卻面臨一場較為隱晦的危機：不斷下降的生育率。

While bureaucrats bewail the long-term threat to the island’s workforce, an even starker manifestation looms in its rural corners, where primary schools built for bustling cohorts now serve dwindling classes.

儘管官僚們頻頻擔憂勞動力的未來困境，更加顯著的警訊其實藏在鄉村角落：那些原本為龐大學齡人口而建的國小，如今僅剩零星的學生。

Abandonment seems rational—why run half-empty classrooms? Yet this simplistic outlook ignores the social and cultural currents running through these modest buildings.

表面看來，關掉空蕩的教室似乎合乎邏輯，但這種單純的思維忽略了在這些質樸空間中所流動的社會與文化脈動。

Schools are more than desks and blackboards: they are civic anchors, community halls, and emblems of local identity.

學校並非只是課桌椅與黑板；它們是城鄉的錨點，是聚落的禮堂，也是地方認同的象徵。

Echoes of international debate around school closures—from the Shelterforce discussions in Philadelphia to the deindustrialised pockets of the American Rust Belt—illuminate both risks and opportunities.

從費城的 Shelterforce 所展開的對話，到美國「鐵鏽地帶」的去工業化現象，全球關於關校的辯論呼應著各種風險與機遇。

On one hand, locking the gates can impoverish social life; on the other, reimagining campuses might revivify entire districts.

一方面，緊閉校門可能使社會生活愈發貧乏；另一方面，對校園重新想像卻有望為整個地區注入新生命。

Whether through government stewardship or grassroots initiatives, Taiwan’s rural schools stand at the tipping point between slow decay and vibrant renewal.

不論是透過政府的領導或基層的自發行動，台灣的鄉村學校正處在緩慢凋敝與蓬勃振興的分水嶺。

The Demographic Descent

第一章：人口滑落

Taiwan’s fertility rate hovers around 1.07 births per woman. Though this numerical slide is national, its impacts vary regionally.

台灣的總生育率大約徘徊在每位婦女1.07名子女的水平。雖然這一數字是全國性的，但不同地區所受到的衝擊並不相同。

Large cities like Taipei, Taichung, and Kaohsiung retain relative stability, while outlying counties such as Nantou and Chiayi lose residents to urban migration.

台北、台中、高雄等大型城市相對穩定；反觀南投、嘉義等外圍縣市，人口則因城鎮遷徙而不斷流失。

These demographic differentials bring about a stark reality: if a rural school once accommodated 300 children, it may now serve fewer than 50. Some argue that consolidation reduces overhead costs.

這些人口落差引出了殘酷現實：昔日能容納三百名學童的鄉村學校，如今或許只剩下五十人不到。有人主張，合併校舍能降低經費負擔。

Yet closing schools in remote areas can undermine what little social fabric remains. Parents, grandparents, and children lose the communal sense of “place.”

然而，關閉偏遠地區的校園，可能進一步破壞已經脆弱不堪的社會組織。父母、祖父母與孩子都失去了那份屬於社群的「所在感」。

Moreover, disinvestment often follows: shops fold, property values sink, and the idea of revitalisation drifts further away. Like a canary in a coal mine, a shuttered rural school heralds a broader social unravelling.

此外，資源撤出的效應往往接踵而至：商家倒閉、房價下跌，振興社區的盼望也就更加渺茫。就像礦井裡的金絲雀一樣，一所被關閉的鄉村學校往往預示著更深層的社會瓦解。

A low-density population does not mean an absence of traditions, heritage, or local pride.

人口稀少並不代表該地沒有傳統、沒有文化，也沒有在地的驕傲。

For many Taiwanese villages, the primary school has long functioned as a community nexus—hosting lantern festivals, puppet shows, and emergency storm shelters.

對無數台灣小村而言，國小長期扮演社區中心的角色：舉辦燈籠節、偶戲演出，甚至颱風時還成為臨時避難所。

The educational dimension, though fundamental, only partially captures the school’s social role. Once that role disappears, families may decide there is no reason to stay.

雖然教學功能至關重要，但其實只是學校社會角色的一部分。當這項角色消失後，許多家庭會開始思考留下的意義何在。

Social Infrastructure Beyond Textbooks

第二章：超越課本的社會基礎建設

Schools, especially in Taiwan’s hinterlands, are robust sources of cultural cohesion.

在台灣偏遠地區，學校是一股能夠凝聚文化的強大力量。

They organise harvest fairs and celebratory banquets, supply weekend meeting rooms, and safeguard intangible ties across generations. Predictably, when enrolment plummets, officialdom may see only an “empty shell” needing closure.

它們籌辦收穫祭、慶祝宴會，提供週末會議室，也維繫著代與代之間那不易察覺的聯繫。很自然地，當入學人數驟減，官方目光往往只看到一具「空殼」，判定必須關閉。

Yet those who live locally recognise the school’s deeper utility. Insights from Shelterforce and other analyses highlight that old schools can transform into multipurpose venues for adult education, healthcare centres, or cultural gatherings.

但在地人明白，這所學校所承載的意義遠不止於此。從 Shelterforce 與其他研究可知，老舊校舍能蛻變為成人教育空間、醫療中心或文化集會場所。

Rural communities, in particular, benefit from such second acts. A gym might be retooled as a clinic or elderly daycare. A library could morph into a co-working hub or local heritage display.

尤其是鄉村地區，往往能從這種「二次生命」中獲得實質助益。例如，體育館可以改為小型診所或長者日照中心。圖書館甚至能化身為共享辦公空間或地方文化展館。

However, these creative visions demand not only local support but also financial and logistical backing from the government. The intangible value is easily overlooked.

然而，這些富有創意的構想，除了在地居民的支持之外，更需要政府在資金與執行面上的奧援。那些看不見的價值，往往最容易被忽視。

Politicians and accountants may dismiss puppet theatres or weekend markets as peripheral. Yet communities thrive on precisely these encounters.

政客與會計師或許只把布袋戲場或週末市集視為無關緊要的活動。但恰恰是這些互動，才能孕育出充滿活力的社區。

Youth who grow up engaging in local arts, sports, or festivals develop a stronger emotional tie, potentially fuelling a desire to stay or eventually return.

在地年輕人若能自小體驗這些藝術、運動或慶典，往往會對家鄉生出更深厚的情感，並願意留在此地或日後回流。

Conversely, closing the only public institution in a village sends a grim message that local life has little worth. The long-term cost of diminished social capital can eclipse any short-term savings.

相反地，若關閉了村裡僅存的公共設施，無疑傳達出一個冷酷的訊息：在地生活不值一提。長遠來看，社會資本的流失所付出的代價，或許遠大於短期預算上的節省。

The Crisis Unfolding: Alienation and Imbalance

第三章：危機展開：疏離感與失衡

What happens when a rural primary school closes its doors? In straightforward terms, children commute longer distances to the nearest viable institution.

當一所鄉村國小關門之後會如何？最直觀的情況就是孩子得長途奔波，前往最近的學校。

More subtly, local identity begins to erode. The daily walk to school is replaced by a bus journey that saps community engagement.

更微妙的是，在地認同逐漸消逝。那趟原本步行上學的日常，被漫長的巴士車程所取代，社區的互動與連結也因此減弱。

Students invest less in after-school activities. Grandparents lose an accessible hub for community news, and parents perceive a declining sense of place. This alienation accelerates demographic imbalance.

學生更少參與課後活動；祖父母難以得知社區資訊；父母則明顯感到歸屬感降低。這種疏離感進一步加速人口失衡。

If schools vanish, families have fewer reasons to stay. Some wealthier households relocate to cities, seeking better schooling; those who cannot afford to move endure suboptimal educational options.

當學校不再，家庭也就失去了停留的理由。經濟條件較好的家庭會搬到城市以尋求更佳教育，經濟不足者則只能留下，接受遠不如人意的教學資源。

Soon, only the elderly remain, and the once-lively village devolves into a ghost community. The cycle of decline intensifies as farm labour shrinks, small businesses fold, and property values plummet.

不久之後，村裡只剩下高齡人口，往日熱鬧的聚落終至人煙罕至的「鬼村」。當農村勞動力減少、小型商家倒閉、房價走跌，這個衰退的循環便越發惡化。

On the national scale, letting entire regions languish is both economically and culturally unwise. Taiwan’s rural landscapes—coastal fishing hamlets, indigenous mountain communities, fertile farmland—represent part of its heritage.

從全國角度來看，任憑整塊區域沒落，不管在經濟或文化上都絕非明智之舉。台灣的鄉村風景，從沿海漁村、原鄉部落到沃野農地，皆是台灣寶貴文化的縮影。

Wholesale neglect imperils not only local traditions but also the broader identity Taiwan seeks to project on the international stage.

若完全忽視，將不只危及地方傳統，也動搖台灣欲在國際舞台上展現的整體形象。

Parallels with Japan’s ageing rural prefectures or South Korea’s depopulated villages highlight that, left unmanaged, the descent can be swift and irreversible.

此情形與日本日漸高齡化的鄉村縣市或韓國人口稀少的村落相似，一旦聽之任之，衰退往往急速且難以逆轉。

4. The Possible Turning Point: Strategies for Repurposing

第四章：可能的轉捩點：校舍再利用策略

Despite these bleak prospects, every closed school leaves behind a physical asset that can be adapted to fresh uses if visionary leadership and community will converge. Consider four broad avenues:

儘管前景黯淡，每一座被關閉的校園，仍舊留有可供再利用的空間，只要具備遠見的領導與堅定的社區意志就能實現。以下提供四種可能的方向：

Cultural and Tourism Hubs

文化與觀光樞紐

Some remote Taiwanese areas boast distinct traditions or scenic grandeur.

有些台灣偏遠地區擁有獨特的文化傳統或壯麗的自然景觀。

A disused school might be reimagined as an arts centre, with the old gym serving as a performance space. Indigenous crafts, agricultural produce, and heritage exhibitions can draw weekend visitors.

廢校可以搖身一變成為藝術中心，讓舊體育館成為表演的舞台。原民手工藝品、農特產品與在地文化展，都能吸引週末旅客的目光。

The infusion of tourism revenue—modest yet meaningful—can sustain local shops.

雖然觀光收入可能不算龐大，但對在地商家卻有實質的助益。

Agricultural Resource Centres

農業資源中心

With farmland threatened by speculation and labour shortages, rural schools can become seed banks, training hubs, or agritech demonstration sites. Assembly halls might hold seasonal workshops on organic methods.

面對農地遭到炒作與勞動力不足等挑戰，鄉村學校能改造為種子銀行、培訓站，或農業科技示範場域。禮堂可在特定季節舉辦有機耕作工作坊。

Rather than rotting, these buildings can nurture the next generation of farmers.

與其讓校舍年久失修，不如善加利用，培養未來一代的務農人才。

Social Welfare and Healthcare Facilities

社會福利與醫療設施

Many older Taiwanese face long treks to medical services. A redundant school might host a clinic, physiotherapy rooms, or an elderly daycare.

許多高齡者必須長途跋涉才能取得醫療服務。多餘的校舍能開闢為小型診所、物理治療室或老人日間照護中心。

Maintaining a healthcare presence in the heart of a village can reduce travel burdens and offer steady jobs.

在村鎮中心設置醫療據點，不但能減輕交通負擔，也能提供穩定就業機會。

Education Incubators and Lifelong Learning

教育孵化器與終身學習

Even if there are few children, adult education or digital literacy programmes can thrive in vacant classrooms.

即便兒童數量不多，成人教育或數位素養課程仍能在空教室裡蓬勃發展。

Government grants or private partnerships could establish small-scale training courses that serve local residents and visiting learners alike.

透過政府補助或私人合作，能開設小規模的培訓課程，惠及在地居民與外來學員。

Such transformations require long-term commitment, coordination between ministries, and flexible zoning rules.

然而，這些轉型需要長遠的承諾、跨部會的協調，以及彈性的土地使用規範。

While some might dismiss these ideas as unrealistic or financially draining, the success of similar endeavours worldwide—whether in small-town America or Japan’s rural schools-turned-inns—shows that persistent, community-driven adaptation can yield enduring benefits.

儘管有人認為這些提案不切實際或耗費財力，但從美國小鎮到日本鄉村改校舍為旅館的成功範例，都說明了只要堅持與在地驅動，就能開花結果。

5. Government Intervention: Frameworks, Partnerships, and Policies

第五章：政府的介入：框架、夥伴關係與政策

To make these repurposing efforts viable, Taiwan’s government must abandon a purely “cost-benefit” lens that condemns rural schools to oblivion. Instead, policymakers should shape holistic approaches allowing communities to experiment and adapt.

為讓校舍再利用可行，台灣政府必須拋開單純「成本效益」的思維，避免直接把鄉村校園推向終結。決策者應該制定整體性策略，讓社區擁有嘗試與調整的空間。

A few potential policy mechanisms include:

以下是幾個可能的政策工具：

Special Designation and Partial Funding

特定身份認定與部分經費補助

When enrolment dips, a school could shift to “community educational facility” status.

當在校生人數下滑時，學校可轉型成「社區教育設施」。

This label entitles it to a smaller budget for maintenance and to grants for repurposing. Local governments, with state assistance, could then test new ideas rather than slamming doors shut.

這種身份可享有一定比例的維護預算與再利用補助款。地方政府在中央的支援下，就能嘗試各種新構想，而不是直接關門大吉。

Public–Private Partnerships (PPP)

公私協力夥伴關係

In the absence of robust state funding, local authorities could partner with businesses or nonprofits keen to invest in cultural, technological, or agricultural centres.

當政府資金不足時，地方單位可與有意投資文化、科技或農業基地的企業或非營利組織結盟。

Contracts can ensure that a percentage of the school remains accessible for community use rather than morphing into an exclusionary private venture.

透過合約規範，可確保一部分空間繼續對社區開放，而非淪為排他的私人產業。

Inter-Ministerial Collaboration

跨部會合作

Schools often lie in the administrative gap between the Ministry of Education, the Ministry of Culture, and the Ministry of Health and Welfare. Meaningful projects need integrated support.

學校常常在教育部、文化部與衛福部的行政縫隙中進退維艱。有意義的專案需要整合性的支援。

For instance, if a local group proposes a half-clinic, half-culture centre, the budget must straddle multiple sectors without getting lost in bureaucratic silos.

例如，若有在地團體想打造一座「半診所、半文化中心」，那經費勢必要跨越多個部門，而非困在單一官僚機構中。

Revising Land-Use Regulations

修訂土地使用規範

Properties zoned strictly for education might require complicated rezoning.

若建物被限定為教育用途，重新變更用途可能過程繁複。

Simplifying regulations for “multi-use public facilities” could accelerate conversions. If the government streamlines or subsidises rezoning, communities can react quicker to demographic shifts.

若能簡化「多功能公共設施」的法規，就能加速這類轉換。倘若政府能簡化或補貼土地使用變更，社區將能更迅速地因應人口變動。

By crafting policies that encourage imaginative reuse, Taiwan’s authorities ensure that the path of least resistance is not always closure.

透過制定鼓勵創意活化的政策，台灣政府可確保人們不再只因為容易而選擇關校。

This shift in default policy—viewing old schools as potential community assets rather than liabilities—requires a reorientation of priorities, but it can yield long-lasting dividends.

將老校看作社區資產而非包袱，需要政府重新調整施政優先順序，但長遠來看會帶來可觀效益。

6. Economic Rationale: Weighing Costs Versus Value

第六章：經濟論述：成本對比價值的衡量

Critics might argue that sustaining or retrofitting defunct campuses is prohibitively expensive.

批評者或許會認為，維持或翻修荒廢校舍過於昂貴。

Their stance is not without merit: mould remediation, structural repairs, and new facilities strain municipal budgets. Yet focusing solely on up-front costs obscures broader economic and societal gains:

這種說法並非全無道理：除黴、防漏、結構補強與新設施的建置，都會大幅消耗地方政府預算。然而，若只著眼於當前成本，將會忽略更寬廣的經濟與社會收益：

Avoiding Dereliction

避免廢墟化

An abandoned campus can become a hotbed for vandalism, squatters, or safety hazards, forcing governments to spend on security or demolition.

被閒置的校區可能演變成破壞、非法佔用或各種安全隱憂的溫床，最後政府仍得投入資金去維護或拆除。

By contrast, an active cultural centre or clinic retains property values and fosters goodwill.

反觀若將其轉為文化中心或診所，不僅能維持資產價值，更能提升社會善意。

Retaining Population

留住人口

Keeping a communal institution in operation—albeit under new management—can persuade families to remain. This stabilises the local tax base, which in turn helps finance roads, utilities, and other public services.

保留公共設施的運作，即使是以新方式經營，也能讓家庭選擇留下。如此一來，能穩定地方稅收，進而支援道路、公共設施與各項服務的經費。

Attracting Tourism and Commerce

吸引觀光與商業

Even small-scale tourism to a repurposed school can spur demand for bed-and-breakfasts, local restaurants, and artisanal products.

即使是到廢校再利用場所的小規模觀光客，也能帶動民宿、在地餐廳與手工藝品的需求。

Revenue streams, though modest, bolster rural economies, creating a positive feedback loop of investment.

這些利潤雖小，卻能為鄉村經濟帶來正向循環，吸引更多投入與發展。

Providing Employment

創造就業

Redesigning a campus offers construction jobs in the short term and staff positions (managers, social workers, nurses, cultural coordinators) in the long run. Local residents gain immediate work as well as potential career paths.

重新規劃校舍在短期內能創造施工職缺，長期還能帶來管理員、社工、護理師與文化推廣等工作崗位。在地居民因此獲得眼前的工作機會與長期發展的可能。

Strengthening Social Capital

強化社會資本

Lastly, there is the intangible.

最後，還要考量那些無形的價值。

Thriving social infrastructure fosters intergenerational cohesion, local pride, and civic engagement. While difficult to monetise, these attributes measurably enhance community resilience.

蓬勃的社會基礎建設能促進世代間的凝聚力、在地驕傲，以及市民的積極參與。雖然這些特質難以用金錢衡量，卻能實際提升社區面對衝擊的韌性。

Therefore, the economic balance is not as simple as “we cannot afford to keep this shell.” The real question is whether Taiwan can afford to leave vast rural landscapes without any public anchor, thereby inviting deeper decline.

因此，經濟上的衡量並非一句「我們養不起這座空殼」就能概括。真正的問題在於，台灣是否能承擔讓廣大的鄉村地帶失去公共支柱，並進一步陷入更深層衰退的風險。

7. Comparative Lessons: Learning from Abroad

第七章：比較視野：他國經驗的啟示

Japan’s shōshika—falling birth rates—has left thousands of rural classrooms deserted.

日本因「少子化」造成無數鄉村教室空無一人。

Some prefectures have adapted them into cafés, hot spring resorts, or workshops for entrepreneurial crafts. In parts of the United States, philanthropic or municipal support saved school buildings from the wrecking ball.

部分縣市將這些校舍改建成咖啡廳、溫泉度假村或新創工藝工作坊。在美國的某些地區，慈善機構或市政單位的資助則成功讓校舍免於被推平。

The Shelterforce analyses showcase how Philadelphia’s closures, initially forced by economic pressures, later spurred grassroots coalitions to reimagine sites for adult education or community organising.

Shelterforce 的研究顯示費城在經濟壓力下關閉學校，反而激起基層組織重整校舍，發展成人教育或社區動員的案例。

These vignettes underscore a universal conclusion: disused schools need not be concluded schools.

這些案例都強調一個普遍的結論：閒置並不等於終結。

If local voices and public support converge, transformations from “burden” to “opportunity” can materialise.

只要在地聲音與公共資源能相互支援，從「包袱」到「契機」的轉變便能落實。

Taiwan’s different environment—less farmland mechanisation than the United States, different cultural norms than Japan—still benefits from the overarching lesson that a building’s purpose can be redefined when guided by inclusive vision and shared accountability.

儘管台灣與美國在農業機械化程度、與日本在文化形態上有顯著差異，仍能借鑑其中精髓：只要有包容的視野與共同承擔的精神，就能為這些建築重新定義出新的使命。

8. Bureaucracy and Perception: Hurdles to Overcome

第八章：官僚與觀感：必須跨越的障礙

Transformation is seldom smooth.

轉型過程往往不會一帆風順。

Complex rezoning processes, divided ministerial responsibilities, and protracted negotiations can stifle momentum.

繁瑣的用地變更程序、不同部會間的職權劃分，以及曠日持久的協商，皆可能扼殺推進的動能。

Some local communities might believe that retaining the school’s educational function is paramount, refusing to allow partial reuse.

某些地方社群或許認為，維持學校的教學本質才是關鍵，因此抗拒任何形式的部分再利用。

In other cases, suspicion arises that “community use” is just a Trojan horse for private developers.

也有人疑慮，「社區用途」可能只是私人開發的特洛伊木馬。

Transparent consultations, thorough planning proposals, and gradual pilot programmes can temper these fears. Securing local buy-in is pivotal. One classroom might be converted into a library or day-care centre to demonstrate feasibility.

唯有透過公開的協商、完善的規劃方案，以及循序漸進的示範專案，才能化解這些顧慮。爭取在地支持至關重要。或許先將一間教室改為圖書室或日照中心，就能讓居民感受到可行性。

As residents observe the tangible benefits, cynicism can dissolve. Indeed, step-by-step evolution often proves more palatable than sweeping master plans announced from on high.

當人們親眼看見實際好處，原本的懷疑就會逐漸消退。的確，循序漸進的轉變比高高在上的整體規劃更能讓大眾接受。

9. Roadmap for the Future: A Holistic Strategy

第九章：未來藍圖：整體策略

For Taiwan to address rural school closures constructively, it must adopt a coordinated playbook:

若要正面處理鄉村關校議題，台灣需要一套協調完整的指引：

Early Identification of At-Risk Schools

及早篩選高風險學校

Rather than waiting for headcounts to collapse, the Ministry of Education can flag schools approaching critical thresholds, initiating dialogue on alternative uses.

與其坐視在校生數跌至不可逆的谷底，教育部可事先監測臨界數字，並提前展開校舍再利用的討論。

Collaborative Redevelopment

協同再發展

Once closure is likely, officials convene educators, parents, local businesses, and nonprofits.

一旦關校跡象明顯，政府部門應召集教師、家長、地方商家與非營利組織共同商議。

Together they craft a blueprint: partial closure, combined with cultural, healthcare, or agricultural innovations. Community-driven proposals stand a better chance of success.

共同制定一套藍圖：或許部分校舍關閉，另部分轉化為文化、醫療或農業等創新空間。由社區主導的提案更容易獲得認同，成功機率也更高。

Financial Support

財政支援

The central government should allocate a dedicated revitalisation fund to cover feasibility studies and pilot projects—avoiding the typical route of simply slashing budgets upon closure.

中央政府可設立專門的活化基金，協助進行可行性研究與示範計畫，而非以往那種關校就刪預算的作法。

Community Ownership Models

社區所有權模式

In some cases, letting local cooperatives or trusts run the facility can enhance sustainability.

某些情況下，若由在地合作社或公益信託機構來管理校舍，能增加永續經營的可能。

A governance structure with genuine local input fosters a shared sense of ownership.

一個能納入真實在地聲音的治理架構，能培養大家共同的主人翁意識。

Monitoring Outcomes

成效追蹤

Authorities should track metrics—population changes, property values, job growth—to gauge whether repurposing is working. Periodic adjustments can improve underperforming models.

政府部門須追蹤諸如人口流動、房價走勢、就業成長等數據，以衡量再利用是否達到預期。若有成效不佳的地方，也能透過定期調整而持續優化。

Maintain a Core Educational Element

保留核心的教育元素

Even if formal classes shift elsewhere, a portion of the site might remain devoted to adult education or vocational training, preserving a thread of the school’s original role.

即便正式的教學功能搬離，仍可在校園一隅開辦成人教育或職能培訓課程，保留學校原本的教育意涵。

This approach hinges on a reappraisal of what “success” looks like. Rather than fixating on classroom occupancy, success can be measured by a facility’s capacity to anchor communal life and stimulate local development.

這整套做法仰賴我們重新定義何謂「成功」。與其執著於教室的座位使用率，不如著眼於這座空間能否穩固社區生活，並帶動在地發展。

10. Conclusion: Sustaining the Ties That Bind

第十章：結語：維繫彼此相連的紐帶

Taiwan has built its resilience over centuries, adapting to colonisation, upheavals, and natural calamities.

台灣在幾百年來歷經殖民、動亂與天災，淬煉出了堅韌的生命力。

Now, with a plunging birth rate, the island’s rural schools sit on the precipice of near-inevitable closures. But “inevitable” need not translate to “abandoned.”

如今，少子化使得台灣鄉村校園瀕臨幾乎不可避免的關閉邊緣。然而，「不可避免」並不代表「必然棄置」。

As gleaned from experiences across the globe, the fate of these schools largely depends on the will, imagination, and policy choices of both communities and governments.

從世界各地的案例可見，這些校舍的命運極大程度取決於社區與政府的意志、創意以及施政選擇。

In letting these sites transform—becoming cultural centres, healthcare outposts, or agrarian hubs—Taiwan can salvage a sense of collective identity that stands firm against demographic headwinds.

透過讓校園轉型為文化中心、醫療據點或農業核心，台灣得以挽救那些正被人口風暴侵蝕的集體認同。

While not every project will succeed, the accumulated impact of incremental, well-conceived transformations can forestall depopulation, revitalise local commerce, and preserve cultural continuity.

雖然並非每個計畫都能成功，但漸進且周密的改造若能不斷累積，就有望遏止人口流失、振興地方經濟，也守護了文化的傳承。

The question is not whether these campuses can return to their heyday of youthful throngs—that era has passed—but whether they can serve new purposes that provide lasting value.

關鍵不在於這些校園能否回到學生眾多的黃金時代，因為那已成過去；而在於它們能否擁有新的使命，並延續其價值。

If the prevailing attitude shifts from “shut it down” to “turn it around,” rural villages may yet endure, and even flourish.

只要我們的態度從「關閉」轉向「重生」，許多鄉村或許仍能持續存在，甚至開展新局。

By harnessing cross-sector support, broad-based community engagement, and flexible funding mechanisms, Taiwan might ensure that what began as a demographic predicament becomes an opportunity for innovation.

藉由跨領域的協力、多層次的社群參與，以及彈性的資金運用，台灣有可能將這場人口危機轉化為創新的契機。

In so doing, the island upholds its tradition of resilience, weaving new possibilities into the old fabric of schoolyards and assembly halls—spaces that once rang with children’s voices and now await the next movement in their evolving story.

如此一來，這座島嶼也能延續其堅韌傳統，將新的可能性編織進那些曾回蕩孩童嬉鬧聲的校園與禮堂——讓這些空間在未完的故事裡，迎接下一次的轉折與蛻變。