偏遠地區國民教育法令規範與政策之憲法學觀點探究—輔參酌日本經驗

On National Educational Legislation and Policies for Remote Area by Constitutional View-Reference on the System of Japan

有鑑於2017 年12 月《偏遠地區學校教育發展條例》之公布施行，雖可謂 是已然完善我國偏遠地區國民教育發展工作推行的法令與制度框架，但於學界 討論中較少有自憲法學觀點描述國民教育制度於偏遠地區推動過程時所衍生 課題。故本文自相關法令規範及政策發展、該條例之立法過程、鄰國日本之經 驗等面向，從憲法學視角論述於研究進程中所發現的幾則問題。經過此等探究 過程，得知於該條例制定公布以前，若是採取憲法學之「立法不作為」論的觀 點，則立法機關因未善盡憲法義務保障就讀於偏遠地區學校學生的學習權與受 教育權，而已然長時間形成違憲狀態。於該條例制定公布後，其第二十一條久 任獎金制度化的問題經過合憲性之檢視，亦已衍生有違憲之虞的法律風險。最 後於參酌日本經驗方面，則發現包含制定偏遠地區學校級別標準在內，該國確 實有不少作為值得我國政府機關與學界進一步深入的探究。

This article first discusses the development and trends in the regulations and policies related to national education in remote areas of Taiwan. As regards to the development of statutory regulations， the legislative process of the ‟Act for Education Development of Schools in Remote Areas” promulgated in December of 2017 was analyzed and illustrated. Additionally， in light of the development of policy， an introduction of its history， recent moves and relevant opinions of the academic community are also elaborated. Second， on the basis of the foregoing， it is from the viewpoint of constitutional law that discusses several theoretical and legal issues before and after the implementation of the Act. Third， this article briefly scrutinizes the objective of implementing ‟Act on Improvement of Education in Remote Areas (1954)” in Japan and its related policies. It is hoped that this study may offer some insights into either education policy or education finance on how teachers from schools in the remote area of Japan are ensured to retain their position for a long time according to their willingness.