偏遠地區教育的下一步：從《偏遠地區學校教育發展條例》看起

The Next Step in Rural Education: Insights from the“Act for Education Development of Schools in Remote Areas”

偏遠地區學校和教師扮演著重要角色，但面臨教師流動率高、教育資源不足等問題，2017年通過的《偏遠地區學校教育發展條例》，旨在透過加強教育措施、提供財政支援、靈活調配人力資源及提升教師待遇等方式，解決偏遠地區學校面臨的困境，改善當地教育環境，確保偏遠地區學童能享有公平的教育權利。本文聚焦於《偏遠地區學校教育發展條例》的實施效果，研究採用文獻分析法，從教育機會均等的三個層面－就學機會、教育過程及教育結果，系統分析影響偏遠地區教育機會均等的六大因素，包括城鄉差距、文化不利、學校師資、經費補助、行政困境及學習扶助。結論顯示，在資源配置方面，著重於改善文化不利與社會資本的增強；在師資穩層面，採取多元聘任方式與專業發展的提升；在學習扶部份，整合現有資源與跨網絡的支持系統。建議進一步優化資源配置與回饋機制，推動偏遠地區教育公平發展、強化教師賦權增能，維持教學熱忱與團隊合作以及多元策略強化教育支持，建立預警系統與資源整合。

Schools and teachers in remote areas played a crucial role but faced challenges such as high teacher turnover and insufficient educational re¬sources.“Act for Education Development of Schools in Remote Areas”, enacted in 2017, aimed to address these issues by strengthening educa¬tional measures, providing financial support, flexibly allocating human resources, and improving teacher benefits to enhance the local education¬al environment and ensure that children in remote areas have access to equitable educational opportunities. This study focused on evaluating the implementation effects of the“Act for Education Development of Schools in Remote Areas”. Using document analysis, the research systematically examined six factors affecting educational equity from the perspective of equal educational opportunity, specifically in terms of access to educa¬tion, the educational process, and educational outcomes. The six factors included urban-rural disparities, cultural disadvantage, school faculty, funding allocation, administrative challenges, and learning support. The findings revealed that resource allocation efforts focused on addressing cultural disadvantage and enhancing social capital. For teacher stability, diverse recruitment strategies and improved professional development were implemented. Regarding learning support, the integration of exist¬ing resources and cross-network support systems was emphasized. The study recommended further optimizing resource allocation and feedback mechanisms to promote educational equity in remote areas. It also called for empowering teachers, maintaining teaching enthusiasm, strengthening team collaboration, and adopting diverse strategies to enhance edu-cational support. Additionally, it suggested the establishment of an early warning system and improved resource integration to ensure sustainable development.