從公平性邁向適足性：我國國民教育資源分配政策的現況與展望

From Equity to Adequacy: The Present and Prospect of School Resources Allocation Policy in Taiwan

我國國民教育的發展始於1968 年，為九年制的國民教育。國民教育由地方政府主辦，由於各縣市的自然人文等發展條件優劣懸殊，財政狀況各不相同，各地方的教育品質難免有所差異。本文首先檢討我國國民教育現存的各種教育財政問題，發現當前國民教育學生受教條件與成本依其居住縣市、學校規模、城鄉狀況仍有差異。其次，本文檢視近年來進行的一連串教育財政改革措施，包括一般教育補助款的計算與分配，特定教育補助分配與教育政策之間的關連，以及近年來逐漸重視的弱勢學生照顧政策。總結發現我國的國民教育財政制度中，一般教育補助款的分配以水平公平為原則，希望學生的基礎教育品質不因其居住地區財政狀況而影響；特定教育補助款的分配除延續原來的垂直公平理念外，近年來發展的弱勢照顧政策亦已經逐漸融入適足性的精神。最後，展望未來政策發展方向，期許由水平公平、垂直公平、到以發展學生潛能的適足性為目標，期能透過教育資源的適當分配，為國家培養更健全的國民。

Taiwan’s civil education was commenced in 1968 when the compulsory education was extended to 9 years. Nowadays it serves about 12 percent of Taiwan’s total population although the birth rate has dropped rapidly in the recent years. However， the inequality of education quality due to financial situations among localities still exists. This paper first elaborates the status quo of the 3，300 elementary and junior high schools as well as the confronted inequality problems concerning resource allocation. Designed for alleviating the inequalities， the present school finance system includes the general grants to local governments and the categorical grants for various policy purposes. It is found that school finance policy in Taiwan has revealed horizontal equity under the operation of general grants， and vertical equity under the categorical grants. Also， the caring for disadvantaged student policies implemented in the recent years demonstrates the policy trend has been moving toward the primary definition of adequacy. However， there is still plenty of room for improvement in the future policy-making. In order to accord with the accountability concern of education reform movement， future policy should focus on the development of student potential and enhancement for student achievement， which is also the essence of the advanced definition of adequacy.