原住民族學校法草案三版本之比較分析

Comparative Analysis of Three Versions of the Indigenous Peoples School Act Draft Bill

本研究旨在比較分析立法院第11屆會期中，由伍麗華委員、黃仁委員及高金素梅委員分別領銜提出的三個「原住民族學校法草案」版本。研究從法學與教育學的雙重觀點，檢視各草案的立法背景、核心架構、立法精神、權責劃分、權利保障、課程設計、師資培育、學生權益等面向。結果發現，三版本草案在立法宗旨上均高度重視民族尊嚴、語言文化傳承與教育自主治理，但在學校定義、主管機關設定、課程自主性等方面存在關鍵差異。其中，高金版草案更強調教育自決權與國際人權標準的接軌，主張應以原民會作為主管機關並設立原住民族教育署。研究最後提出綜合分析與建議，期能為未來的立法與政策制定提供參考。

This paper is a comparative analysis of three versions of the Draft Indigenous Schools Act, which were proposed by legislators Wu Li-hua, Huang Ren, and Gao Jin Su-mei in the 11th session of the Legislative Yuan. Included in the analysis is an examination of the legislative background, core structure, legislative principles, division of powers and responsibilities, protection of rights, curriculum design, teacher training, and student rights from both legal and educational perspectives. The analysis indicates that while all three drafts place a strong emphasis on ethnic dignity, language and cultural heritage, and autonomous educational governance in their legislative purposes, there are key differences in school definitions, designation of competent authorities, and curriculum autonomy. The Gao Jin Su-mei version emphasizes the right to educational self-determination and alignment with international human rights standards, advocating for the Indigenous Peoples’ Affairs Commission (IPAC) as the competent authority and the establishment of an Indigenous Education Department. This study concludes with a synthesis of the analysis and recommendations, aiming to provide a reference for future legislation and policy formulation.