國家教育研究院

　　孩子的貧困率是造成教育弱勢的原因，更是直接阻礙孩子升學的機會，甚至影響往後的就業選擇。本研究乃擬以日本及韓國小學義務教育階段弱勢者為對象，瞭解都會弱勢者教育政策研擬過程、運作情形與近年改革重點之策略進行研究。

　　研究發現，面對基礎學習能力不夠確實的問題，日韓兩國尋求由家庭及學校著手進行補救。以公教育方式尋求落實小學教育的學習效益，同時因應社會發展的趨勢及家庭的需求，規劃不同的配套以強化弱勢者教育基礎能力之奠定，更是日韓長期以來重要的教育政策。

　　反觀我國公教育雖也有類似措施，但因無法滿足需求而必須以私教育填補缺口。因此透過探討以日韓為本，善用既有教育資源，規畫符合實際需求的教育政策，以強化弱勢者基礎學習能力是有助於作為供我國相關就學支援之規劃參考。

　　Child poverty rates are the essential cause of educational disadvantage and directly obstruct children from advanced study and even their future choice in career. The study aims at the disadvantaged students of compulsive elementary school education in Japan and Korea to understand and conduct research on the drafting process, operations and recent key reform strategies of educational policies for disadvantaged.

　　Study findings reveal that both Japan and Korea seek for remedy from the family and school in midst of the insufficient fundamental learning capacity. The two countries implement the learning effectiveness of elementary school education through public education while designing different supporting measures to strengthen the fundamental capacity of education in disadvantaged in coping with the trends of social development and family needs. Such policy is the key educational policy which Japan and Korea have maintained over the long run.

　　On contrary, in spite of the similar measures in the public education in Taiwan, the public education could not meet the requirement but must be supplemented by private education. Hence the study on Japan and Korea will utilize the existing educational resources and complies with actual requirement to strengthen the fundamental learning capacity of the disadvantaged will provide us with schooling support planning and deference.