國家教育研究院

　　本文旨在瞭解東亞暨華人區域國家義務教育政策與制度面貌。主要藉由採文件分析法，分析東亞暨華人區域國家義務教育相關之文獻，欲瞭解之主要層面為：東亞暨華人區域國家義務教育發展背景、東亞暨華人區域國家義務教育發展現況與改革趨勢，最後歸納結論，並對我國教育政策制訂及實施、義務教育師資以及實施12年國教，提出相關啟示與建議，歸納如下：

一、對我國教育政策制訂及實施之啟示與建議
（一）澳門政府重視弱勢族群，極力補助發展不力之私校以降低貧富差距所造成的選校狀況，其精神值得我國學習。
（二）澳門教育行政管理結合青年就業的運作方式，值得我行政組織改造時參考。
（三）確立我國語言政策走向，強化國語、英語及母語之語言教育，急起直追新加坡。
（四）效法新加坡，有效整合資訊科技資源，加速我國資訊教育，提高學生學習品質。
（五）馬來西亞義務教育制度漸趨走向「單一馬來西亞」國族主義路線，其在國家認同的建構上實有甚大的影響。可作為我國在落實中小學「台灣認同」之重要啟示。
（六）香港義務教育的型態與內涵，在政治主權變動中，難以保持前後一貫性。台灣目前處於不統不獨的狀態，也會影響義務教育的內涵，可見國家主權獨立自主是義務教育永續發展的重要條件。
（七）韓國之辦學精神值得仿效：公私合辦教育、政府強力主導、興教先量後質。
（八）日本發揮地方及學校之主體性及原創性，提供一流的教育資源，提升教育品質。

二、對我國義務教育師資之啟示與建議
（一）積極發展高品質師資，可效法新加坡由專職機構負責，便於管控質量。
（二）效法日本對師道的尊重，加強對教師的信賴度，以鼓勵教師推展教育。
（三）仿效新加坡，規劃教師多元生涯發展管道，並對各管道教師進行分級，提供多階層晉升的機會，並落實教師評鑑。

三、對我國實施 12年國教之啟示與建議
（一）澳門15年免費教育與我國年預計實施之12 年國教所勾勒之願景「提升中小學教育品質、成就每一個孩子、厚植國家競爭力」理念相通，但其實施之年段向下延伸到幼兒園，未來值得觀察其成效，供我國改進之參考。
（二）我國規劃12年國教為免試入學之方式，但以澳門經驗來看，免試入學成為現場教師詬病學習動機與品質不佳的原因之一，值得我國借鏡。
（三）新加坡中學教育便提供學生分流的課程，但學生亦根據其自身能力，靈活選擇課程。修習不同課程的學生，將來會考科目也不一樣，此課程選擇及會考方式之多元性可供參考。
（四）日本力求教育目標明確化，運用評量及檢驗的策略來提升學生素質。

　　This study aimed to understand the compulsory education system in in East Asia and Chinese Areas. Mainly through document analysis, this study reviewed the literatures related to compulsory education in East Asia and Chinese Areas, mainly attempted to understand the following aspects: The background information of the development of compulsory education system in East Asia and Chinese Areas, the current status of compulsory education system in East Asia and Chinese Areas, and the innovations of compulsory education policy in in East Asia and Chinese Areas. Finally, this study drew conclusions and advanced suggestions in terms of the three aspects: Policy formulation and implementation, teacher education, and the implementation of 12-year compulsory education. Suggestions are as follows:

1. Suggestions for the policy formulation and implementation:
(1) The Macau government paid attention to the disadvantaged groups, strongly subsidized the private schools to to reduce the gap between the poor and the rich, which is available to school choice. This way is very worthy of our reference.
(2) The Macau government intergrated educational administration with the employment of youth, which is worthy of our reference.
(3) We should establish a specific language policy and strengthen language education by following the example of Singapore.
(4) By following the example of “One Bangsa ” in Malaysia to build national identity, “Taiwan Identity” could be implemented in the elemtary and junior schools in Taiwan.
(5) It was difficult to maintain the consistency of compulsory education system in Hongkong due to the political changes. Therefore, the assuranceof national sovereignty and independence is important for Taiwan to substain the development of compulsory education system in the long run.
(6) South Korea's school spirit worth emulating: public-private schools in cooperationl, government-led power in a strong way, and the promotion od education by considering quantity before quality.
(7) By following the example of the Japan government, we should respect the subjectivity and originality of the locals and schools, providing rich educational resources, and improved the quality of education.

2. Suggestions for teacher education:
(1) By following the example of the Singapore government, teacher education should be unified by some educational institute for the well control of quantity and quality.
(2) By following the example of the Japan government, teachers should be greatly respected and trusted to encourage them to promote education.
(3) By following the example of the Singapore government, we should provide the various tracks of teachers’ career development and implement the system of teacher evaluation.

3. Suggestions for 12-year compulsory education
(1) By following the example of the 15-year free compulsory education in Macau, we might consider extend down to nursey for 12-year compulsory education.
(2) Macau experience showed that “no entrance examination” was disadvantageous to students’ learning motivation and efficiency, which is worthy of our concern.
(3) By following the example of the Singapore government, we should provide the various tracks of curriculum for students and allow students to choose the subjects for study according to their abilties. Meanwhile, the subjects of entrance examinations were according to the choosen subjects of students.
(4) By following the example of the Japan government, we should try to seek for for clarification of educational objectives, and make use of assessment and examination strategies to improve the quality of students.