國家教育研究院

　　為保障原住民族學生受教權，政府已根據《原住民族教育法》規定，將原住民學生達一定人數或比例之學校歸類為「原住民重點學校」，並給予額外經費資助。但就現行經費補助情形觀之，由於各項補助計畫之間缺乏整合，已出現資源重置與浪費情事。此外，有鑑於各原住民重點學校受到交通、文化、生活機能、數位環境與社會經濟條件等多元因素影響，造成各校之學校發展特色與教育經費需求具有差異，實有必要將前述影響因素納入考量，據此將原住民重點學校重新進行適當分類，再根據不同類型學校之特殊需求，給予足夠的經費補助，藉此達成教育機會均等目標。基於此，本計畫旨在透過研究將原住民重點學校進行更細緻的分級（分類），其後再根據不同級別（類型）學校之發展需求，改進現有之教育經費配置方案。

　　In order to protect the right to education of indigenous students, the government issued the “Education Act for Indigenous Peoples.” Based on the Act, schools with indigenous students exceeding a given proportion or figure are recognized as the “indigenous key schools” and provided with additional funding. However, due to lack of integration between existing funding programs, there are overlaps in funding programs and wastage of corresponding resources. In addition, factors such as public transportation, culture, infrastructure, digital environment and socio-economic conditions of the regions in which the schools reside also influence their development and funding needs; these factors should be considered while allocating funds. Therefore, this study attempted to further categorize schools into sub-groups. The purpose was to ensure that the allocation of education funding meets the unique needs each sub-group; as well as ensuring that the funding given to each school is sufficient and students from different schools are given equal educational opportunities.