國家教育研究院

　　教育公平的內涵一般被分為三類：即「教育起點的公平、教育過程的公平、以及教育結果的公平」。我國高等教育自1996年開放高等教育機會與多元入學管道以來，高等教育機構升格改制，大學原本的窄門很快地向外敞開，原本一元的聯考選才制度，也已開放成多元入學管道，並針對弱勢學生提供入學優惠政策，以符大眾期待。本研究即以教育公平的觀點切入高等教育不同階段，以檢視其公平性議題。
子計畫一主要在瞭解我國弱勢學生在大學入學之前的法制規範、高中如何針對弱勢學生升學環節的措施進行協助。子計畫二則透過其於前年度計畫已接觸且願意繼續接受追蹤的高三學生，針對其中以「繁星計畫」進入大一的新生進行追蹤，瞭解其針對大學入學管道的公平性知覺評估，及其學習適應情形與其他入學管道同儕之間的差異。
　　子計畫三主要在探究他國大學學費政策保障其弱勢學生在校安心就讀的政策與實際作法，以保障弱勢學生不只是能夠「進入大學」，也能「安心就讀不輟學」的過程公平性。子計畫四則在檢視高等教育機構中急速擴張的服務業（計畫中所聚焦的研究對象為餐飲旅宿科系）如何設計規劃課程，適當培育在學生，並確保其於求學過程中與其他公立/一般大學同儕公平對待，以維過程公平性。
子計畫四並同時探討高學歷世代的青年貧窮議題，其嘗試連結餐飲旅宿高教科系所培育出的畢業生及其「學用相符」的勞動市場位置，探究高等教育文憑給予這群年青人的是怎樣的結構性低薪的結果，而這樣的高等教育結果公平將於子計畫四中被進一步檢視。

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　　Educational equity usually is about the equity at starting point, during the process, and end up with equitable result. Since 1996, higher education in Taiwan expanded accessibility and opened multiple college admission programs. At the same time, government provides university preferential admission policies to motivate and assist disadvantaged students to enter higher education. The research is to examine the equity issues at different stages of higher education.?
　　The first project is to understand the approaches and strategies that help disadvantaged students to actually take actions for entering colleges base on preferential admission policies. The second project is to explore students’ perceptions of fitness and fairness of entering colleges through Twinkling Star Program. The third project is to inquire the ways that other countries’ tuition policy adopt to retain their disadvantaged students at colleges for receiving the advantages that the college degrees grant them in their lives. The fourth project is on the one hand to examine the talent raising process at higher education level (the research will take culinary and hospitality programs as the case) and on the other hand to discuss the linkage between these college graduates and low wage jobs in the labor market.?