A Study on the Educational Expenditures for Indigenous Peoples in Taiwan

[[abstract]]臺灣原住民族教育隨著全球原住民族人權意識抬頭，漸獲政府重視，並立法保障原住民族教育經費專款專用。惟至今原住民族教育機會及資源仍有不足，造成原住民族教育成就普遍低落。基此，本研究從分析臺灣原住民族問題背景，進而探討臺灣原住民族教育經費之相關法規、政策及預算編列與執行情形。研究方法採文獻分析法，並運用迴歸分析得到原住民族教育經費與原住民族教育程度之相關程度，研究資料為2002-2015年間原住民族教育法定預算。經研究結果得到以下結論：一、原住民族教育經費編列的法源為《原住民族教育法》；二、原住民族教育法定預算執行率高，原漢教育程度差距卻仍大；三、原住民族教育法定預算歷年編列項目大致相同；四、原住民族教育經費分配未符均等性、多元性及自主性；五、原住民族教育經費間接補助以競爭型補助為主；六、原住民族教育經費偏重於中等教育階段之經費；七、原住民族資訊傳播媒體經費排擠原住民族教育經費；八、原住民族教育經費及原住民族教育程度兩者呈顯著正相關；九、原住民族高等教育階段經費與原住民族教育程度兩者呈顯著正相關。根據以上結論，提出建議如下：一、落實執行《原住民族教育法》，以穩固原住民族教育權之保障；二、重視原住民族教育品質之提升，拉近原漢教育程度之差距；三、預算採行滾動式檢討措施，適時調整工作計畫；四、建立差異化補助機制，以促進公平正義；五、原住民族教育經費應多元分配，民族教育與一般教育並重；六、設置原住民族教育經費分配審議委員會，廣納原住民族意見；七、原住民族教育經費間接補助以原住民族地區為優先；八、提高原住民族高等教育經費比率；九、原住民族教育法定預算應排除原住民族傳播媒體預算。[[abstract]]As the global Indigenous Peoples human rights awareness, Taiwan indigenous education rise gradually eligible for government attention, and legislation to protect indigenous education funds earmarked. But since indigenous peoples educational opportunities and resources are still inadequate, resulting in indigenous peoples educational achievement generally low. Based on this, the present study analyzes the background to the issue of Taiwan Indigenous Peoples, and then explore the relevant laws and regulations of Taiwan indigenous education funding, policy and budgeting and execution. Methods adopted literature analysis, and the use of regression analysis related to the degree of indigenous education funding and indigenous education level, the research data is base on 2002-2015 years indigenous legal education budget. The study results the following conclusions: 1. The legal source provision of funding for indigenous education is "Education Act for Indigenous Peoples". 2. The statutory indigenous education budget execution rate is high, but the indigenous peoples still have a large gap between Chinese education level. 3. Indigenous Education Project statutory budget provision is substantially the same as the calendar year. 4. Indigenous education funding allocation does not equal character, diversity and autonomy. 5. The indirect subsidies of indigenous education funding is competitive grants mainly. 6. Indigenous education funding emphasis on funding of secondary education. 7. Indigenous information communication media funding squeeze out funding for indigenous education. 8. Both indigenous education level and indigenous education funding showed a significant positive correlation. 9. Indigenous higher education funding and indigenous education level was a significant positive correlation between this two. Based on the above conclusions, the following recommendations are: 1. The implementation of the Executive "Education Act for Indigenous Peoples" in order to secure the right to the protection of indigenous education. 2. Keen to enhance the quality of indigenous education, to narrow the gap between the education of the Chinese and Indigenous Peoples. 3. Budget adopted a rolling review of measures to adjust the work plan. 4. Establish differentiated subsidy mechanism to promote fairness and justice. 5. Multiple indigenous education funding allocation, both ethnic education and general education. 6. Setting Indigenous Education Committee allocated funds, recruit indigenous peoples opinions. 7. The indirect subsidies of indigenous education funding order to indigenous peoples priority areas. 8. Increase indigenous higher education funding ratios. 9. Indigenous education budget should be excluded from statutory indigenous communication media budget.[[note]]博