聯合國自90 年代起至今，教育權（right to education）議題均為人權委員會所持續推動的重要工作內涵，本研究即是基於國際趨勢對於教育權之重視，而針對我國的發展脈絡與特色，進行綜觀式之探究，除期能藉此與國際發展趨勢進行對話外，同時希冀對我國後續政策實施提出可行策略，並建立妥適的檢核依據，以做為我國提升教育權的參考。在研究方法部分，本研究透過至資源不利相關地區及學校進行田野調查與訪談，取得第一手之訪談資料後進行意義編碼和分析；在經由文獻分析與訪談後，擬定教育權檢核指標並以模糊德懷術進行專家諮詢。在研究發現部分，本研究分別針對整體的教育權實施、教育權實施的核心對象、教育權具體的對應對策等三大面向進行敘述，並提出教育權評估指標一份；另研究建議部分則有下列四項：一、建立我國教育權「專案報告人」制度和教育權指標；二、進一步健全弱勢族群之教育法制並據以依法行政；三、藉由制度層面之改善解決教師聘用及流動率過高等師資問題；四、以中央型住宿學校等具體措施補足家庭功能之不足。

　　Right to Education has been a crucial issue under Human Right Committee of United Nations since 1900s. The research conducts Taiwan education policy and social context analysis to echo the development of international trend on right to education. In addition to having dialogue with global society, this research also offers an appropriate strategy for Taiwan government when improving the situation of right to education. The main methods are both qualitative and quantitative via collecting data from interviews and Fuzzy Delphi skill. The main findings are: 1. establishing “right to education reporter” mechanism and related indicators; 2. enhancing the legislative system on disadvantaged groups; 3. tackling the problems of improving teachers shortage and frequent mobility in remote areas; 4. creating public boarding schools in remote areas.