According to our Constitution, there are equal education opportunities for the citizens. Based on the Educational Fundamental Act, people are the subject of education rights. Furthermore, the Education Act for Indigenous Peoples is enacted to protect the indigenous people’s rights to education according to the will and wish of the people of indigenous ethnicities. Viewing from the ratio numbers that indigenous students are between the general and technological and vocational education (TVE), and studying in private or public schools, most of the indigenous students are studying at TVE system. Therefore, to explore the equity of indigenous TVE in Taiwan is essential. Through literature-reviewing, document analysis, fuzzy Delphi method and focus group discussion, this study aims to explore the meaning of equity and status quo of indigenous TVE in Taiwan, and to compare the policies among countries that are advanced in indigenous education. There are eight suggestions are provided as follows: First of all, the statistics toward indigenous TVE should be collected. Secondly, more opportunities for indigenous peoples to participate the TVE policy planning should be concerned. Thirdly, to maintain the advancement incentives, appropriate development and cultural characteristics for indigenous students in TVE system. Forthly, to promote the equity for indigenous students to approach both in TVE and employment system is important. Fifthly, creating the edge for indigenous students in TVE is critical. Sixthly, constructing the nurture mechanism for professional indigenous personnel is necessary. Seventhly, establishing indigenous educational information platform is useful. Finnally, strengthening the value of multiculturalism and shaping the characteristic of indigenous culture are urgent. In addition, the indigenous TVE and training policy in Taiwan should be formulated and developed under its unique social cultural context.
