戰後復員教育的籌畫－“全國教育善後復員會議”的探討

民國成立之後，教育部召開三次全國教育會議，有助於教育工作的推展。抗戰期間教育方面改變甚大，為有效推動復員工作，抗戰期間即已提出教育復員計畫方案，戰後為凝聚共識，乃有1945年9月全國教育善復會議的召開。 9月20日，「全國教育善後復員會議」在重慶揭幕，與會人員包括大專院校校長、專家學者及各界代表，計191人。會議推教育部朱家驊部長為議長，分五組進行研討，分別就專科以上學校及研究機關、國立中等學校復員、收復區專科以上學校教職員處理辦法、戰後全國實施國民教育、台灣教育接收計畫、中等以上學校戰時服役學生復學與轉學辦法、獎勵邊疆地各國立學校教育繼續服務以及改進社會教育工作等126件提案進行討論。此次會議獲得若干共識，為戰後教育復員的張本，但整個會議重視大學忽視中小學，重視正規教育忽視社會教育，重視國立學校忽視私校的問題，重視形式不重視實質，會中若干決議如甄審問題，亦欠周詳，加上各校各自為政，使教育復員工作緩慢，引發之學潮，為戰後帶來若干負面的影響。

關鍵字

教育；教育部；善後會議；復員；戰後；接收

並列摘要

Soon after the establishment of the Republic of China, the Ministry of Education has been summoning three times national education conference to modernize its educational system and promote progress nationwide. The proposal of education in order to education demobilization in the world war Ⅱ. Takeover and demobilization of education were complex in post war. The purpose for the three times National Education Conference aimed to efficiently secure and restore the educational facilities and services in the occupied land after Japan's surrender. The Conference for National Education Reorganization was summoned on September 20, 1945 in Chong-Chin. 191 participants, including a large number of college and universities attended, educational experts and representatives from other essential fields participated in this conference. Mr. Chu Ja-Hua, minister of the Education Ministry was elected the Committee Chair and five groups led discussion. The topics covered various important topics and issues of which many primary concerns are listed: Constitution of higher education institutes like junior colleges and university; Demobilization for national high schools; Promoting personnel administration and welfare for staff and faculty members at high schools and higher education institutes which were located at the occupied towns and cities by Japanese military force; Nationwide promotion of compulsory education for all people in post war; Restoring plans and projects for the returned Taiwan province; Readmitting and transferring procedures for military people who were applying for advance education at high schools and colleges; Awards for encouraging those who continued their services at national schools at remote towns and cities at war; Modernization and renovation of education through social services. One hundred and twenty-six proposals inclusive the above eight topics were presented and discussed during the conference. The conference achieved substantial degrees of consensus among participants and laid a solid foundation of restoration and renovations for sake of the nation's educational systems after is traumatic suffer from the war against Japan's invasion and occupation. Unfortunately, some perspectives were effortlessly treated during the pan discussion in the conference. Universities were the prime concern, but primary and secondary schools were not; Schools education were the prim concern, but social education was not; National universities were the prime concern, but private universities were not; Formality was the prim concern, but practicality was not. Apart from these neglected issues, decision on examinations and evolution procedures for admitting new students were not thoroughly considered and thus creating new problems of unjust judgements on students' potential and ability. Moreover, there was no unified force among schools slowed down the progress of educational renovation. Any goals which can not changes in the meeting are destined to create negative effects and problems which prevent the nation from advance and stability.