性別平等教育法的立法背景、過程、內涵及啟示

顏國樑 ； 簡安茹

《學校行政》 46期 (2006/11) Pp. 279-299

https://doi.org/10.6423/HHHC.200611.0279

摘要

本文首先探討《性別平等教育法》的立法背景，其次整理其立法過程，進而做條文內涵介紹與評析，最後提出該法公布實施後的啟示。
《性別平等教育法》的立法背景包括：一、國內環境變遷的影響；二、國外對性別平等教育立法的借鏡；三、台灣兩性平等教育的發展愈臻成熟；四、教育部「兩性平等教育委員會」的運作仍未達完善；五、推動性別平等教育之法源基礎薄弱。在《性別平等教育法》內涵評析方面發現：一、集性別平等教育內涵之大成；二、法規內容仍有不足；三、無實施成效的具體評鑑項目。最後提出《性別平等教育法》的啟示包括：一、學校方面：（一）妥適成立性別平等教育委員會，持續推動性別平等教育；（二）改善學校設施，建立安全、性別平權的校園環境；（三）加強家庭與社區性別平等教育的宣導。在教師方面：（一）提昇教師對於性別平等教育的知能；（二）鼓勵教師在不同領域課程融入性別平等教育或自編教材；（三）教導學生性侵害與性騷擾防治的知識從校園中做起。

關鍵字

教育立法 ； 性別平等教育 ； 性別平等教育法

並列摘要

This study begins with discussing the legislative background of Gender Equity Education Act. Then it analyzes legislative process, and after that introduces and comments on the content of the stipulations. Finally, this paper looks at possible changes in society resulting from the implementation of this Act.
The discussion of legislative background of the Gender Equity Education Act includes: 1. The influence of domestic environmental change. 2. The experience of related legislation in other countries. 3. The developing support in Taiwanese society for gender equity education. 4. The need for improvement in the function of ”the Gender Equity Education Committee” in the Ministry of Education. 5. The need for a stronger legal framework to support this act. In the section of paper introducing and commenting on the connotations of the stipulations, the study finds that: 1. The Gender Equity Education Act represents a generalization of many related views on gender equity education. 2. The content of this act are incomplete. 3. There are no concrete evaluation criteria for the effects of implementation.
Finally, this study points out the inspirational value of the implement of this Act, including: First, as far as school organization concerned: 1. The school should pay serious attention to establish a gender equity education committee. 2. The school should improve the campus facilities to establish a safe, gender equitable environment. 3. The school should disseminate on gender equity education to the family and community. Second, concerning teachers part: 1. increase them knowledge of gender equity education. 2. Teachers should be encouraged to integrate gender equity education into different courses or design their own teaching materials for gender equity education. 3. Teachers should teach their students to be able to identify and avoid sexual assault and sexual harassment from school.

並列關鍵字

educational legislation ； gender equity education ； Gender Equity Education act

參考文獻

立法院公報

立法院公報

立法院公報

立法院公報

Klein, S. S.(1985).Handbook for achieving sex equity through education.Baltimore:John Hopking University Press.