| IVOD_ID |
165795 |
| IVOD_URL |
https://ivod.ly.gov.tw/Play/Clip/1M/165795 |
| 日期 |
2025-11-24 |
| 影片種類 |
Clip |
| 開始時間 |
2025-11-24T12:08:31+08:00 |
| 結束時間 |
2025-11-24T12:16:28+08:00 |
| 影片長度 |
00:07:57 |
| 支援功能[0] |
ai-transcript |
| video_url |
https://ivod-lyvod.cdn.hinet.net/vod_1/_definst_/mp4:1MClips/f813cb5f76f7810386976b5f5434ed4b485b48840d78e4d8d262ea90fa57e994b36baeae8c032c655ea18f28b6918d91.mp4/playlist.m3u8 |
| 委員名稱 |
伍麗華Saidhai Tahovecahe |
| 委員發言時間 |
12:08:31 - 12:16:28 |
| 會議時間 |
2025-11-24T09:00:00+08:00 |
| 會議名稱 |
立法院第11屆第4會期教育及文化委員會（事由：「解決教師荒—校事會議檢討及策進」公聽會） |
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謝謝主席部會的各位官員現場所有來自全國各地的團體的代表人以及所有的教育夥伴先進大家早安我是吳麗華我也曾經在教育界待過27年但是呢在我離開之後才有修訂這個辦法有了校事會議 |
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不過我來到立法院我確實接受過很多教師的陳情有一些處境真的令我感到非常的不捨所以也感謝大家一同的來發聲希望我們的校事會議能夠更精進 |
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那其實我知道的是教育部之前也做了幾次的研商會議邀請各個團體 |
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但是上週五的預告讓我們終於可以看到明確的文字所以今天的這場公聽會很有意義因為大家就預告出來的文字呢再來去做一些執政所以我希望教育部今天所有人的發言應該都會成為我們在這個預告期當中 |
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可以來精進的部分那我自己呢其實在上個會期五月份的時候在這邊質詢教育部我提到就是要處理匿名檢舉另外我請教育部要兩週內給我提供校事會議案件的樣態跟數據 |
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那麼我拿到的結果呢確實我們看到有八成的案件會送入消失會議但是有一半是不成立而且成立的當中又只有一半是寄申戒這證明了什麼爛訴兩字不假因為很浪費時間 |
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因為有很多竟然是考核辦法就可以處理的那怎麼會用這麼大的時間流程進入到校事會議這個就偏離了什麼我們原先校事會議設置的一個初衷 |
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我在這邊我也得要說今天的主題叫做解決教師荒對 很多的老師可能會因為校事會議讓他覺得對現在的教育生態環境感到挫折而離開 |
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但是也不可否認當年有很多的聲音也是因為我們的學校出現了一些不適任的教師當然也有不適任主任不適任校長 |
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結果教育局處解決不了我們的校長也解決不了我要掉校我也覺得我對教育很失望對校長失望對教育局處失望所以才會有了這樣的一個修法動作那現在怎麼辦呢我們只知道這幾年推動校事會議偏離了它原來設置的目的 |
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我們原意是為了審查不適任教師來保障學生的受教權結果沒有想到大量的案件進入門檻又低匿名的檢舉又氾濫形成了老師的恐懼與壓力所以到底校師會議有沒有必要我覺得核心問題應該是在精進怎麼樣去精進來強化老師對這個制度的信任 |
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所以在諸多次的質詢跟陪伴像是全教總公聽會我們也有參加我們也參加過好幾個場次的討論我們是希望說應該要設置一個檢舉的門檻能溝通的在前期就溝通再來就是分流 |
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進入到考核的就進入到考核最後真的不得已確實有需要用校試會議來檢視那這個部分我們才進入那另外就是到底大家對於這個人才庫是極不相信的那這個人才庫到底要怎麼處理 |
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那我们的这一些老师如果调查结果不成立他的名誉如何补偿当然这个是大家说名誉到底要怎么补偿是很困难的但是至少这个非常不合理的薪资是不是应该要全数的还给他甚至应不应该提供家长救济的管道因为你不给他提供管道他找名贷 |
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他找媒體結果形成一個惡性的循環反而解決不了問題所以在這邊我也已經提出了教師法第25條的修法版本教師待遇條例第19條的修法版本都把本心跟學術研究佳績把學術研究佳績把它補回去 |
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可能人事單位會說因為他沒有上班不能領但是很抱歉學術研究跟到底有沒有上班是無關的更何況他是被迫不能夠上班那甚至是像高中以下學校教師解聘不續聘提聘或資遣辦法 |
| transcript.whisperx[16].start |
366.643 |
| transcript.whisperx[16].end |
393.577 |
| transcript.whisperx[16].text |
關於人才庫的回訊關於不適任人才庫的淘汰機制關於利益迴避機制這個辦法我們都要求教育部要重新的來檢討那這個部分呢其實我最後也想說提供一些國際的案例我覺得陪伴在教育裡面很重要當孩子們學生遇到性別的問題 |
| transcript.whisperx[17].start |
395.148 |
| transcript.whisperx[17].end |
422.566 |
| transcript.whisperx[17].text |
我們本來就應該要陪伴學生陪他走過而不是讓他獨自面對當老師遇到了問題我們不應該放任老師獨自面對我覺得要去陪伴所以呢我們也看到像日本很多地方的教育部門他們設有法治人員或者是設置第三方的專責機構我覺得這個部分都是可以提供教育部來 |
| transcript.whisperx[18].start |
423.667 |
| transcript.whisperx[18].end |
439.105 |
| transcript.whisperx[18].text |
了解來去試行看看來聽聽看大家的意見那最後我就是只有一句話我覺得老師想要離開教育現場的原因很多校事會議是其中一個 |
| transcript.whisperx[19].start |
440.441 |
| transcript.whisperx[19].end |
456.868 |
| transcript.whisperx[19].text |
那我们不能认为哪一个是只是其中一个就不重视它不解决它我觉得所有想要让老师离开教育现场的原因包括不适任教师包括滥诉的校士会议带给我们恐慌的各种制度枷锁 |
| transcript.whisperx[20].start |
458.007 |
| transcript.whisperx[20].end |
472.541 |
| transcript.whisperx[20].text |
站在教育主管立場我覺得教育部我們一定要站在教師的一方畢竟有快樂的教師我們才會有快樂的孩子我們才會有快樂的國家在這邊謝謝大家 |