Abstract The purpose of this study is to examine the relationship of junior high school educators¡¦ attitudes in Tainan county toward the school-based finance management¡Bthe equality of educational opportunity and school efficiency. With the result¡Awe may analyse the expectation on the equality of educational opportunity and school efficiency. This study was conducted by the questionnaires survey. The valid samples are 271. The data was collected by self-designed questionnaire, and analyzed by statistic methods of mean, standard deviation, independent samples t-test, one way ANOVA , Pearson's product-moment correlation and stepwise multiple regression. The following conclusions are derived¡G First, generally speaking, the junior high school faculties in Tainan county hold the positive attitudes toward school-based finance management. Second, there would be different attitudes toward school-based finance management with different school occupations. Third, there would be different attitudes toward the equality of educational opportunity with different school occupations. Fourth, entirely speaking¡Athe attitudes of junior high school faculties in Tainan county toward the expectation of school efficiency with school-based finance management are positive. Finally, support for school-based finance management would explain 36.2¢H of the equality of educational opportunity and 40.3¢H of school efficiency by total variance explained. Keywords¡Gschool-based finance management¡Bthe equality of educational opportunity¡Bschool efficiency

This thesis investigates whether luck egalitarianism can provide a cogent and coherent interpretation of educational equality. Historically, the belief that each child should receive an equally good education has exerted a strong influence on policy makers and thus on educational practice, and this despite the vagueness of the egalitarian formula. More recently however, the ideal has been undermined in practice by the rise of neoliberalism and in theory by a number of thinkers advocating other principles of educational justice. But it is vital to be clear about what each child is owed because of the profound effects of education on a person’s life prospects. The motivation for this work is therefore to determine whether educational equality can be rescued as a desirable and animating ideal of educational justice. In order to achieve this, I examine luck egalitarianism, a theory of distributive justice that has its origins in the work of John Rawls, but is now the major rival to his account of egalitarian justice. I probe at the fundamental moral intuitions underpinning luck egalitarianism and how it brings together the morally potent ideas of equality, luck and choice. I argue that these are of relevance for the education each child is owed and I propose a luck egalitarian conception of educational equality, argue that it is a cogent interpretation of egalitarian justice, and conclude that a luck egalitarian conception shows educational equality to be an ideal that is relevant, coherent and what morally matters most for justice in education. I describe luck egalitarianism as resting on three basic moral beliefs: that distributive equality is a fundamental demand of justice; that luck undermines fair equality; and that a person’s genuine choices can sometimes, under certain background conditions, render some otherwise objectionable inequalities not unjust. I then examine whether these three beliefs are compatible with each other and what, if anything, links them. Next, I consider luck egalitarianism’s status as a theory of distributive justice and argue that far from this being a weakness, as Elizabeth Anderson (1999) has notably argued, it is a strength of the position. But to appreciate this it needs to be seen that luck egalitarianism makes no claim to being all of justice and that the equalisandum of equality is complex and egalitarianism is intrinsically pluralist in nature (with a particular understanding of what is meant by pluralist). I consider too whether it is a mistake to say that inequalities that are largely due to luck can really be thought of as unjust. Thomas Nagel (1997) has argued that it is merely misfortune, unless the result of deliberate actions or social structures for which someone is responsible. I reject that position and argue that no one has to be responsible for an inequality for it to be unjust. Having interrogated luck egalitarianism and found it to be a sound account of egalitarian distributive justice, I turn to looking at whether it can illuminate our understanding of educational equality. Educational equality is often interpreted in terms of equality of educational opportunity. I look particularly at a conception of equality of educational opportunity, strongly influenced by Rawls, that has been thoughtfully and carefully articulated by Harry Brighouse and Adam Swift (2008). I find their conception powerful, but flawed, and argue that a luck egalitarian conception can account for the appeal of their conception, but is an advance on it. I end by looking at a specific question of educational justice to test the luck egalitarian conception – is there anything inegalitarian about ability grouping? I conclude that, while still needing to have its implications worked out in full, particularly as regards choice, a luck egalitarian conception provides a compelling account of educational equality and reasserts that equality matters for justice in education.

接受高等教育被視為實現人生夢想的重要里程，政府如何能保障具有就讀高等教育能力者，不因其經濟問題而喪失就讀機會，助學機制實為重要措施之一。而教育政策執行成效的良窳實需透過評鑑實施據以分析。有鑑於現行評鑑模式多僅強調成果，對於其理論、過程及目標等無法分析，致評鑑成效受限。是以，本研究旨在透過「理論導向評鑑模式」，檢視我國高等教育助學機制所規劃的理論、目標達成及因果關係等模式是否獲得認同。透過問卷調查及訪談法，針對大學校院1,120人進行抽樣，並採取立意取樣方式邀請學者專家、行政人員與學生代表等7位人士進行訪談。本研究獲致結論如下：（1）高等教育助學機制透過教育機會均等與教育成本分擔理論所規劃出來的目標達成模式獲得認同；（2）高等教育助學機制透過教育機會均等與教育成本分擔理論所形成出來的因果關係模式獲得認同；（3）高等教育助學機制提出的教育機會均等與教育成本分擔理論模式獲得模式驗證；（4）高等教育助學機制的執行情形存在理想高於落實的差異。最後，本研究建議高等教育助學機制推動應強化執行層面的落實，並可致力於理論導向評鑑模式架構之確立，以作為後續政策評鑑工具之用。 / Receiving higher education is considered an important milestone in the course of realizing one’s dream in life. However, how can the government protect those students who are capable of pursuing higher education from losing the opportunity due to their financial problems? The financial aid mechanism is one of its important measures. And the effectiveness of implementation of an educational policy indeed needs to be analyzed by means of evaluation. However, many of the current evaluation models focus only on the results of the implementation of a policy but fail to analyze its theories, process, and goals; consequently, the effectiveness of the evaluation is limited. Therefore, through a “theory-driven evaluation model,” this study aims to review whether the theories of the higher education financial aid mechanism in Taiwan, its goal-achieving pattern and its causal connection pattern are recognized by the subjects. Totally 1,120 college students were sampled and surveyed with a questionnaire and, by means of purposive sampling, seven people, including scholars and experts, administrative staff members and student representatives, were interviewed. The findings of this study are as follows: 1. The goal-achieving pattern formulated by our higher education financial aid mechanism, based on the theories of equality of educational opportunity and sharing of educational cost, were recognized; 2. The causal connection pattern formed by our higher education financial aid mechanism, based on the theories of equality of educational opportunity and sharing of educational cost, were recognized; 3. The theoretical models of equality of educational opportunity and sharing of educational cost proposed by the financial aid mechanism of our higher education were validated. 4. There is a discrepancy between the ideal and its practice in implementing the higher education financial aid mechanism. Finally, this study proposes that more emphasis should be put on the practical implementation of the higher education financial aid mechanism and that an effort should be made to establish a complete theory-driven evaluation model, which may serve as a policy evaluation tool for future use.