第五章 結論與政策建議
第二節 政策建議
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第二節 政策建議
人力資本的培養與累積，還是要回到最根本的「教育」問題，這個多元發展 的時代，或許教育已不再是成功的唯一途徑，但不可否認地，教育仍然是成功或 是脫離貧困的途徑之一。
在過去五十、六十年代，學校往往會將學生分為資優班、普通班和放牛班，
意謂著老師只需要將心力投注在成績優異的學生身上，其他成績表現較差的學生，
就放任其「放牛吃草」，也不加以管教。這種為人詬病的能力分班方式，在現代 學校中雖已較不常見，然而，這種大小眼的教育資源分配心態並未徹底消失，僅 是以不同的面貌呈現於教育政策施行當中。
教育資源分配不均，使國民教育因為地區性的差異，造成每位學生所享有的 教育資源並不相同，進而影響其升學表現，試想，國中畢業後的升學成果差距，
經過三年之後，在考取大學時，此差距勢必會變得更加巨大，而大學畢業文憑對 於未來就業的影響，更是扮演舉足輕重的角色。
根據調查，100 年度，國內最高學府國立臺灣大學，學生人數中有五成來自 於台北市，而有總共近八成的學生來自五都，很明顯地，教育資源在分配上出現 了重大問題。若教育部能致力於縮小教育資源分配的貧富差距，應從國民教育做 起，思考是否該減少對於大都會地區的教育支出費用的補助，而增加對於小型都 會區及偏遠地區的教育支出補助，盡力使所有學生的享有的教育資源和教育品質 皆能均等，並讓教育部曾經喊出的透過教育縮小貧富差距的口號得以實現，不再 只是癡人說夢話。
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