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友善列印

 
校園安全 -Campus Security
建立通報處理機制,維護校園安全環境
  鑒於921集集大地震對各級學校造成損害,由教育部於90年8月成立「校園安全及災害防救通報暨處理中心」,同時訂定〈構建校園災害管理機制實施要點〉,明定減災、整備、應變及復原等階段具體作為及作業流程,整合各單位資源,建立快速通報系統,103年因應法令規定修正要點為〈教育部主管各級學校及所屬機構災害防救要點〉,明訂學校成立校安中心之任務與目的為災害通報與緊急協處之運作平臺。

  為完善通報的效能,校安中心91年11月研發校安通報系統,將傳真通報改為上網實施通報,各管理階層亦可即時瞭解轄屬學校校安狀況,予以及時協助,並可定期分析成因,有助擬訂預防對策,103年因應法令規定修正〈校園安全及災害事件通報作業要點〉,通報系統完成改版。

  教育部於95年3月配合行政院強化治安會報成立,將防制校園暴力、霸凌及學生參加不良組織等議題,列為執行重點,並於101年訂定〈校園霸凌防制準則〉,有效維護校園安全環境,102年修正〈教育基本法〉第8條條文,增訂學生不受霸凌行為侵害。

預防兒少受虐
  整合跨部會及中央、地方之協調聯繫等機制,使中央、地方、學校與社區資源共享,並結合家庭教育中心及學生輔導諮商中心網絡,落實兒少保護,加強社區關懷互動機制,共同擔任吹哨者,守護孩子在安全的環境中成長。

  研訂高級中等以下學校(含幼兒園)覺察疑似受虐學生風險評估表,協助教師及早覺察疑似可能受虐個案,即時通報及啟動相關協助機制,倘知悉兒虐未於24小時內通報,將依法裁罰。另研訂高級中等以下學校(含幼兒園) 辦理兒童少年保護事件有功獎勵參考原則,鼓勵各級學校教育及網絡相關人員落實通報。

  另依「直轄市、縣(市)政府執行民事保護令有關命相對人遠離未成年子女就讀學校之注意事項」,督導就讀學校就個案學生擬具就學安全計畫,保護學生免於受到二次傷害,並針對「疑似兒虐個案」之高風險家庭學生提供救助及就學協助,關懷輔導國中畢業後未升學未就業之青少年,並將兒少保護知能納入各地方政府辦理教保研習規劃,以及將〈兒童及少年福利與權益保障法及家庭暴力防治法〉納入研習內容。

推動學生事務與輔導創新轉型
  推動學生事務之理念,以根植學生全人發展、創新、精進為核心重點,有賴不同領域專業人力共同投入。評估現行教官於校園所擔負之任務,於教官逐步離退校園後之人力,規劃引進學務創新(含校安)人員,學校得視需求進用相關專業人力,並依〈學生輔導法〉積極推動學生輔導工作,完備學生輔導三級體制,促進學生身心健康,提升輔導品質與創新學務之功能。

強化預防輔導作為,防制學生藥物濫用
  教育部自82年起推動〈春暉專案〉,即以防制學生藥物濫用為工作重點,並依據〈毒品危害防制條例〉等相關規定,訂定3級預防策略-教育宣導、清查篩檢、春暉輔導,以早期發現藥物濫用學生,並積極介入輔導與協助。

  為協助各級學校建立標準作業流程,教育部於96年完成修訂〈教育部防制學生藥物濫用三級預防輔導作業流程圖〉,97年發布施行〈防制毒品進入校園實施策略〉,102年函頒〈深化推動紫錐花運動實施計畫〉,並於106年配合行政院〈新世代反毒策略行動綱領〉,修訂〈教育部防制學生藥物濫用實施計畫〉;另因應〈強化社會安全網計畫〉於107年2月26日核定實施,以及行政院於107年11月21日核定修正〈新世代反毒策略行動綱領〉,於108年2月20日再次修正〈教育部防制學生藥物濫用實施計畫〉,修正方向係以社會安全網之思惟,重點在於建立18歲以下未成年學生防護網,以發揮「整合服務體系、綿密安全網絡」之概念,提供學生整體性與持續性服務,避免爾後成為成年犯,造成社會治安隱憂。

推動軍訓制度改進,落實全民國防教育
  學生軍訓制度創始於17年,目的在振奮民族精神,抵禦外侮。中央政府遷臺初期,為因應臺海情勢,於40年恢復高級中等以上學校學生軍訓制度。遷臺初期,學生軍訓重點在基礎軍事訓練,其目的為培養青年學生戰鬥精神與知能,並協助學生生活管理。93年7月針對現行軍訓組織型態、軍訓教官角色定位、人力運用及法規制度等進行改進,高級中等學校軍訓課程並先後於95學年度及99學年度起實施「國防通識」與「全民國防教育」等課程;另於101年12月20日修正公布〈各級學校推動全民國防教育實施計畫〉,期透過相關課程教學與多元活動,深植全民國防理念,並使軍訓教官融入校園文化,提升其教學、輔導及服務之效能。

精進全民國防教育課程內容,奠定全民防衛動員基礎
  全民國防教育依據94年2月2日公布之〈全民國防教育法〉第7條規定辦理;另於99年5月25日頒布〈各級學校全民國防教育課程內容及實施辦法〉,明定各級學校全民國防教育課程相關內容及實施方式;大學由各校自主規劃實施,高級中等學校納入正式學科,國中小採融入式教學,納入現行課程中實施,期培養學生宏觀國際視野及愛鄉愛國情操,以達到深化全民國防共識、共同保衛國家之目標。

The Establishment of a Report and Management System, to Maintain Secure Campus Environments
  Since the 921 earthquake in Jiji caused a lot of damage to schools at all levels, on September 8, 2001, the Ministry of Education established the Aid and Report Management Center of Disaster Prevention and Campus Security, as well as the Implementation Regulations of Constructing Campus Disaster Management System. The aforementioned regulations contain specific measures and operational procedures of different stages, such as: the prevention of damage during disasters, management of facilities, reactions to disasters, and the recovery process, in order to organize resources of all departments and thus establish a rapid reporting system. In 2014, in response to judicial regulations, the aforementioned implementation regulations were revised into the Disaster Prevention and Aid Regulations of MOE Governing Schools at all Levels, and its Institutions, which regulate that the mission and goals of campus security offices established by schools are: reporting disasters and functioning as an operational platform of emergency management.

  To better the reporting efficiency, in November 2002, the campus security offices researched and developed the campus security reporting system. The reporting via fax was changed into online reporting, so that all management levels could also understand the immediate conditions of campus security, offer timely assistance, and analyze the situation regularly, which helps in planning preventive strategies. In 2014, in response to the judicial regulations, the Implementation Regulations of Campus Security Disaster Reporting Affairs were revised, and the final version of the reporting system was completed.

  In March 2006, in accordance with the establishment of the Security Strengthening Report Meeting of the Executive Yuan, the Ministry of Education listed the following topics as the focused operational points: the prevention of school violence, bullying, and students’ participation in harmful organizations. In 2012, the Regulations of School Bullying Prevention were set up, to efficiently maintain the security of campus environments. In 2013, Article 8 of the Educational Fundamental Act was revised, and the following regulation was added: Students’ rights against mental or corporal punishment and bullying will be safeguarded.

The Prevention of Children and Youths from Abuse
  The Ministry of Education organized, cooperated with interdepartmental units, and coordinated the communication between central and local authorities, in order to achieve the following goals: enabling the resources of central authority, local authority, schools, and communities to be shared, integrating the networks of both family education centers and students’ counseling guidance centers, fulfilling children’s and youths’ protection, strengthening the care and interactive system of communities, jointly monitoring security, and protecting children so that they might grow up in a secure environment.

  The Ministry of Education researched and established the Evaluation Table of Awareness and Suspicion of Possibly Abused Students in Preschools, Elementary, Junior High, and Senior High Schools, so as to assist teachers to be aware of possibly abused individuals in time, to report the matters immediately, and to start up related assistive systems. Those schools which are aware of abused children without reporting the matters within 24 hours will be punished according to related judicial regulations. In addition, the Award Reference Rules of Implementing Children Protection Events in Preschools, Elementary, Junior High, and Senior High Schools were set up to encourage related members of schools at all levels and networks to fulfill the reporting procedures.

  Additionally, in accordance with the Regulations of the Convicted Party Should Not be Permitted near Schools where Minors Study, according to Related Regulations of Civil Protection Orders enforced by Municipality, County, or City Governments, the Ministry of Education has instructed schools where target children under protection study, to plan for the security of students, thereby preventing students from secondary victimization. Also, regarding possibly abused children in families with high risk cases, the Ministry of Education provides aid and assistance for them to go to school. Youth who graduate from junior high schools, without continuing their studies, or finding employment, are cared for and offered guidance and counseling services. The knowledge and skills of young people’s protection are contained in the organization of educare trainings carried out by all county or city governments. The Protection of Children and Youths Welfare and Rights Act and the Domestic Violence Prevention Act are included in relevant workshops.

The Promotion of Student Affairs and Guidance Innovative Transformation
  The concept of promoting student affairs is based on planting the roots of students’ comprehensive development, creation, and refinement. The devotion of professional human resources from different fields is expected to assist in achieving these goals as students mature. As the mission of military training instructors is evaluated, and these military training instructors gradually leave the campuses, it is expected that new student affairs staff (including campus security staff) will be appointed and will assist with matters related to campus security. Schools also can recruit related professional human resources regarding their requirements, and actively promote students guidance affairs in accordance with the Student Guidance and Counseling Act for attaining the following goals: comprehensively bettering the three-level authority system of student guidance and counseling, enhancing students’ physical and mental health, uplifting guidance quality and the functions of innovative student affairs.

The Strengthening of Preventative Guidance Measures and Prevention of Student Drug Abuse
  Since 1993, the Ministry of Education has promoted the Chun-Hui (Youth Support) Project, which aims at preventing students from drug abuse. In addition, according to the Narcotics Hazard Prevention Act and other related regulations, a system of three-level preventative strategies has been established: educational promotion, inspection and health screening, and guidance affairs under the Chun-Hui (Youth Support) Project. These strategies are expected to unearth early findings of students with drug abuse problems, and to carry out active guidance and assistance.

  In 2007, to assist schools at all levels to establish a standard procedure, the Ministry of Education finalized the revision of the Procedure Chart of MOE Prevention of Student Drug Abuse Three-Level Prevention Guidance Affairs. In 2008, the Implementation Strategies of Preventing Drugs from entering Campuses were announced and activated. In 2013, the Implementation Project of Strengthening Echinacea Anti-drug Campaign Promotion was declared. In 2017, in accordance with the New Generation Anti-drug Strategy Action Guidelines of the Executive Yuan, the Implementation Project of MOE Prevent Student Drug Abuse was revised. Additionally, in response to the Project of Strengthening the Social Security Net, which was approved and came into effect on February 26, 2018, and in response to the New Generation Anti-drug Strategy Action Guidelines of the Executive Yuan, which were approved and revised on January 21, 2018, the Ministry of Education, again revised the Implementation Project of MOE Prevent Student Drug Abuse on February 20, 2019. The revision orientation is about the concept of social secure networks. The focal point is setting up prevention networks for minor students who are under age 18, in order to fulfill the concept of ‘integrative service systems, and intensive secure networks.’ Comprehensive and sustainable services are provided to students, so as to prevent them from becoming criminals when they are adults, and thus causing serious social concerns.

The Promotion of Military Training System Reform, to Fulfill the National Defense Education
  The student military training system was started in 1928, and aims at encouraging the national spirit, and resisting foreign aggression. During the first period after the government of the Republic of China moved to Taiwan in 1949, and in response to the cross-strait situation, in 1951, the student military training system was carried out in senior high schools, colleges and universities. In the initial period after the government of the Republic of China moved to Taiwan in 1949, the key point of student military training was basic military training, aimed at cultivating youths to be equipped with fighting spirit and related knowledge, and at assisting students to better their competency of organization. In July 2004, the reform of current military organizations, positions of military training instructors, human resources, and judicial systems was undertaken. The General Military Studies, and the National Defense Education began to be implemented in the military training courses in senior high and senior vocational high schools in the academic year 95 and the academic year 99 respectively. Additionally, on December 20, 2012, the revised Implementation Project of Schools at All Levels Promoting the National Defense Education was announced. Through teaching in related courses and diverse activities, it is expected that: the concept of national defense can be rooted in the population, the military training instructors can be integrated into the campus culture, and functions of national defense education, such as: the teaching, guidance, and services can be enhanced.

The Refinement of National Defense Courses Contents, to Establish the All-out Defense Mobilization Readiness Foundation
  According to Article 7 of the All-Out Defense Education Act, declared on February 2, 2005, the National Defense Education has been implemented. In addition, on May 25, 2010, the Implementation Regulations of National Defense Education Courses and Contents in Schools at All Levels were announced, which regulate contents and methods of the national defense education courses in schools at all levels. The national defense education courses in universities can be autonomously organized and implemented by each university. The national defense education courses in senior high schools are contained within official academic subjects, and those in junior high schools are integrated into teaching, and contained in current courses being carried out. It is hoped to cultivate students with broad global perspectives, patriotic spirit, and the sentiment of loving and caring for their hometown, so as to attain the goals of both deepening the consensus of national defense education, and defending our nation.

最後更新日: 2019/11/19


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