兒少人權監督平台

來源 PDF: 4744-CRC首次國報告審查會議實錄.pdf

中華民國兒童權利公約首次國家報告國際審查會議實錄

目錄

壹、 前言 .................................................................................................. 1

貳、 國際審查會議之準備 ...................................................................... 2

一、 中華民國兒童權利公約首次國家報告國際審查流程 ......... 2

二、 國際審查會議重要事件一覽表 ............................................. 3

三、 兒童權利公約首次國家報告國際審查諮詢小組 ................. 6

四、 首次國家報告審查委員會委員簡介 ..................................... 7

五、 非政府組織及兒少之參與.................................................... 12

參、 兒童權利公約首次國家報告國際審查會議 ............................... 14

一、 中華民國兒童權利公約首次國家報告國際審查議程 ....... 14

二、 歡迎晚宴 ................................................................................ 15

三、 開幕式 .................................................................................... 16

四、 審查委員會與立法機關代表及非政府組織會議 ............... 29

五、 審查委員會與非政府組織、兒少代表之審前會議 ........... 91

六、 審查委員會與政府機關代表會議 ....................................... 91

（一） 審查 CRC 首次國家報告第 1 章-第 3 章 ................... 93

（二） 審查 CRC 首次國家報告第 4 章-第 6 章 ................. 212

（三） 審查 CRC 首次國家報告第 7 章-第 8 章 ................. 343

七、 結論性意見發表記者會...................................................... 480

八、 歡送午宴 .............................................................................. 565

肆、 光碟附錄文件 .............................................................................. 566

一、 第一屆行政院兒少福利與權益推動小組成員 ................. 566

二、 第二屆行政院兒少福利與權益推動小組成員 ................. 566

三、 兒童權利公約首次國家報告國際審查諮詢會議議程

與紀錄.................................................................................. 566

四、 兒童權利公約首次國家報告問題清單分工會議 ............. 566

五、 政府部門對問題清單之回應 ............................................. 566

六、 國際審查秘書組幕僚.......................................................... 566

七、 非政府組織（NGO）與會相關訊息及注意事項說明

會議程與紀錄...................................................................... 566

八、 與會名單 .............................................................................. 566

壹、前言

我國自 103 年 11 月 20 日施行《兒童權利公約》（以下簡稱 CRC）施行法，

自主承諾履行公約規定。依法於 105 年完成首次國家報告，並參考聯合國

審查模式及國內推動公約經驗，特邀請 5 位國際兒權專家組成「中華民國

CRC 首次國家報告國際審查委員會」 （以下簡稱審查委員會） ，於 106 年 11

月 20 日至 24 日假公務人力發展學院福華國際文教會館舉辦中華民國 CRC

首次國家報告國際審查會議，就我國兒童人權重要議題，與政府代表、民

間團體及兒童少年代表進行建設性的對話，藉以瞭解我國落實《CRC》之

現況、檢視尚待改進之處並提供具體建議。

為期五天的會議，第一天的審前會議由國際審查委員和立法委員、NGO 對

話，並邀請各地兒少代表表達意見，讓兒童自己來說話；第二、三天為政

府部門的審查會議，審查範圍從公民權與自由、家庭環境與替代性照顧、

基本健康與福利、教育休閒與文化活動、特別保護措施等面向；最後一天

為發表結論性意見，由國際審查委員提出改善我國兒少權利之結論性意見

共 98 點，並續召開記者會對國人說明。

本次國際審查會議政府部門約有 390 人，共有 30 個機關部會，包括立法

院、司法院、考試院及監察院出席與會；以及約有 240 位個人、非政府組

織及兒少代表出席與會，合計約有 630 人參與。國際審查會議審查過程全

程記錄於本實錄中。

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貳、國際審查會議之準備

一、中華民國兒童權利公約首次國家報告國際審查流程

參考聯合國模式，並考量國內實際狀況，規劃我國審查程序。

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二、國際審查會議重要事件一覽表

時間 工作重點 說明

104 年 11 月 17 日 召開「兒童權利公約首 邀請行政院性別平等處、法務部

次國家報告國際審查會 及民間團體與會，研議成立「兒

議」籌備會議會前會 童權利公約國際審查秘書組」，

決策國際審查會議相關執行事

項，並由行政院兒童及少年福利

與權益推動小組幕僚衛生福利

部（社會及家庭署）設置議事組

執行前開秘書組交辦事項。

105 年 2 月 3 日 召開推動兒童權利公約 研議籌備兒童權利公約首次國

施行法-「首次國家報告 家報告國際審查作業事宜。

國際審查作業籌備諮詢

會議」會前會

105 年 3 月 15 日 提報行政院兒童及少年 邀請總統府人權諮詢委員會委

福利與權益推動小組第 員、行政院兒童及少年福利與權

一屆委員第 6 次會議成 益推動小組委員、具國際合作交

立「兒童權利公約首次 流或熟悉公約運作之專家學者

國家報告國際審查諮詢 及民間團體代表組成《兒童權利

小組」 公約》首次國家報告國際審查諮

詢小組。

105 年 4 月 8 日 召開兒童權利公約首次 確認本諮詢會議議事規則、兒童

國家報告國際審查第 1 權利公約首次國家報告英文定

次諮詢會議 稿作業及國際審查會議場地，並

研議邀請國際審查委員事宜。

105 年 5 月 12 日 召開兒童權利公約首次 確認我國兒童權利公約首次國

國家報告國際審查第 2 家報告國際審查委員，及非政府

次諮詢會議 組織報告（NGO 報告）提交原則

及截止日期。

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 時間 工作重點 說明

105 年 6 月 23 日 召開兒童權利公約首次 初擬我國兒童權利公約首次國

國家報告國際審查第 3 家報告審查流程圖及國際審查

次諮詢會議 會議議程。

105 年 7 月 29 日 召開兒童權利公約首次 確認審查委員交通及審查費用

國家報告國際審查第 4 原則，並研議兒少培力辦理方

次諮詢會議 式。

105 年 9 月 23 日 召開兒童權利公約首次 確認 NGO 參與國際審查審會議

國家報告國際審查第 5 原則及兒少參與之規劃。

次諮詢會議

105 年 12 月 21 日 副總統邀請國際審查委

員 5 人，成立「兒童權利

公約首次國家報告國際

審查委員會」

106 年 1 月 9 日 寄送兒童權利公約首次

國家報告英文版予委員

會

106 年 3 月 15 日 NGO 提交 NGO 報告

106 年 3 月 23 日 召開兒童權利公約首次 研商 NGO 參與兒童權利公約首

國家報告國際審查第 6 次國家報告國際審查會議相關

次諮詢會議 訊息及注意事項。

106 年 4 月 27 日 召開兒童權利公約首次 邀集提交 NGO 報告之 NGOs 說

國家報告國際審查會議- 明與會兒童權利公約首次國家

非政府組織（NGO）與會 報告國際審查會議事宜。

相關訊息及注意事項」

說明會

106 年 5 月 31 日 NGO 協助兒少提交兒少

報告及兒少代表名單

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 時間 工作重點 說明

106 年 6 月 14 日 召開「兒童權利公約首

次國家報告國際審查會

議-非政府組織（NGO）

與會相關訊息及注意事

項」說明會第 2 次會議

106 年 7 月 5 日 收獲國際審查委員之問

題清單

106 年 7 月 5 日 召開兒童權利公約首次 研議政府部門代表出席層級。

國家報告國際審查第 7

次諮詢會議

106 年 7 月 14 日 召開「推動兒童權利公 研議兒童權利首次國家報告問

約施行法」第 12、13 次 題清單作業流程及分工

諮詢會議

106 年 9 月 8 日 公告政府回復問題清單

內容

106 年 9 月 21 日 寄 送 我 國 問 題 清 單 回

復，以及兒少代表及陪

同成人名單予委員會

106 年 9 月 25 日 NGO 提交回應政府回復 106 年 9 月 28 日協助轉寄

問題清單內容報告

106 年 10 月 2 日 召開「兒童權利公約首

次國家報告國際審查會

議」政府機關與會訊息

及注意事項說明會

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三、兒童權利公約首次國家報告國際審查諮詢小組

為辦理 CRC 首次國家報告國際審查會議，於 104 年 11 月邀請總統府人

權諮詢委員會委員、行政院兒童及少年福利與權益推動小組委員、具國

際合作交流或熟悉公約運作之專家學者及民間團體代表等 10 人，組成

「CRC 首次國家報告國際審查諮詢小組」，並由行政院兒童及少年福利

與權益推動小組幕僚衛生福利部（社會及家庭署）設置秘書組執行 CRC

國際審查秘書組交辦事項。截至國際審查會議止，共召開 7 次諮詢會議，

會議議程與紀錄請參見光碟附錄文件三。

CRC 首次國家報告國際審查諮詢小組成員

姓名 服務單位 職稱 備註

黃默 東吳大學政治系 教授

總統府人權

黃俊杰 中正大學法律系 教授

諮詢委員會代表

彭淑華 實踐大學社會工作學系 教授

劉邦富 朝陽科技大學社會工作學系 教授

財團法人中華民國 行政院兒童及少年

陳麗如 執行長

兒童福利聯盟文教基金會 福利與權益推動

小組委員會代表

財團法人台灣

何素秋 執行長

兒童暨家庭扶助基金會

郭銘禮 台北地方法院 法官 熟悉公約運作

鄧衍森 東吳大學法律系 教授 之專家學者代表

林沛君 臺灣兒童權利公約聯盟 代表

社團法人台灣少年 民間團體代表

葉大華 秘書長

權益與福利促進聯盟

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四、首次國家報告國際審查委員會委員簡介

Jakob (Jaap) Egbert Doek

主席

國籍：荷蘭

專長：

 兒童權利公約  兒童性剝削

 少年司法  家庭法

現職：萊頓大學兒童權利與家庭法律系客座講師與導師

經歷：

 少年法庭法官（1978-1985）﹔阿姆斯特丹上訴法庭代理法官

（2004-2012）

 阿姆斯特丹自由大學兒童與家庭法教授（1985-2007）

 聯合國兒童權利委員會委員（1999-2007）

 聯合國兒童權利委員會主席（2001-2007）

 聯合國暴力侵害兒童研究編輯委員會成員（2003-2006）

 Aflatoun 國際兒童救援組織主席。

（2006-2014）

 ECPAT（終止兒童賣淫、兒童色情及販賣兒童組織）高級法律顧問

（2014-迄今）

 國際兒童協助熱線監事會成員（2014-迄今）

 國際兒童青少年金融國際監理會成員（2012-迄今）

 保護兒童國際諮詢委員會委員

 荷蘭兒童權利國際兒童和平獎評審委員

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 Judith Karp

國籍：以色列

專長：

 人權  性剝削及性虐待  婦女地位

 兒童權利  家庭暴力  藥物濫用

 未成年犯罪  犯罪受害者權利  憲法

現職：退休

經歷：

 以色列司法部公共立法署署長（1972-1978）

 以色列副檢察總長（1978-2002）

 聯合國兒童權利委員會成員（1995-2003）

 聯合國兒童權利委員會副主席（1997-1999）

 聯合國兒童權利委員會報告員（2001-2003）

 聯合國國際協調小組成員－少年司法領域技術諮詢及協助（1998-

2003）

 負責刑法立法與執法的政策執行與協調

 獲以色列律師協會頒發「女律師獎(Women in Law)」－表揚她對婦女在

以色列國內地位提升的特殊貢獻

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 Nigel Cantwell

國籍：英國與瑞士

專長：

 兒童人權  少年司法

 替代性照顧  跨國收養

 蘇格蘭斯特拉斯克萊德大學榮譽博士

現職：國際組織兒童保護政策顧問

經歷：

 曾參與聯合國兒童權利公約起草過程（非政府組織小組協調員）

 曾參與研議聯合國保護被剝奪自由之少年保護規則

 曾參與 1993 年海牙跨國兒童收養公約起草過程

 聯合國兒童基金會因諾琴蒂研究中心(Innocenti Research Centre)資深專

案主管（國際標準執行）

（1998-2003）

 2009 年聯合國兒童替代性照顧準則推動的首席顧問

 為各大洲共超過 12 個國家評估替代性照顧與收養系統

 擔任瑞士日內瓦大學碩班兒童權利課程講師與多間大學客座講師（包

含柏林自由大學、荷蘭萊頓大學與美國哈佛大學等）

 著有約 40 篇兒童權利相關的文章

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 John Tobin

國籍：澳洲

專長：

 國際法  人權  兒童權利公約

現職：墨爾本大學法學院教授、Francine V McNiff 國際人權法主席與研究主任

經歷：

 維多利亞法律學會兒童法專家、主審（2011-迄今）

 諮詢委員：墨爾本國際法期刊（2003-迄今）及兒童權利國際期刊

（2010-迄今）

 商業法律師（1994-1997）

 兒少法律師、維多利亞法律援助（1997-2000）

 司法部法務專員（2000）

 目前正與紐約大學的 Philip G. Alston 教授合作撰寫「兒童權利：理論

到實踐」(Children’s Rights: From Theory to Practice)，內容針對兒童權

利公約做出全面評論，將由牛津大學出版社出版

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 Laura Lundy

國籍：愛爾蘭

專長：

 聯合國兒童權利公約的實踐  教育權

 兒童參與決策的權利  家庭教育與社會保障法

現職：貝爾法斯特女王大學社會科學學院教育與社會工作系教授

經歷：

 跨校的兒童權利研究中心(Centre for Children’s Rights)主任 (2011-迄今)

 擁有國內外廣泛的兒童相關研究參與經驗，包括 2015 年的聯合國兒童

權利委員會所發佈的「公共支出一般性意見」(意見來自於 71 個國家)

 為聯合國兒童權利委員會、UNICEF、歐洲議會、兒童救援等單位提供

針對兒童權利相關的建議與訓練

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五、非政府組織及兒少之參與

（一）非政府組織（下稱 NGO）

NGO 在審查過程中屬重要的一環，除能監督政府作為，亦能提交意見

讓審查委員會了解我國兒少權利現況。依「非政府組織報告（NGO 報

告）提交說明及注意事項」 ，我國 NGO（單獨或聯名）共提交 8 份報

告（提交 NGO 報告之團體列表如下表） ，並由秘書組轉寄審查委員會

參考。在籌備審查會議期間，秘書組亦召開兩次會議，邀請提交 NGO

報告之團體與會，協調並說明參與國際審查會議之相關行政事宜，前

開會議之議程與會議紀錄，請參見光碟附錄文件七。

1 人權公約施行監督聯盟

台灣人權促進會

社團法人台灣伴侶權益推動聯盟

2 台灣全國媽媽護家護兒聯盟

台灣性別人權維護促進協會

中華兒少愛滋關懷防治協會

3 台灣性別不明關懷協會

4 台灣兒童權利公約聯盟

5 全國家長會長聯盟

6 兒童權利公約民間監督聯盟

原住民族青年陣線、LIMA 台灣原住民青年團、台灣原住民

7

族政策協會、沒有名字的人

8 財團法人台灣兒童暨家庭扶助基金會

說明：順序按首團體名稱首字（各團體順序按提交報告之封面順序排

列）筆劃排列，倘首字筆劃相同，續依第二個字筆劃排列，以

此類推。

12

（二）兒少

CRC 係為保障兒少各項權利，因此兒少觀點為審查委員會優先關注的

部分；為鼓勵 NGO 協助兒少提出兒少報告，透過兒少觀點反應我國

兒少權利發展現況，供國際審查委員參考，提出政策建言，政府特規

劃「106 年度兒童權利公約兒少報告補助計畫」 ；同時，亦於網站公告

「兒童權利公約首次國家報告兒少報告提交說明」 ，使自主提交兒少報

告之團體得以如期提交報告，同時遴選代表參與兒少會議。本次國際

審查會議，共有 7 個 NGO 團體（如下表）協助兒少提交報告，參與

撰擬報告之兒少共 177 位，參與會議之兒少代表共 68 位。

1 工具青年陣線

台灣青年性別平權聯會

2 社團法人台灣少年權益與福利促進聯盟

3 社團法人臺南市家長關懷兒少教育協會

4 財團法人兒童福利聯盟文教基金會

5 財團法人台灣兒童暨家庭扶助基金會

6 財團法人環境品質文教基金會

7 新竹市築心生命教育協會

說明：順序按首團體名稱首字（各團體順序按提交報告之封面順序排

列）筆劃排列，倘首字筆劃相同，續依第二個字筆劃排列，以

此類推。

13

參、兒童權利公約首次國家報告國際審查會議

一、中華民國兒童權利公約首次國家報告國際審查議程

14

二、歡迎晚宴

日期﹕106 年 11 月 19 日（日）

地點﹕總統府

陳副總統建仁設宴宴請國際審查委員，表達對於國際審查委員重視我

國《CRC》的感謝之意。

左圖 左至右分別為林政務委員萬億與國際審查委員會主席 Jakob (Jaap) Egbert Doek

右圖 為衛生福利部社會及家庭署同仁與國際審查委員 Nigel Cantwell 與 Judith Karp

左圖 左至右分別為台灣少年福利與權益促進聯盟的葉秘書長大華、國際審查會委員 John

Tobin、主席 Jakob (Jaap) Egbert Doek、陳副總統建仁、林政務委員萬億與國際審查會委員

Laura Lundy

15

三、開幕式

日期﹕106 年 11 月 20 日（一）

時間﹕上午 10 時 00 分至 10 時 20 分

地點﹕公務人力發展學院福華國際文教會館前瞻廳

蔡總統英文蒞臨開幕式致詞表示，

《CRC》是國際共識度最高的公約，在

目前少子女化的環境下，兒童是我國重要的資產，落實《CRC》更是國

家為生活在台灣的每一位兒童所做的努力，這些都將成為中華民國永續

發展的重要基石。因此，即使我國非屬聯合國會員，仍努力將《CRC》

國內法化。

蔡總統英文於開幕式致詞 主席 Jakob (Jaap) Egbert Doek

政府代表團團長林政務委員萬億 圖左至右分別為衛生福利部呂政務次長寶

靜、審查委員 Laura Lundy、Judith Karp、主

席 Jakob (Jaap) Egbert Doek、蔡總統英文、

林政務委員萬億、審查委員 John Tobin、衛

生福利部社會及家庭署簡署長慧娟

16

 簡要紀錄

1. 政府機關代表團團長林萬億：CRC 於 1989 年於聯合國通過，1990 年實施，

台灣貌似落後國際，但實非如此，台灣於 1973 年制定兒童福利法，並於 1993

年修法納入 CRC 精神。台灣非聯合國會員，但善盡國際村成員之義務。期

待審查委員提供寶貴意見，讓台灣兒少保護更上一層樓。同時也感謝諸位

審查委員，預祝 5 天審查順利。

2. 審查委員會主席 Jakob (Jaap) Egbert Doek：蔡總統英文的出席讓他備感榮幸，

深深激勵他們的努力。希望能與 NGO、兒少、政府代表面對面交流。本審

查乃因台灣非聯合國成員，政府、兒少、NGO 的報告，展現台灣各界努力

保護兒權之用心。此次，特別感謝兒少代表提供意見，而此乃有賴政府之支

持，兒少報告十分特殊，為日內瓦少見。台灣審查過程與聯合國不同，十分

特殊，包括除了政府，也允許 NGO 回應問題清單，這點很有價值，會與日

內瓦 NGO 討論這個做法的可能性。下午與兒少代表及 NGO 面談，明日與

政府，有建構性的討論。國家報告內容涵蓋廣泛，需談論內容多，希望能導

出有建設性的建議給政府。

3. 蔡總統英文：感謝五位委員，過去數月閱讀、提出問題清單，投注心力。舉

辦國際審查會議希望表達政府二個決心，一，與國際社會一起努力保障人

權，台灣先後完成五個聯合國人權公約國內法化，我國雖非聯合國會員，但

主動舉辦人權公約國際審查，深化人權教育，展現落實人權決心。二，兒童

利益為優先議題，馬前總統任內制定施行法，政黨輪替後持續積極推動相

關工作以落實公約，保障孩子尊嚴及權利，特別在維護弱勢兒少權益上，是

政府責任。細部法規和相關事務須借重委員經驗，及民間團體參與，請委員

踴躍提問，請參與成員盡量表達意見，提供資訊，使兒少權益維護更加完

善。

17

 Meeting Minutes

1. Head of the Government Delegation, Minister without Portfolio Lin Wan-I: CRC

was adopted by the United Nations in 1989 and has been implemented since 1990.

In 1973, the Child Welfare Act of Taiwan was enacted; in 1993, the elements of

the CRC was incorporated in the Child Welfare Act. Taiwan fulfills its obligations

as a member of the international village, although it is not a member of the UN.

We expect that the International Review Committee gives advice on the

protection of children and youths in Taiwan and wish the 5-day review successful.

2. Jakob (Jaap) Egbert Doek, Chairman of the International Review Committee: We

feel honored to have President Tsai Ing-Wen present. We hope to communicate

with NGOs, children representatives and government agencies face to face. As

Taiwan is not a member of the UN, the review is carried out to demonstrate efforts

made by the government, children representatives and NGOs to protect the rights

of children and youths in Taiwan. We especially thank children representatives

for giving their opinions, which relies on the support of the government. The

report submitted by children is very special and rare for Geneva. The review

process in Taiwan is different from that in the UN. In addition to the government,

NGOs are allowed to respond to issues, which is extremely valuable. We will

discuss this possibility with NGOs in Geneva. We are scheduled to have an

interview with children representatives and NGOs in the afternoon and

discussions with the government starting tomorrow. There are a lot of contents to

be discussed in the report, and we hope to give constructive advice to the

government of Taiwan.

3. President of Taiwan, Tsai Ing-Wen: Thanks to the International Review

Committee for their efforts made to study and propose issues over the past months.

The goal of holding this international review meeting is to demonstrate the

following two determinations: first, the government of Taiwan works with the

international community to safeguard human rights by the domestic incorporation

of 5 of the UN Human Rights Treaties. Taiwan takes the initiative in carrying out

the international review of human rights conventions, although it is not a member

of the UN; second, the Implementation Act of the Convention on the Rights of

the Child was enacted in the term of Former President Ma. The new government

continues to implement the convention to safeguard children’s dignity and rights,

18

especially those of the disadvantaged children. Detailed regulations and related

matters must rely on the experience of the Committee members and civil

participation. Participating members are encouraged to express their opinions and

provide related information to improve the protection of children’s and youths’

rights.

19

 逐字稿紀錄

司儀：

各位長官，各位現場的貴賓以及我們的媒體朋友們，大家早安，非常歡迎

各位蒞臨中華民國兒童權利公約首次國家報告國際審查會議開幕典禮。那

我們今天審查會議的一開始呢，就要有請我們政府機關代表團的團長，首

先來為我們致詞，讓我們掌聲歡迎團長林萬億政務委員。

林萬億政務委員：

來自各國的駐台的代表，各位立法委員，各位 NGO 的代表，關心兒童權

利的國人同胞，電視機前的朋友大家早安，大家好。

2014 年台灣通過聯合國兒童權利公約施行法，這個法在 1989 年，在聯合

國通過，1990 年實施，那好像看起來台灣晚了 10 幾年，其實不然，台灣

在 1973 年通過兒童福利法，那時候雖然短短的 30 條，但是在此後修法的

過程，1993 年我們已經把當時聯合國兒童權利公約的主要精神都納入了，

那其實我們不是聯合國的會員國，仍然願意善盡國際村的一員，努力來保

障我們的兒童權利。

那這次是國家報告的首次審查，非常感謝來自國際的五位委員，即將在未

來的 5 天提供我們非常寶貴的意見，讓台灣的兒童權利可以更上一層樓，

那首先跟各位介紹，今天的國際審查的團長主席，來自荷蘭的 Jakob Doek，

大家掌聲鼓勵。他是之前 2001 到 2007 年聯合國兒童權利委員會的主席；

那其次介紹來自以色列的 Karp 女士，她也是聯合國兒童權利委員會的委

員的副召集人，也是以色列之前的副檢察總長，也是公共立法署的署長，

我們掌聲來歡迎；接著第三位介紹來自瑞士的 Cantwell 教授，他過去曾經

參與過聯合國兒童權利公約的起草，現在也是各國 NGO 團體，有關於兒

童人權的顧問，我們掌聲謝謝；第四位 John Tobin 是來自澳洲 Melbourne

大學的國際人權法的專家，他也是關心兒童人權，是一個著作(兒童權利：

理論到實踐)的教授，來，我們謝謝 Tobin；最後介紹來自愛爾蘭的 Lundy

教授，她是 Belfast 女王大學教育跟社會工作系的教授，她是個法學專家，

我們歡迎她，謝謝。

20

 希望在這五位國際專家的協助之下，讓台灣的兒童權利保障可以經過他們

的對話以及各界的監督之下，希望我們會有很好的未來，那在此預祝這次

5 天的審查可以順利，謝謝大家，謝謝。

司儀：

我們掌聲謝謝政府機關代表團團長林萬億政務委員。那接下來呢，我們有

請國際審查委員會的主席。掌聲歡迎。

Jakob (Jaap) Egbert Doek：

特別感謝中華民國台灣蔡英文總統蒞臨，很榮幸能夠看到總統蒞臨，也感

謝總統對於此等議題表達妳的關切，這個禮拜呢，我們將來檢視兒童權利

的落實，一定會充滿了活力的討論，但是可能也會有一些辯論，希望到了

本週結束的時候，我們會提出結論性意見以及建議，國際審查委員會到時

候會提出這樣子的意見建議給中華民國政府，我們會跟 NGO 的代表，以

及兒少代表，以及政府的代表進行對談。

到目前為止這一切的經驗非常地特別，這樣子的過程大家都知道，之所以

如此特別，是因為台灣並非聯合國的成員，但是我們在政府報告當中，從

NGO 報告、兒少報告當中看到了大家對於這個議題的重視以及承諾，來尊

重、保障以及落實兒少，也因此在我心中，我深深地相信在這裡我們可以

看到大家一定是想要齊心努力來尊重保護以及落實兒童的權利；此外也有

來自於兒少的意見，那我也要感謝政府的支持，讓我們得以看到兒少的意

見，兒少自己提出的報告呢，其實在日內瓦做這樣的國際審查的時候，並

不常見，因此我認為台灣此次的過程是如此地特別，有一部分也是因為這

樣子的報告，那我相信我們在報告裡面看到了一些議題之後呢，提出問題

清單，然後之後我們會跟 NGO 的代表這邊會面，然後再跟政府的代表來

談話；NGO 也對我們提出的問題清單提出了一些回應喔，這個在聯合國的

體制當中呢，從來沒有過這樣子的作法，但是我們認為這很重要，這對於

這個過程來說是一種附加價值，也因此做一些不尋常的事情的時候，我們

也學到了新的做法，我也相信我們可以帶回去給日內瓦的委員會知道，讓

他們未來考慮是否也要接受 NGO 對於問題清單的回應。

21

 今天下午有兒少會議也會有與非政府組織的會議，而明天開始呢，則會跟

政府代表會面來進行建設性的對話，來討論許多不同的議題，我們知道兒

童權利公約，CRC，是一份篇幅很廣的公約，有 41 個條文，裡面包括了公

民權利、自由權，也包括了兒少參與權，有包括了參與社會事務的權利，

有受教權，還有要防止不受不當勞力剝削，不受性剝削等等的權利，有 41

個實質條文，而我們希望這幾天的討論可以提供給政府的結論性意見與建

議，謝謝大家的參與，也謝謝有這麼多的朋友來到現場，謝謝。

司儀：

非常謝謝國際審查委員會的主席，那我們今天的國際審查會議開幕典禮也

非常榮幸，蔡英文總統特別蒞臨，接下來讓我們掌聲歡迎中華民國蔡英文

總統為我們致詞。

蔡英文總統：

我們各位國際審查委員，各位使節代表，還有我們林萬億政委，以及參與

審查的政府同仁，民間夥伴，大家早安，大家好。

首先我要代表台灣歡迎五位遠道而來的國際審查委員，謝謝各位委員過去

這幾個月在閱讀國家報告，提出問題清單的時候，對台灣兒少人權所投注

的心力，透過舉辦審查會議並且邀請國際專家跟國內民間團體坐下來對話

的過程，我們希望表達政府兩個明確的決心：

第一，我們非常願意和國際社會一起，為保障人權付出更多的努力，目前

包括國際權利，兒童權利公約在內的，我們已經透過立法的方式完成了五

個聯合國核心人權公約的內國法化，即使台灣不是聯合國的會員，我們仍

然主動參照聯合國的標準舉辦各項國際人權公約的審查，也逐步地深化人

權教育，這就是我們將國際人權標準向下扎根的決心。

第二，兒童的最佳利益是，絕對是我們關切的優先議題，過去馬總統任內，

台灣制訂了兒童權利公約的施行法，在政黨輪替之後，我們持續地積極推

動相關的工作，並且核定兒童權利公約的首次國家報告，這代表兒童的事

就是大家的事，保障兒少全力是台灣社會非常重視的議題，也是朝野政黨

22

 都不能忽略的重要的工作，因此政府會持續落實公約，保障孩子的尊嚴跟

權利，特別是在維護弱勢權益上，要優先幫助落隊的孩子，能夠回到隊伍

中，這是我們的責任；當然在細部的法規跟事務中，工作中還需要借重審

查委員的經驗，以及國內民間團體的參與，讓兒少權益的維護能夠更加地

完善，那我也期待透過我們共同的努力，一起為孩子們做更多的事情。

無論是陳副總統致函邀請各位審查委員來到台灣，或者是我今天的出席都

代表著台灣政府對兒少權益的重視，接下來的這 5 天，請各位審查委員盡

量地提問，也請參與的政府同仁，充分表達意見，提供必要的資訊，那麼

接下來我就要拜託大家了，謝謝，謝謝大家。

司儀：

謝謝，我們非常謝謝蔡英文總統，有請總統移駕到我們舞台的前方，我們

一起合照喔。也要有請林萬億政務委員到台前來。那我們也要有請衛生福

利部，呂寶靜政務次長。以及衛生福利部社會及家庭署，簡慧娟署長。我

們一起看向前方的鏡頭。

好，我們再次熱烈掌聲給蔡英文總統、林萬億政委、五位國際審查委員會

的委員，謝謝，以及我們的衛福部次長、衛福部社會及家庭署的署長，謝

謝，我們再次感謝蔡英文總統今天特別蒞臨會場，我們再次掌聲謝謝，中

華民國蔡英文總統。

那接下來呢，我們中間呢，稍微短暫地休息一下，我們等一下 10 點半的時

候，請各位貴賓再次回到會場喔，那我們等下回到會場呢，要進行的是委

員與立法機關代表及非政府組織會議，請大家等下 10 點半，我們再準時回

到會場。

23

 Meeting Transcript

MC:

Good morning and welcome to the opening ceremony of the review meeting of

the ROC’s initial report under the convention and the right of the child. Ladies

and gentlemen. Now please join me in welcoming the head of the delegation of

the ROC government Minister without Portfolio, Lin Wan-I.

Minister without Portfolio, Executive Yuan, Lin Wan-I:

Members of the review committees, and dear delegates from foreign offices and

embassies, Mr. And Mrs. Legislators, dear friends, ladies and gentlemen, who are

concerned with children’s profits. Good morning.

In 2004, Taiwan passed the implementation act of UNCRC. UNCRC was passed

in UN at 1989 and implemented in 1990. It seems that Taiwan is slightly behind

like 10 years but is not true, because in 1973, we passed the children’s welfare act.

There were about 30 articles in that act, and in 1993, we included the spirits and

important element in CRC into our act, despite that we are not a member to UN,

we spare no effort in protecting and fulfilling the right of children. This is the

review of our ceased initial report on the CRC.

I would like to thank the five members of the review committee for providing us

with your insight so that Taiwan will do better in protecting children’s right in

Taiwan. And the chair of review committee Professor Jaap Doek from the

Netherlands. Let’s welcome Professor Jaap Doek. Professor Jaap Doek had served

at a UN committee of the rights of the child. Our next member in the review

committee is Ms. Judith Karp who had also served at UN committee on the right

of child. She was deputy attorney general of the state of Israel, let’s welcome Ms.

Judith Karp. The third member in the review committee is Professor Nigel

Cantwell from Switzerland. He was a coordinator of the NGO group for the

convention on the right of child, and he now serves as a consultant to international

NGOs. Welcome, professor Cantwell. Whereas, Mr. John Tobin, Professor John

24

 Tobin, is from the University of Melbourne, and he is widely published on

children’s issue, and welcome professor John Tobin. Our fifth member of the

review committee is Ms. Laura Lundy, she is currently professor of Queen’s

University, Belfast, School of Social Sciences. She is specialized in the legal

affairs, with the great support of the five members in the review committee, with

your dialogues with them, and with NGO’s monitoring, Taiwan will do better in

protecting children’s rights, and I wish the review a great success.

MC:

Thank you once again to the head of delegation of the ROC government minister

without portfolio Lin Wan-I. Ladies and gentlemen next we would like to welcome

the chairman of the international review committee Mr. Jakob Jaap Doek to give

us the opening remarks. Ladies and gentlemen please welcome Mr. Jakob Jaap

Doek.

Jakob (Jaap) Egbert Doek:

Good morning everybody and especially, the president of the Republic of China,

Taiwan. I feel very honored by your presence and your interest. It is another

encouragement for the work that we are facing this week. It will be a most likely

very lively, but also very intense, exchange of views and information, and we hope

that the...... The end of the week will result in what is known as concluding

observations. In fact, a set of recommendations from the review committee, for

the government of the Republic of China, Taiwan. And we yeah, looking forward

to meeting, NGOs, children, and of course the delegation of the government.

So far, it has been a very, special experience, you are all aware of the fact, that this

particular approach says, is the result of the fact, that Taiwan is not a member of

United Nations, but, what we received in terms of reports, from the government,

from NGOs, from children, shows an impressive interest and commitment, to

implement children right, to respect children's right, to protect children's right, so,

there is no doubt in my mind that we are here in the country, where we have,

partners in our efforts, to respect, and protect the rights of children, and

particularly appreciated is, the input from children, and I also appreciate the

25

 support of the government to make that possible. It's a rather unique set, of,

documents produced by children we don't see that very rarely in the committee in

Geneva. So that isn't other feature of this process, and there is a unique, feature in

the process, unique compared to the United Nations process. The process is you

have a report, you have a list of issues for the government, the government is

responding and then we go into the meeting.

First with the NGOs and then with the government. In this particular process, the

unique feature is, that all 40 NGOs responded to the list of issues, which never

happens in the UN system. So, and, we feel that it was very important added value

to the process. So, that's another lesson learned from, doing something that is not

very usual, and we certainly will discuss with the committee in Geneva whether

they are going to consider to allow NGOs to respond to the list of issues. So, for

today, we have meetings with the children this afternoon, and with the NGOs, and

tomorrow we are looking forward to meeting the delegation of the government, to

engage in a constructive dialogue, on various issues because as you know, the

conventional rights of the child is a very, big document, forty one substantive

articles, covering areas of civil rights and freedoms, of best interest of the right to

participate education, healthcare, social affair, juvenile justice, exploitation,

sexual exploitation, exploitation labor, or other forms of exploitation. So, there is

a lot to discuss, and we wish that discussion will result in what I already mentioned,

and very positive, constructive set of recommendations for the government, thank

you very much for your attention, we are impressed by how many people are here

in this room. It's great, thank you very much.

MC:

Thank you so much for the chairman of the international review committee, Mr.

Jakob Jaap Doek. Ladies and gentlemen, please join me in welcoming the

President of The Republic of China, Taiwan, Tsai Ing-Wen.

26

President of The Republic of China Taiwan, Tsai Ing-Wen:

Dear members of the international review committee, dear representatives from

foreign offices and embassies, Mr. Lin Wan-I, ladies and gentlemen, good

morning.

On behalf of Taiwan, I would like to welcome the five members of the review

committee for travelling from afar, and thank you for spending so much time

reading the initial reports and drafting the list of issues, thank you so much for

your effort and your time. Through the review meeting, through the constructed

dialogues between the international experts and the civil organizations, we hope

to show that there are two points in government’s determination.

First of all, we would like to work with the international community to do more

to protecting the rights, including CRC, we have already ratified the five

international core human right issuements and make them international

legislations, even though Taiwan is not a member to UN, we refer to the UN

standards and organized such reviews of international reports. This shows our

determination to deepen the education and protection of human rights.

Second, best interest of child is definitely one of our priorities, during the former

president Ma’s administration, the implementation act of CRC was passed, and

after the administration changed, we continued the work and finalized the CRC

report, which means children’s affair is everybody’s affair and it is very important.

Party and the opposite. The work they are doing, we need to refer to CRC,

especially to protect the children to the team, and of course, in this process, and in

review legislation, or practice, we need a public and private honorship, and I really

expect that through this joint efforts, we will be contributing more to children’s

rights.

Vice president Chen had drafted a letter of invitation to the five members of the

review committee, and I am here, also to indicate that the government in Taiwan

attach great importance to the right of children, and I would like to invite the five

members in the review committee, to share of all of your opinions, I would like to

ask government delegate to respond and as much as possible, thank you very much.

27

MC:

And now we would like to have a group photo and for that we have President Tsai.

And also all the international review committee members, please also join us in

the front to have a photo. For that we also like to welcome the deputy minister of

Ministry of Health and Welfare, Lu Pau-Ching, to the front, to join us for the group

photo. And also the director general of social and family affairs administration,

the Ministry of Health and Welfare to join us in the front to have a photo. Let’s

have a photo together. A big smile everyone. One more. Thank you once again, to

President Tsai Ing-Wen, for her participation in the opening ceremony.

Ladies and gentlemen, we’re going to have a short break right now. We will be

back by 10:30 for the meeting with group representatives of Legislative Yuan and

NGOs. We take a short break right now and, we are going to rearrange the seating

a little bit, so we need you to wait outside of the conference room, we thank you

very much for your cooperation, please don’t forget your personal belongings,

we’ll see you later at 10:30, thank you very much.

28

四、審查委員會與立法機關代表及非政府組織會議

日期：106 年 11 月 20 日（星期一）

時間：上午 10 時 30 分至 12 時 00 分

地點：公務人力發展學院福華國際文教會館前瞻廳

由國際審查委員和立法委員、NGO 對話，瞭解我國在實施兒童權利相

關政策的現況。

國際審查委員聽取立法機關與 NGO 報告

臺灣兒童權利公約聯盟代表林沛君 台灣伴侶權益推動聯盟許秀雯律師

與會 NGO 立法委員尤美女與李麗芬

29

 簡要紀錄

1. 尤美女立法委員：本次審查超過 40 個 NGO 參與，也賦權兒少，讓兒少為

自己發聲。落實人權包括尊重、保護及實現，國家人權委員會是促進權利實

現的重要機制，惟因設置層級問題尚未成立，實屬遺憾。

2. 李麗芬立法委員：立法院在 2017 年 2 月成立兒少權利連線，不分黨派共同

為兒少議題盡一份心力，但它不是正式的委員會，功效有限；另外監察院只

能監督政府機關，無法主動發起對人權之維護，因此需要一個符合巴黎原

則國家人權委員會來受理人權遭受侵害的狀況。

3. 李麗芬立法委員：針對少年司法體系待改進之處，包括矯正學校應提供更

多職業訓練課程及投入輔導資源及沒有透明合適的申訴機制；少年法庭法

官沒有發揮保護教育及輔導少年責任；少年司法體系問題需要跨部會合作。

4. 尤美女立法委員：目前雖有進行兒童權利公約教育宣導但仍不夠全面，法

官、教師以及相關人員都需要接受相關教育訓練。

5. 台灣伴侶權益推動聯盟：政府應確保青少年能夠獲得適當性健康、性別平

等教育。LGBT 兒少在校園遭受霸凌而因此自傷，政府應盡速建立兒童遭受

霸凌與自傷自殺原因統計分析，並發展有效預防對策。政府應保障在同志

家庭中成長的兒少權益。

6. 台灣人權促進會：政府應修改國際法或移民法，以保障無國籍兒少權益。應

重視 16 歲以下兒少在非正式經濟體系工作的權益。應減少公私立學校補助

差距，以減輕弱勢家庭負擔。

7. 台灣性別人權維護促進協會及台灣全國媽媽護家護兒聯盟：擔憂性解放思

想流入學校會誤導兒少，政府應有適任教師教導適當、完整及全面的性教

育、性健康教材，應清楚區分生理性別及社會性別，在教育相關委員會應增

加父母席次；政府應設置第一級層級單位擬定家庭政策以提供家庭完整服

務。

8. 台灣兒童權利公約聯盟：政府應為兒少建置具獨立性及友善兒少的人權機

構，兒童權利公約應優先國內法律，並盡速將公約兩部任擇議定書國內法

化。政府應設立更高層級的政府部門專責兒童福利事務。有關安置議題政

府應提升親屬安置比例，改善身心障礙兒少安置資源服務，有效監督管理

安置機構；另應投注足夠資源進行兒少保護預防工作，積極蒐集原住民兒

童相關數據以作為政策規劃依據。少年司法體系應朝轉向趨勢，應檢討少

30

 年感化教育實施模式；關於毒品議題，毒防中心角色不明；政府應有完整對

策防止兒少遭受網路色情、暴力侵害。

9. 全家家長會長聯盟：身心障礙學生家庭、學校及社會支持不足；在性教育/

性健康部份，性與性別名詞定義未按照聯合國定義；學生安全健康上網實

施計畫落實不足；校園毒品氾濫。

10. 兒童權利公約民間監督聯盟：兒童及青少年均須專責單位處理相關事務，

以統整各部門政策制定跟資源整合。政府應建立獨立國家人權機構，兒少

預算應增加，建置完善兒少死亡原因統計及監測系統。

11. 全國教師公會總聯合會：現行考試制度排擠學生享受休閒及文化活動，以

及重視考試科目，學業成績較差學生獲得資源較少。建議政府應調整師生

比至 5 比 1；增加特教人力資源，特教師生比建議降至 8 比 1。

12. 原住民族青年陣線、LIMA 台灣原住民青年團、台灣原住民族政策協會及沒

有名字的人：政府對於原住民族兒童相關政策、教育福利健康、照顧措施等

面向，缺乏文化適切性的考量，相關政府官員、社會福利及教育工作者沒有

獲得有原住民族文化敏感度訓練；同時，並主張政府應重視原住民族觀點

及在地組織所發展的社區照顧及文化傳承功能，重新檢討原住民族兒童課

後照顧資源分配現況。

13. 財團法人台灣兒童暨家庭扶助基金會：政府應成立符合巴黎原則的人權機

構。低收入戶比例偏低，針對貧窮扶助資源不足；保護安置委託民間單位，

惟補助資源嚴重不足。針對防止兒童遭受歧視及暴力的國家策略，缺乏讓

兒少直接表達意見的管道。另建議政府應建置跨專業兒少死亡檢視、兒童

福祉等機制。

31

 Meeting Minutes

2. Legislator Yu Mei-Nu: More than 40 NGOs participate in the review. Children

and youths are empowered to speak for themselves, so as to fulfill human rights,

including respect, protection, and realization. National Human Rights

Commission is an important mechanism to promote the realization of human

rights; however, it has not yet been established due to the hierarchical issue.

3. Legislator Lee Li-Feng: The Children and Youth Rights League of Legislative

Yuan was established in February 2017 to protect the rights of children and youths;

however, it is not a formal commission, so the effect is limited. The Control Yuan

only supervises government agencies and is unable to take the initiative in

protecting human rights; therefore, the National Human Rights Commission

needs to be established in accordance with the Paris Principles to deal with

violations of human rights.

4. Legislator Lee Li-Feng: There is room for improvement in the juvenile justice

system. For example, juvenile correction schools should provide more vocational

training courses and coaching as well as a transparent, proper grievance system;

judges of juvenile courts do not fulfill their duty to protect, educate, and guide

juveniles. For issues arising from the juvenile justice system, inter-ministerial

cooperation is required.

5. Legislator Yu Mei-Nu: Although the Convention on the Rights of the Child (CRC)

has been promoted, there is still room for improvement. Judges, teachers, and

people concerned are required to take related training courses.

6. Taiwan Alliance to Promote Civil Partnership Rights: The government should

make sure that teenagers receive appropriate education on sexual health and

gender equality. In case that LGBT children and youth injured on campus due to

bullying, the government should analyze and compile the cases as soon as

possible and develop preventive measures. The government should protect the

rights of children and youths growing in same-sex families.

7. Taiwan Association for Human Rights: The government should amend the

International Act or Immigration Act to protect the rights and interests of stateless

children and youths and should value the right of children and youths under 16

years old to work in an informal economy. The government should also narrow

32

 the gap between subsidiaries for public and private schools to reduce the burden

on the disadvantaged families.

8. Taiwan Association of Gender/Sexuality Rights Protection and Taiwan Mothers

Shield Alliance: Considering the introduction of sexual emancipation to schools

may mislead children and youths, the government should stipulate that sex

education and sexual health materials should be proper, complete, and

comprehensive with a clear differentiation between sex and gender; parental seats

on the board of education should be added; in addition, the government should

establish a Level 1 agency in charge of formulating family policies to provide

complete family services.

9. Taiwan NGOs for CRC: The government should establish a human rights

institution that is independent and friendly to children and youths. The CRC

should prevail over national laws, and two optional protocols should have the

domestic incorporation as soon as possible. The government should establish a

government agency in charge of children’s welfare at a higher level. The ratio of

relative placement should be raised to improve the placement of children and

youths with disabilities and to monitor placement institutions effectively.

Sufficient resources should be invested to protect children and youths, and data

on indigenous children should be collected as the basis for policy making. The

juvenile correctional education should be reviewed; the role of drug abuse

prevention centers is unclear; the government should take complete measures to

prevent children and youths from internet pornography and violence.

10. National Alliance of Presidents of Parents Associations: Students with disabilities

receive insufficient support from schools and society; sex and gender in sex

education/sexual health are not defined in accordance with the UN’s regulations;

there is room for improvement in the implementation of the program on safe and

healthy internet access; there is drug abuse on campus.

11. CRC Watch, Taiwan: A responsible agency in charge of children and youths

should be established to integrate inter-ministerial policies and resources. The

government should establish an independent national human rights institution,

increase the budget for children and youths, and set up a sound statistical

monitoring system for the cause of death.

12. National Federation of Teachers Union: The existing examination system

33

 excludes recreational and cultural activities and emphasizes examination subjects,

causing students with poor grades to receive fewer resources. The government

should adjust the teacher-student ratio to 5:1 and increase human resources for

special education by adjusting the teacher-student ratio to 8:1.

13. Indigenous Youth Front, LIMA Taiwan Indigenous Youth Working Group,

Association for Taiwan Indigenous Peoples’ Policy and Nameless Indigenous:

The policies, education, and measures for indigenous children lack cultural

relevance; government officials, social workers, and educators do not take

training courses on the cultural sensitivity of indigenous peoples; the government

should value the perspectives of indigenous peoples and community care and

cultural heritage developed by local organizations to review the existing resources

of after-school care.

14. Taiwan Fund for Children and Families: The government should establish a

human rights institution in accordance with the Paris Principles. There is

insufficient support for low-income households; resources are seriously

insufficient in civil placement institutions. The national strategy to prevent

children and youths from discrimination and violence lacks a channel for children

and youths to express their opinions directly; in addition, the government should

set up cross-field mechanisms to review the death and welfare of children and

youths.

34

 逐字稿紀錄

Jakob (Jaap) Egbert Doek：

歡迎大家回到現場，接下來我們要進入上午的場次，也就是會有來自於立

法院的委員先進行報告，總共有 3 位立委即將做簡報，有尤美女、李麗芬，

還有陳曼麗立委，每位委員依此順序有 5 分鐘的時間，之後審查委員可能

會提出一些問題，第一個簡報要邀請尤美女立委來到講台開始簡報，謝謝。

尤美女立法委員：

台上的五位來自國外的專家學者，以及我們國內的駐外的代表，還有我們

的政府官員，以及我們所有的民間的 NGO，台灣雖然不是聯合國的成員之

一，但是在承擔國際人權義務的努力並不落人後，那近年來呢，台灣這個

以立法的方式將各種人權的公約內國法化，並且採取主動審查的一個獨特

的模式，那邀請國際的專家來審查國家報告，那就人權公約的落實，國內

整體人權的情形呢，提出改善的建議；那從，台灣呢，最早其實從 2009 年

首次舉辦了對消除，對婦女一切形式歧視公約的國家報告國際審查開始，

那現在呢，也這個，迄今已經進行了兩場的對於 CEDAW 公約的這個審查

報告，那也進行了兩場公民及政治權利國際公約，及經濟社會文化國際公

約的國家報告，那今年 10 月也剛完成了身心障礙者權利公約的國家的審

查報告，那以及呢，我們今天進行的兒童權利公約的國家報告的審查，那

這些公約所揭櫫的這些權利呢，以及要求國家要肩負起保障及落實的這個

義務呢，對我們政府部門還有立法委員，對於來思考這些爭議的問題以及

制定法律和推動政策呢，那都能提供一些的新的一個，嶄新的一個基礎跟

視野。

那國際人權法，那都是以這個所謂的，第一個要先尊重，那第二個是保護，

那第三個呢，就是促進充分實現這三個層次來檢視國家落實人權的一個情

況，那根據我國兒童人權，兒童權利公約施行法的第一條規定說為實施聯

合國 199… 1989 年兒童權利公約，健全兒童及少年身心發展，落實保障及

促進兒童及少年權力，那特制定本法，那第 4 條也規定說各級政府機關行

使職權應該要符合公約有關兒童跟少年權利保障的規定，避免兒童及少年

權利受到不法的侵害，並且要積極促進兒童及少年權利的實現，那也揭示

了我國也應該要從尊重、保護及促進實現這三個層次呢，來落實兒童權利

35

的一個保障；那尊重是什麼意思，一個首先就是國家要去尊重呢，嗯…這

個承認兒童具有、享有兒童權利公約所揭櫫的各項權利，譬如說禁止歧視、

生命權、父母的團聚權、不受虐待的權利、表意權、社會及文化的等等，

社會文化權利的參與的等等這些的基本的權利，那進一步呢，要去保護這

些兒童所享有的這些權利不會受到侵害，那另外更高的層次就是應該要提

供各種的措施、服務以及各種設施來促進權利的一個實現。

那 1989 年聯合國兒童權利公約，當時我國礙於政治的因素，我們不是聯合

國的會員國，所以在，但是我們在歷次的制定從兒童福利法，我們看到說

對兒童的這個權利的一個保護，其實我們是從保護的一個概念，所以先從

兒童福利法，那到兒童及少年福利法，那到兒童及少年性交易防制的條例

的制定，那以及呢，兒童及少年這個福利與權益的保障法，那這些的一個

制定，好，不斷地去修改以及制定，那並且把公約的這些的概念還有這些

的權利，把它納入到裡面。

那在 2014 年的時候，那我們更通過了這個兒童權利公約的施行法，那希望

用兒童權利公約的這樣一個準則呢，來修正調整我們國內的這些的政府涉

及兒童權利所做的施政的措施，法律的規範，那並且引進國際的意見來健

全我國及少年的發展跟人權保障的概念，那在這裡呢，要去強調的公約的

核心是以兒童為主體，那所謂以兒童為主體最重要的就是重視兒童的利益，

但是要注重兒童他的表意跟參與的權利，那要，以及讓兒童生存的一個發

展，那這樣一個精神之下呢，去檢視我們的國內的這些法律，尤其我們兒

童少年，兒童及少年福利及這個權益的保障法，我們可以看到我們仍然是

以保障。

其實在過往，職場仍然是以家父長這樣的一個概念，以兒童做為保護的課

題，所以雖然說我們的兒童及少年，這個兒少，身障權法呢，這個福利及

權益的這個保障法，雖然也把聯合國的公約，把這尊重、保障、保護，那

以及呢，這個所謂的促進它的權利的一個發展，這方面都放在裡面，但是

在整個政府的措施其實仍然是以兒童的保護做為比較重要的，整個一個施

政你會看到其實都是以這個為核心，所以在這裡今天我們舉辦這樣的一個，

就是國際公約，兒童人權公約的一個審查，其實要把促進的概念放進去，

翻轉讓兒童，以兒童為權利的一個主體，讓這樣的一個來思考，那這樣子

36

才能夠看到兒童他們在這整個一個過程。

因為兒童事實上是 18 歲以下的這些未成年人，所以他不是永遠都只是 6 歲

以下的這些的兒童，其實還包括少年，因為所謂的 18 歲以下，因此這次兒

童權利國家報告的審查呢，那我們看到民間的團體 NGO 呢，展現了高度

的活力，其實台灣呢，台灣最大的活力就是在 NGO，那我們看到這些的

NGO 甚至 empower 這些的兒童，那今天我們這次的這個審查呢，一個特

色也就是有很多的兒童，他們自己現身來講他們主張的權利是什麼，他們

也要發聲，他們也要參與，那我覺得說這是這次整個一個國家審查報告的

一個特色。

那另外呢，就是在這次參與的團體裡面呢，也超過了 40 幾個，這次所有的

歷次的國際公約的審查裡面，最多的 NGO 團體參加的，而且擬出了 8 份

的所謂的 shadow report 出來，那這次呢，這個非政府組織的報告指出政府

仍然待努力的地方，包括說兒少時間長期地在校園生活裡面呢，他們看到

有一成以上的國小、國中、高中的學生曾經被霸凌，或是有三分之一以上

的國小、國中的學生呢，有被體罰的經驗，那甚至學校還有保留，牽制表

意的自由、言論的自由、出版的自由的這些的表現，那這些現象也就表示

了校園工作者仍然甚至於呢，社會的大眾的思維必須要改變，仍然是以兒

童做為保護，仍然認為說他的思慮不周，所以他沒有表意的這個權利，大

人來幫他做表決，來做決定，所以教育的本質不應該是由上對下的這個一

個管教，而其實是要 empower 這些兒少呢，他們能夠長出自己的聲音跟力

量，那給予青少年能夠有展示自我的一個平台，那再一次強調國家必須要

肩負起實現人權的第三個層次的這樣的義務，來提供措施、服務跟設施呢，

來促進權利的一個實現。

那現今有許多的國家，譬如像紐西蘭、澳洲等都已經設立，獨立的國家人

權委員會，那國家人權委員會呢，其實在促進權利實現的這個重要的機制，

它功能包含調查人權侵犯的案件，人權意識的提升跟深化，那在民間團體

不斷地努力之下呢，目前立法院已經有人權，國家人權委員會的這樣一個

草案，但是呢，這個非常遺憾，到目前這個法還沒有通過，那至於裡面的

一些爭議當然就是設在哪裡的問題。

37

 那最後呢，我們仍然感謝五位的審查委員，不辭辛勞的遠道而來，那我們

也期待這 5 天能夠，就是充分地溝通，給我們政府還有所有的立法機關能

夠更多的一個建議，那也期待這些的建議能夠促進我們台灣建構更完善的

人權保障的體系，那再一次地謝謝各位，謝謝。

Jakob (Jaap) Egbert Doek：

謝謝委員的簡報以及您特別提到了您關切的一些議題，還有…有哪些計畫

來改善這個狀況，包括建立一個國家人權委員會，接下來我想把時間交給

李麗芬，李委員，請上台，謝謝。

李麗芬立法委員：

Professor Jaap Doek，還有我們四位國際專家，以及我們今天在會場的所有

的 NGO 好夥伴，以及政府單位代表大家早。

嗯…今天站在這邊來做回應其實心情還蠻激動的，因為我想我們在 2012 年，

那時候我在民間團體服務的時候有幸邀請我們 Professor Jaap Doek 來到台

灣，那他也給我們民間團體很大的一個鼓勵，所以我們有 10 多位嗯…10

多個民間團體我們結成的聯盟，然後來督促我們政府通過這樣一個聯合國

兒童權利公約的施行，國內的施行法，所以其實真的是非常非常地嗯…情

緒非常激動，因為今天我們，在今天我們要進行這樣一個，國際的一個審

查喔。

那其實我在去年 5 月進到了立法院，我就在立法院持續在關心我們兒少福

利、教育還有弱勢等等的問題，那我在今年的 2 月其實我還在立法院有籌

組邀請我們不分黨派的委員們，我們在立法院組成了立法院兒少權利連線，

就是希望說我們所有的不管在哪一個委員會的委員，我們都一起來關心兒

少的一個權益，那在今天我們針對國家報告以及這次的審查會議當中，我

要特別提出來是針對司法兒少議題的一個意見，那我們知道其實司法兒少

的產生不是，嗯可能不是完全這個兒少個別的一個問題，應該包括嗯…家

庭，包括學校以及包括社會喔，有很多複雜的問題，造成兒少可能觸法或

是其他的因素落入了我們司法體系，進入到保護管束或是矯正的體制內當

中，但是我認為說我們目前的司法體系對於這些兒少的整個協助還有很多

38

的嗯…問題，其實是需要來克服，來解決的喔，那我要從幾個面向來看喔。

第一個從教育面向來看，就是雖然在矯正學校裡面我們有提供兒少教育，

可是其實目前的一個教育是不是適合在矯正學校的少年所需求的，例如我

認為應該是多一點職業的一個訓練，可是這個部分其實是缺乏的；那另外

在矯正學校可能還有比較多的一個教育課程，可是我們知道我們現在有兩

個矯正學校，有兩個少輔院喔，那少輔院這邊的教育資源就更加地一個不

足喔，那我想說這個部分是我們應該要去解決的一個問題，那另外在輔導

資源這個部分我們也看到說這兩校跟兩院，其實真的缺乏專業的輔導人員

在裡面能夠提供我們兒少這些少年個別的一個資、輔導的一個協助，那這

個部分也看到是常常我們會利用志工來進行協助，可是我們會覺得說這樣

是不足的，那其實對於這些司法兒少教育資源輔導，其實是最主要的一個

嗯…就是最重要一個部分，因為這個部分如果兩個部分可以做好的話，才

能夠協助我們司法兒少能夠重複，重歸社會、家庭、社區當中，所以這個

部分其實是應該要再努力的地方。

那另外呢，我們也看到說在司法兒少這個部分，我們看到常常我們在中文，

我們常常提到就是管教，可是如果用管教這些詞來看兒少的話，而不是用

保護協助來看的話，我們看到在這樣的一個矯正的學校機構裡面，因為管

教的議題也有出現所謂的體罰的一個情形，那這個部分又加上沒有透明的

一個合適的一個申訴機制，以及在裡面其實的生活其實是，透明度其實是

非常不足的，以至於我們無法了解實際上兒少在司法的這些矯正的機關學

校裡面的一個情形，是難以掌握的。

那再來我要提的部分是我們司法部門對兒少的支持的一個問題，因為其實

根據我國的少年事件處理法，我們少年法庭法官的責任其實是包括要有保

護教育跟輔導少年的，可是我們也比較遺憾看到有部分的法官，他們可能

還是認為他們的責任僅限在法庭的審判，那如果法官他是這樣消極看待自

己的責任的情況之下，其實跟他一起合作的保護官就沒有辦法發揮他的一

個功能喔，那再來我們看到說少年事件處理法裡面其實有很多的對兒少，

司法兒少要提供很多的協助，可是目前我們對司法兒少的個案管理的建置

權責其實在橫向聯繫這個部分，其實是非常不夠的，也常常就看到就是各

司其職的狀況，缺乏跨部會的一個整合的一個合作喔，那我們覺得說這個

39

 部分一定要所有的政府單位都應該要動，動起來，要做全盤的一個考量跟

規劃，這樣我們才能夠真正接觸每一位進入司法體系的孩子。

那以上這是我對於我們嗯…特別針對我們司法兒少的問題所提出來的一

個意見。那我剛剛提到說它司法兒少需要更多元的一個保護，所以它需要

剛剛講的是說，所有的部會動起來，所有的部會動起來其實是包括我們司

法院、我們法務部、我們教育部、衛福部還有勞動部，這個部分一定要全

部地動起來，所以在這邊我也希望說我們國際專家能夠針對司法兒少這個

部分是否可以給我們一些如何改進以及修法方面的一個，一些意見，讓我

們在這個部分能夠來優先進行改革，讓我們的這些司法兒少能夠盡快回歸

一般的一個生活。

那最後我也相信這次的審查會議對我國的兒少權益推展是非常重要的里

程碑，也期盼接下來的審查會議能夠順利地進行。那星期五我們國際專家

的結論性意見我也會好好地帶回立法院，我會從立法、修法還有監督的角

度來思考，如何來解決這些急迫的問題，進一步來落實我們的兒少的權益，

以上，謝謝。

Jakob (Jaap) Egbert Doek：

謝謝李麗芬委員，謝謝妳剛剛的報告，那也謝謝妳提及了委員會要，應該

要特別注意司法兒少的問題，很開心妳提到這個議題，因為我自己也非常

地重視，其實我自己擔任過少年法庭的法官多年，此外，這也是很多國家

都很重視的議題，比如說一些兒少在司法制度裡面有了什麼樣子的處遇，

這是一大議題，不過很可惜，我們有下一位委員呢，由於一些要務的關係

無法來到現場，因此接下來我們時間就開放給審查委員會的委員，看看您

是不是有問題要提出，那也請說明你想要提問給哪一位，我們先從左手邊

的委員開始。

Judith Karp：

我先說我留下了很深刻的印象喔，就是剛剛委員呢，兩位委員呢，都是女

性，而且貴國也有一位女性總統，我認為這是台灣很值得自豪的事情。我

的問題要提問給兩位委員，那因為保護兒少其實不只是國家的義務而已，

40

 必須要改變大家的思維才行，因為從一種提供福利的心態，慢慢轉換為，

慢慢將這個想法從兒童是一種財產的概念轉換為兒童是有權利的主體這

樣的想法，必須要做這樣子的轉換，那我想重要的就是在立法院內呢，大

家有沒有做什麼來，比如說教育些委員去了解這一點，去了解兒童權利公

約 CRC 的精神呢？比如說在立法院裡面有沒有舉行些什麼樣的活動來協

助委員知道這樣子的公約，它的背景是什麼？因為其實所有的法律呢，某

方面來講都跟兒童權利相關，因此 CRC 應該是每一個法律背後的支柱之

一才對。以上是我的提問，謝謝。

Laura Lundy：

我們謝謝 Karp 女士的提問。謝謝尤委員跟李委員兩位的意見，我完全贊

同，特別希望，喜歡尤委員剛剛提到了要有三重的保護，就是要有尊重、

要保障以及要有落實，就是不能只有法律而已，必須要去落實才行，那我

們知道台灣也有了 CRC 的施行法；之前我們，我也知道說有另外其他 12

個國家怎麼樣去落實 CRC，那當，比如說在教育啦，或者是在一些其他這

個領域，兒童的權利受到侵害的時候，確實法律可能都有要一些改變，委

員會也會做出一些建議，我們覺得呢，政府先去做這種兒童權利的影響評

估其實是蠻重要的，不曉得目前有沒有這樣的一個制度，就是針對兒少權

利去影響評估呢？所以用，去看法律的時候呢，先去看一下說，喔這樣子

的法對兒童有什麼樣子的影響？不曉得台灣有沒有這樣子的做法，以上是

我的提問。

Nigel Cantwell：

謝謝主席，首先很開心可以看到立法院有女性委員代表前來簡報，而且我

們也聽到了台灣有決心要促進兒童的人權，立法院這樣的決心是非常明顯

的，我想我的這個問題呢，其實跟兩位的報告都有關係，李麗芬委員剛剛

提到了要提供一個這個兒少的網絡…建立一個跨黨派的權利的連線，我覺

得這是立法院裡面非常重要的要素，當然我可能不太確定說目前各個政黨

之間的差異在哪裡，但是我認為這樣子的團體非常地重要，因為這樣子的

團體，可以促進兒少的權利，在立法院的層級可以獲得落實，在這樣的狀

況之下，尤美女立委剛剛提到了要設立一個獨立的國家人權委員會，來促

進保障以及處理跟人權相關的問題，特別是，也會處理到兒少的權利，這

樣子的提案是不是很實務呢？是不是，立法院也有這種跨黨派，針對這種

41

 獨立國家人權委員會的支持呢？是不是跨黨派也都很支持這樣的設置呢？

John Tobin：

我們謝謝尤委員跟李委員，我有三個問題要提出，首先提到教育，比如說

兒少缺乏表意的權利，我想問說老師有沒有接受過關於兒少權利的培訓呢？

然後，另外一方面有沒有培育孩子懂得怎麼樣去表達他的意見呢？第二個

問題就是呢，關於國家人權委員會，我知道台灣有一個監察院，我想知道

目前為什麼還不足以保障台灣的人權跟兒少人權，然後剛剛還有提到了司

法兒少還有法官等等，那有時候這個司法體制呢，沒有辦法去協助復原這

個孩子，我想要知道說這個台灣法院的法官有沒有針對兒少的權利以及國

際的兒少相關法令而接受培訓呢？謝謝。

Jakob (Jaap) Egbert Doek：

我們謝謝 Tobin 教授的提問，那我也要再接續提一個提問，處理兒少問題

的法官，他們有沒有真的去看過矯正學校，或者是少輔院呢？會不會去參

訪呢？法官有沒有真的去這些機構去參訪，然後看這些機構的兒少過著什

麼樣的生活呢？尤委員可以一一請您回應了，如果您願意的話。

尤美女立法委員：

嗯，好，非常謝謝五位專家給我們的一些的寶貴的一些提醒，那我就先就

一個問，每個問題先簡單地回答，第一個就是立法院我們雖然有組成這個

就是跨黨派的兒少權益的連線，但是呢，就是因為這是一個自由參加的，

所以當然就是我們會在這樣的一個連線辦公聽會，然後甚至就是我們跟民

間的 NGO 會有一些的結合，那在外面也辦一些的，有時候會辦記者會，

有時候辦一些的公聽會或是研討會等等，那當然我們也，這是一個現實，

不可能所有的立委都關心這個議題，那當然就是有關心的，這些關心兒少

權益的立委，或是他的國會助理會來參與。

那第二個就是關於嗯…是不是所有的這些的法案，或是說政府的這些的報

告呢，會去做一些的兒童人權的這個評估，那當然在我們的行政院所有的

嗯…法案或是措施，重要的一個計畫，遠程的計畫，中長程的計畫，他們

必須要提出所謂的人權的衝擊影響評估，但是非常遺憾地就是並沒有落實

42

得很好，這個部分也是我們一直在努力中的，因為當然人權，人權評估它

其實範圍非常地廣，那這個部分其實是從婦女人權評估開始，那在其餘其

他的這些的人權評估，但是我們也不可承認，就無可否認地其實有時候到

最後就流於紙上作業，那這個部分是我們有待加強，我們也很希望是說各

位專家能夠給予我們這一塊更多的一些的建議，讓我們怎樣去落實。

那第三個呢就是各個政黨嗯…對國家人權委員會的部分呢，嗯…當然就是，

因為剛剛所講的在立法院的這個跨黨派的這個兒少權益的聯盟，其實它只

是一個次團體，它沒有任何的拘束力也不是任，不是一個正式的委員會，

所以它的發揮的功效是有限的，它其實只是一個次團體，因為必須我們需

要有一個國家人權，符合巴黎公約(原則)的國家人權委員會，它能夠正式

地來受理這些的，各種人權，包括兒少人權、婦女啦，這個身障者等等，

各種人權它遭受到侵害，或是說對一些的，整個一個國家的制度或是這些

的政策，或是這些法律應該要去改進的，甚至包括這些人權教育的推廣。

所以剛剛有幾位提到說不管是在法官，或是說在教育人員對於這些兒少人

權的這個概念，是不是教育夠普及，當然我們也知道說這些在我們的教育

裡面是，是在，放在人權的教育裡面，但其實這個部分也是，我們覺得是

需要加強跟努力的部分，因為誠如剛剛我所提到的在校園裡面的這些的霸

凌，或是對於同志的這些的，兒少同志的這些的議題等等，那這個部分有

很多的觀念都仍然必須要再去翻轉。

那尤其呢，把兒童當作是一個權利的主體，因為在以往學校教育是認為是

一個特別權利的關係，所以在這種情形之下，學校對於學生認為說它們還

在施力未周，所以他們是需要被保護的，需要被教育的，被指導的，因此

對於學生的這些表意權，甚至他們社團的參與，他們跟外面的連結等等這

些其實有很多的這些的管制，或是一些的限制，那這個部分也都是必須要

再去鬆綁，那所以這個部分呢都是我們要再去繼續去努力的部分。

那至於說嗯…至於說已經有國，我們已經有監察院了，為什麼還要有國家

人權委員會？也沒錯，就是監察院其實就相當於各國的 ombudsman，那我

們的監察院因為它是只能夠去監督政府機關，那對於其他部分它是一個被

動的，然後對於所謂的權利遭受到侵害，然後政府機關對於人民權利遭受

43

 到侵害的部分，它可以去處理，可是它並沒有主動地去對於這些的制度的

改革，法律的修正，或是對於這些人權的教育，甚至國際的交流，這一塊

不是在他們主要的業務裡面，那當然最近就是我們要提出說希望能夠設立

國家人權委員會，因此呢，監察院也就這一塊，他們也成立了一個人權的

促進的一個委員會，那也就這個人權的教育等等也在做積極的努力還有國

際的交流，但是我們覺得說要符合巴黎公約的一個獨立的國家的人權會，

它除了保護以外，其實促進的這一塊是非常重要的，一個是消極的，一個

是積極的一個促進，所以這個部分也是我們正在努力的，希望能夠國家人

權委員會能夠盡快地通過。

那至於法官有沒有去矯正學校去參訪，嗯…我想少年法庭的法官應該有一

部分曾經去參訪過，我相信也有一些的法官可能從來沒有去參訪過，那當

然這裡呢，其實也存在了一個迷思，當法官，或是像我們立法委員，或是

政府機關要去參訪的時候，我們所看到的都是正面的，都是沒有問題的，

都是最好的那一面，但是事實上發生了問題其實是我們看不到的，所以這

個部分我們通常是要透過 NGO，透過一些他們不敢直接依照正式的管道去

申訴，所以通常都是去找 NGO 去申訴，所以我們透過 NGO 來告訴我們，

然後再找政府的這相關的官員等等，然後再做協調，然後要求他們再去改

善，所以當然如果說法官能夠親自走一趟當然他對這個部分會有了解，可

是我們擔心他沒有辦法看到它的一個全貌，那通常都是事情發生，民間團

體開了記者會，然後法官才看到說那個問題的嚴重性，所以這個部分也是

我們需要更多專家給我們更多的建議的，謝謝。

Jakob (Jaap) Egbert Doek：

謝謝，謝謝尤委員的答覆，接下來請李委員…

李麗芬立法委員：

因為尤委員已經都回答得非常完整喔，所以我再做一些些許的補充喔，就

是說在立法院這個部分我們可以做什麼，確實在嗯…這個立法院的兒少聯

盟是我進到立法院之後來籌組的，那它不是一個正式的一個組織，它是一

個比較是一個聯盟的一個性質，那我覺得還不錯的一點就是說其實這個聯

盟其實不管，嗯…包括我們民進黨還有我們國民黨委員，親民黨的委員其

實都有在這裡面的，那我們確實在過去 1 年多來我們會舉辦一些公聽會的

44

 方式。

那我在兩個月之前也知道我們要進行國家的報告的審查，所以也特別在兩

個月以前也辦了一個訓練會，最主要是針對委員的助理，因為我們知道委

員其實很多的問政，很多的法律其實都是由助理來一起完成的，所以其實

我覺得助理的角色是重要的，那這個部分我們聯盟這個部分會往這個部分

繼續來推動。

那只是說它不是一個正式的，有沒有可能是在立法院裡面的制度裡面有沒

有一個比較是一個正式的一個組織可以出現，因為我知道其實立法院我們

有所謂的性平委員會，那它就是由院長定期召開，然後由國外的，就是有

外部的專家學者一起來參與，那我想說其實這個部分或許也是我們在立法

院可以來思考的一點，是不是可以有這樣一個層級的這樣一個委員會可以

出現，那另外立法院的網站也在我的督促之下，這次的改版其實在網站這

個部分有一個嗯…兒少權利公約的一個專區，那我們希望透過這個方式也

能夠來達到一些教育宣導的一些功能。

那另外剛剛很多委員都提到就是說到底這些法官到底，老師們有沒有受到，

受到訓練，兒童權利公約的訓練，我相信都有在做，可是絕對還沒有全面，

就是說現在是到底嗯…這樣的一個教育訓練有做怎麼樣子讓它擴大，更多

的相關的人都應該來接受這樣的一個訓練，應該還是我們要再去努力的一

個目標；那最後有提到說兒少有沒有接過，接觸過相關的一個訓練。

那我這邊要特別提的就是說其實學校裡面嗯…未來在教育部的一個 108 年

的新的課綱裡面，其實有四大主題就是必須在所有的課程裡面都教到的，

就是嗯…科技、人權、海洋跟性別，所以人權其實是會融入在這樣的一個

課程裡面的，那這個部分是在 108 年才會開始喔，只是說在現階段是不是

每個學生都有受到這樣一個訓練以及他們有沒有表達自己意思的一些管

道，我想說這個部分確實也都是還要在努力的一個地方，以上補充，謝謝。

Jakob (Jaap) Egbert Doek：

謝謝，謝謝李委員。我們今天早上公開會議的第一部分到此告一段落，我

45

 們非常高興能夠有立法委員的參與，因為立法委員的確扮演非常重要的角

色，我們非常重視他們的意見，剛剛兩位委員也提出了她們的一些關切的

問題。

好，計畫永遠趕不上變化，所以人生總是有很多的讓你驚喜的事情，所以

今天早上呢，我們接下來是由非政府組織來做簡報，那剛剛我們也聽到委

員也有提到了其實非政府組織非常積極地提出他們的替代報告，提出他們

對於國家報告的意見，除此之外也針對問題清單提出他們的回應，對於

嗯…整個的監督工作發揮很重要的功效；接下來呢，我們就要邀請非政府

組織的代表來上台做簡短的報告，當然，這當中最具挑戰性的地方就是大

家的時間都很短，我們第一個邀請到的是人權公約施行監督聯盟的代表上

台。

司儀：

接下來是 NGO 簡報，首先歡迎第一代表團體，人權公約施行監督聯盟、

台灣人權促進會、社團法人台灣伴侶權益推動聯盟許秀雯、邱伊翎代表報

告。

台灣伴侶權益推動聯盟：

好，各位國際委員、各位先進，大家早安，我是台灣伴侶權益推動聯盟理

事長許秀雯律師，那今天呢，我們首先先針對就是 LGBT 兒童在台灣的權

益的現狀，提出我們的觀察和建議喔，我們對於整本的國家報告隻字未提

LGBT 兒童的權利深感遺憾，那事實上台灣迄今對於禁止同性戀、雙性戀、

跨性別的兒童仍然嚴重欠缺有效的具體措施，在教育的場域，雖然我們有

性別平等教育法，那目前性別平等教育仍多聚焦於異性戀關係，而未能適

切地延伸認可性傾向的多樣性，以及它的合法性，整體而言，各級學校的

性別平等教育法並未落實，尤其近年來在一些保守的反同勢力的壓力底下，

已經對於進行同志教育的學校和老師產生了若干寒蟬效應，使我們感到非

常憂心，因此我們建議專家要提醒台灣政府兩件事情喔：

第一，依據兒童權利公約第 4 號和第 14 號一般性意見，所謂兒童最佳利

46

 益，也是今天早上蔡總統提到的這個原則，他應該要考量兒童不同的性傾

向這些特點，而且無論家長或監護人是否同意，均應確保青少年能夠獲得

適當的有關性健康，包含非異性戀關係的資訊。

第二，兒童才是教育的主體，有關性別平等教育的實施，應該建立機制，

強化兒童在各級學校與各縣市政府的性別平等教育委員會的意見參與，學

校及政府不應該僅因有部分家長的憂慮及反對，就影響兒童接受性別平等

教育，含同志教育與性教育的受教權。

其次呢，我們發現有許多的證據顯示，LGBT 兒童在校園遭受霸凌或因此

自傷、自殺，但政府對此甚至沒有建立起最基礎的有關兒童遭受霸凌與自

傷自殺相關原因的統計資料，因此我們誠摯建議專家提醒台灣政府，應該

盡速建立起相關兒童遭受霸凌與自傷自殺的原因統計分析，並且來發展有

效的對策，預防悲劇；最後我們要強調目前已經有非常多的兒童在同志家

庭中成長，他們的權益因為同性雙親尚無法結婚，而無法和雙親產生法律

上的親子關係，此將嚴重侵害兒童的最佳利益，我們建議國家除了應該要

盡速落實婚姻平權，並且在完成婚姻平權修法之前，政府至少應該要盡速

提出過渡期間的具體補救政策，讓同志的兒童及雙親都能夠得到平等、完

整的保障，譬如同性的家長能夠比照異性戀配偶享有育嬰留職停薪、陪產

假及育嬰津貼等等，謝謝。

台灣人權促進會：

我是伊翎，我要特別強調的是有一些是沒有國籍或身分的母親所生的孩子，

這時候呢，台灣政府就把這樣的孩子視為是這個孩子的母親的國籍，而不

願意給他台灣的公民身分，但是有的時候因為一些因素，這些孩子沒有辦

法返回他們母親的國家的時候，這些孩子就成為無國籍的人，根據法律，

未滿 18 歲，基本上就算是無國籍的兒童他也應該要享有相同的這些權益，

但是在台灣這些無國籍的兒童完全沒有辦法享有，包括了受教權、健康權、

發展權等等，所以我們建議台灣的國籍法或者是移民法應該要立即去做修

改，考慮到這一些無國籍兒童的問題，同時政府應該要確定這一些實質上

等同無國籍的兒童能夠繼續享有在公約當中所保證的各項權益。

47

 另外呢，在台灣有很多 16 歲以下的青少年工作可能是在非法的這種灰色

經濟體系當中工作，除此之外我們也看到有很多的兒童或青少年可能是在

營建工地或者是市場、便利商店工作，事實上呢，在前一陣子我們才看到

有一群越南的兒童在一個農村裡面工作，完全沒有去上學，所以我們也希

望委員會，各位委員能夠督促台灣政府重視這個問題，另外，政府也應該

要去調查 16 歲以下兒童童工的問題。

第三點，我們也建議政府，應該要去減少公私立學校之間的補貼的差距，

讓弱勢家庭的兒童他們如果上私立學校還是可以獲得補助，同樣的支持補

助。

司儀：

接下來歡迎第二代表團體，台灣全國媽媽護家護兒聯盟、台灣性別人權維

護促進協會、中華兒少愛滋關懷防治協會，單信愛、張麗慧代表報告。

台灣性別人權維護促進協會：

我個人有醫療的背景，所以我想今天的報告重點是兒童的健康，目前台灣

的兒童面臨了包括性病，以及嗑藥，以及 HIV 愛滋病氾濫等危機，事實上

呢，我們看到在過去的 5 年當中像是在 HIV 的一個感染的病例已經是增加

了 3 倍，而且 95%的這些新的案例都是因為透過男男性交。

除此之外，在大眾媒體也有大量的有關於性的一些資訊充斥，大家強調的

就是要及時行樂、性解放、性開放，而且也認同所謂的多元的性伴侶的概

念；另一方面，兒童往往對於健康沒有正確的認知，事實上很多的性病都

是可以透過黏膜、皮膚以及體液就可以傳染，問題是我們過度強調在整個

的過程當中使用保險套就可以避免性病的問題，我們讓孩子太早就有機會

接觸到性行為，甚至呢，我們也沒有去教導他一些所謂減害的概念，很多

的孩子還，兒少因此忽略了疾病預防的重要性。

現在兒少還太年輕，他們沒有思慮周詳，因此就成為這樣情況的受害者，

甚至很多時候去參加 party 嗑藥，知道怎麼用保險套並不表示他們就知道

怎樣保護自己的身體健康，所以我們覺得在學校的教育當中，應該要更強

48

 調的是預防疾病，要用 ABC 來取代所謂的保險套使用的教學；除此之外，

我們要教孩子對毒品說不，另外教育部也應該要提供更多適當的教材，給

老師讓孩子不會遭到性解放、性自由的戕害，我們要給孩子的是完整的性

教育，而且我們也應該要有適任的老師，適合來去教這種性健康教育；除

此之外，大眾媒體他們不管是製播的內容、影片都應該要事先經過嚴格的

NCC 的一個檢視，確定是適合兒少來觀賞的才行，謝謝。

台灣全國媽媽護家護兒聯盟：

早安，我代表的是台灣全國媽媽護家護兒聯盟，我們相信母親有這個義務

來保護孩子，讓我們想要著重於第一個的是嗯…性教育相關的問題，比如

說性別跟性呢，在法律裡面沒有很好的分野，比如說生理性別以及這個社

會性別其實在中文裡面都是性別，所以分不清楚；第二呢，有一些學校雖

然打著要教這個性教育的目標，但是他們其實教的是性解放；第三呢，教

育好像都著重於教權利，但是我覺得也應該要把生理學、心理學、倫理、

性行為等等這些全部都納入性教育當中；第四呢，目前有足夠資格的教師

人數不夠，此外，教育，抱歉，父母對於教育內容並不是那麼地清楚，因

此，我們支持性教育，但是我們擔心性解放會流入學校而誤導了兒少，也

讓這個兒少在性別上面有所混淆。

我們認為第一呢，政府應該要把 sex 跟 gender，就是生理性別跟這個社會

性別做個明確的分野；第二呢，所有的教材都應該要經過嚴密的檢視；三

呢，性教育應該是很全面的，而且在…而且應該要有有資格的教師來教性

教育；第四點，政府應該要在所有跟教育相關的委員會裡面增加父母的席

次。

我的第二個重點呢，是跟家庭策略有關，家庭是最近這幾年來沒有受到全

力的支持，我們可以看到嗯…過去這幾年來呢，高風險家庭的數目增加了

25%，所以嗯…3p 啦，SAT 啦等等各式各樣的問題過去這幾年來都增加了，

造成了家庭的問題；家庭是個關鍵，但是重點在於說這些家，制定家庭政

策的政府單位呢，層級很低，我們需要一個層級比較高的部會來全面負責

家庭相關政策的擬定，我們應該要跟南韓、新加坡來學習就是要設置一個

第一級層級的政府單位來擬定家庭的政策；那至於講到性別平等的政策呢，

我們認為政府必須要跟家庭還有跟行政院等等一起來研究這整個支持家

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 庭的體系，應該要有什麼樣子的元素。我是一位母親，我會永遠愛孩子以

及我們的下一代。

司儀：

第三代表團體台灣性別不明關懷協會葉若瑛代表因事不克前來，我們接著

歡迎第四代表團體，台灣兒童權利公約聯盟陳麗如、林沛君、徐錦鋒代表

報告。

台灣兒童權利公約聯盟：

各位主席、各位委員、部會代表、NGO 夥伴及與會來賓大家好，首先僅代

表台灣兒童權利公約聯盟，Taiwan NGOs for CRC，歡迎五位專家來台進行

本次的國家報告審查跟對話，感謝五位委員遠道而來。

台灣兒童權利公約聯盟由 13 個兒少團體組成，是積極推動及促成兒童權

利公約在 2014 年內國法化的主要兒少團體之一，針對政府的首次國家報

告，我們在我們的替代報告中提出了 17 項重點建議，今天再次跟委員們強

調以及補充以下幾點：

第一，台灣是要一個獨立性兒童友善的人權機構，針對政府部門與本次問

題清單回復的第三點，我們要跟委員們補充說明我國監察院的職能著重於

政府機關的監督，例如對於公務人員提出彈劾、糾正等等，因此並不是一

個專責的人權機構，也因為監察院不是一個專責的人權機構，兒少人權更

不是它的主要業務，因此我們必須質疑監察院是否具備監督兒童權利公約

落實，以及促進兒童權利的能力；其次，監察院雖然受理人民陳情，但對

權利遭受侵害的兒少而言，申訴或救濟的程序跟它的機制設計是否兒童友

善至關重要，但是監察院的陳情流程並未考量兒少的特殊需求，並設計配

套措施，總總實際操作的門檻，加上監察院對一般大眾而言並不是一個人

權機構，所以權利遭受侵害的兒少鮮少會想到可以主動向監察院尋求協助，

或提出申訴，換言之，監察院實際上難以成為替權利遭受侵害的兒少代言，

或者是發聲的管道，因此我們呼籲政府參考國外經驗，為兒少建置一個具

有獨立性以及兒童友善的人權機構。

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 第二，本聯盟呼籲兒童權利公約應該要優先國內法律適用，政府在回復清

單的第二點提到，兒童權利公約施行雖然沒有明文規定兒童權利公約應該

要優先國內法律適用，但由於施行法有要求政府部門進行法規檢視，所以

實際上已經蘊含國內法律跟 CRC 牴觸的時候，CRC 應該要優先適用的意

涵，對此，我們希望澄清的是法規檢視跟 CRC 優先適用是兩個不同層面的

問題，施行法的法規檢視重點在檢查國內法跟 CRC 有沒有牴觸，是落實公

約行政執行面的一環，但是若是 CRC 具備優先適用的國內法律地位，則應

該要有更具體明確的法律依據，本聯盟長期倡議 CRC 的優位原則，希望能

夠藉由法律位階的確立，督促執法者以及各個法院積極適用兒童權利公約，

特別是在 CRC 跟國內法律牴觸的時候，能夠立即地、主動地選擇優先適用

CRC。

最後，包括本聯盟建議政府應該要盡速將 CRC 的兩部任擇議定書內國法

化跟其他的重點，已經在替代報告第一頁到第三頁如列說明，請委員酌參，

謝謝。

台灣兒童權利公約聯盟：

大家好，接下來由我代表聯盟進行六點的這個意見說明，首先呢，第一點，

聯盟這邊認為台灣需要設定專責的兒童事務的政府部門喔，過去台灣曾經

有兒童局專責兒童福利的相關事務，但是在 2013 年的時候呢，併入了衛生

福利部，那原本負責兒童福利事務的這個部門就分散到層級較低的不同部

門去了，那這個恐怕已經影響了兒童福利事務的一個中程規劃，因此我們

認為需要有一個更高層級的政府部門專責兒童福利事務。

那第二點呢，是我們認為台灣的親屬安置比例太低喔，那根據衛福部的一

個資料，從 2013 年到 2015 年這個期間呢，台灣的兒童親屬安置比例其實

只有 5 到 9%喔，所以我們認為政府在政策上應該要再提供更有利於這個

親屬安置的措施還有資源來提升這個比例。

第三點，我們發現台灣安置身心障礙兒童的資源十分不足，那一般的兒童

安置機構呢，它並沒有能力或相關的設施來服務身心障礙的兒童，那成人

的身心障礙安置機構呢，也都不接受這個兒童安置，嗯…兒童的個案，所

51

 以當身心障礙兒童有這個安置的需求的時候呢，大概都找不到合適的安置

處所。

那第四點呢，我們發現因為缺乏這個政策還有經費上面來處理安置資源不

足的這個問題，而且政府也缺乏有效的監管機制，因此呢，安置機構裡面

性侵事件、超收兒童的問題，還有管理手段過度嚴厲的問題常常時有所聞

喔，所以我們認為政府應該要再更積極地處理這類的問題。

第五點呢，我們嗯…認為在為了要保障這個受虐兒童的權利，即使不是重

大的兒虐案，司法跟警政仍應該加入調查跟處遇；那另外原本屬於兒少保

護預防方案的高風險家庭服務被整併之後呢，我們認為政府應該投注足夠

的資源及負起監督的責任，確保兒保預防工作不致於因為地方政府的資源

不足，而讓原本高風險家庭服務所發揮的預防性功能無法得以延續。

第六，我們發現國家報告中缺乏各部會禁止歧視原住民兒童的詳細措施，

而政府在過去也從未積極蒐集原住民兒童的相關數據，做為政策規劃的依

據，以上。

台灣兒童權利公約聯盟：

大家好，我是徐錦鋒，僅代表兒童權利公約聯盟喔，針對少年司法、施用

毒品、性剝削網路安全三個議題，提出替代報告的補充報告如下，首先報

告第一個議題，少年司法方面，以下提出七個嗯…七小點說明：

第一個，一份規定應朝著轉向的立法趨勢修法，盡量不使兒少進入或過早

進入少年司法系統，但國內仍缺乏相當配套銜接以致機關之間無法合作，

也無法針對少年提供更適切的服務；第二小點，轉介輔導含有轉向的性質，

但國內對於因情節輕微而被裁定不問審理併入轉介輔導的案件少之又少；

第三小點，少年司法中並無被害與加害人調解制度，對於少年或被害人在

少年司法所提供的特別保護措施似乎有待加強；第四小點，安置輔導的法

律規定過於簡陋，加以經費不足、專業人員缺乏，導致執行兒少安置機構

良莠不齊，管理寬嚴不一，甚至機構內性侵害的案件時有所聞；第五小點，

安置輔導屬於少年保護處分的一種，故法律不應該採行不定期型的理念，

52

 所以政府應斟酌廢除延長安置輔導期間的規定；第六，政府將部分少年觀

護所予以裁撤，而將業務改為以成人看守所或戒治所合併為一個機構在經

營，以造成收容少年之矯治教育的空間不足，以及管理上無法兼顧兒少發

展的需求；第七點，政府應該檢討少年感化教育的實施模式，未來究竟要

往矯治學校方向，或者回到感化教育的老路，總要做個取捨，不要只做一

半了事。

其次報告第二個議題，這是報告毒品的，那麼我們現在目前毒品案件喔，

跟實務上的案件顯然也差距很大，有些縣市通報案件竟然掛零，令人匪夷

所思；第二點，政府應該全面，進行毒品的全面調查；第三點，嗯…毒防

中心的角色不明，然後對於那個少年的第三級毒品的防治缺乏主責機構；

第五呢，兒少毒品如春雨，需要戒治者應該納入健保。

第三個議題，有關於性剝削網路安全的問題，第一個小點，目前法律規定

多元處遇方式嗯…到目前為止，仍然未能落實；第二點，最近發生多起兒

少遭受網路誘拐，對於這方面，政府應該盡速從預防偵查到被害保護畫出

一個完整的對策；第三點，目前對於防止兒少輕易接觸色情及血腥暴力的

網頁仍欠具體有效辦法，導致此網頁很容易被兒少接觸或者取得，以上報

告完畢，因為時間的關係，詳細我們有書面的報告，謝謝各位，也祝大家

身體健康，生活愉快，謝謝。

司儀：

接著歡迎第五代表團體，全國家長會長聯盟，楊郡慈代表報告。

全國家長會長聯盟：

嗯…在場的委員還有在場的各位先進大家早，嗯…全國家長會長聯盟在這

邊針對幾點給予回應，第一點是問題清單的 6 點，針對兩公約的結論性意

見，身心障礙學生的處境提出目前的看法，目前台灣只有 5%的人口登記是

身心障礙者，那其實造成如此的狀況跟國際的標準上跟國際的數字有落差，

其原因最主要有以下四點：

第一個是普查不實，第二個是社會及學校在外的嗯…社會跟學校在外的支

53

 持系統跟同理的不足，然後第三點是家庭的支持系統，不論在心理還是經

濟的層面是薄弱，第四點呢，在就業跟就學的方面受到歧視，並且在就學

的制度上面不夠完整；第二點呢，我們針對問題清單的 6 點依次來回應，

是有關性教育，健康教育的部分，台灣在 sex 跟 gender 的這兩個名詞上面

的定義，並未按照聯合國的定義，讓孩子在國民教育階段內時使用的教科

書裡面，因這樣的定義不明造成混淆跟誤導，因此在這裡建議各級學校的

教育在男生跟女生，在各個方面的教育裡面都應該提供全面可據，而且並

且有科學上面證據的教學內容；第三點，針對問題清單的 6.18，就是兒童

使用社群媒體跟網路的部分，雖然我們的教育部有制定各級學校的學生安

全健康上網實施計畫，但是在落實的程度上面不足，所以在網路直播上面

並沒有任何的管制，在色情的媒體還有網路霸凌的事件造成兒童網路成癮，

這些的問題層出不窮，因此能夠建議在網路上面的管理，能夠有實名制的

推動，並且去推動網路直播能夠有分級的制度；第四點，根據兩公約的結

論性意見的第 66 點提到了，在我們的監所收容人的人權的部分，那提到了

說國家在計畫跟措施裡面會對於犯行較輕微的提供一些緩刑，或者是減刑

的這些措施，或者是社區的一些輔導的措施，但是目前我們可以看到校園

的毒品非常的氾濫，新興的毒品也高達 5 百多種的情況之下，在監所的人

權跟校園孩子的健康權跟安全的部分，希望能夠達到一個共通更好的一個

解決的方式，而不是讓我們在社區的發展並不是那麼完整的情況之下，我

們就這樣子地進行推動，以上，謝謝。

司儀：

接下來歡迎第六代表團體，兒童權利公約民間監督聯盟，葉大華、林玉純

代表報告。

兒童權利公約民間監督聯盟：

主席，還有各位委員，還有各位與會的先進大家好，本人代表 CRC 民間監

督聯盟表達相關的意見，首先身為 NGO，我們非常重視兒童權利在兒童少

年日常生活中的落實狀況，更試圖捲動社會大眾的關注，因此特別在今天

進行審查會議之前，我們相關團體發起了一人一信請總統捍衛兒少人權的

行動，同時也獲得了台灣的公共媒體客家電視台小 o 事件簿的協助，拍攝

了一個短片，現在就讓我們來看一下這個短片。

54

有嗎？剛剛說有。不好意思，可能它還沒有 play 下去，如果等一下有…有

嗎？喔，在那邊，前面看得到嗎？所以前面這邊會看不到，對不對？其實

這是英文版的，我們其實是特別要提供給我們的五位委員喔，要來看，不

過可能作業上沒有特別…可以請委員們可以到旁邊來看嗎？不好意思。好，

正在準備放映過程的時候。

我還是不要 delay 大家時間，我簡單地說明，那這 3 分鐘的短片，其實有，

大概錄了五位不同，來自台灣各地不同角落的兒少，他們想要總統能夠重

視有關於他們人權的一些議題，那每個主角眼中都有他們對於兒童權利的

渴望，如果能夠落實，其實這樣會讓他們發展得更好，但是還沒有放影片

的時候，我還是要來說明一下，這個影片裡面有一些面貌是大家沒有看到

或者是不清楚的，我們在 2011 年有一名國中男生因為長期被同學嘲笑娘

娘腔跟受霸凌排擠，所以最後選擇跳樓自殺；另外在去年跟今年分別有國

小學生跟明星學校學生，或轉學生因為課業壓力或學習適應困難，同樣選

擇跳樓自殺，2013 年在嗯…桃園少輔院有一名少年，因矯正期間長期受虐，

並在被關入禁閉室後延誤送醫最後身亡，這件案件最後也引起了監察院的

介入調查；同樣在今年初某機構的安置的少年因吵鬧被生輔員用力重摔在

地，因延誤送醫最後身亡；2013 到 2014 年間，台南啟聰學校爆發幼稚園

到高中部，學校老師嚴重體罰的事件，有幼稚園的學生被體罰到腦出血住

院，國中部、高中部學生則被嚴重毆打，拉去撞牆，甚至打斷手臂；上個

月一對逃亡 6 年的夫妻落網，他們向警方承認生了 6 個小孩並殺害其中 3

名小孩致死；而就在上週，一名為了負擔學費，在火鍋店打工的高職生在

換瓦斯桶的過程當中不甚引火爆炸，導致嚴重燒燙傷，事後才知道老闆沒

有做教育訓練，也沒有將他加勞工保險，那我講的這些面目模糊或沒有被

現身的這些少年跟兒童的面貌來做個補充，那我們現在就來放一下這個短

片。

有嗎？好緊張喔，為什麼我短片都放不出來？大家可以 relaxing 一下。Okay

嗎？真的不好意思，那個我們 delay 了一點大家時間，但是這個短片我覺

得很重要是讓大家可以看到台灣不同兒少的需要，現在影片沒有出來是不

是？好，沒關係，如果是這樣，我們也不耽擱大家時間，等一下我們如果

這個影片好了，最後有時間，我們再放給五位審查委員各位來看，我們就

先不耽擱大家時間為主，最後我還有要分享的是，我們聯盟分析了剛剛這

些案例所暴露出的幾個問題：

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 第一個，缺乏更高決策層級的兒童還有少年為主責的事務專責單位，我們

必須強調，不是只有兒童需要專責單位，青少年也需要這樣的事務專責單

位，那這個部分在上一次的這個組織改造過程當中，其實已經都被整併掉

了，那因為沒有這個專責單位，所以無法統整各部門政策制定跟資源的整

合；第二個，沒有獨立的國家人權機構接受兒童針對私部門權利被侵害的

申訴跟調查；第三個，兒少預算跟專責人力不足，而且有城鄉差距，影響

了對兒童少年的人權保障；第四點，利害關係人跟兒少欠缺兒童權利的概

念，因此我們聯盟主張總統應該盡速落實承諾，設定國家人權機構這樣的

一個承諾，包括我們也建議她要考慮要設置兒童監察使，還有兒少的預算

長年以來是被漠視跟邊緣化的，目前國家報告提到的，大概不到全國預算

的 3%，我們聯盟建議至少要總預算的 5%以上，然後才能夠來加強在做相

關的這樣一個兒少事務的權益的推動；最後，我們希望就是透過在職訓練

讓兒少跟利害關係人都能夠了解兒童權利公約的實質的內涵。

那因為時間上的關係，後面我們還有一個要報告的人，我就把我們聯盟其

他團體關注了包括體罰的問題，還有包括青少年、未成年勞工的這個權利

剝削的問題、LGBT 多元性別兒少的這個性平教育跟情感教育的議題，還

有台灣已經是世界出生率最低國家前三名，到今年的 9 月底，我們新生兒

只有 14.3 萬，但是同時期的死亡率已經高達 13 萬，這樣的死亡率其實是

已經比我們鄰近的日本，亞洲，甚至 OECD 國家都要差距很大，但是我們

政府目前是沒有建立相關完善的數據跟監測系統，也無法真正掌握到底是

意外事故傷亡、自殺等等相關的樣態，怎麼樣能夠具體地去掌握這樣的死

因，才能夠做好這樣的一個政策的一個評估跟相關的一個預算的編列，所

以這個是我們大概簡單代表聯盟這邊先說明的幾個相關的事項，謝謝。那

接下來我們另外有全教總的老師做說明。

司儀：

那現在影片已經為大家準備好了，請大家欣賞影片。(影片播映中)接下來

我們請代表進行簡報。

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全國教師工會總聯合會：

那我們先談這個社會及文化活動，那在台灣呢，18 歲以下的孩子基本上沒

有什麼時間進行娛樂，還有文化活動，這是因為全國的這種考試制度使得

孩子沒有時間去享受育樂休閒以及文化活動，那為了要讓孩子在入學考試

的時候有很好的表現，學校跟家長都強迫孩子要花更多的時間研讀教材，

每天都考很多試，有些學生下課之後還必須要去補習班，因為家長希望孩

子去上補習班，可能晚上 8、9 點才可以離開補習班，也使得他們常常晚上

11 點過後才有辦法去睡覺，寒暑假的時候，學生還必須要去學校上輔導課，

所以，總結來說，學生在休閒娛樂、文化上面的時間非常地少，睡覺的時

間、吃飯的時間也不多。

那接下來我們要談的是教育平等權，全國的課綱以及考試這樣子的制度其

實踐踏了孩子的權利，也使得教育的資源沒有很平均地分布，對於學生造

成了很大的痛苦，台灣學生的受教權特別偏好那些在入學考試科目上面表

現很好的學生，高中以及大學的入學呢，只參考學生的入學考試，然後只

參考比如說英文、數學、社會、科學等等這些科目而已，那大部分的課綱

也都只著重在這一些科目上面，沒有給學校足夠的彈性跟自由去調整他們

教學時數，以及根據學生的狀況來做適性的教育，學校投入了大量的資源

來協助學生，但在這些會考或者是大專入學考試上面有很好的表現，可是

這麼一來也忽略了學業成績表現較差的學生，他們得到的資源比較少，很

諷刺的是，那被分在最高段層級的這個學生呢，他們常常因為要應付課業

而沒有足夠的時間過自己的生活。

那我們接下來有幾個建議呢，第一個呢，師生比要調整，如果是 3 到 6 歲

的話呢，你看是 12 比 1，那如如果是其他，或者是要調整到 5 比 1 這樣的

師生比；另外呢，學生應該有自由去參加這種公立或私立的托育所，他們

應該都有自由去參加；第三呢，講到學前教育的話，政府必須要有長期計

畫，要提供更多的這個公立學校，而且是這種非營利的學校，那此外講到

教育我們還要再提兩件事情，第一個就是有聽力障礙的孩子應該有機會來

學習，TSL，就是在一般的學校也可以學習台灣手語。

第二呢，特教的師生比以及學校的資源，不管是在國小或者是這個國高中

的資源都很少，那一個老師可以要負責 20 到 29 個學生，我們希望能把這

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 個比例降到 8 比 1，那在高中的層級的話呢，根據中央政府的政策，這個

資源不足以去支持所有的這個特教的老師，所以人力這一塊真的是有所缺

乏，我們呼籲政府再多加這個人力的資源。

司儀：

如 NGO 尚有影片或簡報請事先提供給主辦單位以利作業，謝謝。接下來

歡迎第七代表團體，原住民族青年陣線、Lima 台灣原住民青年團、台灣原

住民族政策協會、沒有名字的人蕭世暉代表報告。

台灣原住民族政策協會：

各位委員以及各位朋友大家好，為了這次國際審查，原住民的 NGO 團體，

包括原住民族青年陣線、LIMA 台灣原住民青年團、台灣原住民族政策協

會及沒有名字的人等團體，由多位原住民族青年執筆提出了一份影子報告，

這個報告在我們本次審查的網站上可以下載，用英文的版本，請各位委員

參考，底下報告僅摘要提出該報告的要點。

我們公約前言強調適當考慮到每一個民族的傳統文化價值對兒童的保護

及和諧發展的重要性，並且在 17 條鼓勵大眾傳播原住民兒童語言上的需

要予以特別關注，29 條要求培養兒童能夠以理解和平寬容、兩性平等以及

所有人民種族、國民以及宗教團體或原住民之間友好共處之精神，使兒童

對於在自由的社會中過負責任的生活，30 條要求屬於少數民族或原住民的

兒童應該和構成此團體的其他成員一樣，得以享有自己文化、信仰並實現

自己的宗教，使用自己的語言，這種權利絕不能被否定，以此為基礎來實

踐公約其他規定，在維護及促進原住民兒童權利上應用。

例如公約第 2 條規定，國家應採取所有適當措施，確保兒童免受歧視得到

照顧、保護；第 3 條應以兒童最佳利益為優先考量，用這個來檢視我國關

於原住民族兒童權利相關政策，雖然在立法上有原住民族基本法及原住民

族語言發展法等等突破，然而尚未落實在相關法令與施政措施，實際政策

施行仍然未將原住民族的傳統及文化價值，對兒童保護及和諧發展的重要

性置於核心地位，營造整體社會及制度友善，原住民兒童在其母體語言文

化中，有健康、有尊嚴地成長的環境，甚至獲得在他的文化優勢為基礎的

58

教育福利照顧，發展其資能優勢權，才能對社會做出獨特貢獻，反而在以

主流社會語言文化價值觀為標準的觀點下，將文化差異視為弱勢，從而以

優惠性差別待遇為名的殘缺補充式政策措施，試圖來彌補所謂的差距，卻

複製著結構性的歧視與不平等，壓抑原住民族兒童發展的潛能，例如對族

群差異的無知與不接納，造成了歧視之外，具當前優惠性差別待遇政策代

表性的原住民學費補助與升學加分，反而造成同儕歧視，形成另外一種汙

名化，有待國民人權教育觀念導正提升，積極作法應該發展由原住民族掌

控的適切性原住民族教育，來逐步調整。

我們國民教育中語言學習是以中文，而非族語為基礎，而形成語言學習上

的一個錯誤，造成原住民族本族、本國與外國語言學習的雙重弱勢，而不

是以他的優勢來學習語言，整體而言，國家對於原住民族兒童相關政策、

教育福利健康措施、照顧措施等面向，不但缺乏文化適切性的考量，在一

般化及邊緣化的政策方針下，即使為少數針對原住民兒童的輔助措施，但

欠缺社會文化敏感度，實質上是同化強納入主流，弱勢化原住民兒童成長

與發展，相關從事的政府官員，社會福利及教育工作者，也沒有獲得具有

原住民族文化敏感度的教育訓練。

底下再舉數例說明，原住民族兒少部落互助式的教保服務，包括課後照顧

等項目，不但缺乏政策的配搭支持及資源的投入，而且是以主流社會文化

及機構化服務觀點而導向的軟硬體標準的這些措施來阻饒，產生脫離以部

落為主體，符合部落的實況，服務部落的需求的制度性障礙，原住民族兒

少民族教育不僅量不足，質也欠佳，教育內容觀點及師資培育缺乏文化事

宜的考量，不分語言文化背景，適用統一的一套課綱制度，民族文化教育

制度淪為課外補充甚至點綴。

移居都市原住民族兒童少年缺乏民族文化教育的選擇權，受到忽視的原住

民族兒童健康權，早期療育等等推廣，是受限於弱勢化的經濟社會處境，

原住民族兒童在早期療育等健康權的資源近用性及適切性方面嚴重不足，

原住民族兒童少年特別保護措施也不足，偏高的家庭暴力反應弱勢化的經

濟社會形態，而且缺乏文化敏感度及資源適切性及近用性的保護措施，國

家對於原住民族兒童少年權利應該有更明確的政策作為，調整在其語言文

化價值觀充分自信成長的不友善教育照顧環境。

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 我們主張部落應該有權利決定誰來照顧和教導部落的孩子，僅以學力資格

的單一標準認定，不僅窄化師資認定的標準，也排除部落參與自主決定自

身事務的權利，以原住民學生課後扶持計畫為例來看，我們主張政府應該

重新檢討扶持計畫的政策目標，重點不應該放在提升以主流社會文化標準

的原住民學生基礎學力，而應重視原住民族觀點及在地組織所發展的社區

照顧及文化傳承的功能，尤其對身處多處地區的原住民族兒童青少年來說，

這些計畫所在的據點發揮充分的支持與保護效果，讓他們所屬的社群能夠

獲取，讓他們從所屬社群能夠獲取族群文化優勢自信，以及有能力抵抗族

群歧視而能夠安心成長，我們也主張政府應重新檢討原住民族兒童課後照

顧的資源分配現況，在原住民族正規教育學校機構未完成友善原住民族兒

童的體制轉型前，避免過度投注在學校及政教體系而忽略部落社區在地組

織的參與和多元性，以上，謝謝。

司儀：

最後，最後歡迎最後一組代表團體，財團法人台灣兒童暨家庭扶助基金會，

黃慈忻代表報告。

財團法人台灣兒童暨家庭扶助基金會：

報告，我是最後一位，再 3 分鐘之後大家就自由，可以去吃午餐了，只要

再忍 3 分鐘就好了。謝謝，我是家扶基金會，財團法人台灣兒童暨家庭扶

助基金會的代表，那我們非常感謝今天現場來了很多關心兒童事務的人，

還有我們自己小朋友本身就在現場，那我覺得這些小朋友我們知道必須在

這邊給予一個很重大的肯定，我們在座現場所有的成人，我們在還是 18 歲

以下這個年紀的時候，我們沒有任何一個人可以像我們今天後面的許多小

朋友跟著撐了 2 個多小時，請現場我們給這些小朋友一些鼓勵。

那我們這邊就是我們提出了替代性報告之外，我們也要在此鄭重地呼籲，

特別是我們今天現場來了民進黨團的立法委員，我們今天也來了政務委員，

我們希望透過現場的行政、立法、司法三者的政府機關，我們有更多的呼

籲與倡議，那首先第一點是誠如剛剛許多關心兒少的團體都已經有提到了，

那我們特別希望國家，台灣政府在國家制定的整體的人權，兒童人權的時

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候，我們在總統府人權委員會的時候，以現階段我們就應該要成立了兒童

權利小組；那第二點，誠如剛剛有提到了，除了要有符合最終，我們期待

有一個符合巴黎公約的兒童人權監管機構，甚至是兒童監察使的設置，我

們期待在過渡階段，我們已經有監察院了，但是此時此刻，沒有任何一個

監察委員也到場，這其實也讓我們意識到了即便現在台灣的監察院，我們

其實有人權委員會的設置，但是我們並沒有兒童權利小組，也就是說目前

的監察委員可能對於兒童權利還是有很多的不了解，我們期待在過渡階段

這部分能有更多的改進。

再來剛剛其實也有提到了很多關於兒童權利公約的資訊能夠更確實，那我

相信在現階段的教育裡面，當我們的孩子都有了這樣的兒童權利意識，其

實更需要被教育的是成人，誠如剛剛我們立法委員這邊有提到，立法院跨

黨派小組已經讓許多的立法，法案助理都接受這樣子的訓練，那在此我更

需要懇切地呼籲，不只是立法委員的助理，還有立法委員本身，我希望僅

代表本會，我希望全台灣的民意代表從此以後與兒少的互動不再只是停留

在照相與握手或摸頭，我們希望可以從成人就開始真正地去了解兒童權利，

真正地擺脫我們所謂父權價值加注在我們自己身上的窠臼。

其次，我們要針對一些特殊族群再做更多的討論，在家扶長期 60 幾年下來

服務貧窮兒少還有接受保護安置的兒少，我們其實發現台灣的貧窮在這 15

年來，高低教育支出已經落差了，在 15 年之內的高低教育支出落差了兩

倍，但是我們目前低收入戶的比例相較於其他國家，我們仍然偏低，國家

對於貧窮的扶助仍然介入了太少；另外一個部分，我們想要提到的在兒童

保護安置，目前為止，國家還是把所有保護安置的重點項目視為由民間來

進行，而且在經費的補助上面嚴重地不足，也就是民間單位要自行吸收所

有國家的財政支出，那這其實對民間單位是非常地不公平的，也同時影響

到我們的兒少，那我們也要懇切地呼籲，特別是在許多保護安置的部分，

我們需要國家更多的經費，而不只是讓民間單位去做這樣的吸收。

另外我們也發現到在終止任何對兒童歧視與暴力的國家策略規劃上面，我

們缺乏讓兒少直接表述的聲音，而在國家的制度上面，我們現有就已經有

教育單位進行不公平的能力分班，但我們兒少卻沒有機會表達出來，我們

希望未來在整體的規劃上面能夠讓兒少直接地參與，讓兒少告訴我們，我

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 們應該怎麼做才能真正地符合他們的權利。

最後一點，我們期待的是全面建置跨專業的兒少死亡檢視機制，以及兒童

福祉，特別是針對原住民，還有就是無國籍以及國籍不明的兒少，以及跨

性別以及性別不明的兒少；最後一點，我們也期待的是針對藥物濫用這件

事情，我們不再是以毒品的矯治，而是從真正落實心理衛生的健康，去關

心這些孩子為什麼要用，用藥的背後有更強烈的心理需求，我們不要在這

些孩子身上貼上毒這個標籤，而是去意識到他的心理，他的情緒狀態有需

要我們更多投注社區還有學校的資源，以上報告，謝謝。

司儀：

感謝各位參與上午的會議，我們在場外為您準備了午餐餐盒，歡迎您留在

現場享用，下午場次為非公開會議，我們將在 1 點鐘在這裡開始進行清場

與換場作業，請記得攜帶您的隨身物品以及歸還口譯設備，不要遺留任何

物品在本會場。

62

 Meeting Transcript

Jakob (Jaap) Egbert Doek:

Welcome back in the room. We are continuing our session this morning, with the

presentations, of, a representative of the Legislative Yuan, we have, three speakers,

Mrs. Yu, Lee, and Chen, and they will speak, in that order, each, for about five

minutes. And that will be followed, by questions, of members, of the review

committee. So, first presentation may I invite, Mrs. Yu, to come to the, podium

and make her presentation, thank you.

Legislator Yu Mei-Nu:

Members of the review committees and dear friends, good morning. Taiwan is

not a member to UN, and yet, we want to catch up in carrying our responsibilities

to protect human. Taiwan has rectified several international human right

instruments. Review the state report and give us recommendations. The earliest

such a review was in 2009 on CEDAW. We started to do with that state report, so

far we have also conducted two state report reviews on CEDAW, and choose such

reviews on ICCPR and ICESCR. State’s reports, in October, we just finished the

review of the state reports of CRPD, and today what we are having is a review

meeting, of state reports on CRC. These conventions stipulate that states have to

respect, protect, and fulfill, on the right of the children, and these conventions are

very conducive in providing the legislators with the new perspectives and, making

laws, and promoting policies.

There are three elements in international human rights, they are respect, protect,

and fulfill. These are three layers of carrying out human rights, and according to

article one in implementation act of CRC, this implementation act has to

implement, that UNCRC which was passed in 1989 to help construct a better

environment for children and guarantee their rights, and the same act article four

states that, local and central government agencies need to follow the articles in

the CRC to prevent children’s rights from being violated. This shows that our

countries need to respect, protect and fulfill children's rights. What does respect

mean? It means that, countries have to acknowledge that children have right.

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Rights are stipulated in CRC, such as anti-discrimination right to life, right to

being with their parents, right to be from…… from abuse, right to expressing their

freedoms, and right to participating in cultural and social activities, and then the

next step is to protect such rights from being violated. The last, the country needs

to provide infrastructure, measures, services to fulfill such right.

The UNCRC was passed in 1989, we were not a member of UN at the time, and

yet, Taiwan has stipulated several act, for example, we start with the children's

welfare act, and to children and to youth welfare act and then to the prevention

acts of children and youth sexual transaction, and finally, to children and youth

welfare and right protection act.

The spirits of CRC has been included in such act, and by 2014, the Legislative

Yuan passed the implementation act of CRC, we hope that, through CR……revise

the legislations in Taiwan, to adjust measures, and to introduce international

opinions, so that we can better protect children's rights. What…… I want to stress

here is that, children are the subject in CRC, so we have to, protect children's right

to express their opinions, also protect their best interest, with their spirits, we need

to review the pieces of legislation in Taiwan.

We can see that most of the legislation in Taiwan, consider children to be object

to receive protection. So, just like what happened to that pieces of legislation for

people with disabilities. We can tell that, most of the national policies, focused on

protect, protect, and protect, so it's the same with the legislation in Taiwan which

is, related to children, so I think we need to include the idea of, fulfill in our laws,

so that, people who are under 18, which are children, show all be protected. So

we're not only talking about children who are under six or really young, but

everyone who's under 18, this time we're saying the very dynamic feedback from

NGOs, and these NGOs empower many children representatives, but the one

unique elements in this review is that, many children are here with us, they want

to be here to talk about their rights, they want to voice their opinions, they want

to be part of the review, and I think this is a very unique attribute in this review.

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 There are more than the 40 NGOs that joint this process, this is the highest number

of NGOs for all the international human rights conventions, and they generated

eight NGO reports, and pointing out where we can make more improvements, for

example, children Taiwan's spend so much time on campus. Ten percent of

elementary junior high or high school students have been bullied, and more than

25 of the students, have received corporal punishment. Some schools suppressed

children's rights to express themselves, and to publish themselves. This shows

that workers in schools or the society have to change their mind sets, instead of

thinking children as object, of, of receiving protection, they are the subject. So,

education is, it doesn't, go from top to down, only, we need to empower the

children to be able, to, voice their own opinions, to show us, their thoughts. I want

to stress again that the of any country has to, fulfil our obligation to provide

measures, services, and infrastructure, for such rights.

While countries such as New Zealand, Australia, have set up independent human

rights commission, which are very important in realizing rights, there functions

include investigation, of, of violations, they provide consultation and they have

revised, laws, in, in their countries. And currently there is a draft to establish a

national human rights commission and yet the strap has not yet been passed so,

it's yet to be determined. Finally I’d like to thank the five members and the

committee for coming to Taiwan, and I hope that in the five days, we will be

hearing much of your insights, so that we can use to establish a great cornerstones

to protect Taiwan's human rights, thank you very much.

Jakob (Jaap) Egbert Doek:

Thank you very much, Mrs. Yu, for your presentation, you overview and your

emphasis on certain areas of concern and, plans to improve the situation among

others by the establishment of a national human rights committee, I know like to

give the floor, to, Mrs. Lee, there you are, you're welcome to the front.

Legislator Lee Li-Feng:

Professor Jaap Doek, distinguished members of the international review

committee, good friends from all NGOs, good morning. I’m very excited to be

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here this morning, in 2012, when I was still working for the private sector, I had

the honor of inviting professor Jaap Doek to come to Taiwan, and he gave us a lot

of encouragement, more than 10 NGOs formed an alliance to push our

government to pass the implementation act of the CRC. So, I’m really excited,

and pleased to be here, as we are here to engage in this review meeting.

Since I became a legislator in May last year, I have continued to focus on issues

related to the rights of the child and youth, and in February this year I also

organize a bipartisan alliance to protect the rights of the child and youth at the

Legislative Yuan, so I will be working closely with other legislators to safeguard

the rights of the child. And, with regards to the state reports, I would like to make

a few points about the juvenile justice system, we all know that there are many

reasons why juveniles become involved in the juvenile justice system, and maybe

because of the family, school, or social environment, that contribute to the

juvenile’s falling under the juvenile justice system, or the correctional system.

But I think our present juvenile justice system, still has a lot of problems that need

to be solved.

First of all, if you look at the education of juveniles under the justice system. Even

though the education provided at the juvenile correctional institutions, is existent.

But, I think we should provide more vocational training at such correctional

institutions, but we don't see that. Right now there are two juvenile correctional

institutions and two juvenile reform schools, but the educational resources at the

juvenile reform schools are even more scarce. And for these reform schools or

correctional institutions we don't have professional or qualified staff members to

provide counseling to the juveniles. As the results, we rely upon volunteers to

help provide such counseling, but this is not adequate, education and counseling

are critical to supports juveniles under the juvenile justice system. With proper

education and counseling, these juveniles will be able to be properly rehabilitated

and return to society. And, also, in mandarin Chinese, we often associate the

juvenile justice system with discipline or reform, however, because of the

emphasis on discipline in correctional institutions, we see a lot of corporal

punishment incidents, and the formal complaints channels are not working

properly. After all, these juvenile correctional institutions are relatively closed,

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 not very transparent to the outside world.

Next, I would like to talk about the judicial branch supports of the juvenile justice

system. According to the juvenile delinquency act, the responsibility of juvenile

court judges include protection, education, and counseling, for the juveniles.

However, unfortunately, some judges, still consider case adjudication as their only

responsibility. If this is how judges look at their own responsibility, we cannot

expect the juvenile protection officers to play a proactive role. Also, according to

the juvenile delinquency act, we are supposed to provide a wide range of support

and the systems to these juveniles, but there's not sufficient collaboration and

communication between different government agencies. Most often, more often

than not, different governments work in silos. So, I think we need to make sure

that all government agencies must work together, so that we can have more

comprehensive planning to support each and every juvenile that comes under the

juvenile justice system. So, these are the problems I will like to point out in

relation to the juvenile justice system. We are aware that, not one single agency

or ministry is able to solve all the problems. What the juveniles in these juvenile

justice system needs is a more comprehensive and diverse type of protection

education, and, counseling.

I would like to hear from our international experts, how we can make

improvements for example by amending laws, so that our government can make

reform of the juvenile justice system their priorities. I do have high hopes for the

review meeting, since it’s going to be a very significant milestone for our

promotion of the child of the, the child's right. And, I hope the review meeting

well proceed smoothly. I also look forward to hearing your concluding

observation on Friday. Thank you.

Jakob (Jaap) Egbert Doek:

Thank you very much Mrs. Lee, for your presentation, and drawing the attention

of the committee to, in particular juvenile justice, no need to say I’m very pleased

with that attention, for a topic that I have been in involved in juvenile court judge

for many years. And it is indeed an area of for, concerns in many countries to deal

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 with the juveniles who have committed to the criminal offenses, treated by the so

called juvenile justice system, but, I have to apologize that Mrs. Chen. She cannot

make it to this meeting, she had other urgent, obligations to meet. So unfortunately,

she cannot come, and she apologized for not being here. And I now like to open

the floor, for members of the review committee to ask questions. So, let's start in

my left, Mrs. Karp, you have questions, to one or the other and, please be specified,

to whom you want to address your question, the button.

Judith Karp:

I must start with saying, that I am very impressed by the fact that the

representatives of the legislator are woman, as much as we do have a woman

president which is, makes, Taiwan can be very proud of the process. My question

is, both legitimate members of the Legislative Yuan, at the, most of the rights of

the child is not only a set of obligations to the country, but it is a revolution. It’s

been said it needs a change of mind, because it’s the moving from welfare to the

ideal rights, moving from the idea of children that are property to the idea that

they are a person with rights, needs a complete change of attitude. And my

question is, what is the, within the Legislative Yuan, to educate members of the

Legislative Yuan, to understand the real meaning of the conventional right of the

child, an ecosystem of education for the members to understand how to make, the

ideas of the convention, is in the background of every legislation, because all

legislations are in error certain way concerned with children's rights, so, if there

are process of establishing this idea, thank you.

Laura Lundy:

I’d like to thank Mrs. Yu, Mrs. Lee. I’m agreed with everything you said in both

your speeches, and I particularly liked your emphasis, Mrs. Yu on respect, protect,

and fulfill. Because clearly we want to go to a situation of fulfil, doing more than

just putting it in law, and we are very interested in the implementation act for the

convention on the rights of the child, and the next steps, and I’m familiar with,

some research that we've done in 12 countries on implementing in law, one of the

things that we find was that actually it really matters, when children's rights and

act in domestic law, in education acts, social work act, you know it has to be at

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 that level of legislation. And one of the things the committee recommends, and

we know is very helpful, is for government to do child rights impact assessment,

and I wondered had there been any attention given yet, to think of introducing a

system, of children's rights impact assessment, so when you look at law and policy,

you check what the implications are, what the data is for children, thank you.

Nigel Cantwell:

Thank you indeed it's a, a great pleasure to see first through, two ladies

representing the Legislative Yuan and, also to, realize the extent to which the

commitment to, for, to promoting the rights, of the human rights of the child, and

in the Legislative Yuan. It’s a ......, it’s clear and..... and strong. There’re two

linked, well it’s...... It’s...... It’s one question, but it linked with both of the

presentations that were made. Mrs. Lee talked about bi-parties and alliance, and

I’m wondering, first of all if, if there is a core and important group in the

Legislative Yuan which is able to overcome, and I admit I don't know, what the

fundamental differences may be between the parties, but is there a core, a

substantial core group that would be able to advance the cores of the human rights

of...... Of...... Of children in the...... The Legislative Yuan. And that being the case,

what are the prospects for setting up? What Mrs. Yu mentioned, an independent

human rights mechanism for promoting, defending, taking up issues in relation to

problems with the human rights of the child. So. In other words, could that be a

realistic proposition that would get bipartisan support in the Legislative Yuan.

John Tobin:

Thank you, Mrs. Lee and Mrs. Yu, for excellent presentations. I have three

questions. Two for Mrs. Yu and one for Mrs. Lee. In relation to school she talked

about, the lack of ability for children to express their views, my question there is,

are teachers trained about children's rights? And give suggestions for us about

how we could improve the ability for children’s express their views in school.

The second question goes to the proposal for human rights commission, I

understand there's a Control Yuan in Taiwan, I’d like to know why consider that

not to be sufficient to protect human rights and children's rights. Mrs. Lee, you

talked about the treatment of judges in juvenile justice and sometimes they failed

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 to focus on rehabilitation. Could you explain to us, whether judges receive any

training on children’s rights have particular understanding on international law

concerning juvenile justice, thank you.

Jakob (Jaap) Egbert Doek:

Thank you, Mr. Tobin. Just a quick follow up on your questions. Do judges who

deal with juveniles visit, correctional schools and reform schools to see out there,

children are doing in those institutions. Mrs. Yu, you may start with responding

to the questions.

Legislator Yu Mei-Nu:

Thank you very much for all of your questions, and, and pointers, I will briefly

respond to each of the questions. First of all, at the Legislative Yuan, we do have

a bipartisan, children's right network, but legislators can choose freely whether or

not they want to join, we do organize hearings, we work with NGOs, sometimes,

and, organized press conferences, or hearings, or seminars outside of the

government.

So, the reality is that, is, it's impossible for all the legislators to treat children's

rights as their priority, but legislators who do care will come to participate or their

assiss…… their assistant will come to participate.

And secondly, to our reports, or, before we draft the legislation, do we conduct

impact assessments? Well, all the important laws or policies or important project,

if it they are proposed by Legislative Yuan, they have to conduct children's human

right, and impact assessment first, but, it is not done very well, because, human

rights cover a wide range of issues, well in Taiwan we started with the women's

rights, and extend our attention to other rights. Sometimes these assessments

become paperwork only, they’re only on paper, so in this regard we like to request

more advice from you, so that we can implement such assessments more

practically.

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Thirdly, when it comes to the national human rights commission, well, as I said

earlier, there is a bipartisan children's right network in legislator. It is a

subcommittee, it is not a formal committee, so, it's very limited in its influence

and power, and therefore we need a national human rights commission that

satisfied parries, principles, so that such a commission can receive issues related

to children, women, or at people with disabilities, rights issues, if such rights are

violated. And to promote the revision of such laws, so, are the judges or teachers,

are they properly trained to understand children's rights? Obviously that, indeed

there is such elements in their training, but it has to be strengthened, I think,

because as I said, there's a bullying in schools, and there are issues related to

LGBT children. People's mind set have to be flipped, we have to treat children as

a subject of the rights, because in the past, well, schools are regarded as authorities

which have a special power or authority, and they treated children as people who

need to be guided, who need to be protected, and therefore, children's activities

are gratefully limited under these mindsets. And we hope to see more deregulation

on that parts.

Now another question, that we already have Control Yuan, so do we need another

national human rights commission? Well, Control Yuan is like ombudsman in

other countries, but for a very long time, it supervises only the government, and

it's very passive, only when there are violations, as such violations are reported,

then the Control Yuan can start investigations. But, Control Yuan does not take

the initiative to review the human rights protection in Taiwan. It’s not part of their

business. That's why we propose to establish a national human rights commission,

and under the Control Yuan, there's a committee that has been established to

promote human rights. Yet, we think we still need a commission that can meet the

Paris principle. It’s very important to protect, and to promote, people's human

rights in Taiwan. So that's why we hope to see such establishment being realized

as soon as possible. As for, whether judges actually visit the reformatory

institutions, I think some judges from juvenile courts had done so, but not all the

judges, here's the myth here, if judges and legislators or a government officers

want to visit such schools, while we are shown are the good parts, are the positive

aspects of such schools, we’re not able to see what is negative about the schools,

so, the people in this institution, the children in institution, then it would seek help

from NGOs, then the government, well, receive actual information from NGOs.

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 So, I think it's, what if judges can visit such institutions, it's a good thing, but we

worried that, judges will be able to have a comprehensive perspective, of things,

of the institution, only when there are violations, or complaints, and issued by the

students will we understand how bad these institutions have been to the students

or children.

Jakob (Jaap) Egbert Doek:

Thank you very much, Mrs. Lee, for all your answers……

Legislator Lee Li-Feng:

I think legislator Yu has answered most of the questions. I will just provide

additional information at the Legislative Yuan. What can we do. Indeed the

network to promote the rights of children and youth at the legislative Yuan is a

sub group is an informal network, and I am pleased that, in this network we do

have legislators from different political parties. During the past year we have

organized a number of hearings. Two months ago, when I learned that, we would

have this review meeting, I also organized a training workshop, inviting the

legislators aids, because we know that these aids played very important roles to

help legislatures make well, so, at this particular network, we will continue with

these endeavors. It is not a formal committee in the Legislative Yuan. As far as I

know, at the Legislative Yuan we do have the gender equality committee, which

is convened by the speaker of the Legislative Yuan, and experts from home and

abroad are invited to attend the committee meeting, maybe we can also consider

setting up a similar committee at the Legislative Yuan. Also at the Legislative

Yuan’s website, I also, contributed to a particular session devoted to CRC

promotion. As for the question whether the judges or teachers have been trained

in relation to CRC, I’m sure such training is ongoing but it's not comprehensive

enough, maybe we need to consider expanding the scope and scale of such

training so that more stake holders can be involved.

Another point is about to whether children in Taiwan have been trained to know

how to express their views, I think in the new curriculum guidelines issued by the

ministry of education for the next year, it has been spelled out that, actually human

72

 rights concepts must be incorporated into the curriculum, including children's

rights, and this of course, is a new curriculum guidelines, so it was difficult to tell

whether children now, have received training to learn how to express themselves.

That’s all the information I will like to offer, thank you.

Jakob (Jaap) Egbert Doek:

Thank you very much, Mrs. Lee. This, concludes, this first part of our session this

morning. We are very, pleased by the participation of the members of the

Legislative Yuan. The legislators, they play in very important role as we know,

and we are, listening to them very careful and note, what they have, raised their

issues and concerns. And we now move to, the presentations.

Life is always full of surprises, as you know. I usually little surprises, but we are

definitely continuing our presentations this morning, and, the next round of

presentations will be by NGOs. We already mentioned, that they have been very

actively involved in the whole reporting process, they submitted their alternative

reports, and, after the government has submitted this report, and that was followed

by responses to the list of issues as I said very unique phenomenon in the system

of reporting and monitoring of the UN, and we are now, in fighting, a

representative of the NGOs that produced a report to, make a, brief presentation,

for, and challenging part of that is of course the, time limitation. Government

watch is the first, invited, to take the floor. Thank you.

MC:

Now we proceed to the presentations made by representatives of NGOs. Our first

speaker will be, Miss Victoria, Hsu from Taiwan alliance, to promote civil

partnership rights.

Taiwan Alliance:

Distinguished review committee members, ladies and gentlemen, I am Victoria

Hsu, attorney from the Taiwan alliance to promote civil partnership rights. We

would like to provide our observations of the LGBT children's rights. We are very

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 regret, we find it regretful that the initial state reports did not mention the rights

of the LGBT children at all. In fact, at the present, Taiwan still lacks concrete

measures to prevent discrimination against LGBT children. Right now, in schools,

there is, the gender equality education acts, at work, but such education act still

focuses on teaching about heterosexual relations, without, further extending to the

diversity and the legitimacy of different sexual orientations, and we are also

worried that, now schools are facing more and more pressure from anti LGBT

forces, including parents, religious groups, and politicians. So, we would like to

remind the Taiwanese government, that, in view of the number four and number

fourteen general comments on the CRC, we must make sure that children have

access to adequate sexual health information, including non-heterosexual

relations related information. Regardless of the presence or absence of consent

from parents or legal guardians.

Secondly, children should be put at the heart of our education system, so when it

comes to the implementation of gender equality education, we should encourage

children to be present and represented at the gender equality education committee

at different schools, and levels of governments. Also, a lot of evidence has shown

that LGBT children are subject to bully on campus, as a result, they may engage

in self injury or suicide, so, we urge the government to collect statistical data in

this regard, so that we can develop the right policy in response.

The third point I would like to make is, there are more and more children raised

in homosexual families. However, their rights have being infringed upon by the

legal framework, because the legal framework still does not recognize their

parents’ marriage relationships, so before marriage equality law is in place,

government should have concrete remedial measures in the transition period, so

that, the parents and children raised in the homosexual family can have access to

equal protection, including paid parental leave etc.., thank you.

Taiwan Association for Human Rights:

I’m Chu I-Ling from Taiwan association for human rights and I’ll be happy also

for coming and watch. I’ll briefly report the issue on stateless children and child

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labor. The children I like to bring to your attention are those, whose mother is an

unidentified, undocumented foreigner, yes whose birth are unknown. In this case,

the Taiwanese government consider them, nationals of their mother’s country of

origin, and will not grant them the Taiwanese citizenship, as a result, however

seems these children are not registered in the, their home countries, and those

become the de facto stateless children in Taiwan, no official statistics of stateless

children are available in Taiwan.

According to the laws, stateless children under 18 enjoy the rights to our social

welfare service, medical care, education, while foreign children, child, children

has no such right here in Taiwan. However, there is no clear legal definition of

statelessness. And no established procedure for statelessness determination. We

suggest that, the Nationality Act or, Immigration Act be amended, to include clear

definition of stateless people and, and appropriate determination procedure for

statelessness. The government should keep track stateless people and stateless

children, the de facto stateless children should enjoy the basic right, which are in

the CRC and other core human right, treaties.

The second issues is on child labor, many Taiwanese children under 16 are

working, some within the family business, but many are informally, illegally

employed by ordinary business. For example, it’s not rare to spot on, children and

teenagers working in construction sites, market, and restaurant. A few months ago

there was a case about a thousand young, Vietnamese children were found

working on the farm without going to school in the middle part of Taiwan. It’s no,

it's not clear how they go to Taiwan in the first place. We urge the CRC committee

to request information from the government and make inquiries about the

Vietnamese children's case.

Second, the government should investigate the problem of child labor under

sixteen of age. Third, we suggest that the government should close the gap of

tuition subsidies between public and private, schools, to cease the economic

burdens of the less advantaged families and children who usually go to private

school, thank you.

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MC:

Next we would like to invite the representatives from the second group

representing Taiwan Mothers Shield Alliance, Taiwan Association of

Gender/Sexuality Rights Protection, and R.O.C Association of HIV/AIDS and

Child Care.

Taiwan Association of Gender/Sexuality Rights Protection:

With medical professional background, today I want to focus on children health.

The children in Taiwan is under serious health crisis. Drug abuse, sex transmitted

disease, HIV infection of more adolescent will increase dramatically. In all area,

cases have increased three times in five years. HIV infection keeps increasing, the

youngest is only, 13 years old, and in youth group, born in 95% is from men have

sex with men.

The reasons for STDs and HIV infections are as follows. First, sexual information

flooding on mass media. Second, sexual liberalization, sex for fun rather than sex

for love. Third, drug abuse and drugs as parties. Encourage carriage casual sex,

and multiple sex partners. Fourth, children don't have adequate correct knowledge

on health. For example, most STDs can be transmitted through mucosa, skin and

body fluids. The problem is that, we over emphasize, the magic condom in the

primary prevention stage. And the concepts in charge of prevention, are

introduced to children, too early. Some claims like AIDS is a chronic disease, like

hypertension, recreational drug and harm reduction concepts might mislead the

children, ignoring the prevention of the diseases. For young people whose

prefrontal cortex is immature for proper decision making. For all of them become

victims of power imbalance of partnerships, and under the inference of party

drugs, knowledge of condoms does not equal to action. Therefore, we need

special strategy for children.

First, sexuality education should, emphasize more on primary prevention,

invisible condom education should be replaced by ABC program. Second, drug

control policy for children, we should teach the children say no to drug. Third,

the ministry of education should provide all the teaching materials, teachers at

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 protecting children from the harm of sexual liberalization. Make sure that,

sexuality education is holistic, and increase the number of qualified teachers,

specialized in holistic sexuality education. Fourth, for NCC and the ministry of

culture, the rating system should be fully implemented. Mass media, internet

contents, and films for children, should be strictly examined, all restrictive

information should be kept out of the reach of the children, thank you for your

listening.

Mothers Shield Alliance:

Good morning. I’m on behalf of the Mothers Shield Alliance speaking. We

believe that the families, the natural and fundamental group of society and the

state, and is entitled to protection, by the state. Here we like to focus on two points,

sexuality education and family policy. First point, proper sexuality education

includes now, one, turns sex and gender are not well defined and inconsistent in

the laws. For sample, sex and gender, are using the same Chinese term, 性別.

Two, some groups get in school in the name of gender equality education while

actually teaching sexual liberalization. That, is inappropriate for children’s age.

Three, the gender equality education tends to focus only on rights, while holistic

sexuality education should include psychology, physiology, pathology, ethics,

laws, sexual behaviors, etc. Four, there are not enough qualified teachers. Five,

parents are not fully involved in the education process. As parents, we support

gender equality education, However, we are very worried that sexual

liberalization sneaks in the school and misleads our children. It sexualizes our

children and confuses children with their genders.

We suggest that the government should, one, clearly defined the terms regarding

sex, gender in the laws. Two, all the teaching materials or the groups should be

examined strictly. Three, sexuality education should be holistic, and developed

appropriate should be taught by qualified teachers. Four, the government should

increase the number of parents in all committees regarding education.

The second point is regarding the family policy. Family are not fully supported

now. In recent years, the number of high risk families has increased 25 percent.

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 Teen pregnancy, abortion, STD, HIV, drugs, and suicide, are all increased, and

cause us a vicious cycle for the family. Family is the key point; however, the key

problem is that, our executive agencies of family policy are all at very low levels,

we need a upper level agency that can be fully in charge of the coordination of

family policy affairs. We should learn from Singapore and South Korea, to set up

a first level government agency to take charge of family policies. As the

organization of gender equality policy in Taiwan, is in the first level, the

government should set up a first level division with the family policy committee

in the Executive Yuan as well, to implement the function of family supporting

system. As a mother, I will always love and care our children, thank you so much.

MC:

The third representative is not able to be here, so, we will move on to, next group

of presenters from the Taiwan CRC league.

Taiwan NGOs For CRC:

The committee representative of the government fellow NGO workers, ladies and

gentlemen, on behalf of Taiwan NGOs for CRC, I would like to extend my

welcome to the five members of the committee and thank you for coming.

Taiwan NGOs for CRC is a network of 13 children's organizations, and with one

of the main children’s groups actively advocating for and facilitating the

incorporation of CRC into domestic law in 2014. With respect to government state

reports, we highlight 17 main recommendations in our alternative reports. And

today I would like to focus on the following:

First of all, we need an independent and child friendly human rights institution.

Regarding paragraph 3 of the government's reply to the list of issues. We would

like to clarify that, the Control Yuan’s main powers and responsibilities related to

the supervision and inspection of government agencies, including impeachment,

censorship, and audit of governmental officials, to the Control Yuan it’s not an

institution, with which has associated human right, as its sole purpose, and,

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therefore, we question whether or not the Control Yuan is equipped to implement

children's rights, completely. Furthermore, the Control Yuan accept it was

complaints before those children whose rights have been violated. It is of our

utmost importance that a child friendly complaints procedure is made available

to them. But, the Control Yuan’s complaints have not taken into account children's

special needs and accommodated such needs accordingly, practical difficulties

and the fact that the, the general public does not see the Control Yuan as a human

right institution. It is unlikely that children suffering from human rights violations

will seek its assistance. In other words, in practice, the Control Yuan fails to

function as an institution where children can have their voices heard, when their

right violated. Therefore, we urge the government to draw on foreign experiences

and establish an independent and child friendly human rights institution.

Secondly, the CRC should prevail over domestic laws. The government

responded in paragraph two in their replies to the LRI that, although CRC

implementation act does not specify CRC takes practice, precedence, over any

inconsistent, domestic laws, the implementation act does require the government

to conduct legislative reviews for inconsistencies between CRC and domestic

laws. It may be implied that CRC should prevail under the provision of the

implementation act. With respect to such statements, we like to clarify that the

review of domestic laws and the hierarchy of CRC within the domestic legal are

two separate matters. The purpose of the requirement to conduct a legislative

review is to identify inconsistencies. It’s not an execution of implementation act

on the part of the administration by giving CRC the fact of prevailing over

domestic laws. So, we promote the idea of the CRC should take precedence, and

judges and government agencies should, consider CRC to be the ones that take

precedence over inconsistent local legislative laws.

Finally, we also promote that the OPAC and OPSC should also be ratified by the

government of Taiwan, and I conclude my remarks here, thank you very much.

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Taiwan NGOs For CRC:

Hi, I have six points to make. First of all, we think Taiwan needs a dedicated

agency for children affairs. Well there was such an agency, but that agency was

incorporated into Ministry of Welfare and Health so it was demoted to a lower

level of the government and I think it affect the coordination of children's welfare

and therefore we needed an agency that is and that has a higher hierarchy the

government should be in charge of children affairs.

Secondly, children who are placed in out of home care in Taiwan, well, the

proportion of kinship care is too low. It's only five to nine percent from 2013 to

2015. So, we think there should be measures and resources that can support

kinship placement in Taiwan.

Thirdly, we think the resources for placing children with disabilities are

insufficient, because in normal children placement institutions they do not have

the measures or the facilities to care of children with disabilities. So such children,

they find it very difficult to find an appropriate placement.

My fourth point, because of lack of policy or lack of budgets, and lack of

monitoring mechanism, there have been many issues in institutions such as sexual

harassments, too many children in the same institution, or strict disciplinary

measures taken in such institutions, and the government has to do more to

improve those.

Fifth, in order to protect the rights of abused children, we think the judicial and

the police departments need to work together, even though, this may not be as

serious abuse case, and the government it should invest enough, resources and

take the responsibility, to monitor the support provided to children and to high

risk families.

Sixth, and we think there hasn't been detailed description regarded the measures

that can protect indigenous children from a, being in discrimination and there is

80

 insufficient data regarding indigenous children, that's my reports, thank you.

Taiwan NGOs for CRC:

Good morning. I am Hsu Jiin-Feng. I now speak on behalf of the NGOs for CRC,

on behalf of the coalition I wish to raise four issues today, specifically on juvenile

justice, children and drugs, sexual exploitation, and internet safety.

My first point concerns status offenders. I think firstly the law should be amended

towards the adoption of diversion. These children should not be handled through

the juvenile justice system, or at least, not until a later stage to the extent possible.

Secondly, although it appears that our minor offenders who have been transferred

to counseling, reflects diversion in some aspects; however, due to a lack of

adequate laws, as well as the fact that not much attention has been placed on

diversion, by the judicial system. So, there are very few minor offence cases that

have been transferred to counseling as a result.

Third, victim of offender, medication is not available in our current system, which

in turn affects the expression, of minors of, of remorse, and taking off

responsibility by the offenders.

Also, fourth, the laws are inadequate with regard to supervise the placement. Fifth,

supervised the placement is a type of juvenile protection measures so the laws

should not adopt an undetermined period of punishment approach.

Sixth, because jails are overcrowded. The correctional agencies have closed down.

Some juvenile detention centers and reconstructed, then to be used jointly, we set

out attention, detention centers and drug detention centers. This is not an adequate

measure.

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 Lastly, correctional agencies should examine whether it is feasible to allow

juvenile correctional schools to continue to operate. My second point relates to

drugs. First of all. The government statistics on drugs usage is not very credible.

Secondly, I believe that the government should conduct comprehensive survey of

the drug usage in Taiwan among minors. And there are drug centers yes, but the

centrist functions are not clearly defined. Thirdly, a low number of juveniles are

being placed in correctional or rehabilitation centers as a result of drug usage,

which indicates that there is a serious lack of professional intervention.

The next point that I would like to make is related sexual exploitation. And we do

see a lack of multiple interventions for child victims of sexual exploitation.

Recently, there are a number of cases involving children being bullied or

exploited online. Especially children now have easy access to porn and violence

information on the internet. So, we need to protect children from exposure to

violence and pornography online. We will provide written reports later for review,

thank you for your attention.

MC:

Next we would to ask the representative from the next group, NAPPA.

National Alliance of Presidents of Parents Association:

Good morning ladies and gentlemen, national alliance of, presidents of, parents

association, would like to mention that, students with disabilities, are faced a lot

of challenges. Only five percent of the population in Taiwan are people with

disabilities. This number is quite different from the international statistics, there

are four reasons.

First, we did not do a good job in consensus, in census. Secondly, there's not

sufficient support for these particular students. Thirdly, there's not sufficient

support from the family for these particular group of students, not to mention

people with disabilities are very often discriminated against, not only at the school,

but also in society. And, speaking of sexual health education, in Taiwan, sex and

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 gender are not defined in accordance with the UN’s definitions, therefore, the

textbooks used for gender and sexual education in middle school in Taiwan, offer

a lot of confusing information. Therefore, we believe boys and girls on campus

should be provided with science-based education. And for LOI 6.18, even though

the ministry of education has set up a plan to help children, to stay safe on the

internet, but there are no measures or regulations concerning live streaming on

the internet, any minors or children are also addicted to the internet so we believe

that there should be real name based use of the internet and to the internet content

must be, classified into difference, categories, depending on the age brackets of

the suitable audience. And also, probation is provided for, minor of, offence

committers, but, right now on campus, the drug abuse problem is very severe, so

if we want to make sure children stay healthy and safe on campus, we need to

come up with better solutions. We don't want these offenders to be sent back to

the community, thank you.

MC:

Now we asked the next representative, Mr. Yeh Ta-Hua, and Ms. Lin Yu-Chuen,

from CRC watch.

CRC Watch:

Chairman, review committee members, I speak on behalf of the CRC watch, first

of all, we do attach great importance to the implementation of right protection for

children and use before to these review meeting, we launched a campaign to urge

people to write a letter to the president of our country, in support of the children's

rights. We also made a short film, may I now play the short video for you to see.

My apologies. There may be some technical glitches, can it play now? Can the

committee members watch it? Sitting in the front? So, they will not be able to see

it, but actually we do have, we have this English version of the short film,

specifically for the committee members. May I ask the committee members to

step down, or, make some room so that you can actually watch the video.

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Well, I will not waste your time, so as we wait for the footage to play, I’ll tell you

what we did was the video. We interview, we asked five children to express their

views as if they were talking to the president of our country. They do have some

expectations about how their rights can be protected in Taiwan. In this film, there

are some aspects, I’m sorry, some of the faces, have been blurred, so you would

not see these children's faces. One teenager boy committed suicide recently

because he was bullied on campus. There are also, cases where students

committed suicide in 2016 and in 2017, and also, juvenile at a reformatory school,

was dead, and because of improper disciplinary action, so, between 2013 and

2014, we also heard about severe incidents involving Corporal punishment

involving preschoolers, high school students, some students had brain injury,

some students ended up having a broken leg or arm. And, last week, a teenager

was severely burned while he worked in a hot pot restaurant, and we later realized

that he had never received proper training before he did what he did at that

restaurant as a waiter. Now I would like to show you this video clip.

Now I’m really nervous how come, the, the film just doesn't show, maybe you

can sit back and relax, I hope you will enjoy this film. Once again my apologies,

for the delay but I think this film is really important, for you to see what children

in Taiwan want. Well in that case, I will not waste any more of your time, maybe

later, when the there's an occasion I can show the committee members this video

later.

Last point I would like to share is, I just told you, number of incidents, it's all

point, they all point to the same problem that we don't have one dedicated

authority, responsible for protecting children and youth. In fact in the government

reorganization acts; I’m sorry, in the wake of the government the restructuring,

we don't see a dedicated agency responsible for protecting children and youth,

and there is no one agency responsible for handling complaints about violations

of rights of children and youth. And many children are not aware of their own

rights and welfare, so we do urge the president of our country to set up a national

human rights commission. In particular, a children's ombudsman should be set up

very often, in the national report, you can see, the budget for protecting children

accounts for less than three percent of the national budgets, with increased

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 budgets, we will be able to do more for children. Last but not least, we hope that

through training, children and all the stake holders will have better understanding

of the spirit and the content of the CRC.

Corporal punishment, under age workers and their exploitation, LGBT children,

gender equality education, Taiwan's low birthrates, by the end of September this

year, we have only four, 140,000 new born babies, but you can see our, basically,

you can see our birth rate is lower than many advanced countries. And we also

see high mortality rate among children and this government does not have

statistics regarding the cause of death among children. We do urge the government

to do a better job of collecting such data, thank you. Another representative from

the CRC watch would like to say a few words as well.

[Watching the video]

The National Education Foundation:

Hello everybody. I’m a teacher from national federation of teacher’s union, and

we are member of CRC watch coalition. First, I would like to talk about children's

right, to leisure, recreation, and cultural activities in Taiwan. In Taiwan, teenagers

are at the age level of eighteen, twelve to eighteen years old, are generally

deprived of their rights to leisure, recreation, and cultural activities. It is the rigid

nation, nationwide entrance examination system that deprives these children of

their rights to leisure, recreation, and cultural activities. To help students perform

well in the entrance exams, schools and parents collectively, force students to

spend most of their time pouring over text books and taking class tests day after

day. Some students need to go to cram school after school, because parents want

them to. It tends to be eight or nine pm when they leave cram schools, and it is

common that they go to bed after eleven pm. During the winter and summer

vacations, students they need to attend remedial classes at school. To conclude,

students have lived very little time undertaking leisure, activities, let alone have

an eight-hour sleep per day.

Now I would like to move to the equity of right to education. The national

85

entrance exams and the rigid curriculum guidelines that trample on the needs and

rights of students are the villain of the piece that causes inequitable distribution

of educational resources, and inflict a great deal of agony upon students at school.

The right of education of students in Taiwan, particularly favor those who perform

well in the entrance exam subjects. The admission to senior high schools and

universities are based on primary on students entrance exam results. In the

subjects of Chinese, English, mathematics, science, and social studies. The

curriculum guidelines allocate most of the time to the entrance exam subjects

without giving schools the freedom to flexibly adjust, adjust teaching hours of

different subject on the basis of students’ aptitude. School pulls almost all

resources to help well performing students with the entrance exams, which

relatively deprives students with low academic achievements of the educational

resources they are supposed to receive. Ironically, students assigned to the A level

class tend to live in a state of physical and mental fatigue and burning, a learning

burnt out.

As for early child, early childhood education, we have three suggestions as

follows. One, to ease the workload of teachers and educator givers, student

teacher ratio for preschool level should be at most twelve to one for three to six-

year-old, and five to one for two to three years old. Two, that disadvantaged

children should enjoy the priority of enrollment in both public, and nonprofit

preschools, to protect their right to education. Three, to ensure high quality and

accessible early childhood education, the government should have a progressive

long-term plan for the prevalence of public preschool, not nonprofit preschools.

As for the improvement of the right of education for students in special education,

there are two things that we would like to mention. First, hearing children of deaf

people should enjoy the opportunity to learn Taiwan sign language, TSL, at

ordinary schools. Second, the special education student teacher ratio for resource

classes at preschool level, senior high school level as well, is extremely high. At

preschool level, every non-classified special education, itinerary teacher is

responsible for twenty to twenty nine children. We call for the government to

lower the ratio to eight to one. Second, the senior high level, under the restriction

of the act governing the total number of personnel head counts of central

government agencies, resource classes cannot be allocated with enough that post,

let alone qualified teachers, regulations must be amended to allow for more

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 human resources in this area, thank you.

MC:

If you have any paper to read or video please provide us with these materials

beforehand. Next we have a representative to represent Association for Taiwan

Indigenous People’s Policies.

Association for Taiwan Indigenous Peoples’ Policies:

Well these several NGOs, these four NGOs, gather, people to draft an alternative

report which can be downloaded at the CRC report websites. And I would like to

summarize our reports.

Well, in the CRC, it stipulated that cultures and languages of different ethnic

group, it should be protected, and article 29 stipulated that children should be told

how to tolerate and understand different ethnic groups and to live responsible

lives. Article 30 stipulated that indigenous children or children from minority

group should be just like other children and be entitled to using their languages

and enjoying their cultures.

Article 2 stipulated that, a state it should use all resources possible to prevent

discrimination, and the best interest of child should also be prioritized. If we use

all these principles to review indigenous principles inside Taiwan, well, they're

indeed are two laws for indigenous people in Taiwan, yet when it comes to

implementation, we don’t see the traditions or cultures or protection for children

or the idea of peaceful life being truly implemented. And children from

indigenous committees are not able to enjoy a peaceful or loving environment

because of the lack of resources. In contrary, we’re seeing that in the mainstream

main society, cultural differences or people who exhibit cultural differences are

considered to be less privileged. But there aren't policies that are implemented, to

well, flip people's mindset, so that many people now still are very ignorant of

cultural differences.

87

There is a tuition and examine or, some other favorable treatment in the education,

education system, but it is, because of these measures that, indigenous children

are being discriminated against because other children think it is not fair. And

indigenous children are, are not able to, well, learn their mother tongue in the

school, when it comes to education or health policies, these policies do not

consider the indigenous elements, there may be some support for indigenous

communities and yet it's not really sensitive or it isn't a, really, it’s not sensitive

enough to include the indigenous people’s needs into these policies.

So, I can give you more examples, indigenous communities, we support each

other, to educate children and it seems that the government is supporting these

policies but the government is using the mainstream idea, when they provide

hardware or software to indigenous communities, so these implementation does

not really match indigenous people’s needs. There is not sufficient, good quality

education for indigenous children. It seems that the curriculum for children is

universal for children of all ethnic groups, so children do not have right to choose

what kind of curriculum they prefer. Indigenous children's access, access and right

to have resources is very limited, there is, insufficient special protection for

indigenous children. I think the state needs to have more concrete policies in

protecting indigenous children's right. Their right to language their right to culture

differences and so on.

We believe that indigenous communities have the right to decide who can teach

indigenous children. Well, education background as the single factor to qualify a

teacher to teach is not sufficient, especially for indigenous communities. We think

the state need to reconsider the purpose of their support policy, the goal must not

to turn indigenous children into other children who are just like others who in the

mainstream society, and instead of such policies have to, have the purpose of

extending the tradition, the cultures, on, of the indigenous communities, so that

children in indigenous communities can be confident, and be proud of their

cultures and traditions, and in the schools, we think, when government give the

resources to such schools, that they have to allocate resources to protect the

cultures of indigenous communities.

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MC:

The last group Taiwan Fund for Children and Families.

Taiwan Fund for Children and Families:

So I am very happy to announce since I am the last one, so, after three minutes,

we are all free, we can go to eat lunch, so please, just hold me for three minutes.

Thank you. I speak on behalf of the Taiwan Fund for Children and Families. We

are very grateful to participants right here, in attendance of these review meeting,

especially we see some children and teenagers here, I think we do want to

recognize these children here in the meeting, because when I was 18, I don't think

I was able to stay in a meeting for such a long time, please give them a round of

applause.

In addition to the alternative report, we would also like to, say that, in the meeting,

we do have ministers without portfolio, we do have legislator representatives, so

the points we would like to make is, we hope that government in Taiwan, when

making laws in relation to children, should first set up a human right for children

subgroup, and we do look forward to, and, children's ombudsman person, or

children’s counsel that meet the parents, principle even though we do have the

Control Yuan, but right now I don't see any members from the Control Yuan in

the audience, so even though we do have a human rights committee, under the

Control Yuan, but, it seems that the members of the Control Yuan do not have

sufficient understanding of children's rights.

In addition, a lot of information about the CRC has to made more accessible and

available to all, especially adults, as our legislators just said that, many legislators’

aids have been receiving training to learn about the CRC, but I believe not only

legislators aid but also the legislators themselves, or elected officials, will have to

learn and do their homework. Starting with adults, we have to change our, paternal

mindsets. Next, we need to discuss the rights of special or, subgroups of children.

Poverty problem in Taiwan has been worsening, for example, the ratio of

educational expenses, for the richest families, versus those of the poorest families,

has actually, widened in terms of the gap, moreover, a lot of private institutions

89

 have been commissioned by the government to care for children with special

needs. However, the private institutions have not been receiving sufficient

financial support from the government. In foster care system, more budget must

be allocated by the government to support them, and when making policies to

terminate discrimination against children, children’s voice has not been heard in

the process of making such laws, so we hope that with government, it’s going to

make new laws or policies, the government must listen to children.

Last, we do encourage, we do urge the government to looking the unexpected

death of children, especially indigenous children, as well as the status of stateless

children. On drug abuse, instead of trying to correct these children on drugs, rather

we need to look behind the surface, understanding why these children want to

resort to drugs. We have to know what kind of mental problems they're having.

Thank you.

MC:

Thank you all very much for your participation, we have prepared lunch boxes

outside the conference room, please stay and enjoy your lunch here. In the

afternoon, we will reconvene for the private meeting at 1pm. Please return the

interpretation headset to the front desk.

90

五、審查委員會與非政府組織、兒少代表之審前會議

日期：106 年 11 月 20 日（星期一）

時間：下午 13 時 30 分至 15 時 00 分

地點：公務人力發展學院福華國際文教會館前瞻廳

邀請各地兒少代表表達意見，讓兒童自己來說話，提出對於目前兒童相

關權利的觀點及想法。此為非公開議程，會場未有任何文字與影音紀錄。

六、審查委員會與政府機關代表會議

日期：106 年 11 月 21 日（星期二）至 22 日（星期三）

地點：公務人力發展學院福華國際文教會館前瞻廳

由政府機關代表與會，接受審查委員逐章審查我國首次國家報告，瞭解

我國落實 CRC 狀況，審查範圍涵蓋公民權與自由、家庭環境與替代性

照顧、基本健康與福利、教育休閒與文化活動、特別保護措施等面向，

審查委員透過問答與政府部門進行建設性對話。

國際審查委員對政府代表團提出問題

政府代表團團長-行政院林政務委員萬億 副團長-衛生福利部呂政務次長寶靜

91

政府代表回應委員提問 國際審查委員聽取政府回應

政府代表回應委員提問

會議室一景

92

（一）審查 CRC 首次國家報告第 1 章-第 3 章

日期：106 年 11 月 21 日（星期二）

時間：上午 9 時 00 分至 12 時 00 分

地點：公務人力發展學院福華國際文教會館前瞻廳

簡要紀錄

【第一章】

 法制、獨立機構

1. Jakob (Jaap) Egbert. Doek 及 Laura Lundy 委員：有關《CRC》法律適用及任

擇議定書問題， 《CRC》與國內法律的優先性為何？以及政府是否有計劃批

准《CRC》兩任擇議定書？

衛生福利部（社會及家庭署） ：有關 CRC 與國內法律的優先性問題，

《CRC

施行法》規定，適用公約規定的法規跟行政措施，應參照公約意旨以及一

般性意見，也同步檢視國內中央與地方法規，若有牴觸《CRC》則應進行

修改，因此，《CRC》實際上優先於與之牴觸之國內法，法律位階較高，至

於《CRC》是否介於憲法與法律中間，則須考量國內法規競合問題，後續

須再討論；目前《CRC》兩個任擇議定書尚未國內法化，未來可再評估是

否參照《CRC》進行國內法化程序。

2. Laura Lundy 委員：政府如何建立對兒童友善的獨立人權機制？

監察院：關於建立對兒童友善的申訴或監測機制，目前台灣是唯一實施五

權分立的國家，其中監察院職責除為促進政府良好治理之外，另一個就是

人權保護。監察院與其他監察機關相同，受理人民陳情，同時可展開調查，

如發現政府機關有違反人權，將會追蹤直至改善，目前共有 29 位監察委

員，部分具備兒童保護的專業知識，可主動調查違反兒權的事件，監察院

亦設置陳情受理中心接受陳情，將隱匿陳情人資訊，會盡量以友善兒童的

方式處理與兒童有關之事件，近 4 年監察院針對兒童調查案件，共有 86 件

案件。

3. Judith Karp 及 Laura Lundy 委員：所提調查案件來源為何，是如何提送到

監察院進行調查？兒少可否自己提出申訴？申訴管道如何確保兒少可不

93

 透過老師、家長即可向監察院提出申訴？所提調查案件中有幾件案件是與

兒童相關？由兒童提出的案件數量為何？有多少人因為兒童提出的申訴

案而被彈劾？

監察院：監察院最近處理的重大彈劾案件，分別是在桃園輔育院案彈劾 3

名公務員，彰化少輔院案彈劾 4 名。監察院目前無法直接處理私部門對人

權的侵害，只能透過對政府主管機關的監督並要求改善。我國五權分立制

度如何補強人權保護部分，是否強化監察院職責以符合巴黎原則的國家人

權機構，各界仍有不同意見，尚未定案，惟近日會在總統府進行討論。

 兒少預算

4. Laura Lundy 委員：有關公共預算和支出問題，政府是否有計劃使兒少預算

透明化？針對地方政府兒少預算使用，政府是否有關監督機制瞭解預算是

否足夠以及適當使用？

衛生福利部（社會及家庭署）

：兒少預算透明化的部分，未來可以將調查資

料公告上網，使兒少可查閱。另監督機制部分，在社會福利部分，中央對

地方政府每兩年會進行監督考核，瞭解地方預算執行狀況；我國主計總處

針對財務預算經費分配也有相關監督機制。

5. Laura Lundy 委員：兒少能否取得預算的資料？兒少能否參加參與式預算

的過程？

：目前將兒少預算統計資料公告在 CRC 資訊

衛生福利部（社會及家庭署）

網供外界查閱。

 協調

6. Laura Lundy 委員：政府是否計劃在中央政府較高層級建立兒童部門或相

關委員會等機制，進行跨部會的溝通協調？

衛生福利部（社會及家庭署）

：針對兒少權益，目前在行政院層級已設置推

動小組（行政院兒童及少年福利與權益推動小組）

，由政務委員擔任召集人，

邀集政府機關代表、專家學者及民間團體共同組成該小組，並負有溝通協

調功能。在各部會層級，也設置兒權推動小組進行溝通協調的工作。

7. Judith Karp 及 Laura Lundy 委員：請問行政院兒權小組、衛福部兒權小組

的角色職責為何？這個小組是只做討論，抑或有實際行動？

衛生福利部（社會及家庭署） ：有關行政院與部兒權小組的差別主要是位階、

任務與角色不同，院兒權小組是行政院層級，依《CRC 施行法》可督促各

級政府落實 CRC，並處理公約所涉的兒少權益問題，包括相關政策的擬定，

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 並能進行跨部會協調；部兒權小組則是部會層級，依《兒童及少年福利與

權益保障法》

，檢視各部會在是用該法時，是否有需要調整或溝通協調之處。

 教育及培訓

8. Laura Lundy 及 John Tobin 委員：有關教育和培訓相關問題，現行已有相關

CRC 訓練，請問與兒童相關工作者如醫師、護理師、教師、律師等是否也

有接受 CRC 訓練？在學校部份，政府瞭解學校進行兒權教育的狀況為何？

政府進行培訓後是否有進行相關監測成效評估？

（1） 衛生福利部（社會及家庭署）

：自《CRC 施行法》制定完成後，即要求

各級政府進行教育訓練，目前宣導及訓練的資料均在國家報告呈現，

後續政府將再加強教育宣導，要求所有相關單位共同努力。至於教育

訓練監測成效機制，預計明年進行相關研究，研議相關監督機制之建

立。

（2） 教育部：有關人權教育在學校的推動，教育部設置人權教育諮詢小組，

進行人權教育規劃；在教師培訓部分，則研議將 CRC 列為教師培訓的

必修課程；課程部分則在高中職十二年國教課綱納入人權議題，普通

高中公民與社會科目實施各項人權內容及主題，並設置公民與社會學

科中心，積極研發人權議題融入課程的教案事例提供教師參考。每年

9 月中央對地方政府進行一般性教育補助考核，要求其提報當年度校

園人權指標調查，檢核學校對人權及兒權的保障情形，另針對學生辦

理友善校園生活問卷調查，瞭解學生是否遭受霸凌與不當管教，學生

可透過問卷調查反應學習 CRC 相關課程後的影響。

9. John Tobin 委員：政府委託私部門提供兒少服務，接受委託的單位是否也

被要求其服務須符合 CRC？（未有答復）

10. Judith Karp 及 Laura Lundy 委員：很多國家認為教導人權比教導兒權容易，

請問學校人權教育課程是否會教導兒少 CRC 所賦予他們的權利？以及代

課老師是否有足夠專業知能教導人權教育？

教育部：教育體制重視人權教育，在國民中小學九年一貫課程社會領域，

針對人權教育設定權利、規則與人權三主題，教師依據教學專業，在國家

所定的教學目標自主決定如何進行兒童權利的教導，至於代課老師在培

訓過程中均有進行人權或《CRC》相關訓練，亦為合格師資。另外亦依家

庭教育法，由地方政府的家庭教育中心，結合學校與民間團體辦理親子教

育講座，將《CRC》議題納入，教導父母親理解《CRC》

。政府並有建置

CRC 資訊網，藉由網站宣導《CRC》

。

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  兒童議會（兒少表意機制）

11. John Tobin 委員：有關兒少表意權機制，政府是否有意建議兒童議會或類

似機制，讓兒少的聲音可以真的被聽見？

（1） 立法院：關於兒童議會，依憲法規定，目前立法院下設了 8 個常設委

員會，並無兒童國會組織，若欲設立該組織，則需修改憲法；至於是

否有此需要，或是可由現行的社會福利及衛生環境委員會運作，即可

強化兒權及相關政策法案的審查功能，則需尊重本院委員。

（2） 衛生福利部（社會及家庭署）

：目前在行政院兒童及少年福利與權益推

動小組設有兒少代表規定，將視議題邀請兒少與會，同時也鼓勵相關

單位可利用類此機制，涉及兒少議題可讓兒少代表參與。

（3） 教育部：在國民中小學，為訓練學生學習自治組織，都會舉辦自治小

市長的選舉；在《高級中等教育法》也規定協助學生設自治組織學生

會選舉。

12. Judith Karp 委員：政府是否考慮在立法院之下建立兒童專責委員會？

立法院：基於立法院為合議機構，建立兒童委員會的可行性，須經立法

委員合議通過，如須修法，須由立法委員或黨團提案進行討論。

【第二章】

 年齡

13. Judith Karp 委員：有關年齡之議題，一為男女結婚年齡不一致已討論多年

尚未完成修法的原因及修法的期程為何？二為成年年齡為 20 歲，但 18 到

20 歲青年部份權利如投票權、結社權等受到限制，政府在問題清單回復

中提出民調結果，但就此議題，政府內部是否也有進行相關的辯證與討論？

（1） 法務部：有關男女結婚年齡不一致的部分，我國曾在 2011 年提出修正

草案，惟在立法院審議過程有不同意見，屆期不續審，爰無完成立法，

2014 年行政部門邀集學者召開相關會議，針對此議題須併同結婚效力

進行討論。後續立法委員均對女性結婚年齡提高至 18 歲為符合各人權

公約意旨，亦為法務部立場。2016 年由立法委員提出修法草案，因該

部草案併同性婚姻議題，目前尚在立法院政黨協商階段。

（2） 法務部：有關《民法》的成年規定降至 18 歲的部分，成年年齡依各國

國情、風俗、身心發展等各有不同，我國將成年年齡定為 20 歲，係基

於對未成年人之保護，而非阻礙及限縮其權利，另由於民法規範內容

較複雜且具多樣性，我國 18 歲以上未滿 20 歲之人為在學階段，涉及

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 複雜民事法律行為以及面臨侵害他人權利事件如車禍侵害等，是否有

獨立經濟能力足以應對，有待商榷。調降成年年齡涉及實務法治重大

變革，衝擊社會層面廣泛，又民調尚有 61.7％民眾表達不贊同，法務

部將持續就此議題進行討論，俟社會形成共識再予討論修正。

14. Judith Karp 委員：瞭解政府願意修改結婚年齡，而立法院未通過這項修法

的原因為何？以及 18 歲已可決定是否結婚，以保護之名卻無法進行申訴、

提告之法律行為，請問為何會有此情況？

（1） 法務部：2011 年法務部提出男女結婚年齡一致為 18 歲的修正草案，立

法委員不同意見在於，倘修法之後會使原 16 歲可結婚之女性須至 18

歲始得結婚，又經統計，當時約有 500 位女性於 16 至 18 歲之間結婚，

其權益可能受到影響。經兩公約及 CEDAW 國際審查之後，針對結婚

年齡一致為社會共識，2014 年及 2016 年由立法委員提案將男女結婚

年齡修正為 18 歲，惟其修正法案涉及同性婚姻議題，因此目前尚在立

法院審議中。

（2） 法務部：第一是有關成年年齡為 20 歲，係為考量民俗及民眾接受程度；

第二是民事法律涉及財產變動和交易行為，所謂行為能力係針對財產

行為，有關身分行為基本上不適用。一般而言，18 至 20 歲之人多為在

學階段，沒有經濟能力基礎，基於保護，限制複雜的民事財產行為，

譬如定契約須事先或事後經過法定代理人同意，以保障權利；第三是

18 至 20 歲之人是否具有足夠判斷能力為自己行為負責，係針對財產

行為而言，因無經濟能力，對他人的侵害亦須法定代理人負責。綜上，

基於保護理由，暫時維持目前現況，是否修法須再經過討論取得各界

共識後始得推動。

15. Jakob (Jaap) Doek 委員：有關 18 到 20 歲青年與雇主訂定就業契約、就醫

隱私權，是否須經父母同意？將 18 到 20 歲青年視為需長期保護之人或

者使其越來越具有行為判斷能力，可再討論。

勞動部：目前勞動法令針對童工（15 歲以上未滿 16 歲）、16 歲以上未滿

18 歲者有特別保護的規定，雇用未滿 18 歲者從事工作，需取得其法定代

理人同意，但年滿 18 者，則無相關限制與規範。

16. Jakob (Jaap) Doek 委員：假設一位 16 歲女孩遭父親家暴，必須進入寄養

或機構安置，若為 18 歲女孩，同樣狀況下，法官是否可下令直接進入寄

養或機構安置？這兩個案件是否為相同處置，或只有 16 歲女孩才會如此

處置？

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 （1） 司法院：只要 18 歲以下受到暴力侵害有安置的必要，法官的安置裁定

不會因兒童年齡的不同而有差別，至於後續的安置執行決定則由行政

機關處理；倘為 18 歲以上未滿 20 歲者需緊急安置，則亦可準用《兒

童及少年福利與權益保障法》的規定進行安置。

（2） 法務部：對於 18 歲以上的被害人是否保護安置，是以安全與否來決定，

而非依年齡區分，經與被害人討論，評估需要安置，政府會提供安置

處所。

【第三章】

 禁止歧視原則

17. Laura Lundy 委員：無國籍兒少無法享有哪些一般兒少享有的服務或福

利？身心障礙兒少接受教育的比例為何？身心障礙兒少受虐比例是否

較高，在機構內是否較易遭受不當對待？瞭解歧視的狀況需要分群資料，

目前似乎沒有根據兒童族群如原住民、非原住民、障礙者狀況做資料分

類蒐集，另外有無同志族群 LGBT 兒少自殺相關資料？

（1） 衛生福利部（社會及家庭署） ：關於無國籍兒少的相關福利或醫療，依

《兒童及少年福利與權益保障法》 ，無國籍兒少應給予協助，因此在福

利服務的部分如安置服務、緊急生活補助無太大差異；醫療服務則需

於台灣居住 6 個月以上，始可納健保，尚未納入健保前，可透過醫療

補助提供相關醫療服務。至於身障兒童在機構受虐比例是否較高，統

計數字並無如此顯示，但從受虐兒少案件審視，則有比例略高之情形，

須再進一步分析原因，而針對身障兒少，目前作法是以家庭式照顧安

置為優先。

（2） 衛生福利部（統計處）：有關兒少的統計資料，目前各政府部門會根據

其主管部分，透過公務登記或抽樣設計調查問卷進行統計資料的收集，

公務登記受限資料收集模式而有不同的分類統計，如死亡通報資料基

本上不含性傾向、社經背景項目；透過抽樣設計調查統計，會詢問性

別、地區或社經背景，這些資料透過調查方式統計，是否須調查性傾

向則視調查本身需要而設計問項。

18. Judith Karp 委員：在城鄉之間是否存在歧視的狀況，如在預算、教育（含

父母）及健康等？

（1） 行政院主計總處：政府對偏鄉地區會透過經費做特別調整與分配。

（2） 教育部：在教育部分透過預算分配改善城鄉差距，例如教育優先區計

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 畫，補助偏遠學校的教學設備、場所設施等，目前刻正研議偏遠地區

學校發展教育條例，將經費寬列、調整教師及校長資格及薪資、福利

加給，以穩定偏鄉師資久任。提高偏遠地區午餐經費編列標準及補助，

對於原住民學生則是透過優待加分，保障其有較高的入學與就學機會。

（3） 衛生福利部（社會及家庭署）

：中央政府補助偏鄉或離島縣市，由其自

籌比例較少，中央負擔較多，以平衡城鄉落差。衛生福利部醫事司代

表補充偏鄉地區醫療的部分，現有兩個策略，一是透過政府預算讓每

個縣市都有兒科醫師，二是培養公費醫師，讓他們到偏遠離島地區服

務。另有衛生福利部健康保險署負責的 IDS（即全民健康保險山地離

島地區醫療給付效益提昇計畫），針對醫療資源缺乏地區，提供整合

的醫療服務。另有醫中計畫（醫學中心支援離島及醫療資源不足地區

緊急醫療照護服務獎勵計畫），透過預算的方式，讓都會的大型醫院

派醫師到偏鄉提供服務。

（4） 原住民族委員會：除城鄉差距之外，族群間亦有差距，原住民族地區

分為 30 個山地原住民鄉以及 25 個平地原住民鄉，前者即為醫資源缺

乏地區，爰投注相當補助，包括醫療儀器以及健保費，另外也透過 IDS

培育原住民醫師公費生並提高醫療服務的可近性。

19. Judith Karp 委員：政府有計劃縮短城鄉差距，惟是否有相關監督計畫，瞭

解所提特別補助或預算是否被有效的運用？又預算不足學校面臨關閉，

學生須搬至其他學校住宿就學的問題，是否有相應監督機制？另外中央

是否有統一的申訴機制？（政府於下一場次答復）

20. Judith Karp 委員：有關原住民學生學習母語機會越來越少，在原住民學生

學習母語的相關預算，有無相關方案增加原住民學生學習母語？（政府於

下一場次答復）

21. Laura Lundy 委員：過去 5 年內，在機構內的身心障礙兒童數增加而非下

降、高雄市機構內身心障礙兒童數很多、6 歲以下兒童中有 9 位身心障礙

兒童是機構內兒童，其原因為何？（政府於下一場次答復）

22. Jakob (Jaap) Doek 委員：依國家報告內容，無國籍兒童被收養之後可歸化，

如未被收養，可在滿 18 歲後申請自願歸化，如果兒少在未滿 18 歲之前

沒有被收養，如何取得臺灣國籍？（政府於下一場次答復）

 兒少最佳利益原則

23. Laura Lundy 及 Nigel Cantwell 委員：針對兒少最佳利益是否有官方解釋

或指導？在台灣，大家如何理解兒少最佳利益？

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（1） 衛生福利部（社會及家庭署）：兒少最佳利益是處理兒少議題重要依據，

需考慮其年齡、家庭環境、就學情況、所遭遇困難、兒少意願等綜合

因素，以評估最適處遇。以法律而言，兒少最佳利益是不確定的概念，

也是滾動式的概念，相關專業人員都需要再被教育，在服務兒少過程

中，政府會努力深化此原則。衛生福利部保護服務司補充說明，兒少

最佳利益積極面是謀求兒少最大的福祉，消極面則是降低兒少受傷害

的可能性。

（2） 司法院：法官審理離婚案件，有關兒少最佳利益，考量因素包括《民

法》第 1055 條之 1，如與監護權相關，將併同考量手足人數、兒少健

康、人格發展、同住關係人的狀況、父母教養兒少的意願及態度、多

元文化等，另有關兒少意願，法院也會用適當方式瞭解。

24. Judith Karp 委員：當一位兒少介於 18 至 20 歲之間，倘已結婚即有法律

或行政程序的行為能力，是否符合兒少最佳利益原則？法官是否有受過

相關訓練，瞭解兒少最佳利益？

司法院：法官學院有針對法官進行《CRC》以及兒童最佳利益、兒童權

益保障以及兒少詢問技巧等專業訓練課程。

25. Judith Karp 委員：兒少最佳利益如何反映在收養程序？收出養者是否可

以單方決定終止收養？（政府於下一場次答復）

26. John Tobin 委員：兒少最佳利益有無全面性指導方針或指標？有關提到

《民法》第 1055-1 條，請問可否提供條文解釋？（政府於下一場次答復）

 生命權、生存及發展權

27. John Tobin 委員：原住民族嬰兒死亡率較高，政府有無採取相應行動改善？

青少年自殺率有升高趨勢，是否有進行調查原因以採取預防措施？

（1） 衛生福利部（心理及口腔健康司） ：目前 15 至 18 歲青少年自殺率有上

升趨勢，但從統計數據無法得知其自殺原因，惟從自殺企圖統計數據

可得知，18 歲以下兒少企圖自殺的前 4 名分別是感情因素、與家庭成

員的關係、憂鬱傾向與罹患憂鬱症及學校適應與同儕相處問題。目前

以與教育部合作，增加編制的心理師與社工師，協助個案心理健康，

並由衛生福利部進行學校與醫院之間的轉介。在一般死亡統計中，無

「原住民」變數，有關原住民自殺統計資料，在 2013 年之後，原住

民因自殺死亡已排名在 10 大死因之後，因此僅統計至 2013 年，但原

住民自殺的死亡率比其他國民稍高約十萬分之三。

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（2） 衛生福利部（國民健康署）

：有關嬰兒死亡率的分析，主要原因為先天

畸形、周期產相關病變以及意外死亡，為預防前兩種狀況，衛生福利

部國民健康署推動高風險孕產婦關懷計畫，以及早產兒及低出生體重

的主動關懷計畫；為預防意外，則會協助主要照顧者評估其環境，並

由醫師或護理師宣導兒童衛教。對於原住民地區有意外稍高的狀況，

也與交通部合作，推動原住民安全社區，以及菸、酒、檳榔的防制計

畫；並推動山地離島醫療給付提昇計畫，改善原住民醫療資源。

28. John Tobin 委員：有關自殺原因為感情因素，請問是異性戀或同志？（政

府於下一場次答復）

 尊重兒少表意權

29. Laura Lundy 委員：為尊重兒少表意權，社會須改變思維，相信兒少有其

主體性，有辦法就其生活狀況提出意見，因此，針對尊重兒少表意權，

政府做了哪些事情，以改變社會及成人的思維（如法官、律師、醫師或

父母）？另 John Tobin 委員提問有關兒少在法院程序中的表意權，法官

是否有進行相應的訓練，在審理過程如何詢問兒少意見？

司法院：法官學院有針對法官進行《CRC》以及兒童最佳利益、兒童權

益保障以及兒少詢問技巧等專業訓練課程。

30. Judith Karp 委員：學校透過相關委員會決定獎懲、學生會意見沒有被徵

詢，讓兒少認為他們的意見在學校並沒有被聽見，請問政府認為可以怎麼

做，讓兒少覺得他們在校內的聲音可以被聽見？

教育部：積極層面來講，在國中小以及高級中等學校以下學校，都有學

生自治活動，如前述包括學生會和小市長選舉，透過自治組織，學生可

以表達意見。從消極層面來講，則設有各種申訴專線，包括 113、霸凌、

建教學生申訴，以及設置評議委員會，接受學生對於獎懲方面的申訴。

此外，在高級中等教育法亦明定，學生是校務會議的代表，可參與學校

重大校務行政。目前政府在審議 108 課程綱要，開放學生參與機會，接

受學生公開登記並參與遴選，在審議大會中，48 位代表中即有 4 位學生

代表，在新課實施要點亦規範，召開課程發展委員會須有學生代表，可

對學習內容表達意見。

31. Jakob (Jaap) Doek 委員：兒少有什麼樣的機會來表達自己的意見，例如在

離婚案件中，父母爭取監護權過程，法院是否有邀請兒少至法院表達意願？

司法院：關於親子事件審理，法院會尊重兒童表達意見的權利，倘兒童

到庭將會直接詢問關於特定事件的意見，為保護兒童權益，設有不公開

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 法庭以及友善的法庭環境，另設置溫馨法庭環境，設計布偶、繪本等工

具，亦請社工或學校老師陪同出庭以穩定兒童情緒。必要時則採隔離訊

問，並設有程序監理人以協助兒童陳述意見機制，或請專業心理諮商師、

臨床心理師陪同協助兒童表達意見。訊問少年時，也會尊重其表意權，

告知選任輔佐人之權利，協助其陳述意見。

32. John Tobin 委員：有關協助兒童表意，針對父母、教師、律師等協助兒童

表達意見的成人，是否有接受過相關的訓練幫助兒少表達意見？（政府於

下一場次答復）

33. Jakob (Jaap) Doek 委員：在法律程序兒少表達意見是否有年齡限制？實務

作法為何？（政府於下一場次答復）

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 Meeting Minutes

Chapter 1

 Legislation and Independent Institution

1. Jakob (Jaap) Egbert Doek and Laura Lundy: Regarding the applicability of the

CRC and optional protocols, what is the priority between the CRC and national

laws? Does the government plan to approve two optional protocols under the

CRC?

Ministry of Health and Welfare (Social and Family Affairs Administration):

Regarding the priority between the CRC and national laws, according to the

Implementation Act of the CRC, the applicability of regulations and

administrative measures is subject to the purpose and general opinions of the

convention; central and local regulations shall be amended if contradicting the

CRC; therefore, the CRC prevails over national laws in practice. Whether the

CRC lies between the Constitution and the law shall be discussed later in

consideration of applicable national laws. Currently, two optional protocols

under the CRC have no domestic incorporation. Further evaluation of whether

they shall have domestic incorporation may be carried out in accordance with

the CRC.

2. Laura Lundy: How does the government establish a child-friendly independent

human rights mechanism?

Control Yuan: Taiwan is currently the only country that implements the

separation of five powers. The duty of the Control Yuan is to promote good

government governance and to protect human rights. Like other control

agencies, the Control Yuan deals with and investigates people’s pleas and

follows up any violations of human rights until they are improved. Currently,

the Control Yuan consists of 29 members, some of whom have their expertise

in child protection and take the initiative in investigating violations of

children’s rights; in addition, the Control Yuan has established the plea center,

which keeps pleaders confidential and deals with pleas for child-related events

in a child-friendly manner. Over the past four years, the Control Yuan has

investigated 86 child-related cases.

3. Judith Karp and Laura Lundy: What were the sources of the investigation? How

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 were they brought to the Control Yuan for investigation? Can children and

youths lodge complaints on their own? How can the grievance mechanism

ensure that children and youths can lodge complaints with the Control Yuan

without telling teachers or parents? Among cases brought for investigation, how

many of them were related to children? How many cases were lodged by

children? How many people were impeached because of the complaints lodged

by children?

Control Yuan: Recently, the Control Yuan has dealt with impeachments against

3 civil servants from Taoyuan Reform School and 4 civil servants from

Changhua Reform School. Currently, the Control Yuan is unable to deal with

private sectors’ infringement upon human rights directly; such infringement

can only be supervised by the authority in charge. There are still different

opinions on how to reinforce the protection of human rights under the

separation of five powers in Taiwan and whether to strengthen the duties of

the Control Yuan in accordance with the Paris Principles. They will be further

discussed in the Office of the President recently.

 Budget for Children and Youths

4. Laura Lundy: Does the government plan to make the budget for children and

youths transparent? Does the government have a monitoring mechanism to

examine whether the budget is sufficient and appropriate?

Ministry of Health and Welfare (Social and Family Affairs Administration):

The budget for children and youths will be published online for children and

youths to refer to. In terms of the monitoring mechanism, the central

government will supervise and evaluate the local budgets for social welfare

every two years. The Directorate-General of Budget, Accountings and

Statistics, Executive Yuan has a monitoring mechanism for budget allocation.

5. Laura Lundy: Are budgets accessible to children and youths? Can children and

youths participate in the process of participatory budgeting?

Ministry of Health and Welfare (Social and Family Affairs Administration):

Currently, the budget for children and youths is published on the CRC website.

 Coordination

6. Laura Lundy: Does the government plan to establish a child department or

related committee at a higher level in the central government to facilitate inter-

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 ministerial communication?

Ministry of Health and Welfare (Social and Family Affairs Administration):

Currently, the Executive Yuan has set up a task force (Taskforce for Children

and Youth Welfare and Rights, Executive Yuan). The minister without

portfolio acts as the convener to invite representatives of government agencies,

experts and scholars, and private organizations to form the task force and to

coordinate. Task forces for children’s rights at a departmental level have also

been set up to coordinate.

7. Judith Karp and Laura Lundy: What are the roles and responsibilities of the

Taskforce for Children and Youth Welfare and Rights, Executive Yuan and the

Taskforce for Children and Youth Welfare and Rights, Ministry of Health and

Welfare? Do these task forces have discussions only or take action?

Ministry of Health and Welfare (Social and Family Affairs Administration):

The main differences between the two taskforces are levels, tasks and roles.

The Taskforce for Children and Youth Welfare and Rights, Executive Yuan is

under the Executive Yuan and responsible to supervise the implementation of

the CRC at each level and deal with the rights and interests of children and

youths included in the CRC, including policy making and cross-ministerial

coordination; the Taskforce for Children and Youth Welfare and Rights,

Ministry of Health and Welfare is at the departmental level and responsible to

examine whether the applicability of the Protection of Children and Youths

Welfare and Rights Act in each department needs adjustment or coordination.

 Education and Training

8. Laura Lundy and John Tobin: Currently, training courses on the CRC have been

in place. Do child-related workers, such as physicians, nurses, teachers, and

lawyers, also take training courses on the CRC? Does the government examine

the education on children’s rights in schools? Does the government evaluate the

monitoring effect after training?

（1） Ministry of Health and Welfare (Social and Family Affairs Administration):

After the Implementation Act of the CRC has been enacted, the government

at each level is required to provide training courses on the CRC. Currently,

training materials are presented in the national report. In the future, the

government will strengthen training and request all related agencies’

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 cooperation. As to the monitoring effect of training, it is expected to study a

related monitoring mechanism next year.

（2） Ministry of Education: Ministry of Education has established the

Consultative Committee for Human Rights Education to plan human rights

education. In terms of teacher training, the CRC will be included in the

required courses; human rights issues are included in the Grade 1-12

Curriculum Guidelines; for normal high schools, human rights issues are

included in Citizen and Society subjects. The civics and society resource

center has also been established to provide examples of courses combined

with human right issues for teachers’ reference. Every September, the central

government will evaluate general education grants by requesting local

governments to submit the survey of human rights indicators on campus; in

addition, the survey of friendly campus life is conducted to examine whether

students suffer from bullying or improper discipline. Students are

encouraged to make comments on the influence of the CRC training through

the survey.

9. John Tobin: Is the private sector commissioned by the government required to

provide services for children and youths in accordance with the CRC? (Not

responded)

10. Judith Karp and Laura Lundy: Many countries believe that it is easier to teach

human rights than to teach children’s rights. Does the course on human rights

teach children and youths their rights under the CRC? Do substitute teachers

have sufficient expertise to teach human rights?

Ministry of Education: The education system emphasizes human rights

education. In the subject Society under the Grade 1-9 Curriculum, rights, rules,

and human rights are included in the human rights education. According to

specialized subjects, teachers teach children’s rights at their discretion within

the teaching objectives set by the country; substitute teachers also take training

courses on human rights or the CRC to be qualified. According to the Family

Education Act, seminars on parent-child education are organized by family

education centers governed by the local governments in cooperation with

schools and private organizations to teach parents the CRC. The government

has also set up the CRC website to promote the CRC.

 Children’s Council (mechanism for children to expressing their views)

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 11. John Tobin: Does the government plan to establish a children’s council or

similar mechanisms to let children’s opinions be heard?

（1） Legislative Yuan: According to the Constitution of Taiwan, 8 standing

committees have been established under the Legislative Yuan. There is

currently no children’s parliamentary organization. To establish such an

organization, the government must amend the Constitution. To strengthen

the review of children’s rights and policies, the members of the Legislative

Yuan shall decide whether a children’s council is necessary or whether it can

be done by the existing Social Welfare and Environmental Hygiene

Committee.

（2） Ministry of Health and Welfare (Social and Family Affairs Administration):

The Taskforce for Children and Youth Welfare and Rights, Executive Yuan

has stipulated the children representatives. They will be invited to join the

discussion based on issues concerned. Related agencies are encouraged to

invite children to join the discussion when issues are concerned.

（3） Ministry of Education: In elementary and junior high schools, elections of

student mayors will be organized to train students to organize self-governing

organizations; according to the Senior High School Education Act, senior

high schools shall guide students to organize self-governing organizations

through elections.

12. Judith Karp: Does the government consider establishing a children’s committee

under the Legislative Yuan?

Legislative Yuan: As the Legislative Yuan is a collegiate agency, the

feasibility of a children’s committee must be approved by the legislators. If

an amendment to the law is required, the legislators or caucus shall propose

for discussion.

Chapter 2

 Age

13. Judith Karp: First, the inconsistent marriage age for men and women has been

discussed for years. What are the reasons that the law has not been amended?

What is the schedule of the amendment? Second, majority is reached at the age

of 20; for teenagers aged 18~20, however, some of their rights are restricted,

such as voting and association. The government has provided the result of the

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 poll in response to the list of issues. Does the government have related debates

or discussions on this issue?

（1） Ministry of Justice: Regarding the inconsistent marriage age for men and

women, an amendment draft was proposed in 2011; however, there was

disagreement in the review process of the Legislative Yuan, so the

amendment was not made. In 2014, the administration invited scholars to

discuss this issue along with the effectiveness of marriage. Later, the

legislators agreed that the marriage age for women, which was adjusted to

18 years old, was in compliance with the purpose of the convention on

human rights and the standpoint of Ministry of Justice. In 2016, the

amendment draft was proposed by the legislators. The draft along with the

issue of same-sex marriage is currently under negotiation of the Legislative

Yuan.

（2） Ministry of Justice: That majority is reached at the age of 18 under the Civil

Code is proposed. The age of majority varies according to national

conditions, customs, and physical and mental development. In Taiwan, the

age of majority is 20 years old. This is to protect minors rather than hinder

and limit their rights. For students aged 18 or more but less than 20 in Taiwan,

they may be involved in civil acts and infringement upon others’ rights, such

as car accidents. Whether they have independent financial abilities to deal

with them remains to be discussed. Lowering the age of majority involves a

material change in the practical rule of law and has a wide range of impacts

on society; in addition, 61.7% of those polled disagreed. Ministry of Justice

will continue to discuss this issue and make an amendment after the

consensus is reached.

14. Judith Karp: The government is willing to amend the marriage age. What were

the reasons that the Legislative Yuan did not pass the amendment? People aged

18 can decide whether to marry but are not allowed to lodge complaints or sue

out of protection. Why is that?

（1） Ministry of Justice: In 2011, Ministry of Justice proposed adjusting the

marriage age for men and women to 18 years old. According to the

legislators, women, who are allowed to get married at the age of 16 before

the amendment, have to wait until 18 years old to get married after the

amendment; in addition, the statistics showed that 500 women got married

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 at the age of 16~18 at that time. Their rights and interests could be affected.

After the international review of two conventions and the CEDAW, the

consensus was reached on the consistent marriage age. In 2014 and 2016,

the legislators proposed adjusting the marriage age for men and women to

18 years old; however, the amendment involves the issue of same-sex

marriage, so it is currently under discussion of the Legislative Yuan.

（2） Ministry of Justice: First, the age of majority is set at the age of 20 years old

in consideration of customs and public acceptance; second, the civil law

involves changes in property and transactions. The capacity to make

juridical acts refers to acts of property. Basically, acts of identity do not apply.

Generally, people aged 18~20 are in the middle of their study and have no

financial ability. Out of protection, acts of property are restricted. For

example, the consent of guardians shall be obtained before or after the

signing of contracts to protect rights; third, whether people aged 18~20 have

the capacity to be responsible for their own actions are judged based on acts

of property. As they have no financial ability, their guardians have to be

responsible for their infringement upon others. In summary, no amendment

is made for now out of protection. Whether the amendment shall be made

will be discussed until the consensus is reached.

15. Jakob (Jaap) Egbert Doek: Is the consent of parents required for teenagers aged

18~20 to sign an employment contract or medical treatment privacy? To view

teenagers aged 18~20 as those who need long-term protection or to make them

more capable of judgment can be discussed later.

Ministry of Labor: Currently, labor laws stipulate the special protection of

child labor (aged 15 or more but less than 16) and those aged 16 or more but

less than 18. The consent of guardians is required to employ people under 18

years old. For people aged 18 or more, there is no related restriction or standard.

16. Jakob (Jaap) Egbert Doek: Suppose that a 16-year-old girl suffered from

domestic violence by her father, she must be adopted or placed by an institution.

For an 18-year-old girl suffering from domestic violence by her father, can the

judge order adoption or institutional placement directly? Are these two cases

treated the same or only the 16-year-old girl is so treated?

（1） Judicial Yuan: As long as people under 18 years old are victims of violence,

they need to be placed, and the judge’s ruling on the placement will be the

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 same regardless of age. Subsequent placement will be determined by the

administration. If people aged 18 or more but less than 20 need urgent

placement, they shall be placed in accordance with the Protection of

Children and Youths Welfare and Rights Act.

（2） Ministry of Justice: Whether victims aged 18 or more shall be placed is

determined by safety rather than by age. After discussing with the victims,

the government will provide places for placement if necessary.

Chapter 3

 Non-discrimination

17. Laura Lundy: What kind of services or benefits provided for general children

and youths can’t stateless children and youths enjoy? What is the percentage of

children and youths with disabilities who receive education? Is the proportion

of abused children and youths with disabilities higher? Are they more

vulnerable to improper treatment in the organization? Grouping data are

required to understand the status of discrimination. Currently. It seems that there

is no data collected based on children’s groups, such as indigenous peoples,

non-indigenous peoples, and people with disabilities. Is there any information

on suicide of LGBT children?

（1） Ministry of Health and Welfare (Social and Family Affairs Administration):

According to the Protection of Children and Youths Welfare and Rights Act,

assistance should be provided for stateless children; therefore, there is no

significant difference in welfare, such as placement and grant-in-aid. In

terms of medical services, children and youths living in Taiwan for six

months or more are eligible for National Health Insurance. Before

registering National Health Insurance, they may receive medical services

through medical aids. No data shows that there is a higher proportion of

abused children and youths with disabilities; however, based on child abuse

cases, the proportion is slightly higher. The causes should be further

analyzed. For children and youths with disabilities who are abused, they

are currently placed with family care.

（2） Ministry of Health and Welfare (Department of Statistics): Each

government agency collects data through official registration or survey

within its jurisdiction. Official registration shows different classifications

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 due to the mode of data collection. For example, a death report does not

include sexual orientation or socio-economic background, while a survey

includes gender, region, or socio-economic background. Whether to

include sexual orientation depends on the need of the survey.

18. Judith Karp: Is there any discrimination between urban and rural areas, such as

budget, education (including parents) and health?

（1） Directorate-General of Budget, Accounting, and Statistics, Executive Yuan:

The government will make special adjustments and allocations to the rural

areas.

（2） Ministry of Education: The urban-rural gap is improved by budget

allocation, such as educational priority areas and grants for schools in

remote areas. The Act for Education Development of Schools in Remote

Areas is currently under discussion, including a wide range of funds,

qualifications and salaries of teachers and principals, and additional pay, to

secure permanent employment of teachers in remote areas; in addition,

budgets for lunch in remote areas are also increased; a percentage of scores

is added for indigenous students to improve their admission and schooling.

（3） Ministry of Health and Welfare (Social and Family Affairs Administration):

To balance the urban-rural gap, the central government allocates a higher

percentage of grants to remote areas or offshore cities/counties.

Department of Medical Affairs, Ministry of Health and Welfare is

responsible to add medical services in rural areas based on two strategies.

First, every city/county has pediatricians through the government budget;

second, government-sponsored physicians are trained to provide medical

services in remote and offshore areas. National Health Insurance

Administration, Ministry of Health and Welfare has launched the Integrated

Delivery System (IDS), which provides integrated medical services for

areas with scarce medical resources; in addition, the Medical Center

System is also launched to assign physicians in large hospitals to provide

medical services in remote areas.

（4） Council of Indigenous Peoples: In addition to the urban-rural gap, there is

a gap between ethnic groups. There are 30 mountain indigenous townships

and 25 urban indigenous townships. Mountain indigenous townships lack

medical resources, and considerable grants are provided, including medical

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 instruments and health insurance; in addition, government-sponsored

physicians are trained through IDS to improve the accessibility of medical

services.

19. Judith Karp: The government plans to narrow the gap between urban and rural

areas. Does the government have a monitoring plan to examine whether special

grants or budgets are used effectively? Schools close down due to insufficient

budgets, causing students to study in other schools. Does the government have

a corresponding monitoring mechanism? Does the central government have a

unified grievance mechanism? (Government will respond in the next session.)

20. Judith Karp: Indigenous students are less likely to learn their mother tongue. Is

there a budget for mother tongue learning? (Government will respond in the

next session.)

21. Laura Lundy: Over the past five years, the number of children with disabilities

in institutions has increased; in Kaohsiung City, there are many children with

disabilities in institutions. Among children under 6 years old, 9 children with

disabilities are in institutions. Why is that? (Government will respond in the

next session.)

22. Jakob (Jaap) Egbert Doek: According to the national report, stateless children

who are adopted can be naturalized. Those not adopted can apply for

naturalization voluntarily at the age of 18. If children and youths are not adopted

before 18 years old, how to obtain the nationality of Taiwan? (Government will

respond in the next session.)

 Best Interests of the Child

23. Laura Lundy and Nigel Cantwell: Is there an official explanation or guideline

for the best interests of children and youths? In Taiwan, how do people

understand the best interests of children and youths?

（1） Ministry of Health and Welfare (Social and Family Affairs Administration):

The best interests of children and youths are the important basis for dealing

with children’s and youths’ issues. Factors, such as age, family conditions,

school attendance, difficulties, and children’s and youths’ willingness,

should be taken into account. In legal terms, the best interests of children

and youths are an uncertain, rolling concept. Related professionals need to

be educated again. In the process of serving children and youths, the

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 government will strive to consolidate this principle.

（2） Department of Protective Services, Ministry of Health and Welfare also

adds that the positive side of the best interests of children and youths is to

seek for the greatest welfare; the negative side is to reduce the possibility

of harm.

（3） Judicial Yuan: When judges hear divorce cases, they consider factors

prescribed in Article 1055-1 of the Civil Code in accordance with the best

interests of children and youths. If guardians are involved, the number of

siblings, children’s and youths’ health, personality development,

cohabitants, parenting willingness and attitude, and multiculturalism shall

be considered as well. The court will also understand children’s and youths’

willingness in an appropriate way.

24. Judith Karp: If a child or youth aged 18~20 has gotten married and thus has the

capacity to make judicial acts, is it in line with the best interests of the child or

youth? Are judges trained to understand the best interests of children and youths?

Judicial Yuan: The judge college provides professional training courses on the

CRC, the best interests of children, protection of children’s rights, and inquiry

skills.

25. Judith Karp: How do the best interests of children and youths reflect on the

adoption procedures? Can adopters and adoption givers unilaterally decide to

terminate the adoption? (Government will respond in the next session.)

26. John Tobin: Are there any comprehensive guidelines or indicators for the best

interests of children and youths? Can the provision of Article 1055-1 of the Civil

Code be provided for explanation? (Government will respond in the next

session.)

 Right to Life, Survival, and Development

27. John Tobin: The mortality of indigenous infants is higher. Does the government

take corresponding action to improve? The youth suicide rate has increased.

Does the government analyze the causes and take preventive measures?

（1） Ministry of Health and Welfare (Department of Mental and Oral Health):

Currently, the suicide rate of teenagers aged 15~18 has increased. The

causes of suicide are unknown from the statistics. According to the

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 statistics, the top four causes of attempted suicides under 18 years old are

emotions, family members, melancholy and depression, and school and

peer adaption. Currently, Ministry of Health and Welfare works with

Ministry of Education to employ more psychologists and social workers to

help maintain the mental health of the cases. Ministry of Health and

Welfare is responsible for referrals between schools and hospitals. In the

general death statistics, indigenous peoples are not a variable. According

to the statistics, indigenous suicides have not been included in the top ten

causes of death after 2013; however, the indigenous suicide rate is three

hundred thousandths higher than other national suicide rates.

（2） Ministry of Health and Welfare (Health Promotion Administration):

According to the analysis, the main causes of infant mortality include

congenital malformations, cycle-related lesions and accidents. To prevent

congenital malformations and cycle-related lesions, Health Promotion

Administration, Ministry of Health and Welfare has implemented the care

program for high-risk pregnant women, premature babies and babies with

low birth weights. To prevent accidents, Health Promotion Administration

helps primary caregivers evaluate their environments and has physicians or

nurses give children’s health education. For indigenous areas with a higher

risk of accidents, Ministry of Health and Welfare works with Ministry of

Transportation and Communications to promote indigenous safe

communities and to prevent smoking, drinking, and betel nuts; medical

services are provided for mountain and offshore areas to improve medical

resources for indigenous peoples.

28. John Tobin: For suicides due to emotions, are they heterosexual or homosexual?

(Government will respond in the next session.)

 Respect for the Views of the Child

29. Laura Lundy: To respect the views of children and youths, people must believe

that children and youths have subjectivity and the ability to express their

opinions on living conditions. What has the government done to change social

and adult thinking (such as judges, lawyers, physicians or parents)? Regarding

children’s and youths’ right to express opinions in the proceedings asked by

John Tobin, are judges trained to ask about children’s and youths’ opinions in

the trial?

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 Judicial Yuan: The judge college provides professional training courses on the

CRC, the best interests of children, protection of children’s rights, and inquiry

skills.

30. Judith Karp: Schools decide on rewards and punishments through related

boards without asking about the student union’s opinions, making children and

youths feel that their opinions are not heard at school. What can the government

do to make children and youths feel that their opinions can be heard at school?

Ministry of Education: On the positive level, there are student self-government

activities in elementary, junior high, and senior high schools. For example,

students can express their opinions through student unions and student mayors.

On the negative level, many grievance hotlines have been set up, including

113 and those for bullying and cooperative education programs; the review

committee has also been established to deal with students’ complaints about

rewards and punishments. According to the Senior High School Education Act,

students are representatives of general meetings and eligible to participate in

major school administration. Currently, the government welcomes students to

participate in the discussion of the 2019 Curriculum Guidelines. In the

discussion, 4 of the 48 representatives are students. According to the

implementation guidelines for new curriculums, the curriculum development

committee must contain student representatives to express opinions on the

curriculum.

31. Jakob (Jaap) Egbert Doek: What kind of opportunities does children and youth

have to express their opinions? In a divorce case, for example, does the court

invite the child or youth to appear in court and express his/her willingness

regarding the guardianship?

Judicial Yuan: For parent-child events, the court respects children’s right to

express their opinions. If children appear in court, the court will ask about their

opinions on the specific events. To protect their rights and interests, closed

courts and friendly court environments are set up. Warm court environments

decorated with dolls and picture books are also set up. To calm children, they

may appear in court with social workers or school teachers. The court may

question children separately when necessary. Guardians ad litem or

psychological consultants or clinical psychologists are also appointed to help

children express their opinions. When questioning youths, the court will

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 respect their right to express opinions and inform select assistants’ right to help

them express their opinions.

32. John Tobin: Are parents, teachers, and lawyers trained to help children and

youths express their opinions? (Government will respond in the next session.)

33. Jakob (Jaap) Egbert Doek: In legal proceedings, are there any age restrictions

on children’s and youths’ expression of opinions? What are the practices?

(Government will respond in the next session.)

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 逐字稿紀錄

Jakob (Jaap) Egbert Doek：

各位先生女士大家早安，各位貴賓我們即將要開始中華民國(台灣)兒童權

利公約首次國家報告的國際審查會議，我假設大家多多少少知道流程的進

行方式，我們接下來的兩或者是說起碼一天半的時間進行這樣的審查，之

後會用兒童權利公約(實質權利條文)的章節將他們分群來做審查，兒童權

利公約裡面總共有 41 條條文，而審查委員會依主題將他們分成為幾個組，

我們會依據這幾個群組來審查，其實國家報告在撰寫的時候是根據這幾個

章節的群組來撰寫而成的，我們的計畫是希望明天，不好意思，今天早上

希望把第一個段落也就是第一、第二、第三章來做審查；第一章是一般執

行措施、第二章是兒少之定義、第三章是一般性原則，那這一些就包含了

第 2 條、第 3 條、第 6 條、第 12 條，然後接下來的幾章像是第四章是公民

權與自由、第五章是家庭環境與替代性照顧、第六章是基本健康與權利等

等。

當天早上呢就會跟政府代表進行些問答，委員會先就第一章、第二章提出

問題，然後要請政府代表予以回應，我可以先從第二章開始，因為在兒童

權利公約第 1 條裡面就提到了國內法兒少之定義，以及各種法律議題對於

最低年齡的界定，所以會先從第二章開始，接下來會進入第二章，一般執

行措施的問答，之後會短暫休息，提問之後呢會稍作簡短的休息一下，讓

政府代表決定要由那些代表來回應，大家在做這樣的決定的時候，不需要

離開會場或是換位置，也可以在原座位進行回答即可。在政府代表回答之

後，會做一個簡短的休息，那休息的原因之一就是為了大家的健康著想，

如果需要喝些咖啡或茶的話呢，可以去休息，休息過後我們再回來談第三

章一般性原則，也是一樣，委員會提問題要請政府代表予以回應，我們的

行程雖然聽起來蠻緊湊的，但是其實可以很彈性，如果早上沒有辦法把第

三章談完的話也可以下午，但是基本上我們下午要討論的是第四章、第五

章以及第六章，那接下來要請比如說團長或政府代表團這邊有沒有什麼建

議或者是任何想要分享的可以提出。

衛生福利部呂政務次長寶靜：

嗯，這個我們 Doek 教授還有各位我們的政府機關的代表，今天他有一個

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 組織架構的一個規範，就是我們希望是統問統答，就問完之後我們就來告

訴大家這個題目是哪個部分，會從哪個部會回答，所以進行的方式是這樣

子。那他有個時間的配比，比如說這第一章，這 cluster 他希望是問完的問

題，大概 50 分鐘答覆這是第一個；第二件事情是說問答回答之後，委員可

以繼續追問，如果我們回答的問題不是他們很滿意的或是不夠完全的一個

資料，他會繼續問，所以我們就照這個方式的 organize 的方式去進行，所

以我大概站起來再問有沒有哪些單位就這個主題再補充，所以我們用這個

方式來進行，以上我們就儘量的照我們的 chair person 他怎麼說，我們就怎

麼來做怎麼配合，謝謝。

Jakob (Jaap) Egbert Doek：

謝謝，剛剛說過了要先請委員會提問題，我們從第二章兒少之定義開始提

問，我們請 Karp 女士先開始。

Judith Karp：

大家早安，我想政府的努力給我留下了很深刻的印象，就報告本身以及針

對問題的回應來說都是。看起來政府有決心要去落實 CRC 公約。接下來我

有些問題想問關於這個最低年齡的界定，首先在婚姻上面的年齡好像帶有

歧視性，因為男女之間可以結婚的年齡並不一樣，從政府的書面回應當中，

我看到說已經要提出修法了，我的問題就是，之前呢的這個公約，審查委

員已經提出了建議，但是花了蠻多年的時間還在進行討論，然後還沒有通

過，所以我想要知道說，到底是怎麼樣的挑戰使得這個修法還沒有完成

呢﹖我們可不可以知道說大概什麼時候這個修法可以完全通過，以上是我

第一個問題。

第二個問題是跟成年年齡有關，就是 18 到 20 歲之間的人，他們的行為能

力呢有受到一些限制，然後打的名號是為了要保護他們，為什麼刑事責任

的行為能力呢是 20 歲而結婚的年齡卻是 18 歲，然後可能其他的角色又有

不同的年齡限制，看起來在民法之下以及投票權等等，可能年齡定為 20 歲

會造成大家的一些疑問，因為以保護之名，我們當然知道兒少是年輕人，

但是我們限制了兒少去參與法律或者是行政程序的能力，比如說提出申訴

等等，還有結社的權利也受到限制，他們不能加入工會，看起來好像 18 歲

的兒少他已經畢業了，但是沒有父母的同意他還不能自己去租房子，所以

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 從書面回應當中我可以看到好像一年前做了一個民調，有問到說是不是大

家同意將成年年齡修正從 20 到 18 歲，民調這邊顯示受訪人呢希望仍然把

20 歲的兒少視為需要保護的對象，因此我想要了解的是這樣子侵害 18 到

20 歲之間的兒少權利的原因是出自於民調的意見嗎﹖因為我認為政府應

該要站出來領導輿論，因為在民調當中你們如果問到說父母贊不贊同台灣

要落實 CRC，可能有些父母會很害怕有所改變，現在好像是在問比如說一

個傳統社會的父權制度或者是舊的制度要改為新的制度，比如說民主制度

等等，從書面回復當中我可以看到大眾可以再繼續進行辯論，可是我在想

是不是這個辯論呢也在政府在立法院裡面繼續進行呢﹖有沒有必要繼續

進行這樣子的辯論呢﹖我只是想要想辦法幫助 18 到 20 歲之間的兒少，因

為目前 18 到 20 歲之間的兒少好像沒有一個特別的統計數據，那我想這個

灰色地帶的兒少有多少人，根據兒童權利公約 CRC，那人類呢有基本的人

權，其中有包括了結社的權利，以上是我的問題，謝謝。

Jakob (Jaap) Egbert Doek：

接下來我們進行第一章一般執行措施。

Laura Lundy：

我這邊有一些問題，謝謝政府提出的書面回應，我想要追問一些問題針對

第一章一般執行措施。第一個問題是跟兩個任擇議定書相關，我不太確定

政府的回應在這個問題上面是什麼意思，好像已經假設了沒有要去批准這

兩個任擇議定書，所以我想要問說到底台灣有沒有計畫要去批准 CRC 的

前兩個任擇議定書呢﹖

第二個問題則是跟獨立的人權機制相關，我們稍早知道呢行政院可以履行

這樣的職務，但是我們覺得兒童應該享有一個獨立的人權機制，而且很重

要的是這樣子的機制必須是兒童可以近用的，對兒童很友善的，所以問題

就是說我們可以做什麼事來建立這樣對兒童友善的人權機制，也就是獨立

的機制。

第三個問題則是跟公共預算與支出相關，一樣非常感謝政府代表有公共預

算所提出的豐富資訊，我們可以看到了關於兒少政策方面的預算，那我的

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 兩個相關問題是，第一個，政府有沒有打算將這樣子的預算完全透明化，

讓一般大眾很清楚，其中也包括了兒少，讓兒少自己也可以看到關於他們

的預算有多少，然後用在哪裡；第二個與預算相關的問題，則跟昨天討論

過的問題相關，也就是中央政府有沒有去監督各縣市的預算使用狀況以及

提供一些諮詢的服務呢﹖因為看起來中央政府必須要提撥預算，而這樣子

的預算到了地方政府有沒有適當地去使用，那對於甚至說這些預算足不足

夠呢，我想知道說有沒有一個監督的機制。

接下來的一個問題是跟協調相關，一樣非常感謝政府代表的回應，審查委

員都看到了，那我的問題就是，有沒有打算在中央政府比較高的層級建立

起一個比如說兒部或者是兒童的委員會，因為我們認為這樣子的一個機制

是必要的，唯有如此才有辦法讓兒童部會的相關單位有良好的協調。

最後的問題與教育和培訓相關，就是跟 CRC 的知識相關，第一個呢就是有

沒有去訓練成人去知道 CRC 呢，那我們知道說可能有一些相關的訓練課

程，但問題是如果是跟比如說和一些兒童相關的人事像是醫師、護理師、

老師、律師啦，他們有沒有接受 CRC 的訓練呢﹖最後是對兒童的訓練或培

訓，那我們知道說在學校裡面，兒童會接受人權的課程，那問題是說這是

不是學校可以自己決定到底要不要教人權，因為昨天的兒少會議裡面感覺

起來，好像學校裡面的兒少對於 CRC 所知甚少，所以政府有沒有做過什麼

研究去了解到底有多少學校在教兒權 CRC，有多少兒少知道他們的兒權與

CRC 呢﹖

Jakob (Jaap) Egbert Doek：

謝謝 Lundy 女士，其他的委員有沒有問題﹖請 Tobin 教授提問。

John Tobin ：

謝謝大家的出席，我也看到了政府要落實 CRC 的決心也看到了各位的報

告。那要繼續追問訓練跟教育相關的問題，我的第一個問題的就是培訓過

後有沒有去做定期的監督看這樣子的訓練有沒有用呢﹖第二，比如說做一

些地區的建設的時候，有沒有要求他們的所作所為一定要符合 CRC 的內

容才可以去繼續續約，跟這些外包商來續約呢﹖另外，我們看到 CRC 的第

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 12 條，那我們想要繼續問說政府是不是想要建立一個兒童的議會或者是類

似的機制讓兒少的聲音可以真正被聽到，謝謝。

Jakob (Jaap) Egbert Doek：

好，我有一個問題，主要是要問國內法律以及 CRC 的條例的關係，那在政

府報告當中也有提到回應我們的問題，也就是說公約的條文有等同國內法

的地位，所以我想我們做為律師，我們基本上要做的是處理衝突，現在我

講的衝突就是國內以及兒童權利公約條文衝突，所以，簡單的問題就是如

果法官他要去裁決某項衝突，那麼是不是會要求兒童權利公約應該優先於

國內法令，換句話說哪一個具有優先地位，是國內法律還是兒童權利公約

有優先地位﹖這就是我要提的問題。

那接下來我想我可以給代表團的團長大概有 5 分鐘的時間要由哪個代表來

回答問題。回答的時候不見得要按照我們剛剛提問的順序。可以從最後一

個問題開始回答，或者是第一個或者是中間的哪一個問題先都可以。

衛生福利部呂政務次長寶靜：

剛剛的問題看是誰要來回答，第一個是這個 Karp prof. Karp 是說在談婚姻

的這個年齡不同，我們對於這個第一個是在談第二 chapter 2，就是兒童的

定義嘛，定義中就有兩個很關鍵數的問題，第一件就是婚姻的年齡不同，

那這是為什麼，那我們有沒有要修法的打算，那什麼時候可以通過修法，

所以應該是跟民法有關是法務部嘛。第二件事情是我們成人的定義是 20 歲，

那很多的規定是 20 歲以上才能執行，那 18 歲跟 20 歲的這一群人之間，

他們的權益，多少人，那他們的一些些的權利有沒有受到什麼樣的限制，

這應該是法務部來談。第三個跟這個年齡有關，就是說好像我們問的父母

親都覺得還是需要保護，可是兒童們都認為自己應該是成人了，18 歲，所

以對於這種 18 歲到 20 歲，18 歲能不能視為成人，我們到底政府機關怎麼

樣跟立法院來談，怎麼樣來啟動這樣的討論，這個事情可能要也是待會先

法務部答，啊答完之後如果社家署需要補充，就由社家署來回答，這是第

一個問題。

那第二個問題是 Lundy 談的問題裡面中，是第一件事情就是說這個、這個

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有嗎？這叫什麼，第二個是什麼，任擇的議定書是否計劃有計畫要來做批

准的動作，所以是社家署要回答；我們對於這種兒童友善的這個監測的機

制是不是待會可以請監察院來回答，就是我們對於整個部分。

那第三個就是，對，預算，所以我想預算的部分是不是都是社家署要接著

回答，我們這個預算是不是能更透明，資訊更透明，能不能讓我們的兒童

也知道，那這件事情社家署回答；那中央跟地方之間的預算，地方有沒有

把錢用到確定要用的事情上，也是社家署要來回答。那第三個就是我們是

不是將來希望在中央能夠成立比較高的一個兒童權益的一個組織或單位，

這個也是由這個社家署來回答，那第五個議，第六個議題就是訓練，我想

這兩件事情比較嚴肅，就是是不是我們讓所有跟兒童工作的工作人員包括

醫生、護理、律師、老師、檢察官、法官，是不是都能來訓練他的 CRC 的

認知，訓練的成果如何，那待會就請社家署先來說明，為了推動 CRC 我們

辦過一些訓練是什麼。那第七個就是拿學校裡面的老師，是不是有在做人

權教育，這教育部要回答，就我們在人權教育我們上了哪些的課，然後這

些老師能不能決定他用怎麼樣來教，那我們有沒有問過兒童，問過學生他

們知道自己受人權教育學到什麼東西，它的效果如何，這是 Lundy 的這個

問題。

那第三個問題，就第三個是這個 Tobin 問的，跟剛剛一樣，就是到底 CRC

的訓練到底有沒有監測機制，我們都說我們有做相關的工作都有做，那做

到底我們有沒有什麼樣的監測的機制，待會請社家署回答。

那第四個就是我們是不是有中央層級的一種兒童權益的專責單位，那我們

整個政策的決定有沒有讓這個兒少可以參與，那我想這個待會還是請社家

署來回答。

那最後這個一樣的道理，這個是 Doek 最關心，大家都關心的，CRC 是否

優先適用於其他已牴觸的國內法，就是不是我們有一些牴觸，那這個優位，

是不是優位於這個，是優位於這個國內的其他的法律，就是說如果我們的

CRC 跟國內的法律有不一致的時候，那是不是我們 CRC 的這個元素跟原

則是優位於國內法，這個是有請社家署來回答。

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 所以是不是我剛剛講的，我們是不是從第一個就是從這個法務部來談好嗎？

這個法務部對於民法年齡的規定，還有對於 18 歲把兒童成年降為 18 歲這

件事情，我們遭遇到的一些困難，或者我們打算怎麼做跟社會怎麼對話，

是不是請法務部準備好了嗎？法務部是代表是坐哪裡，好，請法務部回答，

好。

法務部代表：

嗯，針對委員剛剛所提出的問題，有關於民法結婚年齡，有關民法結婚年

齡，男女的結婚年齡不一致的這個規定的這個規定的部分，第一點要說明

的是法務部在 2011 年曾經有提出民法結婚年齡修正的一個草案，把女性

的結婚年齡提高到 18 歲，與男性一樣，這個是在 2011 年所提出的。

那因為這個草案由行政院送立法院之後，後來在立法院審查的過程中，那

立法委員有一些不同的意見，所以在該屆的立法院後來沒有完成立法。那

因為，嗯，立法院的這個相關的草案到了下一屆之後，有屆期不續審，屆

期不續審的草案就是必須行政部門要重送這個草案。那因為後來在下一屆

的立法院的會期，後來因為政府部門還在做相關的討論，包含 2014 年有邀

集學者去召開相關的會議來做討論。那針對這個部分其實就認為說，除了

結婚年齡的修正之外，還要一併考慮結婚效力的一些配套的規定，例如違

反結婚年齡的規定所締結的婚姻，它的效力等等的問題要一併的討論，那

但是除了行政部門的討論持續在進行之外，那第二點就是針對 2014 年以

及 2016 年，陸陸續續在立法部門有立法委員提出有關民法結婚年齡把女

性修正提高到 18 歲的這一些立法委員提出的草案，那這些草案法務部當

時在立法院審查的時候，向來都會指出這樣子的修定的方向是符合公正公

約以及 CEDAW 公約就是人權公約的意旨，也符合兒童權利公約的意旨，

所以對於把女性的年齡從女性的結婚年齡從 17 歲調高到 18 歲，法務部認

為是符合國際公約的意旨的，這是過去在立法委員所提出的草案在立法院

審查的過程中都法務部都持以上的立場，這是第二點要說明的。

那第三點就是這樣的草案，近期當然就是在去年 2016 年的時候，已經在立

法院審查並且經這個立法院的司法法制委員會審查通過，那這個草案目前

還在立法院等待政黨協商，那所以針對這個草案的部分，法務部也是會持

續的去配合立法院的一個審查的進度來去推動立法。那另外要補充一點的，

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 就是要跟委員說明的就是，法務部在 2013 年、2016 年的這些由立法部門

提出的草案當中，因為這個草案它其實、一併的、其實都同時有涉及到就

是同性婚姻這樣子的一個議題，也就是民法的結婚年齡男女把它調成一致，

它會跟同性婚姻的這樣子的議題，它是會有涉及的。那所以因為大法官在

今年 2017 年 5 月也有做一個解釋，就是要承認同性婚姻，那所以包含在立

法院 2016 年的草案，以及目前因應大法官解釋做出來之後，行政部門要研

擬的有關於同性婚姻的這些草案，其實都會配合在大法官所定的 2 年期限，

就是 2019 年 5 月之前，在這個之前會做一併的處理，不管是在立法院的審

查以及行政部門提出的法案，其實都會跟這個同性婚姻的這個部分一併處

理，那以上說明。

衛生福利部呂政務次長寶靜：

那年齡這個降到 18 歲這件事由也是法務部代表請說明。

法務部代表：

是，委員大家早，大家好。那有關成年人從 20 歲降到 18 歲的問題，第一

個我要說明是說外國立法律來講，成人年齡以各國國情、風俗習慣、身心

發展與成熟度等相關，所以各國的立法政策的問題都不一致，OK，那必須

考量我國的風俗民情及民眾的接受度這是第一點。那當然有比我們 20 歲，

有的到 18 歲，甚至有到 21 歲的，我國是採 20 歲為成人年齡，OK。

那第二個問題是對於現行實務及法治的影響與衝擊，必須要審慎考量下列

的變革跟衝擊。第一個，對行為人的保護方面，因為我們是說在 20 歲才完

全的行為能力，那介於 20 歲以下，未滿 20 歲的話，對於子女有保護、教

養及扶養的權利義務；那如果是 18 歲以上、未滿 20 歲的子女，不再調降

的時候，不再有前三開的權利義務，對 18 歲以上、未滿是不是必然是有

利，是我們認為是有待斟酌，這第一點。

第二個是說如果因為限制行為能力所為的行為，事先要得到允許或事後的

同意來補充他能力的不足，主要是在保護未成年人，並不是在阻礙及限縮

其權利，需在保障限制行為能力人的權益，這是第二個。

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第三個有關民法是 20 歲，那其他的刑法是 14 歲或 18 歲，而其他行政罰

緩單純就行為人違反法規的倫理，可非難性及對公益的危害予以限制這是

不一樣的，因為他們年紀比較小，基本上是倫理的規範很容易了解什麼行

為是可以做的，什麼行為是不可以做的，跟民法所謂民事針對財產權啦，

它參與這個所謂的民事法律既有的複雜性，跟參與各種的契約的權利義務

關係內容不一致，具有多樣性是不能一概而論的。所以我國 18 歲以上、未

滿 20 歲的人乃都是在在學的階段，他的經濟能力是否已經達到可以獨立

進行複雜的民事法律行為，我們認為有待去探究。

那就第四個對於侵權行為被害人來講，因為這個未成年人如果是在依照我

們 180，民法 187 條規定，限制行為不法的侵害他人權利，譬如說車禍侵

害的時候，他是個加害人，會變成說這被害人來講，因為他是個由加害人

也就是未成年人跟他法定要負連帶的賠償責任，對於被害人是比較有保障

的；若是將成年年齡從 20 歲修正 18 歲的時候，那中間這一段的會變成說

法定代理人無法連帶負侵權行為損害賠償的，對一個加害人來講，而且未

滿這個 18 歲到 20 歲之間，仍在在學階段，無獨立的經濟能力，對其他人

為侵權行為時，車禍事件的時候，被害人的損害賠償請求權，勢必會將有

所影響，OK。這是第四點。

第五點是說有關這個 18 歲到 19 歲年齡層，佔全國 18 歲以上人口的比例

僅在 3.2%，那這個這些人不管是我們民調調查之前或調查之後，他們的意

見都一樣，都不贊成的比例高達 60.2%。當然這個不是、我們政策是說，

我們民調只供我們政府做一個政策決定一個參考用，而不是說民調整個左

右到我們要不要調降的問題，那這是第四點。那我們做一個小結是說，嗯，

有關調降成年年齡因涉及到實務之法治的重大變革，社會帶來的衝擊及影

響層面甚為廣泛，那民調的結果認為目前僅 33.8%贊成，有高達 61.7%民

眾表示不贊成，那目前是、的跡象沒有顯示說有這個調降年齡層的迫切需

要，那當然我們法務部會持續就此議題進行來討論來觀察，等待社會形成

共識之後，再做一個修正，以之更為周全的保護所謂的 18，到底 18 歲以

上未滿 20 的這些年齡層，到底要如何做，我們會繼續來關注討論，OK。

我們的大概一個說明是這樣子，謝謝。

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衛生福利部呂政務次長寶靜：

社家署就相關的問題來一併來回答，署長請。

衛生福利部社會及家庭署代表：

好，謝謝委員給我們很多的指導。我想我先從 CRC 的法律優先性這個問題

來做一點說明。那因為我們國家把 CRC 的這個內國法化，那有訂定了一個

CRC 的一個施行法，那當然這兩個任擇議定書目前是還沒有去把它內國法

化，那 CRC 施行法裡面，我們有一個就是一個規定，就是適用公約規定的

法規跟行政措施要參照公約的一些意旨，跟聯合國兒童權利委員會對公約

的一些解釋，那這個包括那個聯合國兒童權利委員會提出的一般性意見，

像兩個任擇議定書，那當然這個我們未來也可以等 CRC 執行一段時間以

後，把這兩個任擇議定書來參照這樣的一個方式來進行，那讓它可以到內

國法化，我想這是第一個問題。

第二個問題是那個兒少的事務專責單位。我也知道說其實我們對兒少的這

個權益目前是在行政院有一個層級的一個推動小組，那這個就是由政務委

員來召集相關的政府代表以及學者專家及民間團體一起來組成，那很多都

會有需要跨部會來做一些溝通協調的問題，就會在這邊做一些處理，那也

可以給我，呃因為也透過民間團體和專家的意見，也給我們比較多的一些

指導。那在部會的層級我們也有一個兒權的推動小組，那也可以處理相關

一些需要去做協商的這樣的一個狀況，所以兒少的權利目前在院跟部裡面

都有這樣的一個機制。

那第三個是剛剛有問到，兒少的預算的部分。有幾個層面，第一個是對地

方政府的預算的監督，那我們在社會福利這個部分是每 2 年會去跟地方政

府做一次的監督考核，那這個也都會去了解地方預算的一個執行的部分。

那當然這個部分到主計總處這裡，我們也會去做一些對於他們財務那個預

算經費的一個分配，也有一些的監督跟一些機制，那這個部分是在地方政

府的監督，那我想我們對兒少的預算當然大家都一直認為這個預算編列的

不足，我想我們會再努力積極再來做一些爭取。另外對兒少預算有沒有透

明化，那這個部分我們是可以公告上網目前的一些調查資料，包括各部會

的一個預算編列的細項，那目前是已經有公告各個項目的預算概況，那這

個兒少也可以上網去做一些查閱。

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 那另外是在有關這個教育訓練的部分，那當然這個不是只靠衛福部可以去

做到的訓練，所以我們在 CRC 的施行法制定完成以後，我們就有要求各個

部門以及各個地方和政府能夠加強，不管是專案人員的教育訓練或者是我

們對民眾、孩子的一些培力，都要努力來做，那這個我想可能還有不足，

我們會再加強。那這個就是要求一定要所有的單位大家都要動起來，那目

前相關的一些宣導的或者是訓練的資料，其實都在我們的國家報告裡面已

經有提供。

另外對兒少的這個參與在制定政策的過程當中有沒有參與，當然也因為施

行法的一個規定，在我們行政院的兒權小組裡面也有規定兒少代表，那視

議題也會邀請兒少代表來參與，那這個相關的一些意見都可以在這裡面去

做一些的提出，那在部會我們也希望相關的一些單位也可以利用這樣的一

個機制，讓兒少也可以有一些的參與，能夠涉及到兒少的議題一定要有兒

少的一個代表來參與。

那另外是有關那個是否有一個兒童議會的這個部分。那兒童議會的部分我

們實際上應該是說先把兒少培力這個有幾個管道要做，第一個是兒少的培

力要能夠來進行，那另外對於這個是不是要讓，其實兒童議會就是要讓兒

少有這樣參與政策或者是他們的一些意見的表達，所以我想各部會都應該

要在這邊做一個努力，那至於在立法院的部分，可以等一下請立法院來做

一些回答，那我有沒有漏掉？我想我先回應到這裡。

衛生福利部呂政務次長寶靜：

人權教育在學校的推動。

教育部代表：

我國政府對於人權教育非常的重視，在總統府的人權諮詢委員會以下設有

教育訓練小組，那在我們這個小組裡頭，這一期的計畫裡頭，就希望在推

動符合兒童權利公約及兒少權利保障的精神及內涵的各種宣導裡頭。那在

教育部本身也設有人權教育諮詢小組，那來規劃整個所有學生的人權教育

的一個議題，那其中對於老師的這個部分，我們教育部在 2016 年 12 月成

立了師資盃課程的規劃團隊，然後研議將 CRC 列為教育培訓，教師培訓的

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 必修課程，所以我們很重視老師對於 CRC 這一個內容的這一個了解。

那另外在課程方面，我們在高中職的 12 年國教課綱的總綱的這個部分，我

們有都將人權的議題融入在各個課程當中，然後另外在普通高級中學的公

民與社會這個學科當中，我們也實施各項人權的內容及主題，那另外也設

置公民與社會學科中心，來積極地研發人權議題融入課程的教案事例等來

提供給老師參考。那另外在國中小實施的話，人權教育我們是把它視為 9

年一貫課程綱要的重大議題，以人權的價值與實踐人權的內容做為學習的

內涵，然後來建構我們整個這一個各階段的一個能力的指標。那另外，我

們教育部國民及學前教育署每一年在 9 月進行中央政府對直轄市與縣市政

府一般性的教育補助考核時，我們都會要求直轄市與縣市政府要提報當年

度的校園人權指標的調查，也就是每一年我們都會進行高級中等以下學校，

友善校園人權環境指標的一個調查，然後透過這樣一個調查跟自我檢核我

們也可以了解學校對於 CRC 的一個、這一個保障，以及對人權的一個保障

的情況。那另外我們也會辦理有友善校園生活問卷的調查，來針對學生來

做調查，了解學生是否有受到霸凌或者不當管教的這一些的這一個措施的

影響，那這個部分我們也可以了解到學生因為學習到 CRC 的這個課程之

後，反應在對自己權利保障上的一個重視，以上是教育部的說明。

衛生福利部呂政務次長寶靜：

如何建立對兒童友善的一些申訴機制或監測機制？監察院的秘書，請。

監察院代表：

各位審查委員早安，感謝 Lundy 女士的提問。Lundy 女士是來自於愛爾蘭，

所以妳應該知道就是說部分的北歐國家，像是愛爾蘭，像是挪威、芬蘭都

有設立兒童權利監察使- specialized children ombudsman institution。我們這

個國家也有類似的制度，尤其是我們這個國家是全世界唯一實施五權，中

央五權憲法制衡的中央的體制，所以有一個叫做監察院，監察院就相當於

ombudsman institution，那麼因為這樣的一個政府體系，所以監察院完全獨

立於行政部門，那麼我們的職權有兩部分，一個是促進政府良好治理 good

governance，一個是人權保護。嗯，我們監察院跟其他監察機關相同，都是

受理人民的陳情，同時我們可以展開自動調查 automation investigation。嗯，

我們對於案子調查之後，如果發現政府機關有違反人權法，包括違反這個

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 兒童的權利、法律或者是國際人權公約，都會來提出意見，來要求政府改

善同時會追蹤一直到他們做了改善，而且達到我們可以接受的程度才會

close，才會結束這樣的案子。

嗯，另外對於公務員如果有嚴重違反人權法律，特別是兒童人權的法律，

我們可以加以彈劾 impeachment，最嚴重會讓這個公務員喪失服務公職的

機會，所以這是我們的主要的職權。那麼我們監察院這個監察委員比起其

他的 ombudsman institution 是有更多的人數，我們有 29 位的 member，他

們是由總統來提名，經過立法院同意，所以他們的位階相當於部長 ministry

level，所以他擁有很大的職權。29 位的監察委員當中有部分是具備了兒童

的保護的專業知識，而且對於兒童保護高度的關心，所以在這麼多元，這

麼多的監察委員行使這個監督的職權下，其實監察院雖然沒有像愛爾蘭等

北歐國家設立專業的兒童監察使，不過我們在內部的分工上也可以到監督

的效果。

另外監察院設有這個陳情受理中心 complaint received center，所以我們對

於陳情的來源，特別是 complaint 就是這些陳情人，我們會特別小心來處

理，尤其是對於兒童身分，我們會善盡保護他們祕密，會隱匿他們的一些

資訊，會特別對於他們這些兒童的身分有不同的處理方式。我們希望盡量

能夠做到友善的受理陳情的一個方式，那麼這 4 年來其實監察院對於兒童

調查案件，不管是個案調查或者是通案性的調查 systemic investigation，我

們總共有 86 件，所以我們相信監察院站在 monitoring 監督角色上面，已經

有善盡一些職能，當然在未來國際公約通過，立法之後，通過這個國際公

約一旦落實執行，我們將來會更強化在這方面的職能表現，以上報告請委

員參考。

衛生福利部呂政務次長寶靜：

立法院的代表，要不要說明一下對兒童國會這個想法？來，我們對話一下

好不好？

立法院代表：

嗯，是。主席各位委員大家早。關於是不是成立地方兒童議會，也或者是

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 兒童國會，我們憲法第 62 條是規定立法委員為國家的最高立法機關，由人

民選舉的立法委員組成，但是並沒有規定兒童國會的這個組織。但是在憲

法 67 條規定，立法院下面設了 8 個常設的委員會，其中社會福利及衛生環

境委員會內負責兒童權利相關法案的審查，是不是計劃設立這個兒童國會

的議題，因為涉及到憲法的規定，必須由憲法來修改程序來加以訂定。那

憲法修改必須在修正條文第 12 條有規定，憲法修改必須經過立法委員的

四分之一的提議，四分之三的出席，以及出席委員四分之三的決議提出憲

法修正案，並於公告半年後經中華民國自由地區選舉人投票複決，有效票

過選舉人總額之半數通過呢才可以，所以這個還是要由全體國民來決定。

那至於是不是在立法院設兒童委員會的可能性，依據立法院組織法第 10 條，

我們目前設的這個 8 個常設委員會，其中社會福利及衛生環境委員會就可

以負責兒童權利相關的政策及法案審查，至於是不是有要設這個兒童委員

會的可行性，是委由這個現行的社會福利及衛生環境委員會來運作呢，或

者是強化他的兒童權利及相關政策法案審查功能，就可以達到落實兒童權

利公約的內容的目標呢，必須要尊重本院委員，他們的職權行使及合議決

定，所以以上報告。

衛生福利部呂政務次長寶靜：

有單位要來做補充？剛社家署是不是有兩個要再做一些說明？

衛生福利部社會及家庭署代表：

對不起，我剛漏掉主席的垂詢喔，就是 CRC 是不是有優先國內法的一個適

用。那依照那個我們的施行法裡面的規定，我們是要去做所有法規的檢視，

包括中央跟地方相關的一些法規，所以我們會要求一定要配合符合國家這

個整個 CRC 的一個規定，那要去進行所有的法規的修正跟檢討。所以從這

樣的一個規定檢視的這樣，法規檢視的一個過程裡面，你可以看到說其實

公約是優先於跟這個 CRC 有牴觸的這些法律，是必須要去優先適用的，所

以這個部分就是會要求各個部會，還有相關的地方政府就他們自己的法規

裡面要去進行所有的檢視。那因為兒權公約的內容還是比較高位階，那至

於要不要說特別它介於憲法跟法律的中間，我想這個要還要再討論，因為

這個會涉及到我們國內法的一些法規競合的問題，那這個可能後續還要再

做一些討論。

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 那另外是 CRC 的一些實施或者是訓練有沒有一些監測的機制。其實我們

現在在明年開始，我們會去做一個研究，怎麼樣去把這個機制建立起來。

那我想明年開始我們就會有一些監測機制的產生，那這個後續我們也會利

用，甚至這次的結論性意見如果出來了，我們也會有院兒權小組的一些監

督跟管考，那要求各個部會甚至於地方政府這邊要配合來做一些實施，我

想這個是要去落實的，以上先補充。

衛生福利部呂政務次長寶靜：

教育部來補充說明，我們其實在學生在學校有一些學生的議會，還有一些

國民小市長，就我們在學校教育中，有培養學生參與事務的那樣的制度跟

那樣的實施，能不能請教育部說明一下好嗎？謝謝。

教育部代表：

嗯，教育部這邊補充說明。其實因為剛剛我們的代表已經有說過，人權教

育在那個國民中小學這邊，他是一個融入的重要議題，那因此學校為了訓

練學生學習就是一個自治的一個組織，所以普遍的在學校裡頭，都會有自

治小市長的選舉。那這些選舉的活動呢，通常都會由班級裡選出一個候選

人，然後再經由公開的投票選舉出小市長。那這個小市長其實他也會仿政

府的組織，會有一些相關的部門，比如說環境署長或者是衛生署長阿，或

者是教育部長等等的而這些仿，嗯就是那個行政組織的一個學習課程的活

動，那在高級中等教育法裡頭，就是也會有，就是協助學生設自治組織學

生會的選舉，那有規範就是所有的學生都是當然委員，那他會透過公開的

選舉活動，選舉出他們的自治幹部，以上補充。

Jakob (Jaap) Egbert Doek：

謝謝，非常感謝各位提供的答復，也要感謝在法務部還有立法院以及各部

會對於我們的問題提供的答案，那當然還包括了社家署，謝謝各位的作答，

我想委員們還有一些要追問的地方，不過我會建議委員現在可以先不用討

論，我們也許可以針對 18 到 20 歲再做討論。另外在好像六成的受訪者說

不用改變成年年齡，那麼另外像是 18 到 20 歲要去簽定一個就業契約，是

不是需要父母親同意提供保護，這樣的就業契約，父母親是不是可以去干

涉這個 18 歲的男孩跟他的雇主之間的契約，這邊我想主要的問題，這也是

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 我特別要提出來的，就是兒少你把它視為一個需要保護的人一個需要長期

保護的人，另外還有隱私權的問題，你 18、19 歲了你還希望事事都需要經

過父母親的同意包括去看醫生嗎？換句話說等到 20 歲你才一夕之間忽然

獨立嗎？還是讓他有越來越具有自己的行為能力，能夠去做自己的判斷跟

決定，這部分也許我們可以稍微再討論一下。

另外我很高興可以聽到了的確在 CRC 是具有優先的地位跟國內法律有抵

觸的時候，當然的確要先去檢視相關的法令，但重點是如果真的跟國內法

律有抵觸的時候，必須去決定到底哪一個具有優先的地位，那當然像是如

果跟憲法有抵觸的時候，那當然是說比起一般的國內法律，憲法的地階當

然更高，不論如何我們很高興聽到的是 CRC 他是優先於國內的法律的。好

的，那麼有沒有其他的委員有其他追加的問題？

Judith Karp：

立法院代表，我想請問第一個不知道你有沒有考慮在立法院下面去建立一

個兒童專責委員會？您剛剛所說的處理兒童兒少議題的這個委員會這個

社會福利及衛生環境委員會，還要處理很多跟兒少無關的議題，在我們國

家裡，在國會裡面就有一個兒童專門的委員會，在這個委員會裡面，他可

以提出問題甚至是必要的立法，如果發生問題的時候，第二個問題，我知

道政府就是結婚年齡好像已經說有要修改但是在立法院一直沒有通過，我

想要知道問題到底出在哪裡，立法院為什麼不願意繼續推動這樣子的修法，

什麼樣的原則讓立法委員不願意繼續推動這樣的修法，如果我們了解困難

在哪裡原因在哪裡，我們就可以提出具體的建議，我們審查委員就可以提

出具體的建議。

另外呢，18 到 20 歲的部分我們就不多提，但是談到民法，這個民法已經

有 80 多年的歷史，但時代不斷地在改變，教育也不斷地在改變，世界在變

化當中，但是各位還是強調要保護兒少這個年齡層的兒少，換句話說一個

18 歲的青年他可以決定締訂婚約要不要結婚，而結婚是人一輩子的最難最

大的決定，那你們覺得沒問題可以，也就是說 18 歲的人已經可以決定要不

要結婚，但同時你們好像又覺得他們沒有足夠的行為能力能夠去參與包括

進行申訴到法律提告，所以到底一個人他有能力去決定要不要結婚這麼困

難的事情，但又無法去法院提告，這兩個為什麼會有這樣的情形，所以 18

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 歲還是要特別保護措施，我覺得到底在一個非常特別的領域，為什麼好像

特別是在剛剛講的法律行為是需要特別的保護。

那我也想了解人權教育您提到了課程當中有納入人權教育，我想知道談到

人權教育是不是一定要教兒少應有的權利？因為教導人權一個廣泛的議

題是一回事，但是教導兒少在了解兒童權利公約賦予他們的權利又是另外

一件事了，所以我不知道是不是有強制在人權教育當中一定要納入 CRC，

還是在人權教育他的重點當中有沒有包括兒童權利公約，另外是不是有足

夠的預算來做這方面的訓練特別是有效的訓練，那另外我覺得你要教導父

母親認識兒少應有的權利，這樣親子之間的對話才能夠有更好的品質。談

到預算我知道好像就是有一些預算有一些補貼 獎助金是提供給學校，但

我知道有一些是所謂的代課老師，那這些代課老師他們也知道要去教人權

教育嗎？這些代課老師是不是有足夠的專業知識能夠去扮演好他們的角

色來去做人權教育的訓練呢？

至於在執行方面，那麼剛剛提到現在行政院的兒少權益福利推動小組他們

的角色職責到底是什麼包括在行政院衛福部的？那麼另外講到了監察院

的委員，好像有處理過 89 個案子，到底當初申訴是怎麼樣提出來送到監察

院的？因為最後是你們去做調查處理，但是如果申訴的管道對於兒少不是

很友善的話，那我們怎麼能夠確定兒少的確能夠向監察院去提出申訴而不

必透過老師家長就可以做到呢？

Jakob (Jaap) Egbert Doek：

謝謝 Karp 的提問，我們接著有請 Lundy 女士提問。

Laura Lundy：

謝謝各位剛剛的答復，剛剛 Karp 女士說過的事情，其實我也想要重申一下

跟人權教育有關的，我要問的就是說呢就是學校裡面是不是可以自己決定

一定要教人權的什麼部分呢？因為有些國家的老師覺得說我教一般的人

權比教兒權來的容易，所以我只教一般人的人權我沒有特別教兒權，所以

我想特別問這個。

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 另外監察院的代表有提到 89 個案子，我想知道有多少是跟兒童相關？那

過去五年有多少個相關的申訴案件是由兒童提出的？有多少人因為兒童

提出的申訴而被彈劾呢？我們想知道這部分的統計數據，那兒少可以自己

提出申訴嗎？還是必須透過父母來提出申訴呢？

那還有一些想要澄清的地方，就是講協調，政府部會之間的協調。剛剛有

提到行政院及衛福部都有兒少權益福利推動小組，那我想知道所謂推動小

組是什麼意思？他們只是去做些討論嗎？他們有沒有去採取實際的行動？

而院會有沒有一些預算來做這樣子的落實？至於講到預算，那預算有沒有

透明？以及兒少能不能取得預算的數據？我覺得這是一個很重要的兒少

權利，那有一個一般性意見呢，特別提到了這樣子的資訊必須要能有效地

來取得，不過大部分的兒少可能找不太到，有時候甚至連成年人要去找這

樣的資訊都很困難，那有一些地方政府有一些參與式的做法，那是只有成

人才可以參加地方政府的參與式預算嗎？兒少可以參加嗎？這些預算如

果跟兒少有關的話，兒少也可以參加這些參與式預算的過程嗎？以上是我

的問題，謝謝。

Jakob (Jaap) Egbert Doek：

以上的這些問題有一個是要請問監察院就是監察委員會去看政府單位裡

面有哪一些人違反了人權，但是如果有一個兒少在私立學校受到了不當的

對待，這好像就不是監察院的職責，因此監察院的角色只能是有限的，兒

少只能對一些公務人員提出一些申訴，但是在兒少的日常生活當中呢，也

有很多其他的部分是無關乎公務人員的，那如果在其他的領域他們也想要

做申訴的話呢，可能可以去跟父母談一談，但是講到透過法律途徑來提出

申訴的話呢，那這一塊好像就不是監察院所可以做的事情了，那對兒童來

說，監察院可以做的好像有限，那接下來我們請政府代表回應剛才所提出

的四個問題。

衛生福利部呂政務次長寶靜：

嗯，政府機關代表要就剛剛的提問有要做補充的？沒有，我們的這個第一

回合的答復到這裡為止，那謝謝委員，謝謝。

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 好，這個剛剛這個回答之後有一些再更多的說明，舉例子就是立法院我能

不能來建立一個專責的委員會，因為剛剛說只成立內政、社福委員會這些

是不夠的，所以是不是有可能來成立這個兒童的這個專責的委員會，對於

法務部的部分剛有提過嘛，就是我們都有送到立法院、都有版本，為什麼

修法都沒有過，是有沒有什麼樣的困難？

對於結婚年齡這些事情，第三件事情也是跟法務部，就是說為什麼這個時

代在改變，這樣的年齡的這個規定，是不是應該來做一些調整？是不是就

是像，舉例子，18 歲可以結婚。結婚是這麼重要的事情，可以決定，但其

他的事情都不能決定，要到 20 歲，這是跟法有關的。

第三個就是，第四個就是教育部，教育部要說更清楚，我們在怎麼樣使兒

童知道他的權益的部分，我們做了很多事，那講更清楚，讓學生怎麼知道

他有應有的權利，那我們學校的老師他怎麼做人權教育，我們有沒有足夠

的經費去訓練他們去做這件事情，就是跟教育部有關的。

那這個待會請社家署說明，我們在行政院推動兒權小組，它的權責是什麼，

它的功能是什麼。

那最後是監察院的議題，我想是比較多的問題在監察院身上，第一個就是

監察院的剛剛有報告是有 89 個案子，有人說是 89 或 86 個喔，裡面中這

是誰提出來？是兒童提出來的或者是家長提出來的？那這個申訴進來的

處理是怎麼樣，就是整個調查的這個過程是不是對我們的兒童是不是有一

些些的這個就是一些些友善；我們監察院的處理都只有跟公部門和公務人

員，其他的人員這些事情我們怎麼樣來處理？我想就這些問題，請各位再

更仔細的說明。請開始，是不是從立法院開始喔。

立法院代表：

是。主席、各位委員、Karp 女士還有各位政府代表，剛剛我們已經有報告

過，關於是不是在立法院增設一個兒童委員會的可行性。根據立法院執權

行事法及立法院議事規則的相關規定，由立法委員連署提案或以黨團名義

提案已進行修法程序是可行的，但是基於立法院是合議機關，那每項的法

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 案都必須經由全體的立法委員合議通過，立法院是否具有這個兒童委員會

的可行性，是必須由各個委員他們討論通過。那合議通過啦，那至於是不

是要修法呢，各個委員的意見有所不同，委員所提的這個問題呢，立法委

員看法有很多不同的意見，說不定有 9 個人就有 10 個意見。那這個如果需

要修法呢，就由立法委員提案或黨團提案經過充分的討論有共識之後，才

能更強化兒童權利的目標，那這也是需要各個行政部門以及 NGO 可以來

配合。那據我所知，昨天議程裡面，委員也有跟我們的立法委員有碰過面

有討論過，那不知道有沒有討論到這一塊，或許委員的跟委員之間會有更

多的互動，以上報告。

衛生福利部呂政務次長寶靜：

法務部年齡的送到立法院怎麼都很久沒有辦法通過這件事情，障礙在哪裡？

法務部請說明一下好嗎？

法務部代表：

嗯，主席…

衛生福利部呂政務次長寶靜：

具體說明它的困難。困難的地方。

法務部代表：

是。好，主席、Karp 委員，還有各位委員，法務部對於剛剛委員的提問再

做補充說明。一開始剛剛有提到說在 2011 年的時候，法務部曾經主動提出

把女性的結婚年齡一致調成跟男性一樣是 18 歲，那這個由行政部門提出

的草案當時在立法院審查的時候，主要立法院委員的不同意見主要聚焦在

就是如果這樣的修正，它會讓依現行的規定，原來 16 歲就可以結婚的女性

在修法之後必須 18 歲才能結婚，也就是會讓原來 16 歲到 18 歲可以結婚

的女性在修法之後就變成不能結婚。

那根據戶政機關做的統計，因為我國的規定結婚必須要辦理結婚登記，依

照戶政機關的統計，在 100 年審查的時候，立法委員有注意到每年大約有

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 5 百位左右的女性，就是在 16 歲到 18 歲結婚，那所以這樣的修法，它可

能會去影響到原來可以辦理結婚的，在修法之後就沒辦法辦理結婚，那這

個是在 2011 年立法院審查的時候，委員所提出的一個一個質疑的一個理

由，就是會影響到 16 到 18 歲女性的結婚的這樣子的一個一個情況。

那但是要說明的就是在剛剛有提到 2014 以及 2016 年，雖然這個法案它其

實後來是由立法委員這邊主動提出，而不是由行政部門提出的，但是在立

法院審查的這個草案，在審查的過程中，立法委員就比較沒有再提出類似

的這樣子的問題，那可能的原因有可能是因為後來包含政府有做兩公約的

審查，CEDAW 公約審查，那所以很多的國際公約都有提到說這樣子的規

定，一方面是有性別的差別待遇，二方面它對兒童的權利，16 歲到 18 歲

兒童的權利也會有影響。

那再來就是在 2014 及 2016 的立法院的審查，因為他審查牽涉到同性婚姻

的議題，那所以對於女性結婚年齡的這個部分就比較沒有這麼多的懷疑的

意見，那所以從目前最新的 2016 年的這個立法院委員提出的版本，它其實

是不同的政黨，不同的政黨的立法委員都有提出要把女性結婚年齡從 16 歲

提高到 18 歲，這個是不同政黨大家都有同樣的這樣子的條文。

所以，嗯，加上就是在剛剛有提到說就是在行政部門這邊，過去在 2014、

2016，法務部、行政院其實也認為這樣子的修正是符合國際公約，包含

CEDAW 公約，包含 CRC 公約的精神。那實際上在行政院所訂定的性別政

策平等綱領裡面，有關於性別平等的政策綱領裡面，其實也參採了 CEDAW

公約的建議，明確的規定到說要檢討民法結婚年齡下限的規定，那修法來

去讓法定的男女結婚年齡讓它相同為 18 歲，這個是行政院的政策綱領所

提到的，那所以對於目前立法院還在審議中的草案，其實行政部門這邊跟

立法部門會持續做推動，那以上補充。

衛生福利部呂政務次長寶靜：

這是我們需要比較多的對話，就是讓行政部門跟立法部門跟社會大眾如果

比較有共識的時候的修法，它的通過可能性就比較高。所以剛剛的表達是

說好像有公約嘛，有討論，所以大家的共識就比較高，啊這個比較高就會

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 讓修法通過的可能性比較高，這是一個說明。

那教育部對於這個，剛剛一直很在意，就是你們沒有講到重點，到底用了

什麼方式，訓練什麼內容。人權教育很廣，兒童權益教育的範疇比較窄，

兒童的權益跟他們學生權益有關的法令，我們做很多事，再次跟委員做補

充說明，請。

教育部代表：

好，那個謝謝委員的提問。這個人權教育在我們教育體制，我們非常的重

視啦，當然這一個在像在國民中小學 9 年一貫的課程社會領域裡頭，針對

人權教育的這個部分，我們是設定了權利、規則與人權這三個主題，那這

一個部分事實上已將兒童權利的這個概念，納入課程於教學當中，所以這

個課程內容是國家在規定的基本內容，當然教師在教學的專業上，他絕對

可以在實施的過程當中，自主來決定，嗯，是否將這個兒童權利的這個部

分如何去進行，教師當然有這樣的一個權力，但是他教學的目標一定要達

到這一個國家所定的這一個教學的一個目標。

那另外有關提到這一個很多的這一個代課代理老師的這個部分喔，雖然他

們是代理代課的老師，但是他們也都是合格的師資，所以在這一個培育的

過程當中，他們都有類似課程的一個訓練，然後另外來講，我們除了在師

資培育的過程當中，給的這些老師有關人權或是 CRC 的這一個理解以外，

我們在整個在這一個教師的進修的課程的培訓上頭，也有進行相關的課程

的一個進行。

那另外來講就是說，我們除了這一個，嗯，依照學校的課程之外，我們對

教導父母親理解 CRC 的這一個部分，我們事實上也依照家庭教育法，在地

方政府也成立的家庭教育中心，會結合這一個學校跟民間團體來辦親子的

教育講座，那這個部分我們也會將 CRC 的這個議題納進去，讓家長能夠理

解。當然除了這一些在學校課程進行的這一個部分以外，我們也有建置

CRC 的資訊網，希望我們藉由這個網站然後來推廣兒少這個，或者是一般

民眾這一個理解 CRC 的整個內容跟兒少的權益這一個推動，這個部分是

教育部補充說明。

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衛生福利部社會及家庭署代表：

好，剛委員有問兩個問題。第一個是我們的預算透明的這個部分。那這個

我們現在是公告在我們 CRC 的資訊網頁上面，那當然現在因為我們還在

做兒童版的一個處理，所以後續我們會讓兒童更友善的一個去查閱的這樣

的一個部分。

那另外是委員有問到，院的兒權小組跟部的兒權小組有什麼不一樣，那這

個相關的任務角色各有不同，那主要是院的兒權小組第一個是都是在院的

層級，所以各部會的相關的首長還有民間的單位跟學者專家，可以在這邊

依據 CRC 這樣的一個法律的一個施行法的一個規定，然後從 CRC 的這個

角度來檢視跟協調，還有要督促各級政府要去落實公約，還有相關的一些

公約裡面所涉及兒少權益的問題。那這個是相關的一些政策的擬定，也可

以去，如果涉及到法規檢視或政策需要做一些調整，那在這裡面是可以去

做處理的。

那至於部的兒權小組，它主要的依據法律是兒少福利與權益保障法，所以

它是，它，我們剛有講兒權公約 CRC 是比較高位階嘛，所以在這個部分來

處理是依照兒權法，然後來看這個兒權法裡面他們各部會在適用這一部法

規的時候，有沒有一些需要調整或者是溝通協調的部分，所以其實他兩者

的任務角色是有一些不同。不過基本上因為在院的層級是政務委員，可以

跨部門的進行跟協調，所以這個的位階還是不一樣的，那以上就先簡要說

明。

衛生福利部呂政務次長寶靜：

我們的可以申訴個案的情形，誰提出來，然後可以來議處誰喔。

監察院代表：

有關於監察院受理陳情的管道有幾種方式。一個是人民可以到監察院來陳

情，這可能當事人他可能是一個 victim，是一個受害者，人權的受害者；

那當然如果兒童，兒童當然到監察院直接的來陳情的案子可能不多，可是

他的家長，他的家庭成員 family，可能會在，family member 可能會來陳情。

那另外就是 NGO。NGO 就是兒童的有關的一些 NGO，也可能來監察院陳

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情。那麼一旦陳情之後，我們就會受理。那我們這是在建立在陳情案上面。

那我剛剛有強調過，監察院縱然沒有人陳情，也可以發動自動調查，就是

automation investigation，所以不待陳情，監察院可以發動調查。那麼監察

委員可能是依據媒體的報導，通常重大的人權，通常重大的兒童人權，兒

童權利受到侵害會見諸於媒體，一個事情非常嚴重，所以監察委員一看到

之後，就可以根據這一個 source，這樣的訊息，來展開自動調查。那假如

這個以外，監察院在歷年調查當中，發現有一種制度性問題，反覆發生的

問題，那他可能展開自動全面性的通案性調查 systemic investigation，全面

的檢視某一項問題，那麼調查之後，當然請主管機關來改善他們已經存在

的一些待改善之處，所以這是有關於受理陳情的來源。

另外我剛剛提到監察院有受理陳情中心，這個中心裡頭有志工，有我們的

職員 staff，還有就是說我們的委員也會值班會輪職，那麼每天會不同的委

員來接見這些 complaint，就是這些陳情人，所以我們是有一套內部機制。

可是我們不是完全只針對兒童權利來處理，我們更多的其他人權類別，婦

女的啦，還有這個身心障礙者，各種權利的人員受到侵害都是我們的職權

範圍，但是兒童權利是我們的工作的一環。

那麼剛剛，嗯，主席有提到這個就是說，監察院到底有沒有，有沒有就是

說對私部門的這一部分能不能處理。我們跟其他監察使一樣，基本上是

good governance 的處境，所以政府治理的處境，但是有部分，但是我們可

以想見大部分的人權侵害，都有主管機關的，像兒童一定有主管機關，就

像今天的主辦單位一樣它有主管機關，所以我們對主管機關的監督，也是

間接來處理這些民間發生的人權侵害事件，這是我們運作的方式。所以一

旦有這個兒童的權利遭受侵害，當然一定有主管機關沒有善盡職責或者該

預防沒預防，或者該做也沒做，所以這時候我們會要求主管機關來改善，

甚至於會要求給予檢討，失職人員的懲處。

那最近有沒有彈劾案件，有。嗯，譬如說一個很重大的事件就是在 2013 年

有青少年因為犯罪，被送到桃園兒童這個輔育院，就 reform school 來服刑。

在這個兒童在少年輔育院受到不當的對待，人員受到傷害以致於喪失了性

命，這件事情監察院彈劾 3 個公務員。另外同樣的事件，同樣是少年犯罪，

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 在這個彰化少年輔育院也類似發生了問題，所以我們彈劾 4 位這個主管機

關的人員，所以這是比較重大的案件，嚴重違法甚至於喪失人命的問題，

那麼我們一定要積極來處理，積極來來要求改善。

那至於剛剛也有提到就是說，那麼監察院是不是只能針對公部門，不能對

於私部門的處理，這一部分目前台灣有個重大議題就是說到底要不要成立

完全符合巴黎原則的國家人權機構，我們都知道 ombudsman 本來就是國家

人權機構一種態樣，這 institution 的一種。那麼目前後天這個總統府要討論

的議題，就是如何透過修法來強化監察院的職能，完全符合巴黎原則。那

麼可能談到的包括要不要賦予監察院來處理部分私部門發生的人權事件

進 行處 理，包 括建 立機 制、包 括這 個和 解或者 是協 商， mediation 或

conciliation 這樣的一個機制，可是這個都牽制到政治方向，都牽制到未來

的修法，所以這樣的議題後天會在總統府來進行討論，後天下午。

所以我們會參與這個議題的意見表達，基本上他們目標是希望把監察院建

構成完全符合巴黎原則的國家人權機構，但是因為未來的方向不是監察院

能夠完全控制，因為總統府那邊有總統考慮整個國家對五權分立的制度如

何來補強，人員保護的部門，這部分呢，因為各界都有不同想法跟意見，

我們監察院只是參與一種意見表達，以上意見請各位審查員參考。

衛生福利部呂政務次長寶靜：

不曉得，來，是，這是法務部，請。

法務部代表：

委員，我來做一個為什麼 20 歲現在調降 18 歲的爭議問題。第一點就是要

說明，外國立法律有關成年年齡規定不一致，它是在 18 歲到 21 歲之間都

有，都有這個規定，那應該是屬於各國立法政策的問題，也是我國必須要

考量民俗及民眾接受度的問題，這是第一點我比較先表明。

第二個問題就是說 20 歲是可以完全地對自己的行為負責任，那民事的法

律關係，涉及到財產的變動跟交易行為，也就是說針對是行為能力是針對

財產行為，有關身分行為基本上是不適用的。基本上，我說基本上有的是

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 適用的，基本上是不適用的，所以為什麼結婚可以 18 歲，可以 16 歲訂婚，

所以是意識能力為基礎之下。

那因為民事的法律關係具有一個複雜性，譬如說各種契約之權利義務關係

內容會不一樣，具有多樣性。在我國來講 18 歲以上未滿 20 歲的人都是在，

這些人 18 歲到 20 歲，未滿 20 歲，都是在就學在學階段，第一個他沒有經

濟能力的基礎及知識程度，是不是可以獨立的進行複雜的民事的財產行為

的法律關係。這一點我們是基於保護他的理由沒有錯，因為限制行為能力

他可以去做法律行為，譬如定契約沒有錯，不過事先要得到允許，或事後

要經過法定代理人的同意保障他的權利，這是第一個。這是第二點。

第三個現在關鍵點在哪裡？關鍵點是說 18 歲未滿 20 歲是不是具有足夠的

判斷能力，為自己的行為負責，這個是爭論點所在，也就是目前我們民調，

所造成的拉鋸戰。到底是，18 歲是不是有足夠的判斷能力，為自己的行為

負責，這當然是針對財產行為而言。而且他沒有經濟能力，而且對別人的

侵害也必須法定來負責，所以基於這樣的，我們基於保護的理由，所以目

前我們是說暫時，維持目前的現狀，那等到取得大家共識之後，因為畢竟

這是立法政策，必須要了解民眾的看法跟社會的接受度，而不是說主管機

關想改成 18 歲就 18 歲，不是這樣子的。因為政策要經過大家的共同討論，

廣泛諮詢意見之後取得共識這個政策才有辦法去推動，那我再補充到這邊。

謝謝。

衛生福利部呂政務次長寶靜：

主席，勞動部，勞動部牽涉到他能不能 18 歲，可以締結勞動契約喔。來，

勞動部請。

勞動部代表：

是。當然有關委員剛才有詢問到說，我們為什麼定 18 歲到 20 歲需取得家

長同意書才能就業的問題。那目前，其實目前我們的勞動法令是規定，嗯，

是針對童工跟未滿 18 歲之人從事工作，他有特別保護的規定，那相關的規

定是規範在我們的勞動基準法跟職業安全衛生法。那在相關的法律裡面，

要釐清一些年齡上的規定，就是我們雇主是不能雇用未滿 15 歲的人從事

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 工作；那對於 15 歲以上未滿 16 歲，在我們法令裡面是稱為童工，他就有

特別的保護規定。那對於 16 歲到 18 歲，我們在勞動基準法跟職業安全衛

生法裡面都有規定說，不得從事危險性及有害性質工作，以及未滿 18 歲受

僱的人從事工作的話，雇主要取得法定代理人的同意書及其年齡證明文件，

那對於 18 歲以上就沒有相關的限制跟規範，以上。

衛生福利部呂政務次長寶靜：

喔，我們的所有政府官員來講一個理念就是開放政府、全民參與，是我們

現在追求的目標。就施政的理念，就是我們在政策制定的過程中，是要讓

更多的民眾來參與，這個原則、這個理念是被確定的。

那第二個就是剛剛委員比較關心的是，我們怎麼看待兒童，就兒童是不是

有能力的人，這在我們台灣看起來還要很多的討論。就是好像取向於家父

長覺得兒童要保護這樣的理念，勝過於 18 歲以上他自己就可以參與來做

決定這件事情，我想我們要更多的討論，這是第二個。

第三個就是兒童能不能參與議會，參與政策制定，參與預算的這個編列跟

這個預算的審查，我想這樣的一個理念也需要很多的培力工作，所以我們

今天從 CRC 的精神中也知道，這對我們台灣傳統以來，家長就是父母親跟

孩子的關係，是一個新的思維，那我們希望應該有更多的時間來對話，引

導這個方向才能符合 CRC 的精神，這是我做一個補充的說明。

Jakob (Jaap) Egbert Doek：

一個 16 歲女孩被父親家暴，那這個時候女孩可能就必須進到寄養照護或

者是機構安置，可是如果是 18 歲的女孩，同樣的狀況下，法官是不是就可

以下令 18 歲的孩子他就是直接去到寄養家庭或者是到兒少安置機構？所

以我想問一下，是不是在兩個案件底下是不是都有可能是這樣的處置方式？

還是只有 16 歲的女孩才會遭到這樣子的兩個處置方式？

衛生福利部呂政務次長寶靜：

是，是這個，是法務部嘛，是不是？法官的判決，是法官的判決，所以應

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 該是，剛有聽懂喔？就是兩個年齡層不一樣，一個是 18 歲，一個是 16 歲，

那請問法院的判決是怎麼樣來做決定。來，今天法務部有來嘛喔。是司法

院？是哪一個？是司法院或法務部，司法院來，司法院請回答。

司法院代表：

謝謝委員的提問，司法院這邊做一個簡單的說明。依照兒童及少年福利與

權益保障法的規定，18 歲以下的兒童如果有受虐的情況，也就是受到家庭

暴力的情況，才會有保護安置的問題，這個是目前法律的規定，說明如上

謝謝。

衛生福利部呂政務次長寶靜：

是。他是問說如果是 16 歲，你會怎麼做，如果是 18 歲你會怎麼做？是，

就是 16 歲的話，你們會怎麼做，是裁示這去哪裡，18 歲的話會去什麼，

有兩種方式，他有舉例子了。剛剛舉一個是寄養家庭嘛，一個是機構式安

置，所以當你們法官在做裁定的時候，年齡兒童，兒童的年齡在跟你們裁

定的時候，有沒有什麼樣的關係，或是什麼樣的影響？他想了解這個問題。

司法院代表：

那關於法官就兒童的年齡裁定安置的機構是不會有差別的，就是只要是 18

歲以下有受到暴力的狀況，有安置的必要的話，那法院就是裁定安置，但

是法院不會去決定他的安置機構，因為安置機構的決定，就是後續安置的

執行，是由行政機關來做處理的。

Jakob (Jaap) Egbert Doek：

你的意思是說我們法官如果遇到 18、19 歲他也是受到暴力相待的話呢，那

因為他超過 18 歲不在兒少法的保護之下，所以根本不用決定他是不是要

被安置嗎？你的意思是這樣嗎？超過 18 歲就沒有安置的問題了是不是？

衛生福利部呂政務次長寶靜：

是，年齡不一樣是不是會不一樣，來請回答。

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司法院代表：

那依照目前兒童及少年福利與權益保障法的規定，18 歲以上未滿 20 歲的

成年人在處理緊急安置的狀況，緊急安置也就是說在發生嚴重的家庭暴力

的狀況下，有馬上要把這個 18 到 20 歲的這個就是少年，把他，讓他離開

家庭的危險狀況的時候，那為了保護他的安全，也可以準用目前的兒童及

少年福利與權益保障法的規定來進行安置，以上是回答，謝謝。

衛生福利部呂政務次長寶靜：

法務部來補充一下下哦。法院這邊沒有辦法說清楚，那個委員想要聽到的

答案。

法務部代表：

是，跟委員說明。在我們國家對於不管是兒童也好，或成年人，或 18 歲以

上的這個被害人，他有沒有需要做保護安置，並不會用年齡來做區分，而

是用安全的議題來思考。也就是說如果是一個 18 歲的這個少女，她遭受到

家庭內的性侵害，我們會就她的安全保護措施，以及她留在家庭裡頭會不

會繼續受到危害，經過跟被害人的分析討論之後，如果她需要安置，我們

會提供她的安置處所；那這樣的一個安置呢，有 72 小時是社工可以決定，

如果要繼續安置我們還是會向法院申請繼續安置，以上補充。

Jakob (Jaap) Egbert Doek：

好我想這個部分我們可以先結束了，我們簡短休息一下再回來討論第三章，

我們希望能夠在時間之內將討論完成，需要喝杯茶喝杯咖啡的朋友，請大

家在 10 分鐘後回來，我們 11 點再回來。

司儀：

各位貴賓，第一場次審查會議到此結束，場外備有咖啡與熱茶，歡迎各位

貴賓享用。我們將在 11 點接續第一場次的審查會議，謝謝。

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司儀：

各位貴賓，會議現在開始。

Jakob (Jaap) Egbert Doek：

大家好，剛剛說過了每次休息 10 分鐘，大家一定都是 15 分鐘才回來，不

過我們要回來辦正事了，我們會繼續進行討論，我們會繼續與中華民國﹙台

灣﹚的政府代表進行討論，接下來又要把時間開放給委員，我們接下來要

看的問題是第三章的一般性原則，裡面提到了禁止歧視原則、兒少最佳利

益原則、生命、生存以及發展權、以及尊重兒少的表意權，那我們請 Lundy

女士先提問。

Laura Lundy：

我要針對以上這四個原則呢，分別提一些問題，那其實有一些原則可能之

後才會談到，但是因為有很多原則彼此相關，我可能都會一起問到。首先

呢，我想針對兒童權利公約第 2 條禁止歧視原則來提出，也就是針對無國

籍的兒少來提問，我想要一個很簡單的回覆，就是說呢，無國籍的兒少有

哪些服務或是福利是沒有辦法享有的？有哪些一般兒少所享有的服務或

是福利是無國籍的兒少沒有的？

第二個問題是身心障礙兒少，我想問他們說有多少的身心障礙的兒少是有

接受教育的？然後身心障礙者的兒少是不是面對的虐待比例是比較高的

呢？在機構是不是比較容易受到比較不當地對待呢？那針對禁止歧視原

則我想要再問一下資料的收集，因為發生歧視的時候必須要一種分群的資

料，比如說按地區啦、性別啦、年齡啦這樣子的仔細的資料，比如說根據

性別啦、地理的資料我們看到了，但是好像沒有根據兒童的族群比如說原

住民、非原住民，或者是他的障礙者狀況去做分類來做資料的收集。接下

來要問到身心障礙的生存以及發展權，這邊我們有看到死亡率的資料以及

其他的資料，有看到分性別以及分地理位置，那我們想看到就是比如說有

沒有同志族群 LGBT 的兒少，有沒有他們的自殺的資料呢？

至於第 3 條兒少最佳利益原則，我們看到很多法律都提到說要保障兒少的

利益，我覺得這樣很好，這可以來滿足 CRC 公約裡面第 3 條的要求，我的

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 問題是台灣大家到底瞭不瞭解叫做兒少最佳利益原則？針對這個原則有

沒有官方的立場？在問題清單裡面我們有提出一些問題，比如說 18、19 歲

這樣子的年紀對於他們來說好像不被認為是兒少的話，是不是沒有完全符

合兒少最佳利益原則？因為兒少最佳利益原則不是只有保護而已，兒少最

佳利益原則不能當作是一個理由來削減兒少的權利，必須要聽聽兒少的意

見，所以我想知道兒少最佳利益原則一般性的指南或是說一個指導是什麼？

最後，第 12 條就是尊重兒少的表意權，這在 NGO 的報告以及我們昨天的

兒少會議裡面大家都蠻重視的，很多人都提到了要改變思維，開始很多人

都認為兒少呢沒足夠的心智能力來為自己做決定，那因此法律裡面應該要

來訂定說應該要收集兒少的意見，而這是一個體制比如說兒少的議會收集

兒少的意見，但是需要先改變一個思維，就是要尊重兒少的行為能力，相

信說他們有辦法就他們的生活呢來提出意見，所以我要問的這個問題，其

實也是 Doek 教授曾經說過的，就是大家做了什麼事情？政府做了什麼事

情去改變成人的思維？法官啦、律師啦、醫師啦、父母他們的思維，讓他

們認為說兒少其實是有其主體性，有這樣子的權利的，好我想我的問題就

提到這邊，這些問題應該就很充足了。

Judith Karp：

我的問題要問歧視相關的，就是在城鄉之間的兒少，是不是有些歧視的狀

況？比如說預算來說，以教育來說、以健康來說以及父母的教育，城鄉之

間是不是有些差距呢？以及不一樣的族群之間的兒少是不是會遇到一些

歧視？至於講到兒少表意權，我想要指出一點，兒少好像覺得他們的意見

沒有被聽到，因為可能學校有一些委員會決定說要進行什麼樣子的獎懲，

那在學校裡面學生會的意見呢沒有被先徵詢過，好像也沒有被尊重，所以

問題是我們要怎麼樣讓兒少覺得說他們在學校裡面他們的聲音被聽見了？

那比如說透過一些電子報啦一些期刊啦等等讓他們來發表他們的意見，是

不是說有類似這樣子的辦法呢？我覺得如果一位兒少他介於 18 到 20 歲，

然後又已經結婚了，他就有可以加入法律程序或行政程序的行為能力了，

在他們在 18 歲能夠結婚，然後可以去加入法律的程序又有財產，是符合兒

少最佳利益原則的嗎？我想要知道政府對於這一點的觀點。我也在想法官

有沒有受過訓練去了解兒少最佳利益原則是什麼，然後能夠跟兒少進行對

話、來聽聽兒少的意見，法官有沒有受過這樣的訓練？以上是我的問題。

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Nigel Cantwell：

我有一個短短的問題，就是兒少最佳利益原則這個概念，在台灣大家是怎

麼去理解這個概念的？當各位在談兒少最佳利益原則的時候，特別是在立

法的脈絡之下，大家是不是真的了解兒少最佳利益原則是什麼？那他的意

思其實就是去針對某個特定的孩子去理解最佳的解決方案是什麼嗎？還

是你們覺得他的意思是在眾多可能的解決方案當中呢找到，然後用兒少最

佳利益原則來判斷這麼多的方案東中有哪一個是好的方案？不過這些解

決方案當然都是符合兒童權利的原則的，那是不是會用最佳利益原則作為

一個選出一個方案的方法呢？還是你們覺得這個概念可以說兒少的利益

比其他的成人其他的機構或者是政府的利益來得更重要？還是說以上兩

點或是以上三點？所以我想了解大家對於兒少最佳利益原則的理解是什

麼。我覺得必須要先了解他的意義是什麼，而且在人權的脈絡之下，兒少

最佳利益原則到底是什麼意思呢？那這是我對大家的提問，或許也可以引

導大家去做進一步的思考，或許這個原則有許多不同的詮釋方法，想聽聽

大家的意見。

John Tobin：

我有幾個問題，第一個要問的是跟第 6 條有關的，我們看到好像原住民的

嬰兒死亡率似乎是比較高一點，有沒有採取一些行動來改善原住民族群嬰

兒死亡率偏高？同樣的第 6 條也牽涉到了就是像自殺比率，那我們好像也

看到青少年自殺的比率最近有升高的情況，那是不是有去調查當中的背景，

未來才能採取做預防措施？第 12 條，就是兒少在法院程序當中的表意權

有沒有訓練法官他們怎麼樣去、不管是法院的審理過程怎麼樣去問兒少的

意見？謝謝。

Jakob (Jaap) Egbert Doek：

謝謝，我還有一個追加的問題，有關於兒少表意權。我想知道兒少他們到

底有什麼樣的機會來表達自己的意見？比如說在離婚案件當中爭取監護

權的過程當中，法院是不是有邀請兒少在特定的時間來到法院來表達他們

的意願？還是說要看情況、要看律師怎麼說、或是看爸媽怎麼說？很多的

國家他們針對兒少表意權有很好的立法，但是真正談到實踐的細節，往往

兒童不知道自己有表意權，很多時候也不會受到成人的邀請來表達自己的

意見，所以我想要了解的是在落實兒少的表意權特別是在法庭的情況，請

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 團長。

衛生福利部呂政務次長寶靜：

其實大家都知道，第一個就是我們對於無國籍的兒少，我們到底在他有沒

有得到一些什麼樣的福利跟服務，這是社家署喔。

第二個就是 Lundy 的第一個問題，第二個是身障的這些兒少，他在教育權

還有在安置機構裡容易受到虐待，那我們有沒有什麼對策。

第三個是統計數字，這個是不是社家署？就是我們的統計處來回答，是不

是我們在對兒童的調查裡，都缺少性別啦、地區啦、原住民啦、性傾向啦

這些資料。我們到底，我們有沒有這樣的資料。就是大概都是，第一個都

是我們衛福部有關。第二個也是哦。就是生命發展權，也談到自殺的數據，

那這裡要請我們的心口司來回答。特別是青少年還有偏遠地區的原住民的

這個自殺還有 mortality，這個死亡率，這個是我們國健署，對於死亡率，

原住民族地區的死亡率的問題是不是也請這個來回答。

那第三個就是這個最佳利益。這個最佳利益這個的展現，這是有沒有一些

原則，它的定義，怎麼去做一些落實我想這個可能都可以答，社家署也可

以答，司法院也可以再答。

那第四個就是，嗯，表意權。剛剛大家一直在關心，就是到底我們怎麼樣

來改變這個表意權，是從兒童做主題來做主體性來思考，尊重兒少的這個

行為部分，這是第一個部分。那第二個部分是，這二個是 Karp，講過了喔。

那再來就是，嗯，這個 Tobin 講的，也是剛剛講，就是原住民死亡率改善

行動，這個都談過。

那就是，最後就是可能是在，我們是不是來談談司法院。在這個剛剛不管

是 Tobin 或者是 Doek 教授關心，舉個例子，比如在離婚的案件裡，在爭取

這判定這個監護權的時候，我們怎麼樣把這個兒童的表意權，能夠舉例說

明，在台灣的落實情形。這是我抓到的第一個部分該回答，是不是從社家

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 署先開始，來。

衛生福利部社會及家庭署代表：

謝謝委員的一個提問。那有關無國籍兒少的相關的一些福利或者是健康醫

療等等，那目前在我們兒權法裡面是有明白訂定，兒少如果是無國籍的，

我們應該要予以協助，那也要受到，依照我們國家的一些相關的規定，給

予一些保護跟服務。那在醫療的方面，在健保，那在疫苗的接種或是預防

保健，那目前除了他是還沒有納健保以前，可以用醫療補助來維持他的健

康，不過他因為，他在台灣如果居住 6 個月以上，大概就可以有一些的健

保的處理，所以這個是可以來維護他的一些健康。那福利服務的部分，他

如果是沒有，我們社工去評估如果沒有受到一些適當的照顧，我們也可以

給他做一些的安置，或者是到寄養家庭；那如果是被有適當的照顧者，那

可以視他一個個案的需求，來提供他相關的福利服務，譬如說他可以有是

屬於緊急生活的一些經濟的補貼，或者是有一些相關必要的一些服務。那

在福利服務的部分，我想原則上大致上不太會有差異。

那另外剛剛委員有提到，身障的兒少是不是在機構受虐的比例是不是比較

高，那目前我們統計數字看起來，是沒有明確地顯示說身障的兒少在機構

裡面有較高的受虐比例啦，不過在整體，就是整體的兒少受虐的案件裡面，

身障兒少受虐的比例大概是略高於整體兒少的受虐的比例，有稍微高一些。

那這個我們可能還要再進一步去分析，到底是有什麼樣子的一個情形。那

另外是針對身障兒少一些特殊需求，其實我們還是以家庭安置為優先。如

果他，嗯，可以在家裡，我們當然希望他能在家理，真的不行也是可以到

寄養家庭，或團體家庭或者是機構式的照顧來支持，以上先簡單補充。

衛生福利部呂政務次長寶靜：

統計處有來嗎？處長請回答我們兒童，有關兒童的一些資料。

衛生福利部統計處代表：

回應有關兒少的一些統計資料部分。基本上政府的統計資料，大概會由相

關的政府部門就他們列管的部分去做資料的收集，譬如說一些兒少的教育，

可能就是教育部會有統計，兒少的一些照護可能衛福部就會統計，這基本

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 上的概念是這樣子。那統計資料的收集，基本上會透過一些公務登記的資

料，或者透過調查的方式產生，那會不會產生比較是性別或是性傾向，或

者是一些社會經濟狀況的一些資料，就牽涉到整個資料收集的方式。假設

是公務登記，譬如說以死亡，死因的統計資料的話，它是根據死亡通報的

資料來做一個統計資料的建置，那死亡通報的資料裡面，其實基本上不會

含性傾向的部分，也不會有一些社會經濟背景的部分；它可以有性別，可

以有地區別這些資料的產生。所以這個公務資料的部分會受限於它整個資

料收集的模式。另外在調查的部分，就會透過一些抽樣設計產生調查的統

計結果部分，就看調查的問項裡面，大部分會問他的性別、地區或者一些

社會經濟的狀況，這些資料就可以透過調查方式產生，那是不是有性傾向

的部分那看調查本身的需要，去做設計，謝謝。

衛生福利部呂政務次長寶靜：

這是統計處的答復，就是可能對那個 diversity 那個部分，我們的題目還是

要繼續回答哦。那心口司對那個生命的發展權，心口司是不是回答自殺，

還有，自殺這個缺乏那個 LGBT 跟原住民的資料，還有青少年自殺算比較

高，有沒有什麼原因，什麼對策，請心口司。請。

衛生福利部心理及口腔健康司代表：

關於這個自殺的部分，確實在最近幾年我們可以明顯看到在青少年族群，

特別是在 18 歲以下，可能 15 到 18 之間，他的自殺率有上升的趨勢。那我

們在這個死因統計裡面，其實是沒有辦法看到說他是因為什麼原因，什麼

理由去自殺的。

我們另外有做一個統計是關於自殺企圖的，suicide attempt，那這些個案，

當個案因為自殺的行為，被送到醫院去之後，醫院這邊有做一些統計關於

自殺企圖的，我們有全國性的資料。這邊在 18 歲以下，兒少自殺企圖的原

因前 3 名主要還是感情因素，主要還是感情的因素，第二才是跟家庭成員

之間的關係，也就是跟父母親跟家人之間的衝突；第三位的因素是憂鬱傾

向或者罹患憂鬱症，那第四位這個問題是，才是學校的適應問題或者學校

同儕相處的問題，以上大概可以理解一下，大概我們青少年遇到的困難點

到底在哪裡？我想這跟整個社會的開放跟人際互動的頻繁，包括我們用網

路互動，社交媒體的互動，都有很大的關係。

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 那目前我們是跟教育部這邊合作，不只在學校裡面有，現在增加了很多編

制的心理師跟社工師來協助個案的心理健康狀態，那學校裡建立了 3 級的

輔導的機制，來協助青少年他們在遇到一些情緒困擾的時候的處理。那在

衛福部這邊是做好學校跟醫院之間的轉介工作，那另外如果學校這邊的 3

級輔導，仍然出現有問題，或者有憂鬱症的傾向，就是往外轉介跟醫院之

間的兒童青少年精神科這邊做連結，這是我們簡單的回應一下。

那至於說原住民的部分，其實原住民的自殺統計資料我們只做到 2013 年，

因為原因是因為 2013 年之後，原住民的自殺死亡就排在第 10 位以後了。

在 2013 之前原住民大概自殺死亡第 10 名，那 2013 之後他們就落在 10 名

之後，所以原委會，原住民委員會，他們就沒有做這樣的調查。那麼我們

一般的死亡統計裡面也確實沒有原住民這個變數，可以讓我們從一般的統

計裡面得到原住民的自殺資料，那整個來講原住民的自殺的死亡率，都是

比我們一般國民，比平均國民的自殺死亡人數稍微高一點點，大概多了十

萬分之三左右，以上是我們說明。

衛生福利部呂政務次長寶靜：

所以 children 最佳利益有好多的部門可以回答嘛。是不是請社家署來回答？

那在法院部分是我們的那個法律的基礎，是否我們請法務部也能夠來回答？

那是不是待會司法院有沒有辦法來說明，我們這個最佳利益在我們法官的

判定上會沒有什麼樣的說明跟什麼樣的原則。請社家署開始。

衛生福利部社會及家庭署代表：

好。我想兒少的最佳利益是我們很重要的一個依據，那當然兒少裡面，我

們不管是社工或者是相關的專業人員，在處理兒少的議題的時候，應該要

就他的兒少所處的一些環境，還有包括他自己的家庭、他的問題來做一個

綜合的評估。那當然兒少的意願也是很重要，這個也是在兒權公約裡面，

我們要尊重兒少的一些意見的一個表述，所以在社工通常在做處理的時候，

都會去問兒少的一些相關的想法，那當然兒少的一些自有的資源相較於成

人是比較少的，所以這個部分也當然是我們要優先去考慮。所以在整體的

兒少的最佳利益，應該是用不管他的要考慮的層面可能有，他的年齡、他

的家庭環境、他所處的就學有遭遇的問題等等，他所處的困難的一些情況，

然後去判斷再尊重兒少的一些想法以後，我們再來做一些的最適合他的處

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 理，我想以上先簡要就這個部分來做補充。

衛生福利部呂政務次長寶靜：

司法院要不要來談最佳利益的？

司法院代表：

關於兒童最佳利益的意義，在法官審理案件的時候，我們會考量的因素就

是包括民法第 1055-1，包括兒少的年齡、性別還有手足的人數。如果是跟

監護權有關係的，我們會去判斷他是不是有兄弟姐妹，那兄弟姐妹的人數

是多少，還有每一個兒童他身體健康的狀況。那此外，關於兒童的兒少的

意願的部分，就是兒童他自己對於某個案件，他自己本身的主觀的意見什

怎麼樣，法院也會用適當的方法去了解他的意願。

另外包括他人格發展的狀況，還有跟兒少有關係的父母還有同住的關係人，

譬如說祖父母或者是姑姑、阿姨、叔叔、伯伯，同住的關係人的狀況的年

齡、職業、品性、健康狀況、經濟能力還有同住人的生活狀況，這個我們

都會一併去關注。那另外在離婚監護權的案件呢，父母他是不是有保護教

養兒童的這個意願，他是不是真的想要照顧跟保護這個兒童，這個我們也

會去關注。那另外父母的行為有沒有妨礙到另外一方父母去照顧這個兒童

或少年，這個部分就是這個父母，沒有跟小孩同住的一方的父母，他是不

是一個可以跟另外一方父母，友善的而且合作的父母，他的這個態度我們

也會一併的去關注。那法院也一併去關注到各個不同文化族群之間，對於

兒少的，兒少的一些利益，那因為各個不同族群的文化的，文化可能會有

不同，那多元文化這個部分法院也是相當重視的，那針對兒童兒少的最佳

利益的部分，補充如上，謝謝。

衛生福利部呂政務次長寶靜：

司法院還要，請回答，就是我們在法官訓練上有沒有把這個兒少最佳利益

的原則把它納入我們的課程，那平常在這個法庭上，有沒有跟兒少產生一

些對話，尊重他們的意見，這個也再請司法院再補充。

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司法院代表：

好，謝謝團長。主席、各位委員，那接下來司法院要補充的部分是關於在

法庭程序上，對兒少權利的保護。那對於兒少權益的保護呢，在家事事件

的部分，關於親子事件的審理，或者是跟兒童、少年有關係的，所有這個

程序上的部分，法院會尊重兒童去表達意願的權利。在審理的過程中，如

果兒童有到庭的話，我們就會直接詢問關於特定事件的意見；那另外呢，

為了保護兒童的權益，我們也設有不公開法庭，就是在審理的程序中不公

開。

那另外還有友善的法庭環境，譬如說在詢問兒少的意見的時候，我們不會

在一般訴訟的法庭之內進行，我們是在一個溝通式法庭，也就是一個很溫

馨的法庭進行。那這個法庭裡面我們設計有布偶、繪本，就是可以讓小朋

友畫畫的工具，那也有一些布偶可以陪伴小朋友，讓他比較不會那麼緊張，

那另外呢也會請社工陪同。那如果有必要的話，也會做一些隔離訊問的措

施，例如說有家暴的狀況的話就會做隔離訊問，那另外也有設計程序監理

人，可以協助兒童來陳述意見。那家事調查官的部分呢，也會協助調查跟

兒童有關的事項，另外有心理的專業的委員，譬如說心理諮商師、臨床心

理師，如果有必要的話，也會請心理的專業人員陪伴兒童來進行法庭的詢

問程序，也就是協助兒童來表達他的意願。

那另外社會福利機構可以對兒童進行訪視，那其他的專業人員譬如說學校

的老師，如果說兒童或少年他們認為需要學校的老師來陪同他出庭的話，

這個在法院也是允許的。那另外呢，在少年事件處理法的部分，在處理少

年的事件的時候，也會聽取少年，也會尊重少年的表意權，也就是聽取少

年的意見，那也會直接告訴少年他有選任輔佐人的權利。輔佐人就是說幫

他陳述意見的人，那如果說他自己願意讓他的法定代理人來幫他陳述意見

的話，他也有這樣子的權利，那如果說在整個訊問少年的過程中，法官認

為有需要一位專業的，專業的人員來協助詢問少年的意見的時候，這時候

在少年事件處理法上有規定，有一個專業的司法詢問員可以來協助詢問少

年的意見，那這個是程序的保障的部分。

那接下來針對法官訓練的部分來做說明。法官訓練的部分每年在法官學院，

法官學院就是 judges academy，在法官學院我們會有關於兒童權利公約，

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 還有兒童最佳利益、兒童權益的保障，還有兒童的兒少的詢問技巧。這個，

這個，這幾個部分都會有相關的專業訓練課程，那每位法官每一年都要接

受 12 個小時以上的專業詢問課程，那這個專業詢問課程每年都持續的在

進行，那已經進行相當多年了，以上是我的報告，謝謝各位。

衛生福利部呂政務次長寶靜：

就是對於剛剛，就是最佳利益的部分，那還有在，在表意權的部分，最佳

利益有一題喔，這是 Karp 教授談的，18 歲到 20 歲的已婚的兒少，他有法

律行為能力那也可以處理自己的財產，那這個有符合最佳利益嗎？法務部

有沒有要針對這一題就，是最佳利益的這個放在這樣的情況之下來作個回

答，法務部可以嗎？或是給你們一點時間準備？可是就是回答她問的問題，

我們的看法是什麼？給你一分鐘準備好了，我們先進入其他的部分。

在這個表意權，剛剛是最佳利益，表意權裡面還有一個跟教育部有關，到

底學校對學生的獎懲，兒少有沒有表達意見的機會，那有沒有需要怎麼樣

再改進的地方，請教育部請喔。

教育部代表：

好，教育部說明就是學生在表意權的這個部分，一般而言我們如果先從積

極性的，就是學生的課程跟活動而言的話，就是在國中小裡面跟高級中等

以下學校，其實都會有學生的自治活動，就是我剛說的包括就是學生會的

選舉跟小市長的選舉。其實他們這些自治學生的自治的組織，他們可以表

達對於就是那個學校的作為需要什麼樣的改善，或是他們需要什麼樣的環

境設施跟什麼樣的學習環境，這些都可以做積極性的表達。另外就是比較

消極性的，比如說學生受到家暴的時候，其實他們可以有，就是有 113 的

投訴專線；學生校園受到欺負的時候，會有霸凌的申訴的那個專線。又如

同，又舉例就是我們的建教的學生，他如果在，就是到工廠，去合作機構

裡頭，就是受到不當勞動的權益的受損的時候，其實他也有建教學生的一

個申訴專線。

那另外的話就是在學生的獎懲制度裡面，如果他受到就是覺得在懲處的，

學校的處分他有受到委屈的話，我們有一個就是學生的申訴評議委員會這

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 樣的設置，那如果學生對於學校的處分認為就是不當，他可以對這個委員

會提出申訴，那如果在國民中小學的階段，如果學校的申訴評議委員會做

出了決定，他還是不滿意的話，他還可以跟縣市的就是再申訴。縣市會設

一個學生申訴評議委員會，這個是表意權的部分。

另外我要特別說明的是在高級中等教育法裡面，我們在 25 條其實有訂學

生是校務會議的代表，也就是說在學生可以參與學校的一個重大的校務行

政的一個參與，那另外的話就是台灣政府最近我們在審議就是 108 的新的

課程綱要，這個課程綱要是會規範就是從國小、國中到高級中等學校學生

的學習內容，在這個很重要的事情上，其實台灣政府開放給學生代表參與

的機會，那這些學生代表他參與其實是我們接受公開的登記，他可以來參

與遴選，並且他也可以登記為候選人。那目前我們課綱的審議大會裡面有

非政府的代表裡頭，學生代表就是在審議大會裡面，48 個裡面就有 4 位學

生的代表，他們針對就是將來就是他們要學習什麼樣的課程，其實是可以

充份表達自己的意見的。另外在新課綱的實施要點裡面，其實也已經規範

就是當學校就是課程發展委員會在召開的時候，裡面必須要有學生代表，

這些都是學生可以參與公共政策，甚至就是對於自己的學習內容可以表達

意見的制度設計。

衛生福利部呂政務次長寶靜：

談一談這個歧視這個這一個原則。那剛剛第一個問題就是原住民族的死亡

率偏高，有沒有什麼改善的行動策略，這是國健署。第二個，我們在偏鄉

部分，怎麼讓我們的醫療資源能夠，也能夠涵蓋到偏鄉，這個是我們的，

也是照護司，有來嗎？或者是國健署能不能回答，我們怎麼樣把這種健康

照顧放到偏鄉的部分？那教育部也要不要談一談，我們對這種城鄉差距怎

麼樣來使他們接受教育的機會，不要受到剝奪跟歧視。那第三個就主計處，

就我們在預算上對這種偏鄉，我們在城鄉之間主計處怎麼透過預算來回應

這樣的一個問題。是不是就開始來請國健署先回答好嗎？

衛生福利部國民健康署代表：

好，感謝委員的提問。那我們針對這個嬰兒死亡率的分析喔，死亡的最主

要的原因是先天畸形、周產期相關的病變以及意外死亡。那在於這個原住

民比較佔，比較高的城市呢，我們有推，推一個高風險孕產婦的一個關懷

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 計畫，這個是一旦從懷孕就關懷到出生 6 個月，這是一個主動的關懷，那

希望能夠增加他們來做產檢相關的一些醫療，那減少剛才提到的先天畸形、

周產期相關的疾病。那另外因為早產兒的死亡率比較高，我們也推這個早

產兒及低出生體重的一個關懷，那這個也是一個主動關懷計畫，一直會到

早產兒 2 歲。

那另外意外方面呢，發現這個意外上面大概在家庭，我們還有在安全社區、

幼兒園學校這邊我們會教導這個主要照顧者，還有去幫他們評估他們的環

境。這個部分我們也把它放在我們給小孩子的一個兒童衛教，也就是從醫

師還有護理師那邊協助這一方面的教育。那至於這個交通意外上面，除了

衛生福利部本身以外，也跟交通部合作，那在原住民地區的這個意外稍微

高的狀況，也跟原民會合作有推這個原住民安全社區，也是安全部落。那

另外在我們原住民部落這邊，煙、酒、檳榔是稍微高，所以我們也有推這

一方面的防制計畫，希望能夠降低這個原住民這個嬰兒的以及兒童的死亡

率。而且我們今天還在國家的國發會這邊，我們有把原住民地區的這個嬰

兒死亡率的下降，放成我們的 KPI。

那另外還有就是補充一下，如果一旦原民區這邊，小朋友如果生病了，那

在我們的健保署跟醫師這邊都有山地離島醫療給付提昇計畫，以及一些在

醫療資源的提升，以上。

衛生福利部呂政務次長寶靜：

城鄉之間的差距喔，來。

教育部代表：

好。教育部對於就是偏遠地區的那個學生照顧，通常會表現在比如說預算

的分配上，比如說教育部有教育優先區的一個計畫，會去補助偏遠學校的

教學設備、場所設施、運動的操場等等，以及親子教育跟學生輔導工作的

輔導老師的就是補助等等，這是計畫性的那個補助。另外的話就是對於那

個偏遠地區的那個整體的改善，教育部正在研議一個偏遠地區學校教育的

發展條例，會針對就是全面性的，包括從經費就是會寬列，另外也可以彈

性運用就是教師以及校長的資格，對於就是在偏遠地區就是服務的老師，

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 他的薪資加給等等、宿舍、福利措施等等，也會就是提供改善，讓這些偏

遠地區的老師可以久任，留在偏鄉比較久的時間，穩定師資提升學生學習

的效果。

另外比如說對於學生的午餐，因為偏遠地區他的午餐的成本比較高，教育

部也會有別於就是一般地區午餐經費的編列標準，比如說他們的廚工會給

高一點的薪資，又比如說就是每個月會給就是以學生為單位，就是多加 2

百元去提高他們午餐的補助費的標準等等，那針對原住民的學生的照顧，

其實教育部也希望透過一個升學的保障，跟他公費的一個就是學費的一個

補助，讓原住民的學生可以有比較高的一個入學跟就學的一個機會。

在升學的那個部分，原住民的學生如果他有通過族語的證明的話，他在入

學的分數上可以加總分 35%；如果他沒有取得就是族語的認證證明，他仍

然可以在優待的那個加分裡面，就是可以有 25%的加分，那以此來提高原

住民的學生他可以跟一般地區的學生有比較公平的一個就學的一個機會，

以上補充。

行政院主計總處代表：

各位委員喔，那我想說在整個資料之前所附的資料裡面，已經有把說各個

部會一些對於兒少的一些經費都有做一個統計來表達喔，那剛才各個部會

比如說衛福部、教育部剛才也特別說明了，他們在這個預算裡面，對於一

些偏鄉地區的，他們怎麼透過在這個經費裡面做一個特別的一個調整、分

配，讓這個經費對於有些偏鄉地區的所有，能夠更有更多的一個照護來彌

補。那其實除了剛才不管是教育部也好，衛福部特別也提出來說明以外，

其他的一些部會也是有類似的狀況，比如說原住民委員會對原住民地區的

部分有特別的做一個處理，那我說有需要補充原住民我也可能可以做一些

補充，以上簡單說明。

衛生福利部呂政務次長寶靜：

社家署對我們跟縣市中央跟地方政府的補助，我們有不同的補助標準跟機

制，也說明一下下。醫事司今天有代表來喔，我們怎麼樣把醫療照顧帶進

到這個原鄉或偏鄉，我們很多的設計的做法也跟委員報告，請社家署。最

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 後我要再請那個我們原民會對這個議題，我們對原鄉的兒童、少年的照顧，

我們這邊有做些什麼事情，權益的維護，也請到原民會做補充，請。

衛生福利部社會及家庭署代表：

好。委員垂詢的是說中央跟地方之間，我們有一個城鄉的落差，那我們對

於這些比較偏鄉或離島的縣市，我們是有不同的一些自籌比例。中央的錢

下去的時候，他們自己地方政府的負擔是會比較，比較，偏鄉或離島的地

區他的自籌比例是比較少的，所以等於中央負擔的是比較多的，其實這個

就是也是要照顧到平衡這個城鄉的一個落差，讓這個整體的國家的發展是

比較均衡的，我想這是我先做這樣的一個補充。

那相關的一些的費用的補助，其實也會有不同，像我們在一些的醫療補助

或是什麼，都有不同會考量到這個城鄉的落差，那也會有不同的一個補助

的比例，以上。

衛生福利部醫事司代表：

嗯，有關於在偏鄉地區醫療的部分，我們現在有兩個策略在進行，一個是

透過政府預算的方式，讓台灣的每一個縣市都會有兒科的醫師，提供 24 小

時的這一個兒科的醫療服務，這是第一項的策略，也就是用政府的預算來

保持偏遠地區的兒科醫療服務。那第二個策略是我們會培養所謂的公費醫

師，那透過在學期間的學費的補助，之後畢業後他們就必須要到偏遠離島

的地區來為當地的民眾提供服務，以上補充。

衛生福利部呂政務次長寶靜：

那要不要也談，我們有 IDS 嘛，還醫中計畫，有嘛。

衛生福利部醫事司代表：

是。嗯，這個所謂的 IDS 目前是由衛生福利部的健保署主要來負責，那它

是一個針對醫療資源比較缺乏的地區，來提供整合的醫療服務，那麼當然

兒科的是其中的一種服務形式，那也有可能針對當地比較缺乏的特別的專

科的服務，比如眼科或皮膚科，由都會的醫院派醫師來提供服務，這個是

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 在 IDS 的部分。那剛剛團長所講的醫中服務，一樣我們會是透過政府預算

的方式，讓都會地區的大型醫院派醫師到偏鄉的地區來提供服務，謝謝。

衛生福利部呂政務次長寶靜：

原民會要不要再談一下，原民會？

原住民族委員會代表：

謝謝各位委員。那針對那個有關那個城鄉差距的一些垂詢，那原民會這邊

報告說城鄉差距確實是有差距，那就是城市跟鄉村之間交通跟偏遠喔，那

不但是城鄉的差距，在族群之間也有差距。我們原住民族地區分 30 個山地

原住民鄉跟 25 個平地原住民鄉，那其中還有就是有 46%的人口移往到都

市地區，那所以在這個地區當中，我們依照我們每年統計的原住民族健康

狀況年報，那健康狀況年報裡面統計的資料都是跟各部會的一些資料庫來

的，那我們就有分說山地原住民鄉跟平地原住民鄉跟都會原住民地區。

那所以剛剛委員所垂詢的，嬰兒死亡率的部分，我就拿 100，2013 年數據

來做個報告，就是我們在我們的山地原住民鄉的每 10 萬人口數是，死亡率

是 910 人；那平地原住民鄉的嬰兒死亡率，每 10 萬人口的初死亡率是 859

人；那都市地區的原住民的每 10 萬人口的初死亡率是 604 人。那從這個數

據來看，我們都可以看得出來是，那初死亡率的，死亡率高，大於山地原

住民鄉大於平地原住民鄉大於都會原住民鄉，不但是從我們的那個嬰兒的

死亡率，甚至於大到我們的一些平均餘命差距 8.99 歲來講，那所以我們看

看一些數據來講，很多在山地原住民鄉是特別要注意的喔，也就是說山地

原住民鄉就是我們一個醫療資源缺乏地區。

所以我們剛剛相關部會包括國健署跟衛福部所提到的，我們在山地原住民

鄉就投注相當，我們原民會了解到說各部會在投注在原住民地區，比如說

像衛生所的醫療，從擴建提供醫療儀器設備 IDS 進去，包括我們原民會補

助健保費的補助，那原民會補助的健保費補助是 19 歲以下 55 歲以上，那

19 歲以下的人口大概有 31,788 人左右，這個都是補助的部分，由原民會這

邊去做補助。

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 所以針對在我們醫療資源缺乏地區，也就是說剛剛死亡率比較高的地方，

在山地原住民鄉，我們就是怎麼樣把它的醫療的可近性，可以把它做到最

好，包括剛剛所提到的 IDS 等等的一些醫療服務，那我們衛福部所培育的

我們在地的，就是我們自己原住民的醫師公費生，都是投注在我們的山地

原住民鄉裡面，也就是讓我們偏遠跟交通的地方，因為城鄉差距，因為地

區的不同，希望可以把一些醫療跟政策可以做得很好，以上。

衛生福利部呂政務次長寶靜：

委員有問一個比較我覺得是需要比較多的回答，可能各部門有關喔，我們

看看有沒有人可以來回答。他說我們台灣是不是真的了解兒少最佳利益這

個原則的意涵，是為兒童選擇一個對於這個特定兒童最佳的方案，或者是

兒少的利益要優於政府、政府機關的這個利益，所以有沒有哪一個人可以

為這件事情來做一個個統整性的回答，沒有，我們就請社家署做為主管單

位，社家署的署長代表喔，代表發言。

衛生福利部社會及家庭署代表：

我試著努力幫各部會來做一個回答喔。其實在兒權公約裡面我們在兒少的

最佳利益，其實它是一個比較，如果就法律來講，它是一個不確定的法律

概念，可是我們會有一些核心概念要去處理，也就是說就兒少的這個個別

的狀況，我們要特殊整體的去考量，甚至於包括說兒少的年齡啦、兒少被

照顧的情況啦、兒少所處的環境啦，以及兒少他目前所面臨的困難、問題

等等，那要從兒少的這個角度去看待事情，讓兒少是處於最好的一個狀況，

最適合的一個狀況來做處理。

那當然，這是一個滾動式的一個概念，比較是我會隨著個案的狀況要做不

同的一個，他的最好的一個處理，那在兒權公約裡面我想這是最高的，那

我們國家當然也是朝這個方向來努力，因為我們既然有把兒權公約內國法

化了以後，我們一定要朝這個方向來努力，我想這個是我先嘗試著，尤其

是對於其他的相關的專業人員，在服務的過程當中，這個概念是要被教育

訓練的，所以我們會努力把這個相關的這個兒少最佳利益這樣的一個原則，

能夠深化到每一個人的身上，以上。

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衛生福利部保護服務司代表：

嗯，等一下，我可不可以延伸剛才署長的最佳利益我做補充。過去的概念

喔，用兩個面向來講喔，一個是積極面，也就是我們儘可能的謀求兒少的

最大福祉，這個在積極面。那在消極面的部分呢，就是對於可能會造成兒

少傷害的這種可能性，要讓它降到最低，用這樣的積極面跟消極面來回應

這個兒少的最佳利益，不曉得恰不恰當，也請教委員。

衛生福利部呂政務次長寶靜：

是我們的保護服務司 protection service 她的一個看法。那我們現在對第一

個回合，各位委員的問題我們做初步的回答，那就是，謝謝。

Jakob (Jaap) Egbert Doek：

好的，有一些追加的問題大家可以利用中午休息時間想一下。

Judith Karp：

兒少最佳利益是怎麼樣反映在收養的程序上呢？因為好像收養人可以單

方決定不要繼續與被收養者有收養關係，被收養者最後就變得好像這個過

程這個決定沒有考慮到他的最佳利益。

至於講到偏鄉的預算，就我了解其實多年來都有計劃要縮短城鄉的差距，

但是有沒有一個監督計畫呢？就是去看這些特別的補助、這一些預算是不

是真的很有效的使用去縮小城鄉差距呢？我知道在偏鄉地區的問題之一

可能包括預算不足學校必須關閉，學生可能也必須搬到其他的學校，因為

學校合併了他們必須要去住到另外一個學校的宿舍才有辦法去就學。學校

宿舍裡面的學生似乎就我所聽到的也會遇到一些問題，可能宿舍裡面的一

些學生也會遇到一些虐待，我的問題是有沒有一個監督的系統，比如說監

督學校的宿舍還有偏鄉地區的學校他們的預算有沒有有效的使用？是不

是有所監督？

我也想再回來談代課老師或者是代理老師這一塊，因為我們有看到一些計

畫是想要提升偏遠地區老師的薪水，讓老師有更大的動機來偏鄉地區。但

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 是有沒有什麼計畫去消除目前這些偏鄉地區大多是代課老師的問題呢？

因為我們之前也聽到了一些說法好像縣市政府可以自己決定上訴或是請

願的過程是什麼？我想重點不僅是中央，我覺得是不是要有一個中央的政

策來決定所有的縣市不管是都市還是偏鄉，所有的申訴的過程都是一致的？

如果沒有一個這樣子的中央政府的話呢，那各地的上訴機制可能就有所落

差了，而且這些機制的效率可能也因各地而有所不同。

最後一個問題要問預算，就是教導原住民學生母語的相關預算，就我所知

學習母語的機會好像越來越少了，有沒有什麼方案來增加這樣子的學習計

畫或者是讓學生有更多的動機來學習他們的母語呢？以上是我的問題。

Laura Lundy：

我很簡短的來問一個問題，就是跟身心障礙兒童有關的，而且是跟在機構

內身心障礙兒童的狀況。如果我了解的沒錯的話，在機構裡面的身心障礙

者兒童的數目，在過去 5 年往上增加，我想要了解為什麼這個數目上升了

而不是下降，好像有一些城市好像高雄，如果我唸得不好的話請大家見諒，

好像高雄市，高雄要怎麼樣發音阿？好像是台灣第二大城市，他的機構內

的身心障礙者兒童好像數量很多，但是他們的人口比台灣少很多，所以我

想知道為什麼，然後也看到有這個 6 歲以下的兒童當中竟然也有 9 個身心

障礙者兒童也是身心障礙機構裡的兒童。

John Tobin：

好，我想要問這個自殺未遂的問題，剛剛聽到可能是感情問題的關係，我

想知道他們是異性戀還是同志呢？有沒有這樣子分類的資料呢？另一個

問題也跟兒少最佳利益相關，我想社家署剛剛列出了你們會考慮到的因素

還有全面性的評估，那我想知道有沒有一個全面性的指導方針來看說哪一

些指標要去看，還是說就是要看個案來決定說你們這次要解釋什麼樣子的

因素。剛剛提到民法裡面 1055 條、那不曉得 1055-1 這一條我有沒有機會

看到這一條條文的翻譯，讓我知道這個條文到底是在說什麼。然後還有講

到協助兒童表意啦，比如說父母啦老師啦律師啦他們要協助兒童表達意見

的這一些成人，他們有沒有接受過訓練來說怎麼教兒童表達他們的意見呢？

以上我的問題。

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Jakob (Jaap) Egbert Doek：

好，還有一個問題是跟無國籍兒童相關，如果我看報告的理解沒錯的話呢，

無國籍的兒童如果被收養的話就可以歸化，如果沒有被收養的話呢，可以

在滿 20 歲之後呢申請自願歸化，抱歉，是 18 歲申請自願歸化，那目前的

做法是要被收養，可能在很多國家都是這樣，可能 8 歲、9 歲、10 歲這些

無國籍的兒少他被收養了他就可以歸化，但是如果他沒有被收養的話呢是

不是就沒有辦法取得國籍，那當然我們知道說台灣政府還是有提供一些服

務給這些無國籍的兒少，所以如果有兒少他沒有被收養的話，他在 18 歲之

前他沒有被收養的話，他怎麼樣來取得台灣的國籍呢？

第二個問題，我不知道是不是有些資訊沒有提供的緣故，就是在法律的程

序裡面呢，會聽到兒童的聲音沒錯，那有沒有年齡的限制呢？在法庭內去

聽兒童的意見有沒有年紀的限制呢？還是說不管年齡幾歲到了法庭的程

序裡面都會聽聽兒少的心聲？比如說待兒少去另外一個特別的房間裡面，

或許也有父母的陪同，然後聽聽兒少對於父母的離婚意見是什麼，所以我

也想要知道說，有沒有規定說一定要幾歲以上才會聽兒少在法庭裡面的意

見，那實務上的做法又是什麼？因為其實過去也有很多討論說幾歲的兒童

可以來跟法官表意，但是只要這個兒少不論男女，他只要能夠自己形成意

見，他就有權利向法官表達其意見，那當然有一些法官對於說怎麼樣子的

兒童能夠表達能夠形成自己的意見有不一樣的看法，但是我想要聽聽台灣

的看法。

好，那麼副團長以及各位政府代表，現在是午餐的時間了，今天早上的場

次到此為止，今天下午兩點我們會再回來繼續討論，祝大家用餐愉快，特

別是那些等一下要提供我們回答的同仁還是要記得吃飯，我們的場次到此

結束，謝謝。

164

 Review Meeting of Chapter 1-3

Meeting Transcript

Jakob (Jaap) Egbert Doek:

Good morning, ladies and gentlemen, excellencies. We are about to start the

review of the first report of the Republic of China, Taiwan on the implementation

of the convention on the rights of the child. I assume you are more or less familiar

with the process. It’s conducted during two days, at least one and a half days. And

it’s following the clustering of the articles of the convention. As you know, there

are 41 substantive articles in the convention. The committee on premise of the

child has clustered the articles under certain themes, and we follow that clustering

as the government did in its reporting on the implementation of the CRC.

And tomorrow we will try to deal with the complete questions and answers related

to the first three clusters. Cluster one is on general measures of implementation.

Cluster two is on the definition of the child. Cluster three is on the general

principles of the convention as identified by the committee on the rise of the child.

They are the Articles two, three paragraph 1, six, and twelve. Non-discrimination,

the best interest of the child, the right to life, survival, and development, and the

right of the child to express her or his views.

So the order of this morning will be as follows: after consultation with the head of

the delegation, the delegation of the government first will be presented with

questions of members of the committee on chapter one and two. And we may start

with chapter two because that is on the definition of the child, and as you know,

Article one defines the scope of applicability of the convention on children.

Children are defined as persons below the age of 18. And then followed by

questions on chapter one, or Cluster one. Then we have a short break for the head

of the delegation to assign certain members of the delegation to answering certain

questions. So that will be a small break. You don’t need to leave. You don’t need

to move. You can stay where you are. And then the answering. After the answering

we will have a short break for various reasons. Let’s summarize it as health

reasons. Stretch your legs, get some coffee, or whatever you need by that time.

And then we will have Cluster three on the general principles followed by answers

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 from the delegation of the government. The schedule sounds quite strict. We are

flexible. If we don’t complete the answering on Cluster three, the general

principles, we will continue with the answering process in the afternoon after two

o’clock. But in principle after two o’clock we will deal with Clusters four, five,

and six. But that is for the afternoon. Can I invite the head of the delegation - oh

no we start that of the delegation. Anything to observe, remark, or whatever?

Ministry of Health and Welfare, Deputy Minister Lu Pau-Ching:

Professor Doek and dear representatives from the government, we…well, today,

we are going to decide to collect all the questions and then the agency

representatives will discuss who to answer the questions. So, we will focus on

chapter one. We’ll probably have 50 minutes for chapter one. And following our

answers, the committee members may still follow up if they deem the answers not

satisfactory. So this is how the question and answer are organized. And we will

probably ask some representatives to add information. So, basically we will go

through the proceedings per the chairman’s instructions. Thank you!

Jakob (Jaap) Egbert Doek:

Thank you, madam. We will start as I told you with the questions from members

of the committee, so as I said we start with Cluster or chapter two on the definition

of the child. Mrs. Karp, you have the floor.

Judith Karp:

Good morning. I must say that I am very impressed by the work the government

has done, both in the report and the written answers, and it seems that you are

convinced to go to implement the conventions on the rights of the child. Now I

have some few questions with regards to the age of majority of ages, and my first

question is with regard to the discriminatory age of marriage, differentiation

between males and females in the age of marriage. I understand from the written

replies that you have already an amendment in the proceedings. And my question

is, our previous review committees recommended to amend the law. It took some

years until the amendment has been debated. My question is, what are the real

problems that prevented you from finalizing this amendment, and are there any

recommendations for time table for finalizing this amendment?

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My second question relates to the age of majority, and mainly to sector of so-

called children between the ages of 18 and 20, that are restricted in the rights in

the name of protection. While the age of criminal responsibility is 18, and the age

of marriage is 18, and there are lower ages for other functions, it seems that for

the civil court and for the right to vote, the age of 20 is raising questions because

it seems that in the name of protection, children are, young persons, are restricted

in their ability to participate in administrative and legal proceedings. They are

prevented from bringing complaints. They are restricted in the right association of

not being able to join a labor, trade union. It seems that a young person at the age

of 18 will finish his school cannot have an apartment without the consent of his

parents. So I understand from the written answers that there have been, a year ago,

a poll to ask people whether they are in favor of changing the age of majority to

18. And it seems that the poll showed that most of the people who were

participating in this poll were tended to preserve their rights of protection over the

children, and I would like to understand why is the basis, let’s say infringements

of rights of young persons between the age of 18, is decided by public opinion,

when, in my opinion, I think that the government has to lead. I guess that if you

were asking in polls whether parents would like to have the convention of the

rights of the child implemented here, they would be afraid of the change.

I know that you are moving from a society, traditional society, with male attitudes

of paternalism, to move to a democracy and to the understanding that children

have, they are the subject of rights. It’s not clear to me whether, I mean in the

written answers, you say that the debate can still go on in the public. But I wonder

whether the debate is not necessarily has to go on in the government and in the

Legislative Yuan. So what are the prospects of helping these group of children?

By the way, I think we don’t have the statistics of the number of children between

18 and 20, and I would like to understand how many children are in this schedule

group, that according to the convention of the rights of the child, are in fact full

human beings entitled to full human rights, including the right of association, the

freedom of speech, et cetera. Thank you.

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Jakob (Jaap) Egbert Doek:

Moving to Cluster one on general measure of implementation, Mrs. Lundy has the

floor.

Laura Lundy:

Thank for the very helpful answers to the list of issues. I have some follow-up

questions in relation to implementation. The first question relates to the two, the

first two optional protocols. I’m not sure I understand the answer in the list of

issues. It says that, I think there’s an assumption that it will be adopted because it

will be referred to by the committee in general comments. And my question is, are

there no plans, or are there plans to adopt the first two optional protocols?

The second question relates to an independent human rights mechanism. We’re

told that the Executive Yuan fulfills that function, but we think children should

have access to both an independent mechanism, and also very importantly, to

something where, that is child-friendly, that is accessible to them if they want to

make a complaint. So the question is, what can be done to ensure that children

have access to an independent child-friendly complaints mechanism?

Third set of questions relates to public budgeting and spend. Thank you again for

the information you gave us on public expenditure, and it was good to see this

attempt to have a child budget and to show a rise in spending. My two follow-up

questions, first is what plans you have to make that budget transparent so that it is

accessible not just to the general public, but to children and young people so they

can see what their government is spending, and where they’re spending it. Second

question on budgeting relates to some of the issues we discussed yesterday, and

that is about the extent to which central government monitors spending at council

and city level so the budget is still, and the obligation on the budget, is still a

central government responsibility under the convention. But questions were raised

about whether money that is spent locally is always spent well, or whether there

is sufficient money in local areas, so to what extent is that monitored.

Fourth set of questions relates to coordination, and again, thank you for your

response on that, that there is a committee looking at that. Our question is if there

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 are any plans to have a higher level unit in central government, a children’s

committee or administration for children, because that is the type of mechanism

that we think is needed to ensure there is good cooperation for children across all

government ministries.

And my final set of questions relate to education and training, knowledge, and

awareness of the convention. And the first question relates to training of adults in

response to the list of issues. We were told about training for government officials,

and some social welfare. Our question is, to what extent are the other adults who

work with children, teachers, social workers, lawyers, doctors, nurses, do they

receive training on the convention on the rights of the child, on a child rights

approach. And finally, training on the convention for children, we’re informed

that children all get human rights education, and it said that children’s rights will

be a part of that. The question is, is that a discretion for schools? Do they get to

decide whether to teach children about children’s rights as part of human rights

education? We have sense from children yesterday that there is very low

awareness on the convention of the rights of the child. Have you done any

research, do you know how many children have heard of it, how many schools are

teaching it? Those are my questions.

Jakob (Jaap) Egbert Doek:

Thank you, Mrs. Lundy. Other members of the committee, questions? Mr. Tobin.

John Tobin:

Thank you all for your attendance this morning. I’m unbelievably impressed by

your commitment to the implementation of the convention, and I thank you also

for your report and list of response to the list of issues. I have one question in

relation to training. We understand there’s quite a bit of training, but my question

is, of the training that is done, is in monitoring and evaluation as to how effective

that might be on an ongoing basis? Question one.

Question two relates to contracts between the government agencies and private

contractors. When those contracts are ended, the provision of services relating to

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 children, do they include terms that require compliance with the convention on

the rights of the child?

Question three relates to children’s views and how they’re expressed. I know we

picked up in article twelve, but I just want to flag. Yesterday we had heard many

many concerns from young people that are important for us to be aware of, and

also for you, the issue for us is the willingness of the government to establish a

national children’s council or some type of institution or format that would allow

for their views to be heard. Thank you.

Jakob (Jaap) Egbert Doek:

Thank you. One question from me is about the relationship between the provision

of the convention and the domestic law. In the responses to our questions, you

informed us, and it’s also part of the report, that the provision of the convention

have the status of domestic law. But as you know as lawyers, we make our living

from addressing conflicts, and a possible conflict is a conflict to an existing

domestic law provision and a provision in the CRC. And the simple question is, if

the judge has to decide on that particular conflict, is she or he expected or even

wise to give preference to the convention on the rights of the child? So in simple

and legal words, what is prevailing, CRC provision or domestic law provision? I

think that is my additional question.

I invite - we take a small break so that the head of the delegation can, a little bit,

discuss with members of the delegation who is going to answer which question.

We are not expecting that you exactly follow the exact order of the questions. You

are free to start with the last question, or with the first, or start with the middle.

Ministry of Health and Welfare, Deputy Minister Lu Pau-Ching:

Okay so the question from Professor Karp is about the different ages for marriage

for men and women, and we are talking about the definition of the child, so the

first key question is about the different ages for marriage, when are we planning

to pass the amendment. The second question is about the age of majority in our

law, it's set at 20 for those age between 18 and 20, how many people are falling

into this category, what restrictions or limitations are there on their rights. I believe

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the Ministry of Justice will be answering the question. The third question is our

poll shows that parents still believe children must be protected but a lot of 18 to

20-year-old believe they are mature enough, so how do we initiate more

discussions with the legislators to start necessary revisions to laws and regulations,

maybe later the social and family affairs administration can answer the question.

And, another question is, optional protocols, do we plan to ratify and adopt these

two protocols, again the social and family affairs administration is going to answer

the question also there's a question about our oversight of the provision of

protection to children. There's a question about the budgets. Again, social and

family affairs administration can answer the question, can we make the budgeting

process more transparent not only to adults but also to children. And, is the central

government's monitoring the allocation and expenditure of city and county

governments for children, and are we going to set up a children's council at the

national level.

Next question is about training, I think this is a very serious issue, do we make

sure that all of those involved in protecting and serving children are receiving the

necessary training in relation to CRC. Again, social and family affairs

administration can share with us what kind of training we have organized so far.

Next question is, our teachers at schools teaching human rights courses to their

students, have we consulted students or children about what they have learned

from such human rights education.

And the next question comes from professor Tobin. Again, it's about the CRC

related training is there any monitoring system in place to make sure the training

is effective.

Next question is, do we have a national level of policymaking mechanism that

involved children in policymaking.

Okay. And professor Doek also asked about the precedence of domestic law or

the CRC provisions. So, if there's any conflict between our domestic law and the

CRC provisions, which takes precedence. Again, the social and family affairs

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 administration can answer this question. So maybe I can ask our colleague from

the Ministry of Justice to answer the question relating to the age for marriage and

the age of majority. What we plan to do in this regard. So, please.

Representative from Ministry of Justice:

In response to the questions concerning the age of marriage in our civil code and

the differences for between men and women. In 2011, our ministry actually

proposed a bill to amend the provisions so that girl’s marriage age will be raised,

will be lifted to 18, but then the bill was reviewed at the Legislative Yuan, the

legislators had different opinions, so, during that session, the amendment did not

get reviewed and passed. And in the subsequent session, we at the executive

branch would have to make proposal again but at that time, in 2014, we invited

scholars and experts to engage in discussions whether or not the revision was

necessary, and the scholars and experts suggested that in addition to revising

upwards the age of marriage, relevant laws and regulations should also be revised

accordingly.

In addition to the ongoing discussions at the executive branch, in 2014 and 2016,

the Legislative Yuan also saw some proposals about lifting upward the age of

marriage for women to 18.While these bills were being reviewed at the Legislative

Yuan, it was pointed out that such revision was in keeping with the spirit of the

CRC and the CEDAW.So, to lift the girls age of marriage from 16 to 18, according

to the Ministry of Justice, is definitely in keeping with the provisions of the CRC,

so that is our stance I would like to make it clear now.

In addition, in 2016, the proposed bill was already reviewed at the Legislative

Yuan and it was already passed by the legal committee under the Legislative

Yuan, and the review process is still ongoing we will also keep watching the

progress at the Legislative Yuan. In 2013 and 2016, when different bills were

proposed by the Legislative Yuan, many of them also touched upon the same-sex

marriage, in other words in addition to revising upwards the girls age of marriage

they inevitably also touched upon the same-sex marriage issue and the grand

justices also made the decision that same-sex marriage should be recognized, that's

why the proposal made in 2016, and based on the grand justices interpretation,

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 these bills would have to be reviewed and finalized by May 2019.In other words,

all these bills different versions will have to touch upon same-sex marriage as

well.

Ministry of Health and Welfare, Deputy Minister Lu Pau-Ching:

As for the age of majority, again the Ministry of Justice.

Representative from Ministry of Justice:

Good morning members of the committee as for the lowering the age of majority

from 20 to 18.Well we know that laws in this regard are determined by the

maturity of the population in different countries that's why different countries have

different practices, we have to take into account our local practices and morals.As

far as I know some countries even set the age of majority at 21.As for the, well if

we do reduce or lower the age of majority there are a lot of implications we have

to take into account.

First of all, we believe people aged above 20 will have full capacity and for those

who are under 20, their parents and guardians are still responsible for supporting

them. If we do lower the age of majority to 18, is that really in the best interest of

those aged between 18 and 20? In addition, a lot of children still have to get

consent from their parents before they engage in certain acts, and this particular

requirement is not to impose restrictions on their rights, rather is part of a

protection measure. The civil code basically sets the age of majority at 20 while

the criminal code sets the age of majority at 18. I think they are set differently for

different reasons because the Criminal Code basically stipulates what can be done

and what cannot be done, whereas the Civil Code is really stipulates about the

right to engage in administrative acts or judicial acts. Therefore, the two set of

laws are stipulated for different reasons for children aged under 20, I think it is

questionable whether or not they are mature enough or have sufficient capacity to

engage administrative or legal acts.

Moreover, according to article 187 of the Civil Code, if a child is involved in a car

accident, if the driver that caused the accident with an underage person, then, his

parents will be held accountable for this incident as well, in other words, the victim

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 would have better protection. For those aged between 18 and 20, most of them are

still in schools, they are not independent economically, therefore, we don't want

to infringe upon the rights of the victim of a car incident for example, to make

claims for compensation, as for the population aged between 18 and 20, it's about

3.2% of our total population, before the poll and after the poll, basically, this

particular group of people in this poll expressed the same preferences. 60% of

them are opposed to making changes.

So, it's not that we rely upon the poll results to decide whether or not we want to

change the law. Again, if we lower the age of majority a lot of relevant laws and

regulations will have to be revised as well so the implications can be very far-

reaching. According to the poll, only 33.8% of the respondents approved of the

idea, 61.7% still opposed the idea. So, there doesn't seem to be a pressing need to

revise the law for the age of majority, that's why we will continue to watch how

people prefer in this regard and we were also looking to how protection for those

aged between 18 and 20 can be improved, that’s all, thank you.

Ministry of Health and Welfare, Deputy Minister Lu Pau-Ching:

Next, I would like to ask the social and family affairs administration to respond to

a few questions.

Representative from Social Welfare and Family Affairs Administration,

Ministry of Health and Welfare:

Thank you very much for all the questions I would like to start with the precedence

or the prevalence of CRC. In our country, CRC has been made domestic law

through an implementation act of CRC and as for the two optional protocols. So

far, they have not yet become domestic laws. In the implementation act, it states

that laws and administrative measures have to consider the interpretation of CRC

and general comments made by CRC committee, and the two optional protocols

are also included and the considerations that the government need to take. I think

maybe after a period of time, we may also adopt the two opticalprotocols so that

they can become domestic laws. That's my first response.

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Secondly, as for a dedicated agency for children's affairs, I understand that the

Executive Yuan currently and have a promotional group or a promotional team

for children's rights, so the minister without portfolio will convene civil groups

and scholars to have discussions and so much of the coordination has to be taken

will be discussed at this kind of meetings. We've heard opinions from NGOs and

experts and therefore have a better direction and at the, the Minister, Ministry

level, there is a promotion group for children's right as well. So, it's at Executive

Yuan, also as MOHW there are both promotional teams for children's rights.

As for budgeting, let me address the monitoring of budgeting spent by the local

government first, but every two years, central government will evaluate the local

governments and understand how they're allocating the budget, and the Statistical

Office at the central government will also monitor how these resources are being

used, so this is about the monitoring of the local government, and indeed people

talk about that such budgeting is not yet enough and we will continue to work

harder to increase the budget. As for whether the budgeting is transparent, people

are free to go online and see the details of budget for many projects. Children and

youths themselves are able to go online to see these details as well.

Regarding training and education, this has to be relied upon more than the

Ministry of Health and Welfare. So, in the implementation act of CRC. Well, after

it is concluded, MOHW that is a Ministry of Health and Welfare and asked local

government to strengthen training for professionals who work children and to

strengthen the training of general public. There's always room for improvements,

we will work harder but we do ask all the agencies to work together, and

promotional materials and that are being used for such promotion are included in

the initial report already.

A next question is whether children are youth enjoying the process of devising

policies, well, according to the implementation and act, and according to

regulation of Legislative Yuan, the children representatives are invited to discuss

some issues that are related to them, at the Executive Yuan level and the ministry

level, we hope that such a process can allow children participation because they

are at the heart of such policies. As for the establishments of children's council, I

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 think the priority now is to empower children, we need to empower the children

first, and children's council is a place where our children's can participate in

decision-making or policymaking and express their opinions, so I think all

ministries have to work harder in that regard. As for what the Legislative Yuan is

doing I think maybe some representatives from a Legislative Yuan will respond.

Did I miss any questions, well I would like to conclude here temporarily, thank

you.

Ministry of Health and Welfare, Deputy Minister Lu Pau-Ching:

How about education training at schools?

Representative from Ministry of Education:

The government attaches great importance to similartraining so there is an

education section under the presidential office human rights advisory group, so

our current plan it includes to promote this periods of children's human rights, and

at the MOE Ministry of Education there is also a planning group for human rights

that, and as for, for teachers in December 2016,an education planning group is

established and CRC is planned to become an critical element in the training of

teachers, so we do emphasize the importance that teachers have to know about

CRC.

And at high school students, for high school students, well, actually in their

curriculum, human rights are included in their lessons and in the civic and social

studies there are also human rights lessons. There are civic and social studies

centers that studies how to come up with better teaching materials for teachers. At

elementary school and junior high schools, but Human Rights are a part of the

curriculum guideline, so there are human right lessons at those levels of schools

too, and K to 12 administration. When deciding whether to give a grant to local

cities and governments we asked these cities to provide us with their reports of

human rights evaluation. So we asked local government to conduct survey as to

whether the campus in their jurisdiction or human rights friendly to children

friendly, as a way to protect children's rights. Other than that, we also conducted

surveys of children's life in schools, we want to understand whether children are

bullied or mistreated with some disciplinary actions, with such surveys, we can

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 tell that after learning about CRC children get a better understanding of the rights

they have.

Ministry of Health and Welfare, Deputy Minister Lu Pau-Ching:

How about children friendly complaints mechanism or channels, let's ask that

Control Yuan to answer.

Representative from Control Yuan:

I would like to thank Ms Lundy for your questions. You're from Ireland, so I think

you know that Ireland, Norway, or Finland all have specialized children's

ombudsman institutions. Taiwan has a similar institution and Taiwan also the only

country which has five branches of the governments, so we have Control Yuan

which is equal to ombudsman institution so the Control Yuan is independent of

the executive branch of the governments. So, we want to, our job is to promote

good governance of the governments and also to protect human rights.

And Control Yuan will receive people's complaints or conduct missions of

investigations after the investigations if we see that the government agencies do

violates human rights, including children's rights, or any other international human

rights instruments, that we will send a letter of opinion to ask government agencies

to improve and we will follow up with the following measures that they may take,

until their actions are satisfactory, then we will close the case. And if a public

servant violates laws that are related to children, they may be impeached in a

worst-case scenario, this person may not to serve in the government's anymore, so

these are the main responsibilities of Control Yuan, the commissioners at the

Control Yuan, we have 29 commissioners, so the number is higher than many of

the other ombudsman. They are nominated by president and approved by

Legislative Yuan, so 20 among 29 commissioners some of them are legal experts

and children experts and they do attach great importance to children's affairs, so

since there are so many commissioners who are monitoring human rights, even

though Taiwan does not have a specialized children's ombudsman office yet

through the division of labor the Control Yuan is able to monitor the realization

of human rights for children.

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 And Control Yuan has a complaint receiving center as well, and if such complaints

or such complaints are children we will be very careful by not disclosing their

identity, and we will deal with these complaints in a different fashion, we try to

make the, the complaints mechanism more friendly to anyone, well especially to

children, and in the past several years the Control Yuan has done some systemic

investigations, there are 89 of them in the past four years, so I think the Control

Yuan is fulfilling its responsibility to monitor human rights, and we will continue

to improve those functions that are carried out by Control Yuan in the future thank

you.

Ministry of Health and Welfare, Deputy Minister Lu Pau-Ching:

Are there any representatives from Legislative Yuan to discuss with us the council

children's council or children's parliament?

Representative from Legislative Yuan:

Good morning to you all. On the question whether to establish children's councils

or children's parliaments. Well, article 62 in our constitution states that the

Legislative Yuan is the highest level the governments that can decide legislation

but there's no stipulate stipulations about children's parliament. There are eight

committees in Legislative Yuan and there is one committee the Social Committee

in Legislative Yuan is in charge of children's rights.

So as to whether we can establish such a children's parliaments and it's all up to

constitution, but to revise the constitution, the threshold is really high. 1/4 of the

Legislative Yuan members have to jointly make that proposal, and half of the

voters in Taiwan have to vote yes to the revision before the revision of the

constitution can be made, so as to whether it is possible to establish such a

children's parliament in the Legislative Yuan. I think, as I said the committee I just

mentioned under Legislative Yuan is able to review bills related to children’s right,

so it's a feasible to establish children's parliaments or show the function be carried

out by the committee. I think we need to respect the rights of the legislators and

their responsibilities in carry out these functions.

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Ministry of Health and Welfare, Deputy Minister Lu Pau-Ching:

Well, I think there are two questions for Social and Family Affairs Administration.

Representative from Social Welfare and Family Affairs Administration,

Ministry of Health and Welfare:

Okay so the whether or not the CRC takes precedence over domestic law.

According to our implementation act of the CRC, we have to review all the

existing law including those at the central and local government levels. Therefore,

we want to make sure that our law is in line with the CRC provisions, but the first

step we have to take is to review the law, and in the process, you can see that the

CRC definitely takes precedence over conflicting domestic law, so we do ask all

agencies to review the laws relevant to their functions. The CRC actually is at a

high level in the hierarchy, but sometimes if we want to see if we need to amend

the constitution to stay in keeping with the CRC is more complicated, more

discussions will be needed.

As for the oversight of the implementation, starting next year, we're going to

conduct a study to see how the mechanism will be established to monitor the

implementation. In fact, we are also going to reference the concluding

observations of the review committee, and we will then consult with local and

central government agencies to see how we can fully implement the CRC

provisions.

Ministry of Health and Welfare, Deputy Minister Lu Pau-Ching:

I speak on behalf of the Ministry of Education. At schools we do have students’

councils or students’ committees allowing students to be engaged in the

management of the school, so.

Representative from Ministry of Education:

I speak on behalf of the Ministry of Education. I think as already mentioned that

human rights education is already incorporated into the curriculum in middle

school and elementary school education, so students are also taught to run their

autonomous bodies. That's why there are many schools that organize little mayor

elections. Each class will pick, a well choose a candidate and then through voting

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 the whole class can decide who their class leader will be. And in some cases, they

also have like different ministers for environmental hygiene, or a minister for

academic affairs, according to the higher education law, they are also provisions

assisting students to set up student bodies and organize elections. All students are

natural members and they can choose their own leaders of the student body.

Jakob (Jaap) Egbert Doek:

Thank you very much for the answers, and the ministers, in particular the minister

of justice and education and representative of the Legislative Yuan for all your

information and responses to our questions, of course the ministry of social affairs

is the lead administer in the field of children’s rights. Thank you all for your

questions, and I assume that there will be some follow-up questions. But

I...recommend the members of the committee not to engage in discussions. We

can have long discussions about the 18 to 20 years old, and whether the protection

that the public at large, 62% thinks is necessary, is a topic for some interesting

discussion because what about the 18-year-old that has the capacity to engage in

a labor contract? Is that a person that needs protection from his parents, and does

the labor contract provide the parents can interfere in the labor contract between

the boy and the employer?

There are a lot of questions. The core problem here is, and that is what I want to

raise, is the concept of the child as a person who needs protection for a long time.

And there is also the matter of privacy. If you are 18-year-old girl, would you like

to be in a situation where you need the permission of your parents to see a doctor?

Starts independent, independency, all kinds of, all of a sudden out of the sky, and

when you turn 20, or is there a developing capacity of the child, and the child

becomes more and more capable of making her or his own decisions? And we will

perhaps discuss later the relation between parents and children, but there are a lot

of those discussions.

I am certainly pleased by the information about the CRC as a prevailing document

in case there is a conflict. Of course there is an ongoing process of reviewing the

law and bringing it in line with the convention of the rights of the child, but they

may nevertheless raise some conflicts where there has to be made a decision by

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 the judge what would be the prevailing, the domestic provision of the CRC. And

of course you understand that when it comes to a conflict with the constitution that

is something of a higher level than domestic law in general, but nevertheless good

to know that there is a prevailing role for the convention on the rights of the child.

Members of the committee, following up questions, I start with Mrs. Karp.

Judith Karp:

The representative of the Legislative Yuan, two questions. The first one is whether

you have considered to establish a special committee in the Legislative Yuan that

is special for children, because the committee of the dealing with children’s issues

has to deal with many other issues, not necessarily concerned with children. And

I think that, in my country anyway, we have in the legislature and parliament a

special committee for children which could raise questions and even promote

legislation as necessary when problems arise. My second question is I understand

that government insists on amending the law regarding the different ages of

marriage. And it falls all the time for years in the Legislative Yuan. So what are

the real difficulties, or what are the considerations that make parliament not go on

with the amendment? What are the principles that lead the - those that antagonize

the amendment? If we understand this, maybe we can better recommend how the

country can proceed with something that, in my opinion, all the review committees

that will be following us recommended to amend.

Now, as for - I don’t intend to go into discussion with regard to the age of 18 and

20, but I understand that this civil court and this legislation is 80-years-old, and

time is changing. Education is changing. The world is changing. And you still

insist that you have to protect children in these ages. Why you made your decision

that a child of 18 can decide to get married? That is one of the most difficult

decisions that a person can make is to marry, and this is allowed, and you assume

that at 18 they have the mental capacity to decide on marriage. But you think at

the same time that they don’t have the same time to be involved in administrative

decisions, and bringing complaints to the courts. I wonder what is the difference

in the mental capacity in the person to be able to decide on very difficult issues

and not be able to bring his case before the court? Now I understand that even the

age of 18 is the age of termination of the special protection measures, and the

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 subsidies for disadvantaged children. Now this is the end of protection, so what is

the idea of proceeding with protection in a very special field of court proceedings

and administrative proceedings?

Now, I would like to understand also about human rights education. You are

speaking about human rights and that it enters into curriculum. I would like to

understand speaking about human rights education, is it obligatory to teach

children all the special rights of children, because it’s one thing human rights, and

it’s a wider issue. But teaching about the convention of the rights of the child is

more focused on the rights of children, and I wonder whether this is obligatory,

and whether this training, human rights training, is a subject, what focus does it

have on on the CRC?

And another question is, whether you have enough budget or the right budget for

the training for an effective training? And I would like to ask also about the

parental schools, because it’s very important, I think, to teach parents about

children’s rights, to make better the dialogue between parents and children in the

understanding that children are not property. So again, with budget of training, I

understand that one problem of the education system is substitute teachers, and

those teachers are teachers not as steady teachers. Do they have the training of

human rights and children’s rights? Are they enough, professionally, aware of

their roles as a result of such training, if they have it at all?

With regard to implementation, I would like to ask, what is the role of the

implementation committee? And the promotional teams, what do they do? And

lastly the Control Yuan, I would like to hear some of the issues that the ‘89 subject

that the Control Yuan dealt with. What were the cases, what were the results? How

does a complaint reach the Control Yuan? I mean you are working along

complaints, but if the way to bring the complaint before the Control Yuan is not

child-friendly, how do you make sure the children can apply to the Control Yuan,

not through the teachers, or not through adults directly? Thank you.

Jakob (Jaap) Egbert Doek:

Thank you, Mrs. Karp. Lundy.

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Laura Lundy:

Again, thank you for the answers to the questions. I want to echo one of the points

made by Mrs. Karp, and that is in relation to human rights education. My question

was, is there specific children’s rights education, not at discretion? We know in

many countries teachers find it easier to teach human rights of others and not teach

children their own rights. It’s really important that it’s a specific children’s rights

training.

And likewise I echo her last point about the Control Yuan, I was interested as well

of the ‘89 systemic investigations, how many of those related to children. I also

want to ask how many complaints were made by or on behalf of children, perhaps

in the last five years? How many people were impeached because of the complaint

made by a child? What kind of statistics are we dealing with? And can children

make a complaint themselves, or do they have to do it through a parent?

And some very brief other clarifications. On the issue of coordination, you told us

again there are promotional groups in the Executive Yuan, and in the

administrable level, and I want to be clear what “promotional groups” means? Is

that just a group that discusses and encourages? Does it have any power of any

sort, direct action within departments or ministries? Does it have any budget, or is

it just somewhere where issues are talked about? In relation to budgeting, I asked

about transparency of budgeting, and accessible budgeting information for

children. This is quite a significant child’s rights issue. There is a new general

comment specifically saying that budget information should be accessible to

children. And I don’t think that most children would find the government’s budget

information on the web. Most adults would find that very hard, including me, so I

think it’s important that there is information for children. I understand that there

is a move for, in some of the local councils, for participatory budgeting, which I

think is a really good thing. My question is, is that just adults who engage in

participatory budgeting at the local council level? Is there any scope for children

to be involved, being consulted on how money is spent on their behalf? And I’m

going to leave that there. That’s my questions.

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Jakob (Jaap) Egbert Doek:

Those are, so far, the questions. There’s one on the Control Yuan. On which

person’s functions are functions limited to possible violations of human rights in

the governmental circles. As a Yuan, you don’t deal with my complaint as a child

about how I was treated in the private school, how I was treated at the sports club

or sports event. You don’t deal with it, so your role is quite limited. Children may

have complaints about governmental authorities, but in the daily life they may be

in contact with governmental authorities, but there are many other contacts they

have in the daily life and the things that happen there. If they want to complain

about it they may do that and talk to their parents, but in terms of the legal aspects

of complaining, the Control Yuan is a limited opportunity for children. You have

the floor, madam. For the additional follow-up questions.

Ministry of Health and Welfare, Deputy Minister Lu Pau-Ching:

There are some follow up questions after your responses. First of all, can

Legislative Yuan establish a children’s special committee cause the social and

environmental hygiene committee is not enough so will we have a special

committee for children and Legislative Yuan? And the draft to change the maturity

age from 20 to 18, why hasn’t it been passed yet? What are the difficulties?

The third question is directed at MOJ, while time has changed, the maturity age

has to change as well. People over 18 can get married and that’s a very important

decision, yet they have to wait 2 more years before they can decide on certain

legal matters themselves. Why is that?

The fourth question is for Ministry of Education. Please clarify on how you can

truly let children understand what their rights are. Please provide more details as

to how you will help children understand their rights. How do teachers teach about

human rights? Do we have enough budgets to help teachers to teach? I think I will

ask the Social and Family Affairs Administration on the role of child and youth

right and welfare promotion group.

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 So the first question will be directed to Control Yuan. You said earlier that there

were 89 or 86 investigation cases. Were they issued by the children, by the parents,

will you receive these complaints? How are these complaints handled? Maybe

these investigations were not friendly enough to the children and the Control Yuan

deals with affairs that deal with the public employees. How about issues that did

not happen or are not associated with public affairs? I would like to give the floor

to the Legislative Yuan representative.

Representative from Legislative Yuan:

Ladies and Gentlemen, good morning. Regarding the earlier mentioned…we

mentioned whether it is feasible to establish children special committee. Well

according to the Legislative Yuan organization act, legislators made such proposal

but all of these bills have to be passed by the legislators. So is it feasible to set up

such a committee? Well it depends on the legislators themselves. They may decide

to or not to set up such a committee. Legislators themselves may have different

opinions, maybe each one of them may have different opinion, so if such a bill is

proposed and the legislators have to reach consensus, then they will pass the bill.

I think NGO and other government agencies can provide their inputs too. Maybe

some NGO’s talked about this with the committee members yesterday, I am not

sure.

Ministry of Health and Welfare, Deputy Minister Lu Pau-Ching:

Next, Ministry of Justice. Why the proposal to change the age of maturity has not

yet been passed after so many years. Please let us know what the challenges are.

Representative from Ministry of Justice:

Mrs. Karp, as was said earlier, in 2011, the MOJ took the initiative to adjust the

marriage age for women to 18 just like men, but when this proposal was being

reviewed by the Legislative Yuan, the legislators had a different opinion because

some of the legislators. In the past, 16 year old girls could get married, but if we

change the age of marriage, young girls have to wait 2 more years to get married.

Legislators have also noticed that every year, around 500 girls between 16 and 18

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 got married, so if we do change the law, then some younger girls who may want

to get married but are not allowed to do so because of this change.

In fact, these numbers or this doubt was indicated by some legislators back in 2011.

Some of them will delay the marriage age for young girls who want to get married.

I also want to mention earlier that in 2014 and 2016, that legislators submit another

proposal so this one was not submitted by MOJ but by the legislators themselves

and in reviewing this bill, the legislators did not talk about the same concern that

they had back in 2011. Maybe it is because that Taiwan has adopted ICCPR, ICCR

and CEDAW and many of these human right conventions indicate that such a an

age difference is discriminatory and it hurts children’s rights, children who are

between 16 to 18 and the review that was made at the legislative Yuan on 2014

and 2016 was also associated with same-sex marriage.

Legislative Yuan at the time did not have that much dispute on the age to marriage

for girls. So in 2016, the latest proposal is supported by legislators of different

parties. They wanted to change the legislative age for girls from 16 to 18.

Legislators from difference parties, showed their support to this change. The

executive branch of the government, by which I mean the ministry of justice,

believes that this change meant the spirit of the two covenants and CEDAW and

in the gender equity guideline under the Executive Yuan, takes into consideration

made by CEDAW committee, that is to adjust the age of so that both men and

women can get married at the same age, 18. And this proposal or this bill is still

being reviewed by the Legislative Yuan, the administrative and executive branch

of the government will continue to act and make sure such a bill will be passed.

Ministry of Health and Welfare, Deputy Minister Lu Pau-Ching:

Maybe we need more dialogue, between the executive branch and the legislative

branch and the general public. If there is a consensus among these three stake

holders, then this bill will be most likely to be passed. If there is a higher consensus,

I think the chances for such a bill to be passed is also higher. I think the MOE,

Ministry of Education, didn’t really tell the details. What content do you use,

because human rights are very wide. Children’s rights are smaller in scope. What

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 exactly did you do to help the school to teach about children’s rights and not just

about human rights.

Representative from Ministry of Education:

Thank you for the question. Human rights is very important in our education

system. So in the 9 year curriculum plan for elementary and junior high school

students, we talked about rules, rights and human rights. Such a guideline is

decided by the government and teachers themselves when they actually teach, they

have the discretion. They can decide whether or not they will also teach children’s

rights. It is the right of the teachers what he or she wants to teach. But whatever

they choose to teach, the content needs to meet the requirements made by the

government.

I think substitution teachers were also mentioned earlier. Even though they are

substitute teachers, they are qualified to teach. So in their training, they were

trained to teach such subjects and the training of teachers were also taught about

human rights and the CRC. In addition, on the job training, there were also lessons

on such topics. As for training for education and to help them understand the CRC.

Well in fact we set our family education centers at local level. We work with

schools and local governments to have some workshops or seminars and we will

also include CRC, in search workshops, besides that, there is a CRC website which

we utilize to help children themselves or the general public to understand the

content of CRC and the rights children’s have.

Representative from Social Welfare and Family Affairs Administration,

Ministry of Health and Welfare:

Thank you. Social family affairs administration, okay I think there are 2 that I am

going to respond first. First one is about budget transparency. While such

budgeting information is published on our CRC website, we are still establishing

children friendly version of the website. In the future children will find their

version of the website more friendly and accessible.

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 We were also asked what the promotional teams at the Ministry and Executive

Yuan actually do. They have different roles and responsibilities. At the Executive

Yuan, the promotional group will include Ministry heads and scholars and public

representative. When they meet they talk about the content of the implementation

Act, the content of the CRC and the CRC itself. They also work together to

encourage all government agencies to implement CRC. They also talk about issues,

when it comes to implementation, they also discuss policies or the review of

current policies and legislations. At the ministry level, the promotional team will

follow the Children and Youth Right and Welfare Protection Act.

We know the CRC has the precedence so we at the ministry level, they review

these Taiwan Acts and compare to the CRC to see whether it is necessary to revise

the protection act for children and youth rights and welfare. So at the Executive

Yuan, it is possible to do some inter-ministry coordination so these two promotion

teams do have different roles and responsibilities.

Ministry of Health and Welfare, Deputy Minister Lu Pau-Ching:

So please provide more details and information with regards to the complaints

mechanism at the Control Yuan.

Representative from Control Yuan:

So please provide more details and information with regards to the complaints

mechanism at the Control Yuan. People can come to the Control Yuan. For

example, if the person is a human rights victim, he can come to the Control Yuan

to file complaints. This may be rare if the victim is a child but his family members

can come to the Control Yuan to file the complaint or if the NGO involved in child

welfare issues can also file complaints, so this is how we receive complaints.

I also said that we can take to start an investigation. We can motion an

investigation based on news report on significant violations of human rights or

children’s rights. We at the Control Yuan can motion an investigation. In addition,

based on our experience, if we discover a systematic problem, then we initiate a

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systemic investigation to look into a particular problem and we will tell the

government agencies to make improvements or corrections.

We do have an intact, particular center that receive complaints, we also have staff

members on duty. We do have internal mechanisms but of course we are not only

receiving complaints about children rights violations, infringement on human

rights of people with disabilities or women are also within our preview.

The question about the Control Yuan can handle complaints filed by members of

the private sector, we are dedicated to promoting good governance at the public

sector but we can imagine that there are competent authorities in charge of

different groups of citizens and when their human rights are being infringed upon,

the competent authorities will step in. So if a child’s human rights is violated the

competent authority will take necessary action right away. If not, we of course will

step in and ask competent authorities to make necessary improvements or even

discipline their staff members.

Can I give you an example? In 2013, a juvenile was sent to a reformatory school

in TaoYuan for criminal offence. At that reformatory school, the juvenile was

harmed and the teenager died. Because of this the Control Yuan impeached 3

government employees. A similar situation occurred in another reformatory

school, we again impeached 4 department heads. So these are all significant cases

where lives were lost. Of course we would active actions to address it. The

question about the Control Yuan can only handle complaints that involves the

public sector, should Taiwan set up a national human right in line with the Paris

principle? In fact, the day after tomorrow, the presidential office is going to discuss

how the Control Yuan’s functions can be strengthen via the revisions to existing

laws in the wake of necessary legal amendments and revisions, maybe the Control

Yuan will be able to do more. However, revisions to the law will be required for

these to take place. We will express our views in that meeting, the day after

tomorrow. Let us hope that the Control Yuan can be transformed to an ombudsman

that is totally in keeping with the Paris principles. We would like to strengthen our

function in the existing design of our government. We will participate in that

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 discussion and express our views for sure. Thank you!

Ministry of Health and Welfare, Deputy Minister Lu Pau-Ching:

The Ministry of Justice? Yes please.

Representative from Ministry of Justice:

Good morning, I would like to explain the controversy involved in the age of

maturity. There are different provisions regarding the age of majority in different

countries ranging from 18 to 21. Again I think it is in the preview of different

country’s legislative power. Local conditions must be taken into account and

secondly, can a 20 year old be responsible for all his actions? The Civil Code

involves the change or the transfer of property therefore. However, the age of

marriage is different. The Civil Code states very complicated relations for example

contractual relationships. They can be very complex. In Taiwan, those aged

between 18 and 20, 18 and 19 year olds are usually students, who are not

independent economically. Financially they may not have the sufficient

knowledge to engage in contractual acts or legal acts that involve the transfer of

property. So, they can still engage in signing contracts, but consent from their

parents will be the pre-requisite to protect the rights of the child.

So now the crux of the problem is: Are 18 or 19-year-old equipped with sufficient

capacity to be held accountable for their own actions? So are 18 or 19-year-old

mature to be responsible for their own actions? Here we are talking about the

rights to property. For the sake of protecting children, we prefer to retain the status-

quo before consensus is forged among the majority of our citizens. The competent

authorities can decide what to do on its own. Rather the revisions to the law will

have to take into account public opinion. Thank you!

Ministry of Health and Welfare, Deputy Minister Lu Pau-Ching:

Ministry of Labor, please.

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Representative from Ministry of Labor:

Chair, I speak on behalf of the Ministry of Labor. There was a question about why

the employment contract will not be valid if there is no parental consent. In fact,

for child labor and those who are under the age of 18, if they want to engage in

any employment contracts, parental consent will have to be obtained. This is to

make sure they follow the labor standard act as well as the labor safety act. Those

who are under the age of 16, they are defined as child workers. Those who are

aged between 16 and 18, the law states that they can not engage in dangerous

work.And for those who are above 18 and less than 20, they will have to acquire

parental consent before they can work for a particular employer.

Ministry of Health and Welfare, Deputy Minister Lu Pau-Ching:

So we would like to promote open government, more participation from the public

is welcomed and encouraged. We hope that the decision and policy making

process, more public participation will be enabled. Another issue is how we view

children. Do we deem children to be people with full capacity? It seems that with

you clinging the paternalist approach, when we view children, they cannot make

decisions on their own even when they are 18 or 19 years old. Another question

is, can children take part in the budgeting process? Or can they part in the review

of government or public budgets? Again, a lot of empowerment will have to take

place before that can happen so we need to have a new approach to look at children

and the relationship between parent and child before we can fully stay in keeping

with the CRC.

Jakob (Jaap) Egbert Doek:

Thank you very much madam. I have one question for the representative of the

Ministry of Justice. Did I understand correctly, lets state an example, that a 16-

year-old girl that has been abused by her father and it turns out to be necessary to

place that girl in an foster care institution or in a children’s home. The same

happens to a girl of 18, can the judge then order the girl to be placed in a foster

home? Does a 18-year-old go to a foster home or a children’s home? I would like

an answer from the representative of the Ministry of Justice. Is that possible in

both cases or only for 16 years old.

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Ministry of Health and Welfare, Deputy Minister Lu Pau-Ching:

I think it’s up to the judges’ decision. You got the question right, so we are talking

about an 18-year-old, a 16-year-old, how will that impact the course decision. The

Judicial Yuan or the Ministry of Justice.

Representative from Judicial Yuan:

Thank you for the question. According to the Protection of Children and Youths

Welfare and Rights Act, those under the age of 18 when abused, will be put into

the protected program.

Ministry of Health and Welfare, Deputy Minister Lu Pau-Ching:

What exactly are you going to do? For a18-year-old versus a 16-year-old. For 16-

year-old, what kind of decisions would you make? For 18-year-old, what kind of

decisions would you make? Institutional placement, so when you judges make

decisions, the age of the child, how will that impact your decision. That’s the crux

of the question.

Representative from Judicial Yuan:

Well when judges make judgment for placements, age is not a factor as long as

the person is under 18, and is abused by violence and the judge might send him or

her to a placement but the court does not decide which institution the person goes

to because the placement decision is made by the administrative agency.

Jakob (Jaap) Egbert Doek:

Yes, but can I continue just for my understanding. What you are telling me is, we

judges don’t place or don’t deal with cases of 18 or 19-year-old who are victims

of abuse at home, because it’s not under the job welfare protection act. Is that

correct conclusion of your words?

Representative from Judicial Yuan:

According to the Protection of Children and Youths Welfare and Rights Act,

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 people who are between 18 and 20, in terms of emergency placement, that is to

say if there is a serious domestic violence and therefore is necessary to take this

person between 18 to 20 out from the family, that’s what we deem an emergency.

In that case to protect the person’s freedom and liberty. These people can still be

protected under the Protection of Children and Youths Welfare and Rights Act.

Ministry of Health and Welfare, Deputy Minister Lu Pau-Ching:

Maybe the MOJ, would you like to supplement some answers, the previous answer

was not sufficient.

Representative from Ministry of Justice:

Okay, in our country, placement for adults or children is not decided upon the age

factor. The necessity is a factor but not the age. For example, an 18-year-old girl

who suffered sexual abuse within the family then we look at the risks she is going

to have if she maintains in the family. We conduct analysis of the victim, if she

needs placement, then we provide placement and the social worker can make that

decision within 72 hours if we think placement is needed, we will make

application to the court.

Jakob (Jaap) Egbert Doek:

Ok, we are going to terminate this part because we take a short break and then we

continue on with chapter, or cluster, three. We have to try to stay within reasonable

time limits. So anybody who needs coffee, tea or something else, be back in ten

minutes. At 11 we resume the meeting. Meeting is suspended.

MC:

Ok so back to here at 11.

Jakob (Jaap) Egbert Doek:

Yeah so ten minutes. What it means is they are back in 15 minutes. So ten minutes.

MC:

The meeting will now continue. Mr. Doek, the floor is yours.

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Jakob (Jaap) Egbert Doek:

Good morning again. As I said, ten minutes always turns into 15. But we are back

in business. We continue with our dialogue with the representatives of the

government of the Republic of China, Taiwan, and we are now opening the floor

for questions by members of the committee on cluster three as I said. Very

important number of articles on non-discrimination, on the role of the best interest

of the child, the right to life, survival, and development, and the right of the child

to express her or his views. Mrs. Lundy has the floor.

Laura Lundy:

So I’m going to ask some questions on each of the four general principles. Many

of these issues will come up later on because they are cross-cutting, but I just have

a small number of specific questions. The first question is on article two of the

convention, the non-discrimination, and my question is on stateless children,

children who are considered to be stateless. And I would just like a very simple

answer to the question, what services or other benefits that stateless children are

not entitled to? So what is it that stateless children may not receive that other

children receive, if anything?

Second question relates to children with disabilities, and I had a question about

how many children with disabilities are either educated or reside in special

institutions? And as a sub-question to that, concern has been expressed about

higher levels of abuse of children with disabilities in institutions. And again, I’d

be grateful for some statistics on that. My general question on non-discrimination

relates to data collection, because of course it’s incredibly important when you

want to identify discrimination to be collecting data, segregated with the correct

categories. A lot of the data that we’ve seen gives us information on gender, and

on location of the child, but we haven’t seen a lot of data broken down by the

child’s ethnic background, or by sexual orientation, or by disability. And I was

wondering in particular, and this is moving onto article six, life, survival, and

development, we have statistics for mortality rates and suicide rate of children

provided by gender and location, and we’d be interested in the statistics broken

down, for instance, an issue has been raised by suicide rate and LGBT children.

So again, is that data collected and what are the statistics looking like?

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 In terms of article three, we received information that article three is in many parts

of legislation, which is a very good thing, that it’s incorporated in law and I’m

sure your review will ensure that article three, the best interest principle is in all

aspects of law affecting children. My question is, is it a concern about how the

best-interest principle is understood in Taiwan, and I wonder is there an official

position or guidance on it? When I read the answers to the list of issues, and when

I heard the response this morning about 18 and 19-year-olds, it seemed to me the

best-interest principle was being equated with protection, and the best-interest

principle is not just about protection. The committee and the rights of the child

has been clear that it should not be used as an excuse for paternalism, to override

children’s wishes, and in fact the best-interest principle we cannot decide that

without actually talking to children and hearing their views. So I have an interest

just generally, what is the guidance on that, and how are adults, decision-makers

trained on the best-interest principle?

And then finally in relation to article 12, the child’s right to have their views given

to it. So this has become quite a significant issue in the reports from the NGOs

and in our meeting with children yesterday. Many people were talking about the

idea of a mindset, and a mindset that doesn’t see children as competent and

capable decision-makers in their own right. So you can have obligations in law to

say that children’s views must be collected, and you can set up institutional

structures like school councils, but clearly they are not going to work unless there

is a mindset that is respectful of children’s capacity and children’s ability to give

informed opinions on their own lives. So the question is also a training question,

not on the convention generally, but very specifically in what Professor Doek was

talking about earlier about the concept of children, and what is done to promote a

notion amongst teachers, social workers, judges, parents, about the idea that the

child has independent self-determining, subjective rights. I think I’m going to

leave it there. That’s going to be enough. That’s enough, yeah.

Judith Karp:

I would like to raise the question of suppose this discrimination between children

in the cities and children living in remote areas, rural areas. Discrimination with

regards to budgets and location. In the field of education and in the field of health,

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 and the field of parental teaching. And also the question of discrimination on

ethnic origin. About hearing the opinion of the child, I would like to point at the

problem the children, in the education’s children field, do not feel their opinion is

heard because in other committees deciding on punishment, the ratio of students

from the government students organization, they are not heard, or they are not

related to. And the question is how can we make them feel that they are heard at

school, when they feel they are censored in their newsletters or in their

publications? And I would like to go back to the basic interest of the child with

regard to the ages. Is it, in my opinion I found, that if a child is within the age of

18 and 20, is married, then he is considered capable of participating in legal and

administrative. So is it the best interest of the child to get married at the age of 18

in order to be capable to participate in proceedings that relate to property? I

wonder what is the views with regard to this. I wonder also if judges are trained

to understand the basic interest of the child, and how to make a dialogue with a

child that builds before them in order to hear their opinions. Thank you.

Nigel Cantwell:

So I just have a short question on the concept itself of the best interest of the child,

and how that concept is understood in Taiwan. Is it your view when you talk of

best interest of the child, in particular within a legislative context, is it your

understanding that the concept of best interest is one that attempts to determine

what is the best solution for a given child? Is it one that attempts to determine the

best choice among a number of possible solutions that are all in conformity with

the rights of the child, and that you use best interest to determine which of those

solutions, all of which are potentially in conformity with the rights of the child,

but which of those is the most appropriate in this particular situation? Or, is it a

concept whereby the interest of the child would become more important than the

interest of any other party, any other adult, any organization, or even the state

itself? Or, is it the combination of two of those, or all three of those? I think it’s

extraordinarily important to try to come to, or try to determine precisely, what the

meaning of this concept is to the extent that it is a relatively vague one, and in the

context of human rights, it only applies to children. So, that is why I wonder if

you’ve given thought to that, and I wonder if you can guide us in terms of the way

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 that your thinking is going in terms of those possible interpretations of the concept.

Thank you.

John Tobin:

I have two sets of questions. The first relates to article six. We read that the

indigenous mortality rates for infants is higher for indigenous children, so my

question is, are special measures being taken to address that rate of mortality

among indigenous children. The second question in relation to article six concerns

accidental deaths and suicide. We read the statistics related to suicide have slightly

increased in recent years, and are there measures being taken to undertake

inquiries to causes of those deaths so we can prevent them in the future. The other

question relates to article 12, particularly the ability of children to express their

views in court proceedings. I’m keen to hear from perhaps from the Judicial Yuan

about whether training is provided to judges about how to enable children to

express their views in family court proceedings, job application proceedings, or

judicial proceedings involving Criminal Code, and whether lawyers are appointed

to assist young people to express their views in those proceedings as well. Thank

you.

Jakob (Jaap) Egbert Doek:

Thank you, and there is just one short follow-up question on the legal proceedings

and the right of the child to express her or his views. I’d like to know how exactly

the child is provided with the opportunity to express her or his views. We can take

as an example a divorce procedure, and children and the matter of custody, the

matter of contacts. Does the court invite children on a certain day and time to come

to the court and express their views, or is it depending on circumstances, the

wishes of parents, wishes of lawyers? So my experience is that a lot of countries

have very good rules on the right to be heard, but if you come down to the nitty-

gritties of the daily practice, often children first don’t know they have the right to

express their views, and are certainly not invited to come to court. So if you can

give me some specific information on the practical parts of implementing the right

to express your views in court. Madam, your turn.

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Ministry of Health and Welfare, Deputy Minister Lu Pau-Ching:

Well, on state-less children, what kind of services or benefits do they have? That’s

the first questions.

The second question is children with disabilities, in terms of their right to

education, whether or not they are abused at the institutions.

The third question is about data collection. I think our statistics office can offer

explanation. There is no sufficient breakdown of information based on ethnic

backgrounds, sexual orientation and disability. Another question is about the right

to life, data on suicide rates, especially suicide rates in the rural area, as well as

the infant-child mortality. The indigenous communities and next the best interest

of the child, what guidelines are there, what principles do we have? How do we

make sure the best interest of the child is implemented? I think the Judicial Yuan

and the Social and Family Affairs Administration can answer the question.

The right to express their own views, again the child should be deemed as people

with full personality and they have the right to express their own views. Professor

Tobin, will talk about the child mortality rate in indigenous communities, I just

touched about that. The Judicial Yuan can answer the questions raised by Professor

Tobin and Professor Doek. For example, in divorce proceedings or the custody

cases, how do we make sure children’s views are given due weight? So these are

the questions we have received. The Social and Family Administration can start.

Representative from Social Welfare and Family Affairs Administration,

Ministry of Health and Welfare:

Thank you all very much. For the questions regarding stateless children, the house

care services they can join according to our Protection of Children and Youths

Welfare and Rights Act, stateless children should be assisted, relevant laws should

be used to provide services and benefits for stateless children when it comes to

medical care, vaccination for example, before they were registered into the

national health insurance scheme. They can receive some medical grants or

subsidies to help them get vaccinations. As long as they stay in Taiwan for over 6

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 months, they are eligible to receive national health insurance. If the stateless child

is not properly looked after, we can help with the arrangement for foster family or

institutional care. If there are care-givers for the stateless child, then on case by

case situations, we can arrange different social welfare services, for example some

economic support. In terms of services and benefits, I do not think there will be a

big game between stateless children born with clear nationality.

As for the children with the disabilities, a percentage of them being abused at

institutions, the data did not show that children with disabilities are more prone to

being abused. But in all the cases of being abused, the children with disabilities,

is slightly higher percentage than children without disability. I believe we need to

conduct more analysis to see what’s going on. Special needs of children with

disabilities; we still first focus on their families. If they can stay with their family,

we would prefer that option. But if that not viable, we will arrange institutional or

foster care. I think I will leave it there. Thank you.

Ministry of Health and Welfare, Deputy Minister Lu Pau-Ching:

If you could respond, thank you.

Representative from Department of Statistics, Ministry of Health and Welfare:

Data collection, the issue, different government authorities are responsible for

collecting data. That’s how we divide. Usually we can conduct a survey or there

will be registry information that we can use for social and economic data, for

example, the cost of death data usually we have to gather data based on the registry

information, but in that case, there will be no indication on the ethnic background

or disability, but danger and location will be included. So this is the restriction of

the way in which we collect data. In addition, if we conduct survey, again it

depends on how you design the survey question. If we want to collect more

detailed information, say sexual orientation, ethnic background, then we can

design them into our questions.

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Ministry of Health and Welfare, Deputy Minister Lu Pau-Ching:

So that’s the answer from the statistics office, I think we need to design more

diverse questions. Suicide rate, especially the raising suicide rate among children.

Representative from Department of Mental and Oral Health, Ministry of Health

and Welfare:

Suicide rate indeed among teenagers, especially those aged between 15 and 18,

the suicide has been rising. In the statistics on the cause of death, there is no way

we can tell why they committed suicide.

But we do have some data on suicide attempts. Like when the child is sent to the

Hospital, the hospital will try to gather information on why they attempted suicide.

It turns out the relationships is the dominant factor causing children to adopt

suicide or conflict with family members. The third is about depression, the fourth

is about school life. So these are some data we have about why teenagers attempt

suicide and again their activities on social media can be a contributing factor as

well. Right now, more budgets have been allocated to schools so that they can set

up counseling offices and there are three tiers of prevention programs in place. At

the MOHW, we are also working closely with schools to prevent suicide. If on the

school side, they have identified students with depression, they will refer them to

the hospitals and clinics to help them receive treatment. As for the suicide data in

the indigenous communities, we have data only until 2013. Its because after 2013,

the suicide rate of children of indigenous communities is not among the top 10

groups. Therefore, the Council for indigenous people stopped collecting data.

Indeed, the existing data on suicide is not enough for us to tell why the indigenous

people committed suicide. It seems the indigenous people do have a bit higher

suicide rates, about 0.23% higher than the other groups.

Ministry of Health and Welfare, Deputy Minister Lu Pau-Ching:

Social and family Affairs Administration and the Ministry of Justice and the

Judicial Yuan can also shed light on our understanding of the best interests of the

child.

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Representative from Social Welfare and Family Affairs Administration,

Ministry of Health and Welfare:

When it comes to BOIC, I think the social workers or all the professionals when

dealing with children’s fears, we have to look at the overall environment of the

children, the family, the issue themselves and then to conduct a comprehensive

analysis. Of course, the thoughts of the children are very important. It is also

simulated. We have to hear the children’s opinion. So our social workers work

with the children, they ask about what the children think and children have less

resources then adults, so that’s a factor we have to consider. I think we have to

consider the age, the family, the school, the issues the child is facing, and also

consider the thoughts of the child, then we make the best of the BOIC. Thank you.

Ministry of Health and Welfare, Deputy Minister Lu Pau-Ching:

Judicial Yuan, do you have any views on the BOIC?

Representative from Judicial Yuan:

I think when judges address cases, we consider Civil Code article 1055, that is the

sex and age of the child and the number of the siblings of the child, do they have

brothers or sisters? How many? We will also consider the health situation of the

child. As for children’s opinions, it is possible that children have some subjective

opinion that they want to express and the court will use appropriate channels to

understand the thoughts of the children.

The development stage of the child, the stakeholders in this case, such as parents,

grandparents, or other family members who live together as a family. There are

uncles, aunts, the age of these people, financial situation, characteristics… These

are all of the things that judges will consider to guarantee the BOIC and in divorce

cases, we will investigate whether parents truly want to take care of the child. We

will also look at whether the one parent is influencing the other’s parents in how

they educate the child. If the two parents are not living together, is one parent

friendly with the other? The court will consider the children from different cultural

groups, because whether they are from different ethnic or cultural groups, there

has to be some differences between children. These are the issues we take in to

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 consideration in terms of BOIC.

Ministry of Health and Welfare, Deputy Minister Lu Pau-Ching:

What about the judges training? In judge’s training, the BOIC and learn how to

communicate with the children.

Representative from Judicial Yuan:

Next, on behalf of the Judicial Yuan, I would like to talk about how children’s

rights are protected in court or in legal proceedings. When we are dealing with

cases that are associated children, the court respects the children’s right express

themselves. During legal proceedings, if children are present, we will directly ask

their thoughts on particular matters.

Additionally, to protect human rights, we have confidential court, where legal

proceedings are not made public and we will also try to establish a friendly court

environment when we ask the opinion of children. We don’t conduct proceedings

in normal courts; we go to a separate court which is more cozy and comfortable.

There are puppets, illustration books. Children can draw, paint and play with

stuffed animals so they are less anxious.

If it is necessary, we will also ask social workers to be there. Separated

investigations are done if it is a domestic violence case. A family affair

investigator will help investigate cases related to children. So we have

psychologist, clinical psychologist, or counselors, they are asked to help to

accompany the children when necessary. They accompany children in legal

proceedings, they help children express their opinions. The social and welfare

institutions may visit the children, whereas other professionals such as teachers.

If it is necessary for the teachers to accompany them, the teachers are allowed to

be with the children in the court. As for juvenile delinquency act, when juvenile

cases are addressed, the youth’s right to express their opinions and the judges

inform the youth that they can choose their assistants to help express their opinions

on their behalf. They have the right to such assistance and legal representation.

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 The judge believes it is necessary to have a professional to ask the questions of

the youth. According to the professional juvenile delinquency acts, a professional

investigator can ask the questions.

For the training for judges, every year at judge’s academy, we organize training,

on CRC, BOIC, on the protection of the right of children and on skills to

investigate children cases. Each judge has to undergo over 12 hours of training.

This training has been ongoing for many years.

Ministry of Health and Welfare, Deputy Minister Lu Pau-Ching:

BOIC and the right to expression, I think Professor Karp mentioned child between

18-20 they have the legal capacity. Does this meet the BOIC? Maybe a

representative from MOJ can respond? Or you need more time?

Maybe share your views. Give you 1 minute to prepare. Let’s move on from BOIC

to right of expressions. In schools, schools may have some disciplinary actions

against children; do children have the right to express their opinions?

Representative from Ministry of Education:

Hi I am from MOE. Generally speaking, in elementary and junior high school,

children can elect “little mayors” which I mentioned earlier as well as student

associations. Through such structures children are able to express their opinion on

what they want to change. Their opinions are expressed to others. In a more

passive manner, there is the 113 hotline which is dedicated to respond to bullying.

Students who work at factories can file complaints if they feel they are not treated

properly or feel that their rights have been violated. Students can submit a

complaint to the schools’ committee and can appeal if they feel they are not

satisfied with the response.

In high school education act, article 15, children have representatives in school

affair meetings, so as to participate in deciding important school matters. We are

revealing the 2019 curriculum for students. The content of the classes for 1st grade

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 to the 12th grade are all governed by the curriculum. Students can register to

participate in the curriculum meetings. During these meetings, NGO and student

representatives are present. Of the 48 meeting members, 4 of them are student

representatives. In the new curriculum meetings, it is mandatory to have student

representatives present.

Ministry of Health and Welfare, Deputy Minister Lu Pau-Ching:

Let’s go to the questions on discrimination. We heard the indigenous mortality

rate is higher than other ethnic groups. Are there any measures to improve that?

In rural area, how can we utilize better resources to take care of health? Any

representatives from the national health promotion administration and how can we

children from rural areas to not be discriminated. I think these questions can be

answered by the health promotion administration and the statistical office.

Representative from Health Promotion Administration, Ministry of Health and

Welfare:

Thank you. When it comes to infant mortality, the major cause is congenital or

abnormalities pregnant or accidents. In cities, when indigenous people have higher

mortality rate. We have a special program for high risk pregnant women. We

provide assistance until the infant is 6 months old. As for premature babies, there

is a special program for them and take care of them until they are 2 years old.

As for accidents, we teach schools, preschools, parents or other primary caretakers

to evaluate the environment. Doctors, nurses also help in educating parents and

caretakers. For traffic accidents, we work with MOT and in areas where

indigenous infants have high mortality rate, we have a program which promotes

safe indigenous communities. Awareness is enhanced especially regarding the

safety hazard of tobacco and smoking. Reducing the mortality rate of infants is

one of our important KPI’s. For children who are sick out of the main island, we

have special grants and subsidies. Thank you

Ministry of Health and Welfare, Deputy Minister Lu Pau-Ching:

The gap between rural and urban areas.

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Representative from Ministry of Education:

The MOE does reallocate resources. E.g. more subsidies for rural schools to

improve their facilities and invest in parenting information. In addition, for overall

improvement, the MOE is not drafting guidelines for rural education from funding

to flexibility in the qualifications of principles and teachers at rural schools. For

example, the compensation package may be better for teachers and principals at

rural schools. This can serve as better incentives to make sure teachers can stay in

rural schools and the children has better learning opportunities.

Furthermore, the cost of preparing lunch for rural schools is much higher,

therefore the MOE will offer higher salaries for kitchen workers and more grants

and subsidies are offered for these rural schools. The ministry also offers tuition

subsidies for indigenous students if they want to enter universities. Affirmative

action programs are in place, if the indigenous student demonstrates significant

proficiency in ethnic language, he/she will get extra value points in applying for

enrollment (25%).

Representative from Directorate-General of Budget, Accounting and Statistics,

Executive Yuan:

Good morning, I think in our report we already spelled out the budget of different

agencies for children. The MOHW, the MOE representatives also explained what

consideration they had in allocating budget for students studying at rural areas.

These considerations are made in order to bridge the gap between the rural and

the urban areas. Moreover, other agencies and ministries are doing similar things.

For example, the Council of Indigenous Peoples has many special programs for

indigenous people. Maybe the Council can provide additional information later.

Thank you.

Ministry of Health and Welfare, Deputy Minister Lu Pau-Ching:

Social and Family Affairs Administration, maybe you can provide additional

information.For example, how medical care services are provided at rural areas,

and yes the Council of Indigenous Peoples, please also offer additional

explanation what you have done to save regards the rights of children.

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Representative from Social Welfare and Family Affairs Administration,

Ministry of Health and Welfare:

So the questions is about the gap between the urban and the rural areas. For remote

areas, we do have different requirements for self-financing. Local government in

the remote areacanhave lower self-financing ratio for their programs. So the

central government offers more budgets for the remote areas. This is an attempt to

narrow the gap between the rural and urban areas. As for expense subsidies; for

example, medical subsidies and other types of subsidies, we do take into account

such a gap.

Representative from Department of Medical Affairs, Ministry of Health and

Welfare:

Regarding to medical care in rural areas, we have two strategies that are ongoing.

The first one is through the government budgets, each city and county in Taiwan

will have pediatric pediatricians offering 24/7 medical care for children. In other

words, the government budget is used to make sure that children in the rural areas

have access to pediatrician services. The other strategy is about training physicians

with government scholarships. After graduations, the candidates will have to offer

their services to the rural area for a period of time.

IDS is currently a project governed by the National Health Insurance

Administration under the MOHW. The IDS is an attempt to integrate house care

resources in different regions. Pediatrician services of course will be part of it but

there are also eye doctors, skin doctors, dermatologists, in other words positions

the idea is to send physicians from major hospitals to work in rural areas.

Moreover, through government budget allocation, big hospitals in the city can

dispatch their physicians to rural areas.

Ministry of Health and Welfare, Deputy Minister Lu Pau-Ching:

The Council of Indigenous Peoples.

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Representative from Council of Indigenous Peoples:

Thank you for the questions. Again on the gap between rural and urban areas, yes

the gap is there, for example the transportation infrastructure, there are also gaps

among different ethnic groups. We have 30 indigenous communities and in fact

46% of indigenous people have moved to urban areas and based on our studies,

we gathered data from different government agencies, we can compare data

relating to indigenous communities in the mountain area.

Based on the data from 2013, for every 100,000 people in the mountain area, the

infant mortality is 910. By comparison, it is 859 in the city. The number in other

ethnic groups in the city area, actually there are indigenous communities in the

mountain area, planes and in the city, so the gap between the infant mortality is

quite apparent.

So the indigenous people of mountain rural areas do have fewer medical resources

that is why we have allocated more resources for indigenous communities in the

mountain areas. For example, we have been expanding the health cure stations in

those regions with more subsidies for the National Health Insurance Premium. For

those under 19, there are around 31,000 indigenous children in this community.

We do allocate more resources and funding. So more infant mortality in higher

regions, we try to implement IDS programs, and other special programs to reduce

the mortality rate. The MOE is also training indigenous students into becoming

doctors who can then go back to their communities to serve.

Ministry of Health and Welfare, Deputy Minister Lu Pau-Ching:

There is a question requires further elaboration. Do we (Taiwan) truly understand

the true meaning of BOIC? Do we truly make the best decision for the children or

do we allow the children to make their own decisions on what seems to be their

best interests? Okay, Social and Family Administration.

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Representative from Social Welfare and Family Affairs Administration,

Ministry of Health and Welfare:

I will try to compile the opinions from different agencies. Legally speaking, the

idea of the best interest can be vague. Depending on individual cases, we may

have different considerations. We need to see things from the child’s eyes and thus

the best interest may often refer to difference approaches. The ultimate principle

of the CRC , as we have made the CRC part of our domestic law; we shall spare

no effort in implementing the best principle of the best interest. All relevant

professionals should receive training on the best interest of the child, thank you.

Representative from Department of Protective Services, Ministry of Health and

Welfare:

Maybe I can provide additional information. There are two approaches to the best

interest. First, in the proactive sense, we do everything we can to seek the best

interest of the child, yet in a more passive sense, we try to reduce the harm to the

child’s best interest. I think that can be a way to look at the best interest. I would

like to hear advice from the protection service committee.

Ministry of Health and Welfare, Deputy Minister Lu Pau-Ching:

That’s the representative from the Department of Protective Services. I think we

have answered most of the questions, thank you chair.

Jakob (Jaap) Egbert Doek:

Thank you very much. Well, we are five past midday. Are there follow-up

questions? Ok. We may not answer your follow-up questions, but you have then

two hours to think about an answer to the follow-up questions. Mrs. Karp.

Judith Karp:

How is the best interest of the child reflected in the fact that adopters can one-

sidedly decide not to continue with the relationship of adoptions? So there are

teens who have been going through procedures to decide on the adoption, is left

without, it seems that their best interests are not considered in this case.

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 With regard to the questions of different locations of budgets to the remote areas,

the question is, I understand there is a plan to close the gap within some years. I

wonder if there is a monitoring process to know how this special subsidies or

locations or budgets are really used or are effective. I understand that in the remote

areas there is a problem of, due to… I think budget considerations, schools are

closed and children have to live in dormitories in order to be able to participate in

the joint schools that are opened after closing the small schools. I read complaints

that the life in the dormitories are…there the children are…have problems… they

may even be abused or….my question is what is the monitoring system for life in

those educational dormitories? And to the extent there is a problem of course

protection to schools in the remote areas, and work is being done to ease the

problem.

Mainly I would like to refer to the question of substitute teachers again. I

understand that the plan is to promote programs to better the salary of teachers’ so

they have motivation to work in the remote areas, but what is the actual program

to close the gap between professional teachers, steady teachers, and the existing

situation of, let’s say non-professional teachers? With regards to complaints again,

I understand that every local administration can decide on the rules of appeals on

complaints. My question is whether it’s not a matter of national procedures to be

decided for all children in all schools, in all regions, and in all local

administrations? So it’s not decided there may be gaps in the procedures of appeals

on decisions in the education system. My last question is with regard to budget to

teaching mother language of indigenous peoples. I understand they study, with

decreasing opportunities, to study mother language, and what are the plans to have

more opportunities, more incentives for children to study their mother language?

Thank you.

Laura Lundy:

Just one set of brief questions on children with disabilities who are in residential

care. And thank you very much for the information on that. If I understand the

information correctly, the number of children with disabilities living in residential

care is increasing in the last five years. And I would be interested in an explanation

as to why it is increasing rather than decreasing, which would be in line with the

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 convention. I, forgive my pronunciation, but it seemed to me the city, if someone

could tell me how to pronounce it, is it Kaohsiung City? One of the cities. It is the

second biggest city after Taipei. How do you pronounce that? Kaohsiung. It seems

to have a very large number of residential care institutes for a much smaller

population than Taipei, and I’m very curious as to why it would have more

residential care institutes and many more children in residential care including

nine children under the age of six. Thank you.

John Tobin:

Thank you. Just a few quick follow-up questions. First on the issue of attempted

suicide in the data, we were told that one of the reasons is failed love relations.

Are we able to identify whether those relationships are heterosexual, or involving

young people identifying as being gay, or bisexual, or transgender. The second

question goes to the issue of a child’s best interest, and the representative from the

Department of Social Welfare and Family Affairs Administraion, listed a number

of factors and talked about a comprehensive analysis. My question is do you have

official guidelines that actually inform, is it just making, or is it on a case-by-case

basis depending on the work? So are there written-down guidelines to inform

those decisions? A related question goes to our colleague from the Judicial Yuan,

you referred to section, article 105.5 of the Civil Code, and listed a number of

reasons. I’m wondering if we could get a translation of that particular provision to

see what factors are included in the assistance of a child’s best interest. And then

lastly we heard that a number of actors are involved in assisting children to express

their views: teachers, family workers, and sometimes lawyers. Do those people

actually receive specialist training as well about the conventions on the rights of

the child? Thank you.

Jakob (Jaap) Egbert Doek:

Ok those are the follow-up questions. There’s one on stateless children. If I

understood the information in your report well, stateless children can get the

Taiwanese nationality if they are adopted. If they are not adopted, what I

understood is they can apply for citizenship of Taiwan after 18. So the question is,

why do you not allow the obtaining of the citizenship of Taiwan for children? Let’s

say the children are adopted. Well the current practice in most countries is that

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usually young children, so let’s assume that somebody is eight, nine, or 10 as a

stateless child and has to, if he can stay in Taiwan, be stateless for a long time.

Although stateless children do get some services, it’s certainly hindering the

development of the child due to the stateless status of the child. So the question:

how can a child that is not adopted obtain citizenship of Taiwan before the age of

18?

The second question is about information I became aware of is missing. Children

are heard in legal proceedings. The simple question: is there an age limit for

hearing children, or are you in principle, hearing children regardless of their age?

So you are hearing children who are lifted out of their little place by their parents

and shown to you, and you communicate with the child, and you try to find out

what her views are on what happens after divorce of her parents. So I need to know,

is there either a formal rule, minimum age, for hearing children, must be heard, or

if there is not one, what is the actual practice in hearing children, because without

the age limit there is a lot of discretion with the judges to hear a child or not to

hear a child because the child has the right to be heard, as you know, if he or she

can form her views or opinions. And I’m aware of the fact that there are a lot of

judges that have different views on when a child is capable of forming her or his

views. So I’d like an answer to that particular question as well.

And as I said, madam, head of the delegation, it’s lunch time. So we are going to

put an end to this morning’s session, and we will resume our meeting this

afternoon at 2pm. Enjoy your lunch, in particular for all those who are going to

work on the answers. Don’t forget to eat. Meeting is closed.

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（二）審查 CRC 首次國家報告第 4 章-第 6 章

日期：106 年 11 月 20 日（星期二）

時間：下午 14 時 00 分至 17 時 00 分

地點：公務人力發展學院福華國際文教會館前瞻廳

簡要紀錄

【第三章】政府答復上一場次提問

 禁止歧視原則

1. Judith Karp 委員：政府有計劃縮短城鄉差距，惟是否有相關監督計畫，瞭

解所提特別補助或預算是否被有效的運用？又預算不足學校面臨關閉，

學生須搬至其他學校住宿就學的問題，是否有相應監督機制？另外中央

是否有統一的申訴機制？

（1） 教育部：對於縮小城鄉差距的主要方式為經費補助，可區分為一般性補

助及專案性補助，前者如教師薪資與學生午餐的補助，且訂有成效指標，

每年進行考核，作為下一年度的補助依據；後者則搭配諮詢輔導機制，

重點為協助偏鄉地區妥善運用經費。

（2） 教育部：對於小校合併問題表示，國中小屬地方政府權責，為避免地方

政府基於成本考量，積極處理小校合併，爰擬訂《公立國民小學及國民

中學並或停辦準則》加以規範，需經專案評估、辦理公聽會，提請縣市

政府的教育審議委員會通過，方可執行；針對偏遠或學生數少的學校，

或學生通勤有交通疑慮者，則不得合併以維護受教權。

（3） 教育部：學校設有申訴評議委員會，接著可在送縣市政府的申訴評議委

員會，中央目前則有部長信箱、署長信箱，以及建教專法保障的申訴制

度，學生亦可採司法救濟途徑。

2. Judith Karp 委員：已有計畫提昇偏遠地區教師薪資，以促進教師留任偏鄉

地區，惟目前是否有相關計畫以解決偏鄉地區大多為代課老師的問題？

教育部：為減少偏鄉代理代課教師，爰擬訂《補助國民中小學提高教育人

力實施要點》，補助偏遠學校聘請不足額教師員額，一年預算約有 21 億

元。

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3. Judith Karp 委員：有關原住民學生學習母語機會越來越少，在原住民學生

學習母語的相關預算，有無相關方案增加原住民學生學習母語？

（1） 教育部：原住民語與閩南語、客家語列為國小必修課程，每年約投注 2

億元補助原住民語教學發展中心經費、原住民語教學鐘點費以及教材

研發費用。國中為選修課程，學生倘有意願學習，教育部亦會補助開設

原住民語的選修課程。

（2） 原住民族委員會：為確保原住民兒少學習民族語言權利，辦理原住民族

語言振興第二期 6 年計畫、沉浸式族語教學幼兒園計畫、族語體驗營、

族語生活會話班、族語學習家庭以及原住民教會族語扎根計畫等。

4. Laura Lundy 委員：過去 5 年內，在機構內的身心障礙兒童數增加而非下

降、高雄市機構內身心障礙兒童數很多、6 歲以下兒童中有 9 位身心障礙

兒童是機構內兒童，其原因為何？

衛生福利部（社會及家庭署）：刻正進行 5 年計畫，積極布建社區式照顧

資源，讓孩子可以留在家庭，逐步減少機構安置。

5. Jakob (Jaap) Doek 委員：依國家報告內容，無國籍兒童被收養之後可歸化，

如未被收養，可在滿 18 歲後申請自願歸化，如果兒少在未滿 18 歲之前沒

有被收養，如何取得臺灣國籍？

：未滿 20 歲的無國籍人若未透過被收養取得國籍，亦可

內政部（戶政司）

由社會福利主管機關作為監護人，代為申請歸化國籍。

 兒少最佳利益原則

6. Judith Karp 委員：兒少最佳利益如何反應在收養程序？收出養者是否可以

單方決定終止收養？

衛生福利部（社會及家庭署）：收養或終止收養皆需透過法院依兒少最佳

利益裁定，若有虐待、遺棄等重大情節不適維持收養關係，可由主管機關

或利害關係人聲請終止收養，過程中亦會有社工進行訪視評估。

7. John Tobin 委員：兒少最佳利益有無全面性指導方針或指標？有關提到

《民法》第 1055-1 條，請問可否提供條文解釋？

林政務委員萬億：有關兒少最佳利益已於上一場次說明，本題暫不補充，

另有關《民法》第 1055-1 條翻譯亦已提供給委員。

 生命權、生存及發展權

8. John Tobin 委員：有關自殺原因為感情因素，請問是異性戀或同志？

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 ：目前企圖自殺原因統計中，尚無 LGBT

衛生福利部（心理及口腔健康司）

項次，因此缺乏相關資料，未來可進行研究調查，加以了解。

 尊重兒少表意權

9. Jakob (Jaap) Doek 委員：在法律程序兒少表達意見是否有年齡限制？實務

作法為何？

司法院：現行法規並無規定兒童行使表意權之年齡，意即只要有陳述能力

的兒少，即可行使表意權。另有社工提供出庭前服務，向兒少說明出庭時

的注意事項，法官亦會盡可能聽取兒少意見。

10. John Tobin 委員：有關協助兒童表意，針對父母、教師、律師等協助兒童

表達意見的成人，是否有接受過相關的訓練幫助兒少表達意見？

司法院：關於協助兒童表達意見之成人是否受過相關訓練，在開庭之前，

社工會進行庭前服務，如兒少及陪同出庭者如父母、教師、律師有必要接

受庭前服務，社工將會另外向兒少及陪同者說明出庭注意事項，法官亦會

盡可能聽取兒少意見。

11. Jakob (Jaap) Egbert Doek 委員：兒少是否能私下向法官表達自身意見？

司法院：法官在認為有必要的時候，會將兒少與其他家人分開詢問，惟仍

會由社工陪同。

【第四章】

 隱私權

12. Laura Lundy 委員：有關學生隱私權，兒少表示仍有被檢查書包的情況，

請說明。（政府未有答復）

 集會結社及和平集會自由

13.Laura Lundy 及 Judith Karp 委員：有關兒少參與抗議，學校與老師不樂見

學生參加，學生擔憂受到粗暴對待或不好的後果，例如學生抗議黑箱課綱，

遭到警察粗暴對待，監察院是否糾舉處理？

（1） 教育部：關於黑箱課綱事件係於 103 年因課綱審議有不合程序之處，引

發學生抗議，爰此 108 年新課綱的審議，已邀學生代表加入，採公開、

透明方式辦理。

（2） 監察院：監察院有對於課綱程序進行調查，並於 103 年 7 月發布報告，

惟無收到反黑箱課綱學生的陳情。

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 申訴

14.Laura Lundy 及 Judith Karp 委員：有關學生提出申訴，目前評議委員會的

形式，對於年紀較小的兒童而言，並不是一個自在的場合，學生認為評議

委員會的效率不佳。又學生申訴對象為老師，但處理申訴案件的人亦為老

師，如果老師違反規定會受到什麼懲戒？是否有相應獨立監督機制評估

老師作為？以及校園內教官有時作為嚴厲、不適當，是否有相應規則規範？

（1） 教育部：學生的言論自由權、集會結社權、受教權、學習權等，都在《教

師輔導與管教學生辦法》有所規範及保障，若教師違反相關規定，學校

的教評會可以給予停聘、解聘或不續聘的處置，各縣市政府也設有不適

任教師審議機制可以處理。

（2） 教育部：我國國中小、高中皆編制有輔導室，若學生無法直接向學校提

出申訴，亦可透過小白鴿信箱、小天使制度或尋求家長志工協助；至於

教官主要協助維護校園安全，惟立法院已決議，民國 110 年開始教官逐

步退出校園。

 體罰

15.Judith Karp 委員：什麼樣的措施被定義為體罰？學生提到在學校宿舍，管

理人員對待學生嚴厲或不適當。

（1） 教育部：自 88 年《教育基本法》公布以後已禁止體罰，自 96 年開始，

零體罰成為教育部重要推行政策。

（2） 教育部：宿舍皆設有生活輔導員，為政府聘任之編制人員，受《公務員

服務法》規範，如有不適任或體罰行為，則依法處理。

16. Judith Karp 委員：倘父母或教師對兒少施以體罰，會受到刑法規範嗎？

教育部：教師在輔導管教學生時，倘構成犯罪行為，仍受刑法規範；倘構

成行政法相關的法律責任與國家賠償責任或民事責任，亦受前開法律規

範。

 委託機構服務

17.Judith Karp 委員：兒少服務委外時，受委託機構是否需要了解《CRC》內

涵？

衛生福利部（社會及家庭署）：中央會要求地方政府，運用中央所開發的

《CRC》教材，針對第一線的專業人員進行《CRC》教育訓練，並透過社

會福利績效考核進行監督。

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 無國籍

18.Nigel Cantwell 委員：有關無國籍兒少的歸化問題，外籍母親在台生下孩

子之後，父不詳，請問這類兒童是否也適用內政部所提可由社福機構代為

提出歸化申請？另 John Tobin 委員提問無國籍兒少之人數以及認定無國

籍之程序為何？

（1） 內政部（戶政司）：依我國《國籍法》規定以血統主義為主，屬地主義

為輔，因此父母親具有我國國籍者、父母親不詳但於我國出生者、無國

籍者但被我國國民收養、滿 20 歲或由社福機構代為申請歸化者，皆可

取得我國國籍。續可分為四種類型，一為生母為外籍，生父為本國人，

則由生父認領後即取得國籍；二為生母為外籍，生父為外籍或不詳，則

其子女不具本國籍；三為生父母皆不詳，則可取得我國國籍；四為生母

為外籍且已出境，行方不明，生父亦不詳，經駐外館處協尋 3 個月未

果，則從寬認定為無國籍人，可透過收養或是由社會福利主主管機關申

請歸化，或年滿 20 歲自行申請歸化。

（2） 內政部（移民署）：目前有《在臺出生非本國籍兒童少年申請認定為無

國籍人一覽表及流程》以及《辦理非本國籍無依兒少外僑居留證核發標

準作業流程》

，在被認定為無國籍兒童之前，會依其生母國籍核發居留，

再進行海外協尋 3 個月，或國內協尋 6 個月未果後，才會認定其為無

國籍人；目前約有 231 案，業已處理 57 案，仍有 174 案處理中。

 不受酷刑或其他形式殘忍、不人道或有辱人格待遇或處罰

19.Nigel Cantwell 委員：期待釐清機構內的單獨監禁、身體約束、禁止書信

等的懲戒措施之運用？

法務部：少年矯正機關分為少年觀護所、少年輔育院以及少年矯正學校，

因收容對象不同而適用不同法律，目前法律明文禁止單獨監禁與施用戒

具作為懲戒手段，如有發現，將移送檢警偵辦，除非因收容少年罹患傳染

疾病，確實有需要單獨監禁。另少年在監執行期間均可接見親友、發送書

信。

20. Nigel Cantwell 委員：單獨監禁若非懲罰手段，是否為行為控制措施？實

際上是如何被使用？

法務部：在矯正機構實施單獨監禁是相當嚴肅的議題，需經機關首長同意，

在矯正學校最長 5 天，在少年輔育院最長 7 天，除預防傳染疾病的醫療因

素外，主要是為保護被收容者，期間亦會安排輔導老師、教誨師或宗教師

給予輔導。

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【第五章】

 家庭支持

21. Nigel Cantwell 委員：高風險家庭所能獲得的經濟補助。

衛生福利部（社會及家庭署）：高風險家庭若符合低收入戶或中低收入戶

資格，即會協助其申請補助，另外亦有緊急生活扶助可供申請，社工亦會

轉介民間資源；此外，也提供就業服務等協助其脫貧，倘家中有就學或托

育需求，亦可提供就學補助、托育費用補助。

22. Judith Karp 委員：在修法前，如何確保同性家庭裡的父母享有與異性戀家

庭父母相同的權利？另修法對於同性婚姻會有什麼規定？

法務部：今（106）年 5 月的憲法解釋，僅止於同性兩人能否成立婚姻關

係，並未包含身處在同性家庭的兒少，但未來立法將會以兒童最佳利益原

則處理，在尚未立法之前，則依現行法規保障同性家庭的兒少權益。

 家庭教育

23. Laura Lundy 委員：家庭教育預算，以及家庭教育主題為何？

教育部：我國於 92 年訂定《家庭教育法》

，近 2 年編列預算為 1 億 9 千餘

萬；所謂家庭教育指的是具有增進家人關係與家庭功能的各種教育活動，

包括：親子教育、性別教育、婚姻教育、倫理教育、家庭資源與管理教育

等等。

 替代照顧

24.Judith Karp 委員：父母使用體罰屬合法或非法？有關不得有重大虐待情

事，如何認定重大？另外在家庭暴力事件中，移除加害人是否比將兒少送

到機構好？

（1） 衛生福利部（保護服務司）：民法雖規定父母有懲戒，但《兒童及少年

福利與權益保障》規定不得對兒少身心虐待，或使其處於有害環境，因

此我國是禁止體罰的。至於如何評估重大虐待，則是依施虐者的動機、

管教手段與合理性，以及對兒少的傷害，同時傾聽兒少意見。

（2） 衛生福利部（保護服務司） ：有關兒虐事件遷出加害者的部分，依現行

法規可申請保護令，在實務上會依兒少最佳利益進行評估，如兒少續留

家庭接受照顧為最佳處遇，則會協助申請保護令，命加害者遷出；而另

一方面施虐者 80%亦為主要照顧者，命其遷出是否為最佳處遇，尚須綜

合評估。

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25. Nigel Cantwell 委員：政府核發過多執照給私營安置機構，是否會造成不

需安置的兒少進入機構安置？對於替代性照顧去機構化的計畫為何？另

有訊息是私營安置機構被嚴厲監督，以及因經費不穩定而服務品質不良，

兩者訊息矛盾，請予以說明。再者是有行為問題或身心障礙兒少因無適當

專業人員，被私營安置機構拒絕收容，如此類安置機構確有經費問題，惟

私營機構數量尚在成長，需求與供給似不對稱。另兒少年滿 15 歲後是否

必須離開安置機構？兒少離開前是否有離院準備，或提供獨立生活後的

支持與協助？

（1） 衛生福利部（社會及家庭署）：有關替代性照顧整體規劃是朝去機構化

的方向，因此日前討論是否要明文規定於《兒童及少年福利與權益保障

法》，親屬寄養優先於寄養家庭，最後選項才是機構照顧。此外，目前

有團體家庭照顧方式，希望兒少能夠留在社區，與社區融合。

（2） 衛生福利部（社會及家庭署）：有關政府許可機構設立議題，雖然目前

機構數多，但因所收容對象多為保護性個案，其照顧難度較高，因此考

量照顧人力資源，機構多為不滿床的狀態，有關准許機構設立，為縣市

政府考量轄區內是否有充足安置資源及綜合其他考量。目前朝發展社區

式照顧資源方向，積極扶植團體家庭或寄養家庭。

：目前並無年滿 15 歲即需離開機構之情事，

（3） 衛生福利部（社會及家庭署）

評估兒少需求，可安置兒少至就讀大學或可自立；在離開機構前，會要

求機構為兒少進行獨立生活準備，另有社工進行 1 年的後續追蹤輔導，

提供相關經濟、就學、就業、自立生活適應等協助。

（4） 衛生福利部（社會及家庭署）：有關安置機構的監督機制，目前依法每

3 年會進行一次機構評鑑，平時亦有地方政府進行輔導查核，瞭解兒少

在機構中的照顧情形以及行政管理，同時要求強化機構人員的專業與照

顧知能。

26. Jakob (Jaap) Egbert Doek 委員：兒少安置後，對其原生家庭是否提供協助？

安置兒少及其安置處所，是否皆由法院裁定？

（1） 衛生福利部（保護服務司）：兒少安置後，除提供兒少心理輔導，亦協

助提昇父母知能與技巧，定期安排兒少到機構或親屬家庭定期會面進

行關係修復，並擬訂家庭處遇計畫，提供家長育兒指導、經濟補助、就

業服務或加害人處遇治療等，以漸進式方式協助兒少返家；兒少結束安

置後，則會依《兒童及少年福利與權益保障法》追蹤 1 年。

：我國每年有近 3 萬人次的虐待通報，經社

（2） 衛生福利部（保護服務司）

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 工進行分級分類，透過安全評估據以啟動緊急安置，社工經評估，得有

72 小時緊急安置兒少，若該期間仍無法確認兒少返家安全，則會向法

院申請繼續安置 3 個月，倘需再延長，皆需由法院裁定。

27. Nigel Cantwell 委員：從與 NGO 對話中瞭解有關親屬安置的標準似乎很

嚴格，請問兒少進入親屬安置的標準為何？

衛生福利部（保護服務司）：我國自 101 年發展親屬安置工作模式，讓縣

市政府有所依循，同時對第一線人員進行教育訓練，並編列經費補助地方

政府推動親屬安置，也定期考核並召開檢討會議。目前親屬安置的評估指

標是根據兒少與照顧者的連結、兒少的意願、兒少與其手足是否可同時安

置、以及親屬的照顧意願等，目前親屬安置已由 3%提高至 9%，期待未

來可達 15%。

28. Nigel Cantwell 委員：為何寄養家庭數上升，在寄養家庭的兒少數卻下降？

是否有足夠補貼或津貼提供予寄養家庭？

衛生福利部（社會及家庭署）：其寄養安置數下降原因是過去兒少接受安

置可能為經濟因素，目前則以保護性個案居多，保護性個案照顧難度較高，

因此兒少安置數會下降。關於提供寄養家庭支持部分，除了對寄養家庭進

行分級訓練、分級津貼補助之外，也要求提高寄養家庭的安置費用。對於

委託民間團體執行保護安置，自 107 年起，已將委託安置費用提高，放寬

人力計算及提高專業服務費補助額度，以提升服務品質。

29. Nigel Cantwell 委員：非正式親屬安置於台灣的狀況為何？

衛生福利部（保護服務司）

：我國非正式親屬安置的類型很多，在原住民

地區尤其普遍。

30. Judith Karp 委員：多久會檢視一次兒少在機構的狀況？

：政府每 3 個月會針對兒少身心、輔導狀況

（1）衛生福利部（保護服務司）

進行評估。

（2）衛生福利部（社會及家庭署） ：安置機構每 3 年評鑑，地方政府每年需

進行 1 到 2 次的輔導查核，自 107 年開始中央進行不定期抽查。

 收養

31. Nigel Cantwell 委員：跨國收養數遠比國內收養數高，其原因為何？

衛生福利部（社會及家庭署）

：因跨國婚姻中有許多來自越南的外籍配偶，

其在原籍國的子女便透過收養方式來台團聚，爰跨國收養數較高。

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【第六章】

 健康權

32. John Tobin 委員：有關針對青少年肥胖議題，目前所採取之行動為何？為

青少年的心理健康提供哪些服務？

（1）衛生福利部（國民健康署）

：目前我國應無營養不良的問題，但有營養

不均的情形，因此發布國人膳食營養素參考攝取量以及每日飲食指南，

也針對不同生命發展期設計營養單張進行衛教；同時長期針對國民以

及學童營養進行監測，於校園內推動體重管理，校園周邊推動健康飲

食的輔導，教育部亦訂定學校午餐、所販賣的點心飲品的營養基準。

針對垃圾食物廣告予以管制、禁止反式脂肪，增加碘鹽、含糖量的標

示，希望能夠逐年降低肥胖比例。

（2）教育部：在校園中針對肥胖與營養不均的問題，高中職以下學校訂有

《學校午餐食物內容及營養基準》，校園中所販賣的飲品、點心，也有

相關規範，幼兒園的點心與午餐亦需依規範提供適量均衡且多樣化的

健康飲食。此外，訂定《校園周邊健康飲食輔導示範計畫》，與校園周

邊業者合作提供健康飲食，維護學生健康。在學生體中過重的部分，

在《學校健康促進實施計畫》中，高級中等以下學校學生需定期測量

體重，針對過重的學生提供課後運動、與營養師會談等服務。

（3）衛生福利部（心理及口腔健康司）

：針對青少年心理健康主要與教育部

合作，架設心理健康平台，並有開發同性少年版本，提供兒少索引相

關心理健康知識。

33. John Tobin 委員以及 Jakob (Jaap) Egbert Doek 委員：有關醫療同意權，是

否考慮讓由足夠行為能力的兒少，在沒有父母同意的狀況下行使同意權

（如墮胎）？有哪些情況是兒少本身同意，父母也要同意的狀況下才能接

受醫療？

（1）衛生福利部（醫事司）

：除非是危急病人應給予適當急救，否則醫師在

執行醫療行為時，應遵循知情同意原則，在未成年人就醫時，如須手

術，應向並人或其法定代理人、親屬及關係人說明，瞭解相關資訊；

在簽具手術同意書的部分亦需由法定代理人為之；惟臨床上醫師會視

兒少的理解能力以及表達能力讓兒少參與討論。

（2）衛生福利部（國民健康署）

：依《優生保健法》規定，青少女若決定墮

胎，需先徵得父母親同意，若兩者持不同意見，則會由醫院社工介入

處理，目前正啟動修法討論會議，研議未來引進第三方機制，結合衛

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 福與司法來處理意見不一致之情況。

（3）衛生福利部（醫事司） ：醫療處置是相當專業的議題，醫師會依生心理

各方面進行評估判斷，因此重點應是醫療專業判斷而非家長同意或兒

少同意的部分，但若非危急狀況，醫生仍會尊重患者與其家人的意見；

如患者已超過 17 歲，有清楚的意識表達，則尊重其意願也是必要的。

34. John Tobin 委員以及 Judith Karp 委員：對未成年懷孕少女有提供什麼福利

或協助？以及兒少如何知道有哪些機構可提供協助？

（1） 衛生福利部（社會及家庭署）

：針對未成年懷孕資源宣導，目前有設置

諮詢熱線並架設網站，同時要求地方政府成立單一窗口；此外，訂定

未成年少女懷孕服務流程，由專責社工整合相關資源，提供未成年懷

孕少女所需協助，包括：安置、出養、就業、經濟等；在六歲以下弱

勢兒童主動關懷方案中，未成年父母及其子女為服務對象之一。

（2） 教育部：對於未成年學生懷孕業已訂定《學生懷孕受教權維護及輔導

協助要點》

，由校長擔任召集人，輔導室擔任窗口，成立工作小組，協

調相關資源並彈性調整請假規定，維護學生受教權。另為減少未成年

學生懷孕，亦安排安全性態度與性行為課程，並進行宣導。

35. John Tobin 委員：目前性健康教育是否有考量 LGBTQIA 族群之兒少，另

外在兒少間性病傳染增加，其原因為何？與性健康教育之間的關聯為何？

兒少是否參與性健康課程的設計？以及如何提升父母對性健康教育的認

識？在目前 21 世紀性健康發展，政府是否決定檢討性健康教育政策方向？

（1） 衛生福利部（國民健康署）

：在性健康的部分主要跟教育部合作，對於

健康促進學校，定期給予認證，同時透過網站提供正確性健康資訊，

此外，設立青少年門診，提供較隱密、安全的環境，全國計有 93 家。

（2） 教育部：依《性別平等教育法》

，性別課程包括情感教育、性教育以及

同志教育三大層面；國民中小學以及高級中等教育階段，皆提供相關

課程，此外也設計主題式的活動，像是與杏陵基金會合作的性教育宣

導，或是愛滋防治計畫。

（3） 教育部代：各縣市依法成立性別平等委員會，其目標為促進校園平等

教育，以及發展親子教育課程，成員包括專家、教師代表、家長代表。

在對家長宣導的部分，某些縣市會透過摺頁、單張、說明會或是配合

學校家長會活動，向家長進行宣導性別平等教育以及性教育的知識。

至於兒少在性健康課程或教材設計的參與程度較低，未來可研議相關

的參與機制。

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（4） 衛生福利部（疾病管制署） ：梅毒、淋病以及愛滋病三種性病為法定傳

染病，需進行通報，從數據推估近年病例有增加，但已趨緩；此外，

自 104 年起，19 歲以下者可不經由父母同意進行篩檢，推論是在篩檢

數增加，以及網路約會行為增加的狀況下，而有病例攀升的情況。

36. Laura Lundy 委員：政府對於監測、改善空氣品質採取哪些措施？

行政院環境保護署：依《空氣汙染防制法》，對於固定或非固定汙染源排

放標準皆定期修正；中央與地方對於空氣品質皆有進行監測，且將相關資

訊公布於網站。此外，訂有空氣品質嚴重惡化緊急防制辦法，由教育、衛

生、環保單位決定減少學童戶外活動。

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 Meeting Minutes

Chapter 3 Government’s response to questions raised in previous session

 Non-discrimination

1. Judith Karp: The government plans to narrow the gap between urban and rural

areas. Does the government have a monitoring plan to examine whether special

grants or budgets are used effectively? Schools close down due to insufficient

budgets, causing students to study in other schools. Does the government have

a corresponding monitoring mechanism? Does the central government have a

unified grievance mechanism?

（1） Ministry of Education: The main way to narrow the gap between urban and

rural areas is to provide financial assistance, which can be divided into

general grants and project grants. General grants include allowances for

teachers’ salaries and student’s lunch. Performance indicators are set and

evaluated every year as the basis for the next year’s grant. Project grants

combine counseling mechanisms with an aim of helping remote areas use

funds properly.

（2） Ministry of Education: Elementary and junior high schools are under the

jurisdiction of local governments. To prevent local governments from

merging small schools based on cost considerations, the Guidelines for

Merging or Discontinuing Public Elementary Schools and Junior High

Schools have been established to stipulate that elementary or junior high

schools shall be merged or discontinued after the professional evaluation,

public hearing, and adoption of the local education review committee. For

schools in remote areas or with few students or concerns for commutes,

they shall not be merged, so as to protect students’ right to receive

education.

（3） Ministry of Education: Schools establish the appeal boards which are

responsible to deal with complaints, which may be submitted to the local

government’s grievance committee subsequently. Currently, the central

government has set up the minister’s mailbox, director’s mailbox and the

grievance system under the act of cooperative education. Students can also

seek for judicial remedies.

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2. Judith Karp: To retain teachers in remote areas, the government has planned to

improve their salaries. Does the government have a related plan to solve the

problem that most teachers in remote areas are substitute teachers?

Ministry of Education: To reduce substitute teachers in remote areas, the

Implementation Guidelines for Subsidizing Educational Resources in

Elementary and Junior High Schools have been established to subsidize

schools in remote areas to employ teachers. The annual budget is NT$2.1

billion.

3. Judith Karp: Indigenous students are less likely to learn their mother tongue. Is

there a budget for mother tongue learning?

（1） Ministry of Education: Indigenous language, Minnan, and Hakka are

required courses in elementary schools. Each year, $0.2 billion is allocated

to the Indigenous Language Research and Development Center for hourly

teaching fees and teaching materials. Indigenous languages are optional

courses in junior high schools. If students are willing to learn, Ministry of

Education will subsidize the optional courses on indigenous languages.

（2） Council of Indigenous Peoples: To ensure indigenous students’ right to

learn indigenous languages, the government has launched the Phase II Six-

year Indigenous Language Revitalization Program, immersive indigenous

language teaching at kindergartens, indigenous language camps,

indigenous language conversation classes, indigenous language learning

families, and indigenous language learning at churches.

4. Laura Lundy: Over the past five years, the number of children with disabilities

in institutions has increased; in Kaohsiung City, there are many children with

disabilities in institutions. Among children under 6 years old, 9 children with

disabilities are in institutions. Why is that?

Ministry of Health and Welfare (Social and Family Affairs Administration):

Currently, the five-year program is ongoing to provide resources for

community care, leaving children at home rather than in institutions.

5. Jakob (Jaap) Egbert Doek: According to the national report, stateless children

who are adopted can be naturalized. Those not adopted can apply for

naturalization voluntarily at the age of 18. If children and youths are not adopted

before 18 years old, how to obtain the nationality of Taiwan?

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 Ministry of the Interior (Department of Household Registration): If stateless

children under 20 years old do not obtain the nationality through adoption, the

authority in charge of social welfare may act as their guardians to apply for

naturalization on their behalf.

 Best Interests of the Child

6. Judith Karp: How do the best interests of children and youths reflect on the

adoption procedures? Can adopters and adoption givers unilaterally decide to

terminate the adoption?

Ministry of Health and Welfare (Social and Family Affairs Administration):

The adoption or termination of adoption shall be ruled by the court based on

the best interests of children and youths. In case of abuse or abandonment, the

authority in charge or stakeholders may apply for the termination of adoption.

Social workers will also visit to evaluate the circumstance.

7. John Tobin: Are there any comprehensive guidelines or indicators for the best

interests of children and youths? Can the provision of Article 1055-1 of the Civil

Code be provided for explanation?

Head of the Government Delegation, Minister without Portfolio Lin Wan-I:

The best interests of children and youths have been explained in the previous

session. The translation of the provision of Article 1055-1 of the Civil Code

has been provided for the members of the International Review Committee.

 Right to Life, Survival, and Development

8. John Tobin: For suicides due to emotions, are they heterosexual or homosexual?

Ministry of Health and Welfare (Department of Mental and Oral Health):

According to the statistics of the causes of attempted suicides, LGBT is not

included. Study and investigation will be conducted in the future for further

understanding.

 Respect for the Views of the Child

9. Jakob (Jaap) Egbert Doek: In legal proceedings, are there any age restrictions

on children’s and youths’ expression of opinions? What are the practices?

Judicial Yuan: The current regulations do not stipulate the age at which

children exercise the right to express opinions; that is, children and youths

having the capacity for expressing their opinions are allowed to exercise the

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 right to express opinions; in addition, before children and youths appear in

court, social workers will explain matters needing attention to them. The court

will also listen to children’s and youths’ opinions as far as possible.

10. John Tobin: Are parents, teachers, and lawyers trained to help children and

youths express their opinions?

Judicial Yuan: Before children and youths appear in court, social workers will

provide pre-court services. If children and youths appear in court with parents,

teachers and lawyers and are required to receive pre-court services, social

workers will explain matters needing attention to them. The court will also

listen to children’s and youths’ opinions as far as possible.

11. Jakob (Jaap) Egbert Doek: Can children and youths express their opinions to

judges in private?

Judicial Yuan: The judge may ask about children’s and youths’ opinions

separately if necessary; however, they will still be accompanied by social

workers.

Chapter 4

 Privacy

12. Laura Lundy: According to children and youths, schools still check their

schoolbags. Please explain. (No responded)

 Freedom of Association and Peaceful Assembly

13. Laura Lundy and Judith Karp: Schools and teachers are not happy to see

students attending protests. Students are worried about being treated violently

or badly when protesting against the under-the-table curriculum guidelines.

Does the Control Yuan rectify it?

（1） Ministry of Education: The review of 2014 curriculum guidelines was not

in line with the procedures, leading to the student protest. In 2019

curriculum guidelines, the government has invited students to participate

in the discussion in an open, transparent way.

（2） Control Yuan: The Control Yuan investigated the procedures for curriculum

guidelines and published the report in July 2014; however, there was no

plea against the under-the-table curriculum guidelines.

 Grievance

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14. Laura Lundy and Judith Karp: For younger children, the review committee is

not a comfortable occasion. Students think that the review committee is

insufficient; in addition, grievances against teachers are handled by teachers. If

teachers violate the regulations, what kind of punishments will they receive? Is

there an independent monitoring mechanism to evaluate teachers? Is there a

corresponding regulation governing severe and inappropriate actions taken by

instructors on campus?

（1） Ministry of Education: Students’ freedom of speech, freedom of

association, right to receive education, and right to learn are prescribed in

the Guidelines for Teachers’ Guidance and Discipline of Students. If

teachers violate the regulations, the teacher evaluation committee will

terminate, dismiss or not reappoint them. Local governments also have the

review mechanism for incompetent teachers.

（2） Ministry of Education: A counselors’ office is established in elementary,

junior high and senior high schools. If students are unable to lodge

complaints with schools directly, they may seek help through the white

pigeon mailbox, little angel system, and parental support. Instructors are

appointed to maintain the safety on campus. The Legislative Yuan has

resolved that instructors will be removed from schools starting from 2021.

 Corporal Punishment

15. Judith Karp: What kind of measures is defined as corporal punishment?

Students have mentioned that supervisors treat students harshly or

inappropriately in the dormitories.

（1） Ministry of Education: Since the promulgation of the Educational

Fundamental Act in 1999, corporal punishments are prohibited. Since 2007,

zero corporal punishment has become an important policy of Ministry of

Education.

（2） Ministry of Education: Counselors are appointed by the government in

dormitories according to the Civil Servant Work Act. Incompetent

counselors or corporal punishments shall be handled according to the law.

16. Judith Karp: If parents or teachers impose corporal punishments on children and

youths, are they subject to the Criminal Code?

Ministry of Education: When teachers coach students in violation of laws, they

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 are subject to the Criminal Code; if such conduct constitutes the legal liability

under the administrative law and the liability for state compensation or civil

liability, the teachers are subject to the aforesaid law.

 Trusted Institution

17. Judith Karp: When child care is outsourced, is the commissioned institution

required to understand the CRC?

Ministry of Health and Welfare (Social and Family Affairs Administration):

The central government will request local governments to provide front-line

professionals training courses on the CRC using the materials developed by

the central government and to evaluate their performance of social welfare.

 Statelessness

18. Nigel Cantwell: When a foreign mother gave birth to a child in Taiwan, and the

father was unknown, can a social welfare institution apply for naturalization on

its behalf, as proposed by Ministry of the Interior? John Tobin: How to calculate

the number of stateless children and youths and identify their statelessness?

（1） Ministry of the Interior (Department of Household Registration):

According to the Nationality Act, the nationality is primarily determined

by pedigree and secondarily by territorialism; therefore, a person may

obtain the nationality of the R.O.C. under any of the conditions below:

his/her father or mother was a national of the R.O.C. when he/she was born;

his/her father or mother was unknown but born in Taiwan; he/she is

stateless but adopted by a national of the R.O.C.; or he/she is at the age of

20 and applies for naturalization in person or through a social welfare

institution. Such a person may be further divided into four types: (1) his/her

mother is a foreigner and his/her father is a national of the R.O.C., and

he/she may obtain the nationality of the R.O.C. after being identified by

his/her father; (2) his/her mother is a foreigner and his/her father is a

foreigner or unknown, so he/she is not a national of the R.O.C.; (3) his/her

mother and father are unknown, and he/she can obtain the nationality of the

R.O.C; (4) his/her mother is a foreigner and has left Taiwan with unknown

whereabouts, and his/her father is unknown and has not been found by the

embassy for three months, so he/she is considered stateless and can apply

for naturalization through adoption or the authority in charge of social

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 welfare or at the age of 20.

（2） Ministry of the Interior (National Immigration Agency): Currently, the List

of Foreign Children and Youths born in Taiwan and Applying for

Statelessness and the Standard Operating Procedures for Applying for

Alien Resident Certificates for Foreign and Helpless Children and Youths

have been established. Before children are deemed stateless, the alien

resident certificates will be issued based on the nationality of their mothers;

the children will be deemed stateless when their parents are not found after

three months of overseas search or six months of domestic search.

Currently, there are 231 cases, among which 57 cases have been processed

and 174 cases are still ongoing.

 Right Not to Be Subjected to Torture or Other Cruel, Inhuman or

Degrading Treatment or Punishment

19. Nigel Cantwell: Can disciplinary measures, such as solitary confinement,

physical constraints, and prohibition of correspondence, taken in the institutions

be clarified?

Ministry of Justice: Juvenile correction institutions include the juvenile

detention houses, reform schools, and juvenile correction schools. Different

laws apply due to different subjects. Currently, the law expressly prohibits

solitary confinement and the use of restraints as disciplinary measures. If

solitary confinement and the use of restraints are found, violators will be

brought to justice except that juveniles suffer from infectious diseases and

need solitary confinement. In prison, juveniles are allowed to receive family

members and friends and send letters.

20. Nigel Cantwell: If solitary confinement is not a disciplinary measure, is it a

behavioral control measure? How is it used in practice?

Ministry of Justice: Implementing solitary confinement in correction

institutions is a very serious issue, which needs the consent of the director of

the institution. The solitary confinement can be implemented for up to five

days in correction schools and up to 7 days in reform schools for the purpose

of protecting inmates in addition to preventing infectious diseases. During the

confinement, counselors, or instructors or religious teachers are appointed to

give guidance.

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Chapter 5

 Family Support

21. Nigel Cantwell: What financial support can high-risk families receive?

Ministry of Health and Welfare (Social and Family Affairs Administration): If

high-risk families meet the qualifications for low-income households or

medium-low-income households, the government will help them apply for

grants. Emergency life support is also available for application. Social workers

will also refer civil resources to high-risk families; employment services are

also provided to help high-risk families get out of poverty. Allowances for

schooling and childcare subsidies are also provided as needed.

22. Judith Karp: Before the amendment, how to ensure that parents in same-sex

families have the same rights as parents in heterosexual families? What are the

rules for practicing same-sex marriage?

Ministry of Justice: In May 2017, the Constitution only interpreted whether

the same sex can establish a marital relationship. It did not mention children

and youths in same-sex families. Future legislation will be based on the best

interests of children and youths. Before legislation, the rights and interests of

children and youths in same-sex families are protected in accordance with the

existing laws and regulations.

 Family Education

23. Laura Lundy: What are the budget for family education and the themes of

family education?

Ministry of Education: The Family Education Act was established in 2003.

Over the past two years, the government has allocated approximately NT$190

million to family education. Family education refers to educational activities

of all kinds within the range below which further family relations and family

functioning, including, parent-child education, gender education, marriage

education, ethics education, family resources and management education.

 Alternative Care

24. Judith Karp: Is it legal or illegal for parents to use corporal punishment? How

to identify major abuses? In case of domestic violence, is it better to remove the

injurer than to send the child or youth to the institution?

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（1） Ministry of Health and Welfare (Department of Protective Services):

Although the Civil Code stipulates that parents can take disciplinary

measures, the Protection of Children and Youths Welfare and Rights Act

stipulates that children and youths shall be kept away from mental abuses

or dangerous environments; therefore, corporal punishments are prohibited

in Taiwan. Major abuses are determined based on the abuser’s motivation,

disciplinary measures and reasonableness, and harm to children and youths

as well as children’s and youths’ opinions.

（2） Ministry of Health and Welfare (Department of Protective Services): For

child abuse, a restraining order may be requested according to the existing

laws. In practice, the best interests of children and youths will be evaluated.

If it is the best way for the child to stay in the family and receive care, the

government will help apply for a restraining order and order the abuser to

move out; however, 80% of the abusers are primary caregivers. Whether

their moving out is the best way remains to be evaluated.

25. Nigel Cantwell: The government grants excessive licenses to private placement

institutions. Will it lead to the placement of children who need no placement?

What is the plan for deinstitutionalization of alternative care? Information

shows that private placement institutions are severely supervised and that their

quality of service is poor due to unstable funding. These two pieces of

information contradict. Please explain; in addition, children and youths with

behavior problems or disabilities are rejected by private placement institutions

due to lack of competent professionals. Such institutions do have financial

problems; however, the number of private placement institutions continues to

grow, making demand and supply seem unbalanced. Do children and youths

have to leave the institutions after they reach the age of 15? Do they prepare

themselves before leaving the institutions or are they provided with support and

assistance in living independently?

（1） Ministry of Health and Welfare (Social and Family Affairs Administration):

Whether to expressly stipulate the deinstitutionalization of alternative care

in the Protection of Children and Youths Welfare and Rights Act has been

discussed recently. Kinship foster care prevails over foster families, and

foster families prevail over institutional care. In addition, group family care

is available to help children and youths stay in the communities.

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（2） Ministry of Health and Welfare (Social and Family Affairs Administration):

Although there are many institutions granted by the governments, these

institutions take care of demanding protective cases. Considering existing

care givers, most of the institutions are not full up. When granting the

establishment of private placement institutions, local governments will

consider whether placement resources are sufficient as well as other factors.

Currently, the governments actively develop group family or foster families

based on community-based care resources.

（3） Ministry of Health and Welfare (Social and Family Affairs Administration):

Currently, children and youths are not required to leave institutions after

reaching the age of 15. They may be placed until studying at universities

or becoming self-supporting. Before children and youths leave institutions,

institutions are required to prepare them for living independently; in

addition, social workers will follow up their conditions for a year and

provide assistance in their economic situation, schooling, employment, and

adaptation to life.

（4） Ministry of Health and Welfare (Social and Family Affairs Administration):

Currently, the evaluation of institutions will be carried out every three years

according to the law. Local governments will give guidance and check on

a regular basis to understand the care of children and youths and

administration of the institutions, while requesting the institutions to

strengthen the knowledge and skills of their employees.

26. Jakob (Jaap) Egbert Doek: After children and youths are placed, is assistance

provided for their original families? Are the placement of children and youths

and places of placement determined by the court?

（1） Ministry of Health and Welfare (Department of Protective Services): After

children and youths are placed, they will be provided with psychological

counseling; institutions will also help parents improve the knowledge and

skills, arrange regular meetings for relationship restoration, and make a

family treatment plan, providing parents parenting guidance, financial

support, and employment services or victim treatment. After children and

youths return home, they will be followed up for a year according to the

Protection of Children and Youths Welfare and Rights Act.

（2） Ministry of Health and Welfare (Department of Protective Services): Every

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 year, nearly 30,000 child abuses are reported in Taiwan. Social workers will

grade and classify these cases and initiate the emergency placement based

on the safety assessment. After assessment, social workers have 72 hours

to place children and youths. If they are not sure whether children and

youths return home safely within the aforesaid period, they may apply to

the court for the placement for additional three months. The court may

determine whether extension is needed.

27. Nigel Cantwell: According to the conversation with the NGOs, the standards

for placement with relatives seem to be strict. What are the standards for

placement with relatives?

Ministry of Health and Welfare (Department of Protective Services): The

placement with relatives has been developed since 2012. Training is provided

for front-line caregivers; budgets are allocated to local governments for

placement with relatives and reviewed regularly. Currently, whether the

placement with relatives is needed is evaluated based on the connection

between children and youths and caregivers, children’s and youths’

willingness, whether children and youths and their siblings can be placed at

the same time, and relatives’ willingness to take care of children and youths.

Currently, the placement with relatives has increased from 3% to 9% and is

expected to reach 15% in the future.

28. Nigel Cantwell: Why did the number of foster families rise and the number of

children and youths in foster families fall? Is there enough subsidy or allowance

for foster families?

Ministry of Health and Welfare (Social and Family Affairs Administration):

The reason why the number of children and youths in foster families fell in the

past could be economic factors. Currently, there are more demanding

protective cases, so the number of children and youths placed falls. Foster

families are trained and provided with grants by grading; in addition, the

placement costs of foster families are increased. Starting from 2018, the cost

of commissioned placement will be increased, including allowances for

professional service fees, to improve the quality of services.

29. Nigel Cantwell: What is the status of informal placement with relatives in

Taiwan?

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 Ministry of Health and Welfare (Department of Protective Services): There are

many types of informal placement with relatives in Taiwan, especially in

indigenous areas.

30. Judith Karp: How often does the government check the conditions of children

and youths in institutions?

（1） Ministry of Health and Welfare (Department of Protective Services): The

government will check the conditions of children and youths and coaching

in institutions every three months.

（2） Ministry of Health and Welfare (Social and Family Affairs Administration):

Placement institutions will be evaluated every three year. Local

governments will check coaching once or twice every year. Starting from

2018, the central government will carry out spot checks from time to time.

 Adoption

31. Nigel Cantwell: The number of international adoption is much higher than the

number of domestic adoption. Why is that?

Ministry of Health and Welfare (Social and Family Affairs Administration):

Many of the foreign spouses in multinational marriages are from Vietnam.

Their children reunite with them in Taiwan through adoption, so the number

of international adoption is higher.

Chapter 6

 Health

32. John Tobin: For obese teenagers, what action does the government take? What

services are available for young people’s mental health?

（1） Ministry of Health and Welfare (Health Promotion Administration):

Currently, there should be no malnutrition in Taiwan; however, there are

nutritional imbalances; therefore, the National Dietary Reference Intake

and the Daily Diet Guide have been published. Instructions on nutrition are

also designed for different life stages; in addition, the government has

monitored nutrition of nationals and students for a long time by promoting

weight management on campus and healthy diet near the campus. Ministry

of Education has also set the standards for nutrition of school lunches,

desserts and drinks and controls advertising on junk food and trans fat, and

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 adds the label of iodine salt and sugar content in the hope of reducing the

obesity rate year by year.

（2） Ministry of Education: The Standards for School Lunches and Nutrition

have been established for senior high schools or below. Drinks and desserts

sold on campus are also regulated. Healthy and diverse desserts and drinks

at kindergartens shall be provided according to the laws; in addition, the

Demonstrative Plan for Healthy Diet near the Campus has been established

to promote healthy diet with businesses around the campus. Regarding

overweight students, the Implementation Plan for Health Promotion at

Schools stipulates that students at senior high schools or below are required

to measure their weights on a regular basis. After-school exercise and

interviews with nutritionists are provided for overweight students.

（3） Ministry of Health and Welfare (Department of Mental and Oral Health):

Ministry of Health and Welfare works with Ministry of Education to set up

a mental health platform for teenagers. A version for same-sex teenagers is

also developed to provide them the knowledge of mental health.

33. John Tobin and Jakob (Jaap) Egbert Doek: Does the government consider

allowing children and youths who have the capacity for making judicial acts to

exercise the informed consent without parents’ consent (such as abortion)?

Under what circumstances should medical treatment be received with both

children’s and youths’ consent and parents’ consent?

（1） Ministry of Health and Welfare (Department of Medical Affairs): Except

for critical patients that should be given appropriate first aid, physicians are

required to follow the principle of informed consent when giving medical

treatment. If minors seek medical treatment and need surgery, physicians

should inform the minors or their guardians, relatives and related parties of

related information, and t he guardians should sign the consent to surgery

on the minors’ behalf; clinically, physicians will allow children and youths

to participate in the discussion depending on their ability to understand and

express opinions.

（2） Ministry of Health and Welfare (Health Promotion Administration):

According to the Genetic Health Act, if teenage girls decide on abortion,

they should obtain parents’ consent first. If both parties have different

opinions, social workers will intervene. Currently, the discussion about the

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 amendment is ongoing. In the future, the third-party mechanism will be

introduced to deal with disagreement.

（3） Ministry of Health and Welfare (Department of Medical Affairs): Medical

treatment is a considerable professional issue. Physicians perform the

comprehensive evaluation of physical and mental health; therefore, the

focus should be on medical professional judgments rather than parents’

consent or children’s or youths’ consent. In case of emergencies, physicians

will still respect the opinions of the patients and their family members. If

the patient is over 17 years old and has the ability to express opinions

clearly, respect for his/her willingness is necessary.

34. John Tobin and Judith Karp: What welfare or assistance is provided for

underage pregnant girls? How do children and youths know which institutions

can provide assistance?

（1） Ministry of Health and Welfare (Social and Family Affairs Administration):

The hotline and the website for underage pregnancy have been established.

Local governments are required to set up a single contact window; in

addition, social workers are appointed to integrate resources and provide

assistance for underage pregnant girls according to the procedures,

including placement, adoption, employment, and financial support; in the

care program for the disadvantaged children under 6 years old, minor

parents and their children are one of the service objects

（2） Ministry of Education: The Guidelines for Maintaining the Right of

Pregnant Students to Receive Education and Coaching have been

established. The principal acts as the convener and the counselors’ office

acts as the contact window to form the task force in charge of coordinating

resources and adjusting requirements for leaves. To reduce underage

pregnancy, courses on safe sexual attitudes and sexual behavior are

arranged.

35. John Tobin: Does current sexual health education take into consideration

LGBTQIA children and youths? What is the reason for the increase in sexually

transmitted infections among children and youths? What is its relationship with

sexual health education? Are children and youths involved in the design of

courses on sexual health? How to raise parents’ awareness of sexual health

education? In the 21st century, does the government decide to review the

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 direction of sexual health education policies?

（1） Ministry of Health and Welfare (Health Promotion Administration):

Ministry of Health and Welfare works with Ministry of Education to certify

health promotion schools on a regular basis and to provide correct

information on sexual health on the website; in addition, a total of 93

juvenile clinics have been established nationwide to provide a more private

and secure environment for teenagers.

（2） Ministry of Education: According to the Gender Equity Education Act,

gender courses include emotional education, sex education and

homosexuality education; in elementary, junior high and senior high

schools, related courses are provided. Themed activities are also designed,

such sex education co-organized by the Mercy Foundation or the AIDS

prevention program.

（3） Ministry of Education: The gender equality committee is established in

each city/county according to the law. The goal of the gender equality

committee is to promote gender equality on campus and develop parent-

child education. Members of the committee include experts, teachers, and

parents. Some cities/counties promote gender equality and sex education

through leaflets, instructions, seminars or parent meetings. Children and

youths have lower participation in sexual health or material design. Related

participation systems may be discussed in the future.

（4） Ministry of Health and Welfare (Centers for Disease Control): Syphilis,

gonorrhoea, and AIDS are statutory infectious diseases and required to be

reported. According to the statistics, cases have increased in recent years,

but they have slowed down. Since 2015, children under 19 years old can

participate in the screening without parents’ consent. The increase in the

number of screenings and online dating may be the reason for the increase

in cases.

36. Laura Lundy: What measures does the government take to monitor and improve

air quality?

Environmental Protection Administration, Executive Yuan: According to the

Air Pollution Control Act, standards for the emissions of fixed or non-fixed

pollutants are modified on a regular basis. The central and local governments

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monitor air quality and publish related information on their respective

websites; in addition, the Emergency Control Measures for Serious

Deterioration of Air Quality have been established. Authorities in charge of

education, health, and environmental protection are responsible to decide to

reduce students’ outdoor activities.

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 逐字稿紀錄

Jakob (Jaap) Egbert Doek：

歡迎大家回來審查會議，我們來一起看首次國家報告的審查結果，那麼在

剛剛用膳之前我們有跟大家提問，那這些問題回答完之後我們就會開始第

四章公民權與自由，第五章家庭環境與替代性照顧，然後休息一下再繼續

第六章基本健康與福利這一方面問題的討論，所以接下來我想就把時間交

回我們的團長，請。

行政院林政務委員萬億：

各位同仁，大家午安。早上有幾個問題還沒有回答的，我們下午來補充回

答。首先我們來回答 Karp 教授所提出來的，第一個，有關兒少最佳利益如

何實踐於收出養，那收出養者是不是可以單方決定終止收養，這是司法院

跟衛福部、社家署。來，那請社家署先回答，謝謝。

衛生福利部社會及家庭署代表：

好，謝謝委員提問。因為依照我們的民法的規定，基本上我們在收養的，

不管是要收養這樣的行為，還是要終止收養這樣的行為，都要向法院要申

請認可，都要經過法院的一個裁定的程序，那所以不可能說父母單方就要

去終止收養，那法院他也會依照那個兒少的最佳利益來審酌，那我們桌上

有附了一些條文，也提供給各位委員參考。那另外就是，當然有一些特殊

的狀況，像有被虐待孩子啦，或者是遺棄啦，或者有一些重大難以維持這

樣收養關係的時候，那實際上在這個法院，或者是我們的法院可以依照這

個主管機關或者是利害關係人的一個請求，可以宣告終止收養，所以這個

部分都還是有一些相關的規定，那這個社工也會去進行相關的訪視評估來

了解兒少的一些想法，跟兒少的一些實際上的一個需求，所以這個部分我

想社家署先回應到這裡。

司法院代表：

主席、各位委員還有團長大家好，那關於終止收養的兒少權益保障的問題，

在表意權的方面，法條並沒有規定表意權，可以行使表意權的年齡，意思

就是說，只要有陳述能力的兒童就可以行使表意權。那法院在終止收養的

239

 案件中，就兒童的部分跟少年的部分，兒少的部分也都會主動詢問兒童及

少年的意見，那並沒有年齡的限制。

那另外關於協助兒童表達意願，表達意見的這個父母或者是老師、這個律

師，是不是有受過特別的專業的訓練的問題，那在關於要陪同兒童要出庭

的父母或者是老師、律師這個部分，在社工，就是在開庭之前，社工會進

行一個出庭前的服務，那如果說認為陪同兒童來出庭的父母、老師或律師

有必要接受這個出庭前的服務的時候，那就會先跟社工約時間，那到社工

的那個社服單位去進行一些評估跟訪談。那社工會針對出庭的時候所要注

意的事項，就是兒童陳述有關的事項，譬如說會先告知父母、老師等人，

法院的相關的人員，那在法庭的座位上，哪一個座位所代表的人員他的職

務是什麼，那也會告訴兒童跟要出庭的父母或老師，就是在兒童表達意願

的時候，可以注意什麼事項。

那如果說父母或老師或兒童，對於出庭的相關規定具體的例子來說，就是

可能有些兒童或者是父母他們會對開庭的時候，應該說什麼或不應該說什

麼，或者是他能不能盡他所能表達意願這個部分如果有疑問的話，那他們

都可以提出詢問，那社工也都會針對這個部分幫兒童、父母，兒童、父母

以及要陪同出庭的相關的關係人員做說明。那原則上在法院開庭的時候，

都會盡可能地聽取兒童及陪同兒童來開庭的關係人的意見，好，以上補充，

謝謝。

行政院林政務委員萬億：

好，謝謝。來接著 Karp 教授也同時問了有幾題是跟教育部有關的。有無機

制監督縮小城鄉差距預算的執行情形？如果偏鄉要關校有沒有這樣的一

些相關的一些執行的一些規劃？那兒童在住宿有沒有一些安全的監督系

統？接著是偏鄉師資的問題，有沒有，嗯，想辦法來讓偏鄉多為代課教師

的這種問題，可以逐漸地被解決。那此外，中央有沒有統一的申訴機制，

來讓受到一些不當對待或者不公平對待的學生可以有申訴的機會？然後

此外就是原住民的母語教育。關於原住民母語教育，除了教育部之外也請

原民會來做回答。那我們是不是請教育部先，來，謝謝。

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教育部代表：

好，教育部這邊補充說明。那早上我們大約有報告過，就是教育部對於縮

小城鄉差距的一些就是經費的補助，那大致而言，這些經費的補助可以分

為兩種，有一種是一般性的補助款，可能是對於老師的薪資的補助，或者

是對於學生午餐的這種基本需求的補助。

那這些的話，中央對於地方經費的使用，會有一種叫做一般性補助款的考

核機制，對於每一個補助的項目會訂定一定的就是成效的指標，那有沒有

達到這個指標，後來會核給一個縣市一個分數，就是每一年的政府給，中

央給地方政府的一個補助標準，會以他在這個部分的表現，作為核給下年

度補助的依據，這是一般性的補助款。另外一種的話叫做專案性的補助，

比如說我早上有說教育優先區的補助，那這些的話都是一種計畫性的補助，

每一個計畫性的補助大致都會搭配一定的諮詢輔導機制，那這些諮詢輔導

機制主要的重點會是協助偏鄉地區去執行這些經費補助的妥善的運用，以

及學生課業輔導能夠提升等等的，他的評比、績效考核的成份會比較低，

比較高的比例會是放在諮詢輔導以及協助，這是一個算是一個經費使用的

一個監督的機制。

那另外對於就是偏鄉代理代課教師比例偏高的問題，沒有錯，由於就是地

理位置的比較處於比較偏遠，交通比較不便或是離島等等的，對於偏遠地

區的學校會有比較高於就是都會地區比較高的代理，嗯，跟代課的教師。

但是我必須說明的是代理教師他仍然是合格的老師，只是因為受限偏遠地

區學校班級數比較少，他有的時候不能聘足，就是足夠員額的老師，因此

他必須有代理老師的一個，嗯，就是給予會有代理老師的設置。

那中央在就是補助地方政府，就是處理減少代理代課老師的這個部分呢，

我們有一個叫做國中小合理員額教師的一個補助的一個要點，那以就是

106 年為例的話，在國小那個部分補助了大約 3 千名的老師給地方政府，

在國中這個部分補助了有 1 千名的代理老師給地方政府的偏遠學校。對於

就是聘不足教師員額，或者是提高偏遠學校比一般都會學校更高的員額標

準的這個部分，我們有這樣的老師員額補助，每一年在這個部分的預算大

約有 21 億。

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另外我說明就是對於那個小校的那個合併的問題。沒有錯，在制度的設計

上，國民中小學的教育，就是國中以及國小的教育，它是屬於地方政府的

一個權責，那有一些地方政府我們擔心他會以成本的考量，會比較積極去

處理小校合併的問題。那中央在教育部這邊因此定有公立國民小學及國民

中學合併或停辦的一個準則，會規範地方政府他去處理小校合併的一些程

序的問題，以及就是合併的一個標準。

比如說他訂有，如果一個縣市政府他要去合併一個小校或是停辦的話，他

必須經過就是專案的評估，要評估過了之後又要辦理公聽會，就是對外公

開，就是徵求就是民眾的意見，以及他必須提縣市政府的一個教育審議委

員會的通過。那這個教育委員會的設計是在縣市政府層級，他是高於就是

地方的教育局處的，有各方的代表，校長代表、家長代表、教育的專業的

委員的組成等等的，而且我們在這裡有訂、就是縣市政府必須依這個準則。

如果你要做就是學校的裁併，你要訂有自治法規，那這個部分的話，大致

你是要經過就是地方議會的通過的，因此就是在小校的合併這個部分的話，

就是雖然他是屬於地方政府的權責，但是中央政府對於地方仍然有一個就

是監控的機制，避免縣市政府他太基於就是成本的考量而任意的裁併中小

學校。

另外其實這個部分我們也有規範在某一些即使偏遠或是學生人數少，它仍

然不得就是合併或是停辦的，比如說如果一個鄉、一個鎮或是一個市只有

一所國中或國小，它是不得就是合併的。還有就是如果他到鄰近的學校，

他會有交通的安全疑慮也是不得合併的。那這些的話都是一個，就是維護

學生的一個受教權的一個機制。

另外補充就是原住民語的那個就是預算的部分。目前在國小我們把原住民

語跟其他的母語，比如說閩南語、客家語等等就是並列為國小的一個必修

的課程，那每一年就是國教署在這個部分呢，經費大概是有 2 億元。補助

什麼經費呢？第一個是補助原住民語教學發展中心的經費，因為原住民要

推動勢必就是他會有一些中心的學校，他對於原住民語的教學跟教材發展，

他有一些中心學校的設置。第二種的話就是原住民語教學的一個鐘點費。

第三個部分是教材的一個發展的費用。那教育部在維護原住民語言的這件

事情呢，是只要學生願意選修，不管他是任何一個族，原住民族，雖然他

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 可能只有一個或是少數幾個，教育部仍然會支持經費，就是補助他開設原

住民語的一個選修課程。那在國中的話它是一個自由選修，也是一樣只要

學生有意願學習，我們都會支持學生的一個學習。

那另外就是對於學生的申訴制度，這邊的話就是我們會有學生申訴的評議

委員會，如果學生他在就是受到學校的一個處分，如果他有不平要申訴的

話，他可以先提學校的一個申訴的一個評議委員會來評議，之後再送到縣

市政府的一個申訴評議委員會。那在中央這邊目前針對學生的話，大概就

是，我們還在就是積極的一個設置。除了有一般就是比如說署長信箱、部

長信箱還有就是針對比較特殊的身心障礙學生，還有建教專法裡頭就是保

障一個申訴制度之外呢，對於一般的學生的這個部分，學生大概也可以走

一個司法的救濟的一個途徑，以上說明，謝謝。

原住民族委員會代表：

針對原住民母語的教學，原民會在這邊做個補充說明。那為了確保我們原

住民族兒少學習自己民族語言的權利，我們也辦了原住民族語言復振，嗯，

振興的第二期 6 年計畫，也就是在 2014 年到 2019 年，那其中包括有我們

族裡保母托育講座的一個計畫。另外就是曾經是族語教學幼兒園的計畫。

那另外就是曾經是族語體驗營、族語生活會話班還有族語學習家庭。另外

就是原住民教會族語紮根計畫等等，這個是我們針對族語的部分，以上。

行政院林政務委員萬億：

嗯，Lundy 教授提到的身障的身障的兒少在機構人數有上升，過去 5 年有

上升，請問原因是什麼？那這個部分請社家署回答，謝謝。

衛生福利部社會及家庭署代表：

嗯，謝謝委員。我們在機構的發展，在福利的機構發展實際上他有他的歷

史的一些背景跟因素，所以早期大部分都是在機構裡面。不過我們也，最

近以來，這幾年來我們也發現社區的資源是不足，所以我們積極在布建相

關的一些社區的資源，那讓孩子是可以留在家庭，然後白天也有人到社區

裡面去照顧他們。當然這個目的就是我們也希望孩子跟社區是融合的，所

以我們現在正在積極的布建這個相關的社區式的一個照顧的資源。我想我

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 們幾年的，有 5 年的逐步地一個時間來做這樣的一個計畫，那這個社區的

資源越來越多的時候，我相信機構的那個安置的就會逐漸地沒有了。所以

我想這個是我們在努力的目標。

行政院林政務委員萬億：

接著下來 Tobin 教授問到青少年自殺的原因的分類統計，分類還自殺未遂

的統計分類，請心口司回答。

衛生福利部心理及口腔健康司代表：

早上我們有提到那個青少年的自殺的因素裡面，我們針對自殺企圖的個案，

這邊是我們唯一稍微詳細一點資料分類的研究或者是調查。我們等於全國

每年大約有 3 萬名個案會有自殺企圖，會通報到我們整個系統裡面來，那

我們在剛剛早上有說明在青少年的部分，其實他最常見還是因為情感的因

素，導致自殺企圖行為，但是確實我們沒有針對 LGBT 這個項次，或者這

個 valuable 來做統計。

那過去在我們的統計資料裡面也沒有這個項次，所以對這部分的資料其實

是蠻缺乏的，也許在未來裡面我們可以考慮先針對這個部分做一些研究性

調查了解一下，因為這個議題在國內還是剛剛開始的議題，謝謝。

行政院林政務委員萬億：

好，接著 Tobin 教授問到的，兒少最佳利益。這個剛剛在前面的已經有一

部分已經做了說明，我們就暫時不再補充回答。關於民法 1055-1 的翻譯這

已經處理過了。那 Tobin 教授最後提到兒少的協助他們表意，有沒有訓練，

這個司法院要不要再做說明，還是剛你們已經說明過了？那就輪到接著

Doek 教授提到的無國籍的兒童的收養問題，如何取得國籍。內政部這有沒

有說明過？還沒有，那就請內政部對於這部分給幾位委員們一些最近的資

訊，謝謝。

內政部戶政司代表：

內政部戶政司代表說明。對，剛才主席有垂詢到未滿 18 歲的無國籍人，如

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 果他沒被收養或者是他年滿按照現行的國籍法規定，他如果沒有被收養或

者是他成年的時候才能夠申請自願歸化國籍，但是對於這種 20 歲之前，他

如果沒有被收養的時候，他怎麼取得歸化國籍的資格呢？這個部分我們內

政部在 106 年 8 月 22 號的時候，就已經有開放對於這一個無國籍人，如

果被社會福利主管機關做為他的監護人的時候，就可以由這個社會福利主

管機關代他來申請歸化國籍，所以這一部分已經解決了，以上說明。

行政院林政務委員萬億：

這樣的有關於表意權剛剛已經說明了。已經說明過了，我有注意聽。接著

下來就請主席就往下推了，謝謝。

Jakob (Jaap) Egbert Doek：

進入下幾個章節之前我想要針對司法跟法官再問一下問題，孩子會在有社

工、父母、老師的陪伴之下私底下跟法官表達他們的意見嗎？我覺得這個

作法蠻重要的，因為如果是一個兒少的話，兒少可能面對有很多成人在他

身邊的時候，他可能不太敢說話，所以我的問題是說呢，法官會不會在私

底下見這個孩子，聽取他們的意見？

司法院代表：

謝謝主席的問題。在兒童出庭的時候，法院認為有必要的時候，的確是會

把兒童跟他的其他的家人隔開來詢問的，那目的也是因為擔心兒童會受到

其他家人的誘導或者是壓力等等影響，所以法院認為，法官認為有必要的

時候，的確是會把兒童跟其他的人分開來詢問。那但是呢，在兒童跟其他

的家人分開來詢問的時候，我們還是會讓社工陪同兒童，還是會讓社工陪

伴在兒童旁邊，這樣可以讓兒童他心裡比較不會那麼緊張，也有穩定兒童

心理的作用，那如果社工針對法官詢問兒童的問題，社工這邊有意見要補

充的話，社工也可以協助兒童來表示意見，以上說明，謝謝。

Jakob (Jaap) Egbert Doek：

我自己也做了很多這樣子的案例，有的孩子會說我不需要社工，我想要直

接跟法官對話，我覺得這也是一種可能性，那在實務上我覺得這也是一個

重要的做法，我們在談兒童權利公約的規則的時候呢，很想要先知道說實

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 務上到底發生什麼事情，也因此講到說有什麼樣子的規則當然是好，但是

這一些規則有沒有辦法去落實也很重要，那接下來我們要開始談公民權與

自由，接下來請委員提問。

Laura Lundy：

大家午安，大家應該很開心因為聽到說在公民權跟自由這一塊呢，我沒有

太多的問題，我想這也表示說呢，台灣是一個非常健康的民主政體，我想

這也從昨天很踴躍的 NGO 出席，這個不證自明了，我們在公民權跟自由

這邊提出來的問題，基本上都是跟兒少和學校有關，那我們也昨天也聽到

在兒少會議當中呢，兒少有提到了說他們很擔心自己的隱私權是否可以受

到保護，雖然法律有提到說他們的書包不能隨意地被搜尋，如果沒有這個

特定目的的話呢不能被搜書包的，但是學生說呢他們，老師為了檢查他有

沒有帶手機就搜他們書包，然後還有我們也談到了體罰，提到了體罰自由，

雖然在學校裡面確實有一些機制像是有這種評議委員會等等，但是有一些

比較年輕、年紀比較小的兒少可能去到那樣子的場合並不是很自在，所以

剛剛有提到說這樣子的評議會裡面 48 個成員裡面只有 4 個是兒少，可能

人數也不夠多，更廣泛的來說呢我們還提到了結社自由。

那現在不提結社，那我們來提集會好了，就是兒少可以聚集在一起進行抗

議這一點呢，兒少呢也提出了他們的擔心，他們很擔心他們如果聚集在一

起抗議的話呢會有很不好的後果，而且會受到比較粗暴的對待，可能學校

跟老師呢都很不樂見他們上、出去這個抗議，那雖然學校也有申訴的機制，

但是兒少常常會說呢，這些他們申訴的對象明明就是要申訴老師，但是去

處理這些申訴的人也是同樣的老師，我想這也反應到了我們今天提出到、

提到的第一點，就是說有沒有辦法有個很獨立的這個機制來處理兒童的問

題，那麼如果老師違反了學校裡面的這些規則的話他們會受到什麼懲戒呢？

是不是會有一個獨立的機制來評估老師的作為呢？然後藉此來保證兒童

的隱私權可以或者是表意權可以受到這個很好的保護。

然後呢我們昨天也有聽到學校裡面的教官，有些兒少有提到說這一些教官

呢是從外面，譬如說從軍方空降來到校園來管理他們，他們有時候過於嚴

厲、作為也不夠適當，所以我想問說呢關於學校裡面的教官是不是有一些

規則來規範他們呢？我想以上呢是我針對公民權和自由這一塊的問題，其

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 實我昨天有問過一個問題了，那或許不是一個真正的問題，但是我還是想

提出一下，這個問題就是自我意識的自由，就是比如說來自少數族群的孩

子，他們會不會受到什麼限制？他們是不是能夠可以表達出一個多元不同

的想法而不受到壓抑呢？

Judith Karp：

如果現任兒童相關的服務呢外包給私人機構的話，這樣子的外包機構是不

是要接這個案子的話呢前提就是必須要知道兒童權利的內涵呢？

下一個問題是，是這個兒少提過的，比如說兒少可能在法院上面提出申訴，

但是如果他們並沒有任何法律行為能力的話，他怎麼樣提出這樣子的法律

申訴呢？

接下來一個問題，我知道在法律之下呢體罰已經是不合法的行為了，但是

到底什麼樣的措施可以被定義為體罰，被定義為侵犯了兒少的權利，好像

法律裡面並沒有說得很清楚，那有沒有跟兒少解釋說他們的申訴是背後是

要有理由有根據的，那這個審議委員會呢裡面又有很多的成人，然後在學

校裡面呢，兒少的代表覺得這樣的申訴評議委員會好像不是很有效率，或

者是不是很有效，然後剛剛提到了說在一些學校學生宿舍裡面呢，管理人

員對於學生的對待呢非常的嚴厲或者是很不適當。

最後，我們聽到了兒童可能去抗議去對比如說法務部或是什麼部會教育部

去抗議說這個黑箱課綱的問題，那後來警察很粗暴的對待他們，那我的問

題是監察院呢有沒有來處理這個案子？我覺得這樣子的事件報章雜誌也

有披露出來，我想利用這個例子去了解到這個監察院有沒有在做糾舉，我

想這個例子應該是監察院的職責範圍以內吧？謝謝。

Nigel Cantwell：

我想要提出另外一個關於無國籍兒少的問題，主要是關於在機構裡的一些

懲戒措施，關於無國籍兒少這部分呢好像剛剛內政部的代表已經有回答了，

剛剛有提到今年 8 月份好像有一項決議，所以可以由社福機構來代替這個

無國籍的孩子提出歸化的申請，也就是在他到了滿 20 歲還沒有被收養的

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話，那麼像這邊所講的兒少會不會包括外籍媽媽生的、在台灣生的孩子，

然後這個外籍母親可能就離開台灣，而這樣的孩子目前就我所知好像沒有

辦法適用歸化的規定，因為他的母親已經確定是外籍人士，而父親可能是

台灣人，但父不詳，但因為母親卻只是外籍人士，所以就沒有辦法讓這個

孩子能夠順利歸化中華民國國籍，我不知道我這樣的理解是否正確？是不

是像這樣孩子的狀況呢也適用於您剛剛所說的 8 月 22 號之後開始的這個

新的內政部的規定？

接下來談一個稍微不太一樣的議題，那就是懲戒措施，機構內的懲戒措施，

我有點混淆就是在書面的報告針對我們問題清單的書面回應，內容讓我有

點混淆，不過呢我想要追問一些細節喔，在您的回應當中有提到就是單獨

監禁，是不是有可能用單獨監禁在機構內作為懲戒的措施，單獨監禁好像

在回答說如果是在這個少輔院或者是矯正機構並不是允許的懲戒行為，但

是在同樣這一段的文字後面又寫說如果有非常嚴重違反團體生活紀律情

形，那麼這個孩子有可能會被放到最多 5 天是放在這個單獨監禁室，如果

是矯正機構的話則是最多不能超過 7 天的單獨監禁，所以我就不確定這情

況到底是怎樣，到底單獨監禁是可以用的一種懲罰，還是他只有在嚴重的

情況下才可以用？那麼另外呢，如果是在觀護所的話，少年觀護所基本上

好像回答是寫不可以單獨監禁，那麼另外我們看到在少輔院、少年輔育院

有的時候可以禁止家人探視，最多 3 次，當然原因是要做為一個他之前有

嚴重違規的行為出現，所以單獨監禁、減少家人探視或者是外界探視特別

是家人探視啦，這兩個作法基本上是違反了聯合國針對這些遭到剝奪自由

兒少的保護精神是違背的，我想知道像這一類的懲罰措施是不是真的在剛

剛所說的情況，機構裡有在用。

我想為什麼會有這種不同程度的使用，這一類的，不管是在少年輔育院啦、

觀護所啦，或者是矯正機構有這種不同程度的應用，我們想知道背後的原

因是什麼，另外在剛剛所說的機構當中，看起來好像也有一些法規政策可

以去管轄這部分的作法，也就是說是在安置機構當中是有這方面具體的規

則來規範這一類措施，那麼另外呢就是這個約束、行動約束這個部分，好

像在回應的部分有提到，有時候呢就是有一些機構的工作人員會濫用這種

實行身體約束的方式作為管教手段，但是呢這種作法真的是可以做的嗎？

事實上呢像這一種剝奪人身自由或者是實行這種身體的約束，其實應該一

定要有非常嚴格的標準才可以做，有的時候如果說真的是需要用的話，那

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 麼應該要有很嚴格的規範說明什麼情況可以用、可以用到什麼程度，所以

我想知道有關於在這個部分，也就是說以暴力或者是剝奪人身自由作為管

教手段的時候以哪一些具體的規範，特別是在像觀護所裡面，謝謝。

John Tobin：

我有兩個問題是關於無國籍兒少，第一有沒有任何的數據顯示到底有多少

兒童在台灣是無國籍，那麼另外呢就是如果說要去確定孩童的一個身分在

這個部分、這個程序上到底是怎麼去進行，好的接下來我就請政府代表團

來回覆，因為我想我們要等一下才能夠繼續來問第五章，因為第五章的家

庭環境替代性照顧是很大的議題，所以我想我們就先回答第四章公民權與

自由相關的問題，請政府代表團回應，謝謝。

行政院林政務委員萬億：

首先來回答 Lundy 教授的關於學生的隱私權、集會結社自由表達還有申訴

機制、教官跟自我意識自由，特別針對少數族群的學生等等，請教育部回

答，謝謝。

教育部代表：

好，教育部說明。其實教育部在對於，就是學生的相關權益的保障裡頭，

就是有訂一個教育的基本法。在教育基本法裡頭，明白的揭示人民是教育

的主體，也就是說學生是教育的核心。那在教育的實施它基本是有教無類，

而且是因材施教的。在教育基本法的規定裡面，就是任何學校教師的一些

輔導跟管教學生，它都必須符合去維護學生的那個言論的自由權、集會結

社權、受教權、學習權、身體的自主權跟人格的發展權等等，這個就是很

明白地揭示在我們相關的一個輔導管教辦法裡面。

那在輔導管教辦法裡頭，其實我們教育部這邊也訂，如果學校你在訂定這

個學生輔導管教裡頭，就是這些的注意事項裡頭，對於學生的相關的這些

權利，學習權、受教權、身體的自主權跟人格的發展權，他一定受到最好

的一個保障。那當然其實就是也有一個申訴的一個評議制度，那早上已經

講過不再贅述。那這些是積極性地，對於學生的一個保護的權益的一個措

施。

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但是當然也有提到就是說，如果有部分的老師，他不遵守這樣的規範的時

候，如何處置？那在教師法第 14 條第 1 項第 14 款裡頭其實有明白的規定，

如果教師他違反這些的一個法令規定，而導致學生的身心受到傷害的話，

其實學校的教評會是可以給他停聘、解聘或者是不續聘的。對於就是這一

些的學生的一個體罰，其實在台灣這邊的法律的規定不是只有他身體受到

傷害，凡指他心理受到嚴重的一個傷害，包括語言的霸凌等等的，老師的

不當管教其實他都適用這些不適任教師的一個相關的一個規定。那在各縣

市政府其實也有設不適任教師的一個審議的機制。如果學校老師經常有這

些不合理的對待學生的一個行為，符合就是讓學生已經就是受到身心的傷

害的話，其實我們得以用不適任教師的一個審議機制去處理他。

那另外的話就是那個在，就是我們的那個國中小還有高中，其實學校都會

設有就是輔導，輔導室的一個，嗯，編制。如果學校的孩子他可能因為比

較內向啊比較畏縮啊，他對於自己權益受損了，他比較不是那麼的勇敢，

可以走申訴的管道的話，其實學校裡頭通常會有一些輔導的機制，譬如說

小白鴿信箱啊、小天使的制度啊，或者一些家長的志工啊。如果學生他本

身有委屈的話，其實他是可以就是循輔導的機制得到一些協助。

另外有提到就是教官的一些輔導的一個措施，當然這是比較舊的制度裡頭，

就是有教官協助維護校園的一個安全。那教育部就是依據立法院在高級中

等教育法訂定的時候，立法院的一個決議，我們在 110 年教官會逐步的就

是離開校園。我們替代的就是一個校園的創新教育人力。將來會有一批接

受輔導專業訓練的，就是創新的輔導的一個人力進入校園去協助學生，相

信這些就是創新校園一個創新的教育人力進入之後，對我們學生的輔導會

有一個比較大的一個幫助。

另外對於就是黑箱課綱，其實那是 103 年的時候，就是因為就是政府他在

舊的政府，他在就是黑綱的，課綱的一個審議的過程有一些不合程序的一

個事情，所以就是學生發現了，有一些抗議，那也因此我們目前在就是 108

要實施的新課綱裡面，政府完全是採取一個公開的、透明的，資訊透明的

機制在審議這個課綱，也包括有學生的代表就是加入。我早上說在大會裡

頭有 48 個課綱審議委員裡頭，有 4 個學生代表，那是指審議大會，但是在

分組的審查，譬如說普通高中的課綱審議小組，國中的課綱審議小組，技

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 高的或是藝術，藝術領域的等等，其實每一個分組都會有至少兩個學生的

代表參加課綱的審議，也就是說對於學生將來要學習的內容，他們其實是

可以充分參與的，那這個部分呢就是整個課綱的審議他其實是完全是一個

公開、透明的是可以就是被檢視的，教育部先說明到這邊。

行政院林政務委員萬億：

關於課綱的抗議事件，監察院有在這裡，要不要順便補充一下？

監察院代表：

有關課綱的部分，那監察院這裡在 103 年是有一個調查案，針對課綱的部

分做一個調查。那當時調查結果，主要是就程序面來做一個處理，那並且

在 103 年的 7 月份發布相關的調查報告。那至於整個的反課綱的一個學生

的活動這一部分，這個部分因為我們並沒有受理到相關的這個陳情，目前

是我們還正在查詢中，以上報告，謝謝。

行政院林政務委員萬億：

那除了課綱之外，Karp 委員剛剛也提到關於兒少服務外包的時候，是否需

要有對 CRC 的了解做為前提，是不是請社家署回答，謝謝。

衛生福利部社會及家庭署代表：

謝謝委員提問，那我們在 CRC 的這個相關的教育訓練當然也包括這些委

外的方案。那委外的方案裡面，我們會要求地方政府要委外之前，那你要

運用我們中央所開發的這些教材，就 CRC 的教材，要去對第一線的專業人

員來做訓練。所以這個部分是中央有這樣的要求，那地方我們怎麼去監督

他們做，我們在社會福利的績效考核裡面，我們就會去看他有沒有落實執

行，那這個部分是我們在目前對地方政府一定要求要做到這樣的一個狀況。

行政院林政務委員萬億：

那剛剛 Karp 委員有提到有關於申訴的兒童少年，他的法律行為權利，以及

體罰的定義，還有宿舍的管理是否有不適當之處，請教育部繼續回答，謝

謝。

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教育部代表：

嗯，體罰的話，基本上它不是只有身體的受到就是侵犯，它也包括就是，

那個言語的或是他心理的層面遭受到霸凌的行為，就是造成身心的那個傷

害，其實都在體罰的定義裡面。

那在宿舍的管理的部分呢，其實通常如果學校有設有宿舍的話，他都會編

制有生活的輔導員。那這些生活的輔導員其實還是等同於就是政府所聘任

的編制人員，或者是約聘雇人員，那他們仍然受到就是公務人員服務法的

一個相關的規範。如果他就是有，就是對學生照顧不周，或者是有體罰的

這樣的一個狀況的話，他仍然適用就是教師法跟，就是相關公務人員服務

法的一個相當對兒少侵犯的法規的一個限制，他仍然是必須接受處罰。

行政院林政務委員萬億：

那關於 Cantwell 教授提到的無國籍的兒童的歸化的問題，不管是父母的國

籍是哪一國，在適用現在的制度有一些限制，同時 Tobin 教授也提到是否

可以提供一些數據還有如何來確定他們的身分等等，是否請內政部一併回

答？

內政部戶政司代表：

有關無國籍兒少的問題，他們的父母親是外國人在台灣所生的小孩子，或

者是他們是不是適用我剛才報告的 106 年 8 月 22 號以後，我們放寬這些

無國籍人可以讓社會福利機構代為他們申請歸化國籍的這一部分，戶政司

說明如下。第一個，按照我們國籍法的規定，我們是屬於血統主義為主，

屬地主義為輔。就是說他的父母親如果具有中華民國國籍的話，這個小孩

子基本上就具有中華民國國籍。那第二個，如果這個小孩子的父母親是不

詳或者無國籍人，他在台灣出生他就具有中華民國國籍。第三個部分就是

說像這種無國籍的小孩子，如果被認定了無國籍的小孩子，他們就可以由

收養人，或是他 20 歲的時候，或者是由這些社會福利機構來幫他申請歸化

國籍，這是第三個部分，他就是歸化的部分來取得中華民國國籍。

針對這個外籍配偶，外籍生母他在台灣所生的小孩，我們有把它規劃成四

種態樣，就是說按照我們剛國籍法的說明，我們把他分成四種態樣。第一

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 個就是生母是外國人，但是生父是國人，然後這個小孩子被生父收養認領

之後，他就應該按照我們的戶籍法規定，要辦理認領登記跟出生登記，這

個小孩子是具有中華民國國籍的。第二個部分就是，生母為外國人，生父

為外國人或者是生父不詳的。這個部分，因為台灣是屬於屬地主義，血統

主義，然後屬地主義為輔，所以這個小孩子不具有中華民國國籍。第三個

部分就是生母跟生父都沒有可考的時候，按照我剛剛講的國籍法的規定，

他就是具有中華民國國籍沒有問題，不需要申請歸化。第四個部分就是我

在今年 1 月 9 號的時候，我們為了落實兒童權利公約，以小孩的最佳利益

為原則，我們特別做一項決定，就是說生母為外國人，而且生母已經出境

了或者被遣返出境了，然後行方不明，然後這個爸爸生父也不詳，那經過

我們駐外館處的協尋生母，或者是跟這個原屬國的政府說這個小孩子有沒

有具有你的國籍，如果原屬國政府說這個小孩子沒有具我的國籍，或者超

過 3 個月這個原屬國的政府說沒有回應，這個超過 3 個月他沒有回應的時

候，這個時候我們就按照國籍法施行細則第 3 條的規定，我們就從寬認定

他是無國籍人。那被我們認定為無國籍人之後，他就可以按照我剛剛講的

國籍法第 3 條的規定，他就可以來申請歸化。那申請歸化的方式，就是我

剛剛講的，第一個如果他有被收養的話，就由收養人來幫他申請，如果他

滿 20 歲成年的時候，他就按照國籍法 3 條的規定，自己來申請歸化，如果

他滿 20 歲之前都還沒有被收養的時候，由社會福利主管機關來幫他申請，

以上說明。

內政部移民署代表：

內政部移民署再接續說明。那對於我們在台灣出生的非本國籍兒童少年呢，

剛剛內政部戶政司是在今年的 6 月訂了一個這樣的無國籍人的認定的一個

流程，那我們移民署也在今年的 6 月去函頒了一個辦理非本國籍無依兒少

外僑居留證核發標準作業流程。那這兩個流程的搭配起來要向各位委員說

明的是，這樣的一個非本國籍兒童在台灣出生，他被認定為無國籍之前，

其實是先以他生母的國籍來作為我們核發外橋居留證的依據。也就是說他

前面會先用外國人的身分被我們核發居留，在台灣得到一個合理的身分跟

合理的對待，那之後就是要經過我們再去協尋他的生母，因為我們要確認

如果媽媽已經離開台灣，那我們就請外交部幫我們在海外做 3 個月的協尋。

如果是在國內還沒有出境的話，經過內政部移民署的勾稽，是在國內進行

跟一般的，國人的父母，就是找不到的話呢，就有六個月協尋的期間。那

經過這段期間的協尋都找不到他的生母了，我們才認定他是無國籍人。那

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 這樣子的案件目前有 231 件，那我們已經處理了 57 件，還有 174 件需要

我們進行再進一步的勾稽、協尋跟再認定。但是這段期間我們就是會給他

外僑居留證，保證他在台灣可以得到相關的一些照護，那之後會再繼續辦

理相關收出養的手續，或者是接續到剛剛所說明的一些規劃的程序，那對

於這一類的非本國籍的兒童，能夠在台灣得到很好的照顧，以上說明。

行政院林政務委員萬億：

最後請法務部來回答機構懲戒，特別針對單獨監禁跟行動約束，請法務部

謝謝。

法務部代表：

法務部代表說明。法務部針對那個，就是單獨監禁是否做為懲罰的手段喔，

那首先說明的部分的話，少年矯正機關分為少年觀護所、少年輔育院跟少

年矯正學校，那因為少年觀護所收容的對象的話，他是保護事件跟刑事事

件的少年，那少輔院的部分的話則是收容執行感化教育的少年，那矯正學

校的部分的話則是執行我們徒刑拘役的受刑人，所以才會有因為就是收容

對象的不同而有身分適用不同法律的規定，那懲罰的項目也有所差異。

那原則上的部分的話就是說，我國的法律是明定，就是禁止單獨，將單獨

監禁跟施用戒具作為懲罰的手段，那如果有發現的話，我們也會去主動移

送來檢警來做偵辦。那再來的話就是說如果少年的部分的話，他確實有需

要單獨監禁的情形的話，大多數都是少年的部分罹患有那個傳染疾病，或

者是他有高度的攻擊那個就是其他收容人的狀況，才會給他做獨居。那收

容人獨居的這個階段的時候的話，就是說矯正機構也會安排醫師或者是相

關的教化人員的部分的話給予輔導，還有相關的處遇，並不會剝奪他跟其

他人聯繫的基本交流。那再來的話就是說少年他縱使被剝奪人身自由在監

執行，那他還是可以接見親友、發送書信，那矯正機關也會去辦理家屬的

參訪跟懇親的活動，那並不會因此有侵權的剝奪，以上報告。

行政院林政務委員萬億：

有沒有部會想要補充或者遺漏掉的？好，沒有，謝謝。

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Judith Karp：

有些法規用來保護兒少的公民權，他們的作法看起來很好，但是我覺得重

點在於是否能夠落實，在現實當中這些機構是怎麼樣去實施這些法規的呢？

我就會想問說教育部有沒有一個全國性的監督機制，來去看跟公民權相關

的法規，確實在機構裡面落實了？在我們的問題清單當中呢有一個問題就

問到說了有多少的老師呢，在過去可能 3 到 5 年呢有由於不良管教而被懲

戒，那麼，結果答案是說呢喔很少有老師受到這樣子的懲戒，所以可能立

意良善與實際落實，就是立意良善跟機構裡面的現實面呢是有一些落差的，

跟這個問題也有相關的部分是，地方政府、為什麼是由地方政府來管說這

些孩子的權利被侵犯的時候，這些機構的教師會有什麼懲戒呢？為什麼不

是一個全國性的規定呢？國家性的規定呢？為什麼是由地方政府來決定

呢？因為如果沒有統一的作法的話，地方政府可能各有不同的看法針對於

落實這些法規，地方政府的看法各有不同，因此似乎全國呢要有一個統一

性的態度以及政策來做這個懲戒或者是法規的落實。

Nigel Cantwell：

那講到單獨監禁這件、這個事情呢，就是在矯正以及少輔院，矯正機構以

及少輔院落實的這一塊呢，那我知道這樣子不一樣的單位是有不一樣的角

色，那在這一些學校裡面單獨監禁不是拿來作為懲罰的手段，而是用來作

為一種行為控制的措施，這樣子的形容方法正不正確？因為在回應裡面呢

你們有提到說這些機構並沒有用監禁兒童等等作為處罰手段，那麼如果呢

是違反生活紀律，如果是有非常嚴重的生活紀律違反的青少年呢才會被單

獨拘禁，那在這樣子的狀況之下我想一個，一個解釋方法就是說把這個單

獨拘禁看作是一種行為管理的方法而不是這個懲罰，但我還是有點困惑，

就是這個單獨監禁的實際使用上面呢，到底是怎麼樣來使用呢？我覺得還

是有點不清楚，好那我再額外問一下，如果呢單獨監禁不是一個懲罰的話，

然後呢兒少是因為行為問題必須要受到管理，所以受到單獨監禁，那這個

孩子他怎麼樣被對待、他有沒有受到輔導，有沒有去跟他討論怎麼樣去改

善他的行為呢？這一些作法也是這種行為管理的一部分嗎？還是說孩子

就是被單獨監禁、被單獨監禁可能是 3 天 5 天然後自己去思考而已呢？好

以上是我額外的問題，謝謝。

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行政院林政務委員萬億：

回答 Karp 委員剛提到教育部的全國性的監督機制以及跟地方政府之間是

否有一些不一致的地方，那教師被懲戒的 3、5 年內為什麼這麼少，謝謝，

請。

教育部代表：

嗯，我想試著從就是我國政府在就是教師的聘任的制度上，做一點說明。

其實就是在國民中學跟國民小學，也就是 15 歲之前的就是那個學生的就

是教育權，這個部分是屬於地方政府的，那因此對於國民中學跟國民小學

的老師的管理，其實也是地方政府。那如果老師有違反輔導管教的規定的

話，就是依教師法由各校的教評會，它其實就可以對那個老師做出懲處或

者就是停聘、解聘、不續聘等等相關的處分。那如果在學生在這個地方就

是沒有得到一個就是好的處理的話，其實他可以申訴。

另外的話就是地方政府對於就是，不管是他主動察查或者是學校申報上來，

或是家長投訴的，有關老師不符合輔導管教相關辦法規定的話，地方政府

其實他也有一個不適任教師的一個諮詢輔導小組，還有另外一個就是審議

的小組，對於老師他會有體罰或是不當輔導管教這樣的一個行為，他是可

以處理的。那在中央這邊的話，因為負責的是國立的高中或者是就是大學，

學生的年齡在這裡其實已經比較大了，對於體罰的案件或是不符合輔導管

教那個案例，真的是比較少一點。

另外我想要補充說明的是，台灣政府在就是從 88 年教育基本法公布之後，

其實就已經明定就是學生，人民就是教育的主體，而且嚴禁體罰，尤其是

在就是 96 年開始的時候，教育部大力的就是宣導就是零體罰，成為就是教

育部一個重要的政策的時候，在那個時間就是只要有這個體罰行為的老師，

幾乎都會被處以比較嚴厲的處分，比如說記大過或者是免職。在那幾年的

就是貫徹法令之下，其實真的我們現在在國中小的校園，嗯，其實是，嗯，

相較於就是大概 10 年前，其實是非常非常的友善的。尤其是隨著少子化之

後，現在國中小的班級學生人數，其實都是降到就是 20 人，甚至就是更少

的學生人數，通常老師還是都會很就是友善的就是去輔導學生。然後其實

我們還有一個就是學生輔導法的那個頒布，一定班級數的就是國小跟國中

還有高中都設有輔導老師，他除了就是平常就是會有一些就是照顧學生心

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 理健康的這樣的輔導機制之外呢，對於就是稍有委屈，或是他在學校裡頭

被欺負或是不當管教情形的話，其實他是可以即早發現的，以上這樣說明。

行政院林政務委員萬億：

來，接著再請法務部再次的針對 Cantwell 跟 Doek 兩位委員有關於單獨監

禁的這個在矯正機構或者少輔院等等這些的一些相關規定跟作為。

法務部矯正署代表：

好的，我再，我是矯正署署長，我再補充一個說明。其實我們在矯正機構

的一個單獨監禁的這個區塊，我們是視為相當嚴肅的議題，他除非有很重

大的一個違反生活紀律方面，那麼要經過機關首長同意以後，才可以單獨

監禁。那單獨監禁的期間，其實他另有一個規範。在矯正學校他是最長是

5 天，在少輔院最長是 7 天。那麼在這段時間裡面，其實我們為什麼會單

獨監禁，第一個傳染疾病的話，這個我們要給他一個適度的醫療，不要去

再會有傳染的。那如果違反生活紀律這個區塊，我們最重要是在著重在保

護，並不是說去控制他，就是在保護他，因為他也許是有很嚴重的攻擊性

行為，會要保護他自己也要保護這個團體其他的學生，這個是我們的這個

最主要用意。那麼在這個單獨監禁這個期間，有 5 天的期間，我們安排有

我們學校有這個輔導老師還有我們教悔師都會給予做一個介入、去做針對

他個別的需要，我們會給予輔導，另外我們也有宗教師會給他做心靈上的

一個輔導，這個是以上我簡單再來做一個報告，謝謝。

行政院林政務委員萬億：

有沒有補充的？哦沒有，謝謝。

Jakob (Jaap) Egbert Doek：

謝謝，謝謝剛剛各位的回答，我想接下來我們可以進行下一輪的提問，就

是關於家庭環境與替代性照顧，我接下來把時間交給 Cantwell 委員。

Nigel Cantwell：

謝謝，我的問題是關於替代性照顧以及收養，關於替代性照顧特別是關於

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為了要預防必須使用替代性照顧，我想請問有什麼樣的財務資源在什麼樣

的條件下可以提供給高風險家庭？為什麼問這個問題，主要是因為昨天我

們從公民營社會團體當中聽到他們很擔心，有的時候呢要能夠去申請到相

關的財務補助，規定很嚴苛，另外這些團體也提到有一些貧困的家庭，他

們不見得是有很高的風險可能會讓孩子必須要到機構去，但是我們也要確

保這些家庭的確有權利能夠取得適當的社會補助扶助，來讓他們能夠確保

持續的養育他們的兒少，所以在什麼樣的條件下，這些高風險的家庭可以

獲得這些財務的補助？

那麼我們看到替代性照顧有三種主要的態樣，親屬寄養、親屬安置、寄養

家庭以及機構安置，可以說是目前比較常見甚至世界各地都可以看到的做

法，而目前台灣的做法好像原則上希望以親屬家庭，其次是寄養家庭，然

後才是機構安置這樣的順序來做安排，談到了親屬寄養親屬安置，從昨天

聽到的訊息顯示親屬安置好像並沒有獲得政府很積極鼓動來去做宣導或

鼓勵，而親屬安置呢好像也要符合很多條件甚至選擇的標準也很嚴格，才

能夠讓這種親屬安置獲得正式化的一個安排，所以我想問的問題是，究竟

親屬安置他的評斷的標準是什麼？而這樣的，是不是有什麼樣的標準會決

定說這個孩子到底可不可以留在親屬安置還是不可以，必須要進入到機構

安置？那麼談到寄養家庭，從我們看到的數據呢，好像寄養家庭的數目有

在增加，但是在寄養家庭的孩童數目好像是在下降，我不知道這是不是因

為他們在同一個寄養家庭停留的時間延長了，還是有其他的因素？我們很

想了解為什麼有這樣的情形，到底在寄養安置來說是不是要找到寄養家庭

很困難？是不是有足夠的一些補貼津貼讓這些寄養家庭能夠成為一個可

行的解決方案，來幫助這一些兒少。

那麼談到機構安置，這個又稍微更複雜一點了，很明顯地從數字上看起來

目前是在安置機構的兒少數目好像有稍微下降，整體來說是慢慢有在下降，

但是提供照護的人員特別是在私部門營運的這一些機構好像是在增加，雖

然沒有增加很多，但的確是有增加，除此之外在這一些公部門營運的安置

機構使用量是蠻高的，但是如果是私部門營運的安置機構好像實際入住使

用率是在下滑，如果的確是這樣的話，那麼我想請問為什麼政府還發這麼

多的執照給這些私部門營運的安置機構？因為事實上，我們也很高興看到

的是這些安置機構所照顧的兒少數目是在下滑的，這樣子的話不是變成有

一個過多的不用的床位容量的問題嗎？所以就會變成幾乎是你為了要滿

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足有這麼多的床位，你可能會讓一些不符合資格的孩子也進到這些機構來

安置，特別是有一些私部門營運的安置機構他們可能就是要靠公部門提供

的補貼，很可能他們的經費多寡就是看他們收的孩子數目有多少，所以這

是一個我想請教的地方。

另外一個問題我們好像聽到有一些相互矛盾的訊息，那就是關於這些私部

門營運的安置機構的服務品質有沒有獲得監督？一方面有人說其實呢針

對這些私部門營運的安置機構太嚴格的監督管控了，但另一方面我們也聽

到有人告訴我們地方政府他們負責監督這一些安置機構，但事實上並沒有

真正落實他們的監督權，行使他們的監督權，所以我也想聽聽各位對於這

件事情的看法，也就是說針對這些私部門經營的安置機構的監督，當然是

要確保他們能夠提供良好的照護品質、優良的照護品質給他們機構裡的兒

少，那麼這樣的監督機制到底有沒有有效地實行？另外一方面，或者說我

們昨天也聽到的一些訊息是，這一些私部門運營的安置機構其實很多時候

經費不是很穩定，也因為如此這些安置機構他們沒有辦法聘夠完全合格的

照護人員在機構裡，也沒有辦法提供適當的照護品質給他們機構當中的兒

少，另外呢也有人指出具有身心障礙的兒少或者是有行為問題的兒少，很

可能呢就會被私部門的安置機構拒於門外，因為他們沒有適當的專業的人

員來去照顧這一類的孩子，如果說這一類安置機構的確有經費不足的問題，

但是我們看到這些私部門經營的安置機構數量還在成長，那就有點矛盾了，

也就是說需求跟供給事實上是不對稱的。

最後一個問題有關於替代性照顧，那就是我們接到有一些資訊顯示兒少呢，

他們到了 15 歲就可以離開他們原來的安置機構，我不知道這樣的訊息是

不是正確，因為我們聽到的時候蠻驚訝的，不知道我們聽到的這件事情正

不正確，也就是說這些替代性照顧機構孩子到了 15 歲就必須要離開，第二

個問題，基本上這一些要離開安置機構的兒少不管他們的年齡是幾歲，有

沒有幫他們做一些什麼樣的準備讓他們可以離開替代性照顧機構，換句話

說在他們離開照顧體系之後這段期間有沒有什麼樣的方式，協助他們輔導

他們，其實不只在台灣，世界各地我們都有這樣的問題，怎麼樣確定離開

照顧體系、替代性照顧體系的兒少他們能夠在所在的社區獲得所需要的資

源、支持，讓他們能夠獨立的生活，所以這就是最後兩個問題。

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所以是不是到了 15 歲，兒少就必須要離開機構，另外呢他們離開這一些機

構的之前有沒有先做什麼樣子的準備，那接下來我要問跟寄養相關的問題，

這也是蠻複雜的狀況，但是呢也是在替代性照顧裡面必須要著重的一個重

點，從提供給我們的資料當中，我們似乎看到了在台灣大概有 120，就是

每，每年大概有 125 到 150 中的國內收養，然後大部分呢是家族之內的收

養，這個抱歉，寄養，所以大概 125 到 150 中的國內的收養，那至於跨國

的收養的話呢大概是 160 到 200 中，比國內收養要來得高得多，但是從時

間平均來說大概又有每年大概有 60 到 65 位國外的兒少，特別是從越南被

收養到台灣來，我們想要知道為什麼會有這樣子的數據呢？為什麼國內的

收養案件數字這麼低？而且有些明明就是台灣的孩子，為什麼台灣人有從

國外收養國外的孩子來台灣呢？我想要知道背後的狀況是什麼，那不管是

在台灣收養的孩子或者是送出國被其他國家收養的孩子呢，那我就在想到

底國內收養跟跨國收養呢是不是要討論一下到底哪一個要優先呢？比如

說在一些案例裡面，就是我們可以看到呢有的孩子其實可以在國內收養的

但是卻最後變成了跨國收養，這是為什麼呢？

最後一個問題也是跟替代性照顧有關的，但是他也會影響到收養，我們沒

有看到替代性照顧一個整體性的策略，我們可能看到有某一些領域有所進

展，但是就替代性照顧整體來說，並沒有看到一個全面性的照護，抱歉，

全面性的計畫，在聯合國的替代性照顧準則呢是在 2009 年的時候通過的，

這一個準則裡面很充分的提到了替代性照顧裡面可以有什麼樣子的方案

策略還有計畫，使用這一些準則來提供替代性照護，那這個準則裡面呢也

特別建議喔，他們建議每一個國家要先擬定一個計畫來做替代性照顧系統

的去機構化，也就是減少對於機構照顧的依賴，然後用其他的方法來取代，

比如說用一個家庭為主的方案或者是使用一些方案預防孩子必須落得要

接受替代性照顧，那這樣子一來的話就可以減少對機構性照顧系統的仰賴，

那因為來到機構的孩子數量呢有所減少，那我們覺得這是一個正確的方向，

可是卻沒有看到一個整體性的策略來確保說這個機構化的照顧呢只有在

很少的例子裡面會需要用到，然後用一種比較正面積極的方法來回應孩子

的需求，那最好的作法呢就是在家庭的環境裡面來做，就比如說親屬家庭

或者是寄養家庭來照顧他們，而不是機構，那目前呢這個機構的數量呢又

不斷在上升，所以我想知道說政府到底有沒有計畫要去將這樣子的替代性

照顧呢去機構化？不好意思喔我的問題問得比較長，謝謝。

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Judith Karp：

好講到家庭呢，我想要知道父母使用體罰是合法還是非法？我想當然這種

重大虐待的情事絕對是受到禁止的，但是什麼叫做重大呢？與此相關的問

題就是為了要把加害人給、給移除，就是把加害人移除是不是比起把孩子

送到機構裡面來說是更好的做法呢？那我下一個問題也跟家庭有關，那民

法當中，那我知道，同性結婚現在經過釋憲之後呢已經，說禁止同性結婚

已經被宣告為違法、違反憲法了，然後我也聽到說這個這樣的結婚年齡會

跟同性婚姻的討論綁在一起，那在這個法律修改之前，政府有什麼舉措可

以來確保同性家庭裡面的父母，他們可以享有跟異性戀家庭裡面的父母同

樣的權利呢？是不是兩個父母呢都有孩子的親權？還是說其中只有同性

婚姻裡面的一個父母呢有親權呢？我想知道修法到底對同性婚姻詳細來

說會有什麼樣子的相關規定，謝謝。

Laura Lundy：

我想很簡短地問一下，針對家庭教育就是家庭教育的預算，而在家庭教育

裡面有什麼樣子的主題？

Jakob (Jaap) Egbert Doek：

然後父親還是母親要去上這樣子的課？好，在講到替代性照顧呢，那他們

有可能這個裡面的孩子呢之後就會回到原來的家庭，我想要知道有沒有什

麼政策或者是措施，繼續的去關注這個孩子的原生家庭呢？去加強這個原

生家庭照顧孩子的能力呢？有沒有做這樣相關的措施？因為這是一個很

重要的措施喔，我們之前呢把這個孩子從這個原生家庭的父母裡面帶開了，

所以那政府有沒有繼續的去關注這個原生家庭，那講到安置呢不管是親屬

安置還是說寄養家庭還是說機構，這樣子的決定是由法院來做嗎？都是，

那法院應該有考慮到將孩子從父母身邊帶走是有利於他的最佳利益的，這

樣子的決定就是決定要送去什麼樣子的替代性照顧都由法院來決定的嗎？

好以上就是這一輪的問題，我不曉得說大家想要直接開始回應，還是說需

要休息一下呢？那如果需要先休息一下的話也可以讓我知道，要休息一下

是嗎？好，我們休息一下，一樣休息 10 分鐘，請大家休息 10 分鐘，10 分

鐘 30 秒好了。

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行政院林政務委員萬億：

最後再回來，不過這 10 分鐘如果需要回答的就先請準備，不需要回答就去

喝咖啡了。

司儀：

各位貴賓，在會議室外備有茶點，請各位享用，我們將在 10 分鐘之後，繼

續回來接續後續的審查會議，謝謝。

Jakob (Jaap) Egbert Doek：

好的接下來把時間交給政府機關代表。

行政院林政務委員萬億：

那麼來我們先請教育部回答比較單純的議題，家庭教育，簡單回答家庭教

育。接著下來是法務部再來幫我們再次說明一下同性，同性婚姻的課題，

最後再請社家署更完整的剛剛的一系列的問題的回答。好，謝謝，來，請

教育部。

教育部代表：

好，教育部報告。首先，主席，各位那個委員，然後還有各位大家好。那

教育部在西元 2003 年的時候，首先開始訂定家庭教育法。那在 2016 年，

也就是今年，近兩年來我們的預算編列是 1 億 9 千餘萬。那所稱的家庭教

育的內涵，那它是指具有增進家人關係與家庭功能的各種的教育活動，例

如親子教育、性別教育、婚姻教育還有倫理教育及家庭資源與管理教育還

有其他家庭教育的事項，以上報告。

行政院林政務委員萬億：

法務部再解釋一下同性婚姻的議題，謝謝。那就請社家署跟保護司。請社

家署先從替代性照顧，特別是高風險家庭的經濟支持的一些條件，然後依

序再來回答親屬寄養、機構寄養跟機構，嗯，家庭寄養跟機構寄養的課題，

機構照顧的品質等等這些，然後也順便說明一下從機構離開，15 歲是否就

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 離院他們是做自立生活準備，離院準備到底是怎麼進行，然後國內收養跟

國際收養的課題還有最後就是我們是否有總體的替代性照顧的計劃或者

策略，謝謝。

衛生福利部社會及家庭署代表：

好，謝謝委員的提問。我先從比較單純一點，就是有一些高風險家庭要獲

得經濟補助，是不是如何能夠確保。那當然第一個部分，我們國家有社會

救助法，所以如何去輔導這些高風險的家庭，如果他符合這樣的一個資格，

那當然我們就會協助他們去申請低收入戶或者是中低收入戶的一些補助。

那另外針對一些弱勢的家庭，不限制是低收或中低收入的家庭，只要是弱

勢，他貧窮的、偏遠的這些的家庭，其實我們對兒少也有一個緊急的生活

輔助，那這個也可以給他一定時間的一個補助。那如果說都不符合這些的

相關規定，其實社工都會介入，去結合豐沛的民間的一些資源，那來提供

相關給予他的一些經濟的上面的輔助或者是援助。

那另外在兒少，如果有就學或者是送給外面的人來托育的這樣的一個需求

的時候，其實也有就學的補助或者是托育費用的一些相關的補助。那實際

上這個是為了要維持這些高風險家庭，其實根本還是要從家庭的一些家長

的這個相關的經濟能力來充實，所以我們也會有一些就業服務的輔導還有

一些脫貧的一些措施，協助他們能夠自立，這樣協助就業讓家庭有收入，

才有可能去維繫這個家庭的一個照顧孩子的一個功能，那這個是高風險家

庭的部分。

另外對於替代性照顧，那替代性照顧的整體的一個規劃，其實我們都是朝

著去機構化的方向來做，所以在我們的兒少法的，現在是在施行細則，那

我們目前在討論要不要把它納到我們兒權法裡面，去做一個範定，就是是

不是應該要從親屬，親屬的家庭寄養，然後再到寄養家庭，最後才是到機

構。那這是不得已才會到機構做照顧，所以我們要去強化這樣家庭式的一

個照顧，我們會持續來發展這個親屬寄養還有社區式的照顧，以及相關福

利、資源的連結等等來協助這個兒少在家庭還有社區裡面去受到一個照顧。

當然社區的資源我們現在還要努力再發展，所以我們現在其實也有一個叫

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做團體家庭這樣的一個照顧的方式，那目前是討論要把它納到兒權法裡面

去做一個整體的一個制度性的規劃，所以這個是我們一直期待兒少是可以

在社區裡面，跟社區是融合的。

另外對於兒少安置機構的兒少安置數有下降，可是照顧人員增加，那私部

門使用率又下滑，為什麼政府還會許可這麼多的機構？那其實目前兒少機

構的，機構數雖然是多的，可是也都因為有一些情況，他們在聘雇人力的

時候，或者是因為現在兒少的安置機構大部分是照顧、保護性的個案，所

以他的照顧難度是比較高的，所以有一些的機構其實還不是滿床的這樣的

情況，那不過在地方政府也會去考量在他的機構，在他的轄區裡面，機構

的安置的床位數是不是充足。因為他有的時候會有一些緊急安置或是怎麼

樣的一個安置的需求，他會去評估他整個安置資源的一個布建的一個狀況，

再來要不要准許這些機構的一個設立，那目前我們是儘量能夠發展社區式

的這樣的一個照顧資源，所以我們也積極看可不可以把這個團體家庭或者

是寄養家庭能夠再繼續扶植。

那寄養的數據、孩子的數目有下降，這個是什麼原因以及寄養安置是不是

有什麼困難，有沒有什麼津貼的補助？那寄養家庭的安置數會下滑的因素

其實還蠻多，不過我們大概歸納出來，大概最主要跟過去不同了，因為過

去大部分都因為經濟問題，家庭沒有辦法負擔這樣的一個樣態；可是現在

大部分都是保護性個案，那個保護性個案在照顧的難度是比較高的，所以

一個寄養家庭能夠照顧的孩子數就會比較下降，那讓這些的寄養家庭他的

量能是怎麼樣可以再提升，那這個部分我們會再努力。不過這個照顧難度

高，相對的他的照顧的那個孩子數就會下降。

那我們對於寄養家庭的照顧，其實我們現在也有一些照顧資源，像安置的

這些，寄養家庭安置的費用我們是在要求是可以提高，那另外就是我們也

希望能夠對於寄養的一些家庭來做分級的一個訓練跟分級的給付。他如果

照顧困難度比較，照顧困難度高的這些的孩子，那是不是可以有一些分級

不同的那個津貼的補助，那這樣也可以提高這些寄養家庭在照顧孩子上面，

比較能夠呼應到孩子的一個需求。那我們也希望透過多元的方式來協助這

些寄養家庭。

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另外委員有問到說，離開機構的兒少如何可以得到有效的協助，是不是有

15 歲的孩子就必須要離開，那目前是沒有。就孩子的狀況我們一般都是安

置到他可以自立，那譬如說甚至於念大學了，我們也還是讓這個孩子安置

在這個機構裡面到他讀完大學。那孩子在離開機構的時候，我們都要求機

構進行他們獨立生活的一個準備，所以如果結束安置以後，其實在我們相

關的法令，像兒少權法以及兒少性剝削防制條例裡面都有明定，一定社工

一定要去後續追蹤輔導一年。那在這個過程當中，可以返家的這些孩子，

我們就會協助他們有一些經濟上面的輔助啦，或是需要的福利服務以及就

學的一些協助；如果他沒有辦法返家，我們有推動一個是少年的自立生活

適應協助的這樣的一個方案，那包括協助他，補助他有租金還有生活費用

或學費，或輔導他就業，以及他心理支持等等的這樣的一個協助，那當然

這個都是專業的社工來提供，那也會持續性的進行訪視跟協助。

那其實我們最希望孩子還是可以返家，讓他在家庭裡面或社區裡面去生活。

那委員提到說安置機構良莠不齊，那我們有沒有什麼樣的機制？我們在法

定的法律的規定裡面，就是每 3 年要進行一次機構的整體的評鑑，那我們

覺得這個整體評鑑之外，應該平時也要有一些的輔導跟查核，所以我們在

105 年起，我們就訂定了一個輔導查核表，要求主管機關要去定期辦理聯

合稽查，那去了解這個孩子在機構裡面受到一個照顧的一個情況，那也在

行政面去做一些的管理。那另外我們也強化相關的一些機構人員的一些在

職的訓練啦，還有相關的一些照顧知能跟專業知能的提升，所以我們也爭

取一些相關的資源來協助。那我們當然，從 107 年開始，我們除了地方政

府的輔導查核，每年都要報，嗯，每一季都要報給我們以外，那我們也會

適時看有什麼樣的情況會去抽查，看他們有沒有確實落實去做輔導跟查核。

另外在這個保護安置委託民間團體來執行，那經費的，是不是可以比較充

裕的給這些安置機構？那我們從 107 年起，我們已經把要求地方政府把兒

少安置委託的費用，是從現在比較低的 1 萬 5 千元調增到 2 萬 1。我們希

望我們補助的部分至少要到 2 萬 1 以上，所以那有 3 成以上的一個增加，

所以未來我們會再持續收集這些經營的一個營運的一個成本，那我們會不

會，可以再研議這個建立不同安置需求對象的一個分級的一個補助的一個

標準。

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 那另外我們在 107 年，我們對於這些機構的專業人員的一個補助，那我們

也提高還有放寬他們的一些人力計算的一個方式，那也調高專業服務費的

一個補助的額度，那我們都希望能夠協助機構減輕他們的一些人事成本的

負擔，然後來做更好的一個服務品質的提升。

另外對於收養的問題，跨國收養這是在 2011 年的時候，我們就已經在我們

的兒權法要求以國內收養為優先，就是參照海牙公約，我們希望能夠把孩

子都儘量能夠讓在國內就被收養。不過這個在推動的過程當中，的確也發

現到我們國人的觀念還是蠻保守的，對於這個孩子都偏好在 3 歲以下的孩

子，或者是身心狀況比較良好的這樣的健康的這樣的孩子。所以如果年齡

比較大，或者孩子的身心狀況有一些發展遲緩，或是身心障礙的這樣的情

形，那可能這些國內的收養家庭就比較不容易接受。可是我們持續在做相

關的一些觀念的一個倡導，因為在法院那邊一定也有一個程序因為一定要

經過認可，所以也是要很嚴謹的去把關，是不是有這樣的一個必要性。第

一個，出養有沒有必要性？第二個，你收養是不是能夠再做更好的一個相

關的一些收養家庭的一些收養程序的配搭，像試養啦，或者是相關的一些

以兒少最佳利益來做一個考量。那可是還是有一些孩子真的逼不得已，因

為他可能在，如果沒有把他安置，沒有把他放到比較像，如果有跨國境的

這樣的家庭比較適合的時候，那沒有把他放在這樣的家庭，那他勢必就要

到我們的機構裡面去，那其實這個對於孩子是不是最好的，這個也是要綜

合評估。所以有的時候還是要必須要進行跨國境的收養，因為還是讓孩子

在家庭的一個環境內來做成長應該會是對孩子是最佳的一個利益。

那至於委員提到說為什麼有那麼多的越南籍的孩子被國人收養，其實這裡

面就是因為大部分都是跨國境的婚姻，也就是我們有很多是從越南來的外

籍配偶，那她可能在原籍國就有一些子女，那她想要把他接過來，所以她

有這樣的讓這個親屬，或者是她自己的，到這邊來跟家人做一些團聚，所

以她可能會有這樣的一個情況，收養這樣的一個孩子。所以在我們從跨國

收養兒少，就是國人去跨國收養兒少，大部分都還是從越南或是大陸籍的

這個部分比較多，大概都是這樣的一個情形，那以上我先回應到這邊。

衛生福利部保護司代表：

好，是。那我一共有 5 題回應委員的這個提問。第一個首先說明，我們國

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家對於親屬安置非常的重視。我們從 2012 年開始，我們在整個親屬安置部

分，發展了這個親屬安置的一個工作模式。那這個模式裡面也包括到底他

的安置範圍、評估指標、工作內涵，都在這個我們的工作模式裡頭寫得很

清楚，目的就是要讓縣市政府有所依循。第二部分就是對於親屬安置，把

這個知能放在我們的社工人員的教育裡頭，因為畢竟啟動親屬安置還是在

我們的社工是第一線，所以我們花了很多時間跟我們教育工作人員做教育

訓練。第三個部分我們甚至編列經費補助地方政府來推動這個親屬安置，

目的就是希望他們能夠改變這個我們安置的一些做法。第四個我們定期考

核跟召開這個檢討會議，我們希望地方能夠將好的經驗，做得不錯的，透

過這個檢討會議裡頭把它做一些分享，讓比較不清楚怎麼做的縣市，也有

一個學習的對象。

那經過這樣的努力，的確我們看到目前的數據呢，從家外安置的 3%慢慢挪

移到現在最高目前有 9%。那我們基本上是希望能夠用一個，希望有 15%

的比例，做為我們未來要努力的工作。

坦白講，親屬安置的確不容易，特別是在華人社會，那他的工作方法又有

別在這個寄養安置跟機構安置，也就說這些親屬安置的對象沒有辦法事先

知道，他無法事先培力這些親屬家庭。那特別是這個要做親屬安置，我們

在第一線發生兒虐的時候呢，那兒少保的社工在很短的時間，要先去處理

孩子安全的議題，同時又很短的時間要找到親屬這個家庭的確非常不容易。

更何況華人社會，這種親族的這個關係非常的緊密，而且施虐者的這個家

長他，通常他的暴力也會影響親屬家庭要照顧這個兒童兒少的意願。所以

在多重的問題之下，導致這一份，這一個工作的確施展上是非常困難的。

那剛才委員有提到說，是不是因為我們的這個標準，就是評估指標過於嚴

苛，我想也做一個說明。我們的標準，大致上分為 3 塊。第一個是兒少本

身，包括兒少跟這個照顧者有沒有一些連結，或是他過去有沒有一些互動

的經驗。第二個就是這個兒少的意願。第三個就是兒少他如果，他有其他

手足兩位以上或多位，那這樣子是不是能夠同時進到這個親屬家庭，這也

是一個因素。第四個部分呢，就是我們親屬的照顧意願，以及他過去的一

些素行，他如果是有犯罪，恐怕也不利於兒少在這個家庭裡頭生活，還有

他的照顧功能以及他跟這個兒少原生家庭的一些關係，另外就是我們有一

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些特殊個案的考量。這幾個面向是我們在評估適不適合做親屬安置的一個

評估指標。

那坦白講我們自己也覺得這個親屬照顧是未來一定要走的一條路，因此我

們也訂了幾個策進作為，包括第一個，我們要把法律的位階提升，直接寫

在兒權法上面；第二個，我們訂出明年的政府考核這樣的一個目標，希望

能夠達到 15%。第三個，在工作指引跟訓練部分要繼續加強；第四個，我

們也要求把這個親屬安置的資源能夠比照寄養家庭給予費用上的協助，這

個寫在直接寫在縣市的這個指引上面。第五個，增加地方政府在緊急安…

緊急安置的資源，也就說要做親屬安置之前有一個過渡階段，一個緊急安

置的資源，這樣的一個資源要找出來。那另外能夠加強這個，那個能夠找

這個親屬，讓社工有一些，多一些時間跟多一些機會提供給社工去找這個

親屬家庭。那我想以上五點是我們將來要把這一份工作做好的一個策進作

為。

那第二題呢，委員有問到說這個在家庭裡頭，父母是不是可以我們說的這

個體罰。那事實上在台灣這個體罰這個字呢，有三個文字，第一個是管教，

第二個是體罰，第三個是懲戒。在民法的 1085 條裡頭，的確賦予父母得予

必要範圍內可以懲戒他的子女，這是懲戒權；但是我們在兒權法裡頭 49 條，

也有提到任何人不得對兒少為身心虐待。父母也不可以讓他處在有害的環

境，也不可以對兒少犯罪或不正當行為，這都寫在法條裡頭，那這也都算

是一種體罰。更何況體罰會造成兒少身心的傷害，這就是違反兒少法，所

以我們國家是禁止這個我們說的體罰。

那至於說如果你違反兒少法，違反這個，對兒少做身心虐待那怎麼辦？那

在我們有兩個部分，一個是法令要求要做 4 到 50 小時的親子教育，強化他

的教養的一個能力，第二個也可以申請保護令，命加害人要去完成這個加

害人的處遇計畫，也就是親子教育，這個是法院直接命令。

那委員有提到說，那什麼是過當管教或者是身心虐待呢？那當然這個需要

回到個案的一個評估，來看這個施虐者的動機還有他的管教的手段的合理

性，還有對這個兒少的傷害，以及造成的影響；同時我們也要聽聽兒少的

意見。原則上從這幾個面向來做思考。

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那第三題呢，委員有提到說這個如果兒虐，是不是直接讓這個加害人遷出、

移出會比較快。的確，在台灣兒童虐待也是屬於家庭暴力的一種，那在家

暴法的各項的約制暴力的機制都可以運用，也就是像這個委員提到的遷出

令，我們可以申請保護令，命加害人遷出。那實務上社工也經常運用這個

尊重兒少的表意權，以及看到兒童的這個最佳利益優先於父母的親權的前

提上，來評估家庭的狀況。如果家庭的狀況對兒童留在家庭生活是有利的，

我們的確會申請保護令，命加害人遷出。

那麼我們也不可否認的，因為兒童這個受虐，施虐者多半 80%都是主要照

顧者，那兒童生活他必須要依附在這個施虐者，如果運用保護令，命施暴

者，施虐者遷出、遠離是否是最好的，那這個部分也是在特別是在華人社

會注重這個家庭倫理，非常強調尊卑有別，那對於這個虐待事件，命長輩

遷出離開這個家庭，那是不是真的對兒童是在這個家庭中是最好的，這也

是值得我們探討的一個議題，那這是第三個部分。

那第四個部分，委員有特別問到說對於這個家外安置之後，那這個孩子終

有，還是終期，我們希望他返家，那這返家前呢，我們到底要為原生家庭

做哪些事情，我想分幾個面向來做說明。

第一個，在返家前我們一定會定期的安排兒少到機構或到親屬家庭定期會

面，提升這個父母的知能跟技巧，然後做漸進式的返家。那對兒少本身呢，

我們會，機構也會除了對他做生活上的照顧之外呢，也會提供他創傷的輔

導，讓孩子受到虐待的心情做一些平復，那藉由會面期間做一些關係的修

復。那返家之後依兒少法也是要做追蹤，那這追蹤的 1 年當中，我們也會

注意他家庭功能的一個狀況。那除此之外，對家庭，我們在兒少安置的階

段，會利用要把握時間做這個家庭處遇計畫，包括是這個提供一些育兒指

導或親子教育、經濟輔助、就業，或者是他有一些身心狀況可以請他去做

一些加害人的處遇甚至是治療，那我想透過兒少跟透過家庭恢復，讓他能

夠返家。

那最後一題提到說這個，嗯，到底誰來決定孩子要移出家庭。那原則上我

想在我們的國家每年將近有 3 萬人次的兒少受到虐待被通報，通報之後我

們的社工會接到這個通報的一個通知，我們就會立即啟動我們的分級分類，

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 然後透過安全評估來看這個，這個傷害是不是會造成立即上的危險。同時

我們會去檢視他的這個家庭的保護能力跟他的因應是不是安全，如果不安

全，那就會立即啟動這個緊急安置，那這個部分在我們的數據上面大致上

是 3%。那這樣的一個安置之後呢，我們有 72 小時的社工的工作時間，那

72 小時如果不夠，也沒辦法，孩子也沒辦法返家，我們就會做一個法庭報

告，向法院申請繼續安置。那如果 3 個月後還是沒辦法返家，我們會繼續

的做法庭報告。申請延長安置，基本上 72 小時是社工的黃金時間，之後如

果我們的處遇計畫沒有辦法讓孩子能夠立即回家，後續我們都要向法院做

一個報告，這也是符合 CRC 的相關規定，以上補充說明，謝謝。

行政院林政務委員萬億：

法務部準備好沒，謝謝。

法務部代表：

主席、各位委員，針對委員剛剛的詢問，首先要提到有關民法的部分，就

是在這個兒童最佳利益原則的部分。其實在民法很多的規定都有強調的，

包含稍早提到的這個離婚之後的親權，也就是後來呈送給委員的 1055-1。

那實際上這一條的規定在同一份條文裡面，在剛剛提到的收養以及終止收

養，不管是法院的判決收養，或者是雙方的合議收養，只要今天這個被收

養人是兒童，那法院在做這個收養或者終止收養的認可這個部分，他其實

依照民法的 1083-1，他是準用，他是準用比照 1055-1 的規定，也就是法院

在審酌是不是認可收養，或者終止收養的時候也必須要審酌 1055-1 的這一

些因素。

那另外也補充的就是稍早也有提到的，就是民法針對未成人結婚會有行為

能力的這個部分，這個規定其實也是考慮到結婚的人他可以獨立的組織家

庭，智識其實會比較充足，那其餘社會活動進行的需要，民法就是規定說

未成年人結婚的話，會有行為能力，那這個應該也是符合兒童最佳利益的，

那這個是第一點的說明。

那第二點就是有關這個憲法法院，也就是大法官的解釋，針對同性婚姻的

部分，有預知說目前民法沒有去規定同性這個永久結合關係，同性可以成

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 立婚姻的部分是違反憲法的。那其實在這個解釋，因為解釋的這個標的，

或者解釋的範圍它其實是指，就是同性的二人之間能不能成立這樣的法律

關係，所以其實在解釋理由書裡面也有特別指出說這個解釋的範圍，僅止

於這個部分而不及於其他。所以針對包含兒童的部分，包含身處在這個同

性家庭的兒童的部分，其實是在今年 5 月份的這個憲法解釋裡面所未及的。

那但是稍早有提到去年，2016 年，就是在立法院審查通過的這個法案。當

時立法委員提出的版本其實是有一併的觸及到，包含說婚姻當事人之間以

及這個父母子女的這個相關的規定都可以適用，也就是有處理到小孩的這

個部分，那所以以目前行政部門在大法官的解釋之後的一些相關的討論，

其實如果以解釋文的這個範圍來說的話，大概一定要處理的是同性二人這

個關係的部分。那但是其實我們在研議的過程中，其實有持續去注意到包

含之前立法院的這個條文，以及就是有很多的一些討論，都有去關注到說

就是在這種同性的雙親的底下的這樣的兒童，他們的權益是不是也要一併

的去做處理。那所以還是回到說剛剛所提到的，就是子女或者兒童的最佳

利益的原則，那這個原則就是在我們做相關的修法或者立法的推動，其實

也會去一併的考慮，那來去符合這樣子的要求。

那至於那個委員特別提到說在我們還沒有完成這個立法之前，就是因為大

法官是給相關機關 2 年的時間，如果在還沒完成修法或立法之前，這一段

時間對於這個兒童身處這樣的家庭，他的權益如何保障，這個部分可能就

必須還是要依照現行法的規定，包含民法相關的規定那就是有可能擁有親

權的一方，可以對他行使親權，那或者包括在這個兒童權益保障法的部分，

行政法規的部分來去保障這個兒童，那如果說如果說在未來修法之後那如

果在目前現行法可能需要做補充的部分，我們還是會秉持著兒童最佳利益

的原則來一併的推的相關的修法或立法，以上說明。

行政院林政務委員萬億：

來，有沒有其他補充的，哦沒有就請主席繼續，謝謝。

Jakob (Jaap) Egbert Doek：

謝謝團長也謝謝各位代表的回覆，我想我有一個追蹤的問題，因為我們要

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 很注意時間喔，Nigel。

Nigel Cantwell：

好我有在注意時間，我也要非常謝謝各部會的代表做了非常具體而且資訊

很充分的答復，針對親屬安置我想要再弄清楚一點，那我的問題就是呢剛

剛有提到了親屬安置喔尤其在華人社會呢有時候不是那麼容易做，或者說

對大家來說並不是一個很自然的做法，對於孩子來說或許也不是一個很自

然的做法，因為他們離開了自己的父母的原生家庭要到其他的親屬家裡面

去住，但是如果是這種非正式的親屬安置呢？也是這樣子嗎？因為其實我

們昨天有說過正式的親屬安置以及非正式的親屬安置，正式的親屬安置就

是說呢政府會介入，而且政府會協助判斷這一個兒少是不是要離開原生家

庭然後去親屬的家庭，大部分的社會其實都看得到非正式的親屬安置，意

思就是說這個爸爸媽媽呢跟家族呢自己有一些協商，然後其實裡面是沒有

政府的干預的，所以我只是想要問一下說如果是在台灣的話，因為這個替

代性照護當中呢是不是非親屬的安置呢也非常常、非正式的親屬安置非常

常見，所以我只是要確認一下在華人社會裡面這種非正式的親屬安置，大

家也不熟悉嗎？大家也不常做嗎？

因為我會想到在原住民的部落裡面狀況就不太一樣了，因為在原住民的部

落當中呢，可能常常會有大家族的親屬呢用非正式的方法來照顧原生家庭

的孩子，

Judith Karp：

我也想要知道呢在法律的規定之下，要多頻繁的去檢視在機構裡面的兒少

狀況呢？這是多久會做一次這樣子的檢視呢？那呢在教育體制裡面，如果

爸爸媽媽或者是教師呢對兒童施以體罰的話會受到刑法的規範嗎？

Jakob (Jaap) Egbert Doek：

好那麼以上就是額外的問題，我們請團長，代表團團長分配。

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行政院林政務委員萬億：

非正式親屬安置的自行協商是社家署要回答還是保護司？保護司，好，請

保護司。

衛生福利部保護司代表：

好。謝謝委員剛才提到非正式的親屬安置，的確在台灣這一類型的非常多，

那只是我剛才報告的是屬於正式的親屬安置，也就是有政府公權力介入的。

那例如說像有一個這個吸毒的家庭，也許是父母親吸毒，但是他的親屬他

的姑姑、他的阿姨照顧功能很好，不需要政府介入，直接這個吸毒的父母

親入獄之後，孩子直接由姑姑或阿姨來代為照顧。那這種部分在台灣，包

括特別是原住民地區是非常普遍的。那這個部分我們沒有，沒有列入做這

樣的說明，那至於說法律規定多久？在機構安置的孩子如果是保護安置，

原則上我們每 3 個月都要做這個評估，就是他的一個身心狀況的輔導狀況

需要做一些評估，這個跟委員做補充。

行政院林政務委員萬億：

來，那個接著下來有關於剛剛 Karp 委員提到的機構的多頻繁的 review 檢

視，這是哪一個單位要回答，機構。

衛生福利部社會及家庭署代表：

有關這個安置機構就是住宿是 24 小時的安置機構呢，我剛剛有講就是 3 年

會評鑑一次，那另外呢，我們要求地方政府一定要去進行輔導查核，那我

們中央還會去進行抽查。那通常我們 1 年至少要辦一到兩次的一個輔導查

核，那要把相關的一些輔導查核的結果要報到中央，那中央會去對他做一

些的抽查，從 2018 年開始。那另外我們這種都是不定期的，不會預警，所

以我們都想要去看到真實的面相，所以我們是無預警的去，以上。每年至

少一到兩次。

行政院林政務委員萬億：

來，還有嗎？還有要補充嗎？好，來。謝謝，教育部要補充。

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教育部代表：

嗯，如果老師體罰的話，除了剛剛說的就是在教育基本法裡頭規定，就是

不得，那個不得有體罰的行為之外呢，如果老師他在輔導管教學生的時候，

如果違反刑法的那個相關規定，比如說有毀謗啊、公然侮辱啊、恐嚇啊等

等，構成犯罪的行為的話，他仍然是受那個刑法的那個規範的。另外就是

他在輔導管教學生的時候，如果有構成那個行政法的相關的法律責任，跟

國家賠償的責任的行為的時候，仍然是受行政法的相關的規範，以及如果

他在輔導管教學生的時候，如果有那個民事裡頭那個侵權的行為跟、就是

那個損害賠償的那個行為的時候，其實仍然是受到民事違法的那個規範，

也就是除了教師法相關的法令的規定之外，就是刑事、民事以及行政罰法

這個部分教師仍然有受到規範。

行政院林政務委員萬億：

交給主席。

Jakob (Jaap) Egbert Doek：

謝謝剛剛各位回答我們的問題，我們就接下來討論下一組第六章，基本健

康與福利，包括了生存發展權、身心障礙兒少還有其他的福利措施，好我

們現在委員提問。

John Tobin：

謝謝，我知道時間很緊張，所以我也會盡量發言簡短，第一個就是有關於

獲得醫療照顧的同意權，就我所知兒少還是必須要有父母的同意才能夠獲

得醫療的處置，我的問題是，有沒有考慮過在沒有父母同意之下兒少他有

足夠的一個行為能力，從很成熟可以自己接受這個醫療的一個決定，所以

我想知道有沒有考慮過用這樣的一個做法？比如說，一個 17 歲的少女他

如果想要墮胎，那麼根據目前的規定基本上呢是要有父親或母親的一方同

意才可以，那台灣是不是這樣的一個做法？

第二個問題就是青少年懷孕，我們昨天有聽到一些數據顯示在台灣 2015 年

有 20 萬個新生兒，但是好像有相當多的一個墮胎數目，我想知道的是針對

這些懷孕少女有提供什麼樣的協助？萬一他們生下孩子的話，新生兒的部

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分又有什麼樣的協助、福利？

第三個問題主要是關於性健康教育，2011 年貴國政府通過了一個非常進步

的做法，其實上我們在澳洲這方面的做法相當的欠缺，所以我覺得貴國在

這部分很進步，但是呢實際在落實方面好像有蠻多的一些問題，第一個請

大家回答的就是目前的性健康教育是不是真的有照顧到 LGBTQI 等這一些

族群兒少的需求？第二個教導性健康教育的老師他們是不是符合資格？

昨天好像有一些兒少代表都說有一些老師自己呢就很害羞不知道怎麼講

這些話題，那有沒有一些教育培訓給這些老師？

接下來就是性病，青少年兒少之間的性病傳染，過去 5 年看起來這個病例

數量是在增加，我想知道有沒有做相關的研究來找出原因是什麼？那麼跟

性健康教育的提供之間的關聯又是如何？最後我要問的是兒少他們在設

計性健康教育過程當中有沒有機會發聲？昨天兒少代表他們都說很願意

來參與學校設計這方面課程，但是沒有機會，所以我想知道到底有沒有機

會讓兒少來去協助學校去設計這一些性健康教育的政策？

最後，要問的是怎麼樣去提升父母親對於性健康教育，特別是對於性傾向

這個議題的認識，昨天兒少代表也表示其實有的時候父母親不了解性傾向

有很多種，或者是對於兒少怎麼樣去表達自己的性慾是不熟悉的，有沒有

任何的措施來幫助父母來充分了解兒少他們在 21 世紀的一個性健康的發

展？另一方面，在 6 年之後我在想現在是不是時候了，讓政府來重新檢討

過去這 6 年的性健康教育政策到底有沒有效，有沒有決定要去做這樣的一

個檢討，同時來做出適當的調整？這就是我針對性健康教育的問題。

下一個問題是有關於營養飲食，我聽到好像很多的兒少呢在就是維他命啦

或者是礦物質的攝取不夠，有沒有一些相關的資料，除此之外好像針對一

些垃圾食品的廣告有相關的規範，我想針對肥胖是不是台灣跟澳洲還有其

他國家一樣嚴重，特別是像在美國青少年肥胖是非常嚴重的健康議題，那

在這部分台灣有沒有針對青少年肥胖問題採取一些行動？

接下來要談的是心理與衛生服務，在澳洲我們也發現有很多青少年有心理

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 健康的問題，但是他們要取得這方面的服務卻有一些不足的地方，他們可

能是壓力啦，還有對於自己性身分認定不確定的這種焦慮，那有沒有一些

服務來提供給青少年讓他們去解決這方面的困難？

Jakob (Jaap) Egbert Doek：

還有沒有其他的問題？在這一個章裡面？

Laura Lundy：

昨天很多的兒少代表提到了他們擔心空汙、空氣污染、空氣品質，政府是

不是有一些措施來去監測空氣品質？或者是改善空氣品質？確保兒少的

健康。

Judith Karp：

今天如果是少女懷孕，他們怎麼樣知道有哪一些機構可以尋求幫助？昨天

我們聽到好像這一類的資訊呢好像並沒有正式的管道提供給兒少，我想知

道在這部分的做法。

Jakob (Jaap) Egbert Doek：

就是這些問題，那麼接下來就請政府機構代表來回答。

行政院林政務委員萬億：

嗯，性健康教育的主題，來請相關單位國健署、醫事司還有教育部都分別

回答，來，先請國健署。

衛生福利部國民健康署代表：

有關於那個性健康這方面，那最主要我們是會跟教育部，因為很多都是屬

於這個青少年那一起合作，所以等一下教育部可能會在學校裡面怎麼樣去

做性健康來做一些回答。那我們跟教育部一起的就是我們有一個健康促進

學校，那在那個裡面就有包括了 life skill 的，還有在於情感的教育，還有

這個性健康的教育。我們對於健康促進學校呢，也定期的給予認證，看一

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 下在這幾個面向上面是做的怎麼樣。那另外呢，因為這些青少年他們不是，

有的時候不是很願意出來，所以我們會提供網站，那在網站上面呢有各個

方向的，像百寶箱這樣子針對國中、國小和高中不一樣的族群，對於這個

性健康的一個教育他們可以從上面來看。那網站上面的一些資料都是經過，

我們有經過專家，有包括這個精神科醫師啦，還有性健康的專家，這些一

起來做 review。那另外呢，我們還有所謂的青少年的門診，那青少年的門

診呢是會比較隱密，他們可以直接到全國有 93 家那去在這個門診裡面，他

們有一些性健康的問題也可以經由醫師、護理師還有志工來做一個這方面。

教育部代表：

教育部的話就是在那個性別平等教育這個部分呢，是依性別平等教育法第

一條的那個立法目的，它最主要呢是在促進性別平等的地位的實質的平等，

消除性別的歧視跟維護，就是那個，人格的尊嚴的這一個部分。那另外在

課程的部分呢，在課程的部分依照就是性別平等教育法裡頭，就是性別的

課程，包括情感教育、性教育跟同志教育這三大層面，那在就是學生實際

的課程內容裡頭。

在國民中小學九年一貫課程綱要裡頭，性別平等教育總共有 69 項的一個

能力指標，那其中也包括就是那個認識同志教育跟性教育的這個部分。那

如果針對就是性的健康教育的那個部分，其實是在國中的一到三年級的健

康領域的課程裡頭，它有這一部分的那個課程。那在高級中等教育的階段，

在健康與護理也有相關的性教育的一個課程。那另外在公民社會的課程裡

面也有就是認識跟接納就是，不同性取向的，多元性別互動的一個相關的

一個課程。

另外呢針對主題式的一個計畫性的活動，我們也有就是為了擴大對性健康

議題的一個認識，又制定一個校園性教育，包括愛滋病防治的一個計劃，

跟，就是民間的財團法人杏陵基金會，辦理就是性教育的相關的宣導，然

後引導就是學生建立一個正確的一個性的一個認知跟養成正確的態度跟

行為，以上說明。

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行政院林政務委員萬億：

請教育部，剛剛委員特別有指出來關於青少年是否有機會參與這些性教育

的課程，那有沒有針對父母親，就是我們有沒有那個親子教育，教育部現

在有沒有這方面協助父母親可以認識性傾向，謝謝。

教育部代表：

好。嗯，教育部就是在，就是各縣市的，依照性別平等教育法裡頭，各縣

市都會成立一個性別平等一個委員會，那這個委員會裡頭的成員呢，除了

性別平等的教育的一個專家、教師的代表之外呢，也會有就是那個家長的

代表。那通常呢，就是這樣的一個委員會呢，它除了主要的目標是促進校

園的性別平等教育之外呢，它也會有一些，發展一些，就是親子教育的課

程，是在對於，就是家長的一個宣導。那在部分的縣市呢，比如說高雄市，

他們其實也都會發展對家長的一個性別平等教育的一個摺頁或是單張，藉

由就是一些宣導跟說明會，或者是配合學校的家長會的那個活動，然後呢

去，就是宣導，就是家長性別平等教育跟性教育的一個知識。那至於就是

在兒少參與，就是性教材的一個相關的政策或是工作的研擬部分呢，這個

部分目前的確比較少，一個除了就是學生可以參與，就是課程發展委員會

去進行討論之外呢，目前在這個部分呢我們或許以後可以提供就是青少年

參與的一個機制。

行政院林政務委員萬億：

來接著有關於懷孕還有墮胎的議題，就請醫事司，來，謝謝。

衛生福利部國民健康署代表：

這個先由健康署來。好，我先從這個墮胎的這個部分，然後這個醫療照護

同意再請醫事司。不好意思。那我們目前的這個優生保健法確實是有規定，

如果像剛才委員所提的 17 歲的這個兒童，青少女如果她要墮胎的話，需要

徵得父母親的同意。那如果呢，她現在目前父母親如果跟青少女是有不同

的意見的話，那因為大部分都是在醫院進行，所以醫院就會啟動社工的支

持系統，然後跟這個家庭，整個家庭做一個協商，然後來決定這件事情。

那我們在現在在研擬的修法，那今年也才開過兩次的修法的會議，針對這

個部分呢是打算將來要有一個第三方的機制，那這部分會結合衛福跟司法

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 這樣的兩個的一個機制，來做一個第三方，萬一父母親跟這個青少女意見

有不一樣的狀況，以上說明。

衛生福利部醫事司代表：

另外呢，在這個兒少教育跟醫療權益的部分呢，醫師在執行醫療行為的時

候，需要遵守所謂的知情同意的原則，那告知病人足夠的資訊，然後獲得

病人的同意之後，才可以對病人進行醫療處置。那所以在未成年人就醫的

時候，需由法定代理人了解相關的醫療處置的資訊之後呢，那取得同意才

能夠進行。那當然在危急病況的未成年者，我們可以依據醫療法第 60 條第

1 項的規定，醫院跟診所遇有危急病人應先予以適當的急救，並依人員跟

設備的能力予以救治跟採取必要的措施，不得無故拖延。

那另外針對未成年手術的這部分呢，依據醫療法第 63 條的規定，醫療機構

實施手術的時候，應向病人或其法定代理人、配偶或者親屬以及關係人說

明手術的原因、手術成功率或者可以發生的併發症以及相關的危險，那經

同意之後，簽具手術同意書以及麻醉同意書始得為之，那但是情況危急的

時候也不在此限。

那當然在這個同意書的簽具的部分，病人是未成年人的話，或者無法親自

簽具的時候，可以由這個法定代理人、配偶或者是相關的關係人簽具。那

當然在臨床實務上的時候，醫師也會考慮兒童的理解能力跟他的表達能力，

視情況以家庭會議的方式讓兒少參與討論，那家庭會議參與人員除了醫師

人員之外，還包括兒童、法定代理人以及相關的家屬，那討論過程之中，

如果兒童提出相關的意見或者是這個相關的表達的時候，醫師也會進行相

對應的說明以及了解，以上說明，謝謝。

行政院林政務委員萬億：

關於未成年少女懷孕及其生育之後的子女的協助，請社家署跟教育部回答，

謝謝。

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衛生福利部社會及家庭署代表：

謝謝委員提問。我們其實在針對未成年少女懷孕，我們都有做相關的一些

宣導，包括性教育或兩性關係的諮詢、宣導的一些措施，那我們也設置了

全國的一個諮詢專線跟網頁，那也在各地方政府，要求地方政府要成立一

個單一的一個窗口。那我們有訂定相關的未成年少女懷孕的服務的一個流

程，那有專責的社工會去整合相關的資源，來提供個管的一個服務。那可

能少女她可能有什麼樣的需求，像有需要經濟啊，經濟的協助，或者是一

些心理的輔導或就業的協助等等，甚至於說她如果是原生的家庭，他沒有

辦法接受協助的，嗯，沒有辦法獲得原生家庭協助的這一個未成年懷孕的

一個少女，我們也可以做婦嬰安置。有一些安置的一個資源那也可以協助

她。如果她不想，她想要把這個孩子出養，那我們也可以有協助她去做這

樣一個收出養的一個服務。

另外我們對於這個未成年父母他生下小小孩，那這個也是我們社工一定要

主動關懷，就是我們有一個 6 歲以下弱勢兒童的主動關懷方案裡面，他是

這個服務的對象之一，那社工可以做一些協助。那基本上我們都希望從前

端就要做好，那後端如果真的發生這樣的事情，那我們也要提供相關的一

些適當的一個協助，那不管是在經濟或者是相關的服務的福利服務面向，

那這個部分我先補充到這裡。

行政院林政務委員萬億：

補充一下學生，學生懷孕的，謝謝。

教育部代表：

嗯，教育部依照性別平等教育法的那個規定，我們會就是協助學校去落實

有關學生，未成年學生懷孕的這個相關的協助，跟他的一個受教權的一個

維護。那教育部這邊有訂定一個就是維護學生受教權及輔導協助的一個要

點，那通常就是學校如果在知悉未成年學生懷孕的時候，需要成立一個工

作小組，由校長擔任召集人，由學生的一個輔導室擔任一個專責的一個窗

口，然後積極的協調資源，採取一些必要的措施，以協助學生完成就是他

學制內的學業，然後維護學生的一個受教權為主要的一個目的。

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 那另外為了避免就是，應該就是說為了要減少這種事情的那個發生，其實

學校的課程裡頭，其實我們也加強就是培養學生就是他建立一個安全的一

個性態度跟性行為，然後避免就是非預期懷孕，就是學習這樣的一個知能。

那學校呢會利用，就是那個，研習或是活動的時候，把這個事情納入一個

宣導。另外對於就是學生的那個學習的評量跟學生的一個請假補考的管理，

這個部分呢如果學生因為就是懷孕，他會有就是請假、缺課的情形的話，

他是不受一般學生就是教學結束阿，就是三分之一分零分計算這樣的一個

規定，他是可以超越這樣的一個請假規則的。那另外的話其實在輔導室這

邊都有一些，就是未成年懷孕的服務跟性教育的諮詢輔導，那會去協助有

必要運用到這樣資源的學生，以上說明。

行政院林政務委員萬億：

性病的傳染增加有什麼有麼預防或者研究，疾管署在嗎？來，請說。

衛生福利部疾病管制署代表：

嗯，疾管署這邊補充說明一下，有關青少年性病的數字。那在我們國家的

話，梅毒、淋病跟愛滋這三項的性病是法定的傳染病，是需要做通報的。

那就我們的數字來看，確實在 15 到 19 歲的年齡層呢，那個梅毒跟淋病這

幾年是有一些增加的趨勢，不過今年跟去年的一個同期趨勢來看呢，其實

這個梅毒跟淋病的增加趨勢已經趨緩。那梅毒的同期 1 到 9 月的話，15 到

19 歲是 112 例，那那個去年是 112 例，今年是 122 例；那淋病的話是 241

是去年，那今年是 254 例；那愛滋的話是 88 例，那今年是 78 例。那看起

來疫情是有在這 1、2 年是有一些比較趨緩的情形，那我們也在推估前幾年

看起來性病有一些增加。

增加以性別來看的話，確實是以男性的性別是，是比女性增加特別的多，

那因為並沒有詳細的在看他的調查性傾向，所以我們也不能斷論說就一定

是男性間的性行為的傳染。不過這個梅毒跟淋病的增加在跟國際上一些疫

情的報導也都還蠻相近的。那我們也因為就是有關那個 HIV 的篩檢，我們

在 104 年的那個法令有修改，我們就是希望是大家，鼓勵大家篩檢，那所

以我們有規定，嗯，我們的法令有特別寫說就有關做愛滋這樣的一個性病

的篩檢呢，其實是 19 歲以下的孩子是不需要經過父母的同意的，那我們希

望他可以早一點的來做篩檢，那我們也推測是說因為愛滋的篩檢，同時梅

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 毒跟淋病也做了一些篩檢。那我們這幾年也特別加強了那個因為我們推測

這樣子的性病的增加，可能跟網路的發達，網路的約會的行為是有增加有

關，所以這幾年我們在網路的 APP 上面的宣導也加強了性病的性教育還有

安全性行為，戴保險套重要性跟有關篩檢的重要性，以上。

行政院林政務委員萬億：

接下來有關於營養不均或者是過胖，肥胖症請國健署吧。

衛生福利部國民健康署代表：

是，謝謝委員的發胖，嗯，謝謝委員的發問。嗯，最主要這個營養的不均

確實是我們很重要的問題，在我們國家內我們是沒有 under nutrition 的問

題，但是營養不均是有它的問題在，所以我們也在國健署有國人膳食營養

素參考攝取量以及每日飲食指南，以及還有我們針對不同的生命期的營養，

分別訂定了一些營養的單張進行衛教，包括嬰兒期、幼兒期還有學童，學

童還分成這個一、二年級跟三到六年級跟青春期等，那這樣子來希望他們

能夠攝取這個正常的營養。

那當然在這個監測也是很重要，所以我們長期都會對我們國民營養的這個

監測，都有包括了這個學童的一個營養監測的狀況，那在這個推行方面，

因為孩童很多時間都是在學校，所以就也在跟教育部有訂定，那教育部這

邊有訂定學校的午餐一些營養的食品，還有校園內的飲品跟點心的販售，

那還有幼兒園裡面也有一定的一個營養的基準，那希望能夠提升他們的營

養的這個品質。

那在國健署這邊另外還有針對學校呢，高中以下的學校的營養午餐給予一

些指導，那另外也推動這個校園周邊，因為怕小孩子到旁邊去買，也推動

校園周邊健康飲食的輔導。那另外對於垃圾食物的這個禁止的廣告，反式

脂肪的禁止，還有呢碘鹽的一個標示，還有這個含糖飲料的希望他的一個

標示，那這個部分也都跟食藥署一起來做。

那至於肥胖我們確實跟澳洲一樣我們是有肥胖的問題，我們兒童的肥胖在

這個世界上面我們大概可以排到第三，所以事實上是蠻前面。所以也針對

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 這個我們有這個台灣肥胖防治策略，以及兒童肥胖防治的一個實證指引，

在學校裡面我們推很多有關於這個剛才我所提到的一個營養，那另外就是

要增加這個小孩子的運動，增加他的一個環境以及他的運動的一些品質跟

時間，那也做一些防治的策略跟教育供給小孩、兒童以及他的照顧者，還

有醫療人員和學校，一起來做這個體重的管理。那我們其實是有一些成就

的，因為我們在 2013 年到 2016 年所做的這個全國的調查，我們在國小、

國中跟高中呢，各都比前一個四年降低 1.5、1.9 跟 4.4 的一個比例，那我

們需要能夠持續下去，能夠至少能夠達到 WHO 2030 肥胖不再增加，那我

們還是希望我們的肥胖能夠下降，那希望從這個排名繼續往後，謝謝。

行政院林政務委員萬億：

回答一下校園裡面的那個肥胖的問題跟營養不均的問題，謝謝。

教育部代表：

高中職以下的學校，大概學生在學校用餐會有，就是用到飲食的部分會有

兩個部分。第一個就是午餐，學生的那個午餐，那對於學生午餐的供應，

教育部這邊就是訂有學校午餐食物的內容跟營養的基準必須要遵守。然後

第二個部分是校園裡頭的飲品跟點心販售的一個規範，那也有訂有一個規

範的一個範圍，包括就是譬如說學校合作社只能供應鮮奶啊，百分百純果

汁啊等等的；那另外的話對於幼兒，對於幼兒的那個早點、午餐跟午點的

部分呢，是必須依照幼兒園的餐點食物內容跟營養基準以及食譜的範例，

然後提供一個適量、均衡以及多樣化的那個健康飲食。

另外的話就是因為就是對於那個青少年他們接觸食物的部分，有時候也會

受到校園周邊環境的一個影響，那因此教育部這邊也訂有校園周邊健康飲

食輔導示範計畫，對於就是比如說學校附近的超商、早餐店等等，學校會

跟業者合作，然後提供一個健康飲食的一個原則，希望能夠一起維護學生

的健康。

另外對於學生體重過胖的部分，教育部在健康促進計畫裡頭，其實包括就

是高級中等以下學校，包括高中、國中跟國小，其實縣市政府大概會有一

套就是健康促進的計劃，他會透過一個定時的測量學生的體重，並且輸入

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 在一個電腦的系統裡頭，他會去控管學生的一個體重。以縣市政府的，就

是作為的話，他們其實很容易從，就是系統裡頭去分析到，就是哪一個學

校其實他的體重是超過標準的，那因此他必須就是做一些作為，比如說提

供一些就是課後的一個運動，或者是就是跟營養師就是會談，在學校的午

餐裡頭做把關，或是辦理，就是會補助經費辦理那個所謂的減胖的夏令營

啊等等，或是課外社團這個部分。那因為就是教育部其實也會補助學校做

例行的健康檢查，因此在學生的體重這個部分學校也會做把關，以上補充。

行政院林政務委員萬億：

那心理健康，心理衛生的部分請心口司。

衛生福利部心理及口腔健康司代表：

嗯，心理健康關於心口司的部分，其實我們這邊最主要是教育部合作，但

是我們在心口司這邊也有成立一個心理健康的平台，那裡面有針對同性少

年的版本，讓兒童他們去索引的時候，很容易就可以索引相關的心理健康

的知識，以上提供。

行政院林政務委員萬億：

關於 Lundy 教授提到的空污品質的監控，環保署有…謝謝，請。

行政院環境保護署代表：

行政院對這空氣防制都有防制策略，那我們有空氣污染防制法，我們有室

內空氣品質法，那在法規的部分，我們對於所有的固定污染源或者是非固

定污染源排放標準呢，都會定期去做修正，而且會逐年加衍。那另外在監

測部分，中央跟地方都對室外的空氣品質有做監測，這些資料都是開放在

網站的，大家都可以參考。

那另外環保署跟衛福部有針對最近全世界都比較關心的 PM2.5 的部分也進

行研究，那也會逐年來檢討我們這一方面的標準。那另外在如果說空氣品

質被監測有比較惡化的情形，有訂一個空評的嚴重惡化的緊急防制辦法，

那是由地方會來跟，由教育單位跟衛生單位跟環保單位來決定說，要求學

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 童就是幼兒這部分能夠減少戶外的活動，以確保他的健康而且中央跟地方

會加強這方面的宣導工作，以上報告。

行政院林政務委員萬億：

不知道有沒有再補充的，剛剛相關的議題？

衛生福利部國民健康署代表：

國民健康署補充一下，剛才委員有提到有關於人工流產的那個數目，那我

們本國是利用保險的申報資料、醫院資料以及我們對於管制藥品 RU486 這

個人工流產的這個藥物呢，的一些這個資料來預估我們的這個每一年的這

個人工流產的數目。那根據這樣子的從 RU486 的一個使用的藥物以及從醫

院端施行人工流產的數字合起來，每一年大約這個人工流產的這個數目呢

是在 5 萬多到 6 萬多左右，我們每一年生產數字是大約 20 萬，所以大概

是差不多在三分之一。

行政院林政務委員萬億：

來，有還給主席，謝謝。

Jakob (Jaap) Egbert Doek：

謝謝，還有追加的問題，Tobin 教授。

John Tobin：

非常感謝各位非常仔細的分析跟資訊的提供，感謝。

Jakob (Jaap) Egbert Doek：

還有沒有其他的委員要發言？我想稍微說明一下也就是說共識這件事情，

兒少的醫療治療，對不起，就是同意權這件事，那通常監理人或也就是說

是法定監護人或者是父母要先同意兒童才能夠接受醫療，如果說除了父母

同意之外還要兒少本身同意是在像什麼樣的狀況？不知道有沒有哪一位

代表可以說明？哪些情況下是兒童本身同意父母也要同意才能？

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行政院林政務委員萬億：

醫事司要不要再補充？

衛生福利部醫事司代表：

我想應該這樣做說明，以醫療處置的話其實是一個專業的問題，基本上呢

醫師來判斷透過他的生理、心理的各項各方面的這個數據，以及生理狀況

來做判斷為一個，事實上是應該是尊重專業為優先，那當然所謂的知情同

意是讓未成年的兒少以及這個家長了解到這個醫療處置對他們的身體可

能的相關的影響或者可能的危險性，那事實上以治療疾病或者是說預防更

嚴重的併發症來說，我想應該是尊重醫療專業的判斷為一個為主，而不是

在於說家長的同意或者是這個兒少的同意這個部分，最主要是從他的這個

疾病或者是專業的需要來考量，以上說明。

Jakob (Jaap) Egbert Doek：

我可不可以說一下這真的是蠻特殊的情況，如果說我去醫院醫師跟我說你

要接受這個治療，我說我不要可能就要提出好多理由才行，這個不符合國

際公約的精神，如果我是 16 歲的青少年，然後呢醫生告訴我他想要怎麼樣

治療我的疾病，可能會有什麼樣的後果，可能會有哪些這個手術之後的副

作用，然後我說醫生謝謝你告訴我這些，我要回家了我不想接受你說的這

個治療，就這樣子，我想應該在台灣也是一樣的情況，不是嗎？好的，那

這樣應該就沒問題，這樣，那麼如果說在法庭裡面大家是不是也同意我剛

剛所說的？就算是這個父母也同意，孩童本身不同意你也不能夠說醫生就

強加這個治療在這個孩子身上，這樣說應該沒錯吧？

衛生福利部醫事司代表：

我想應該這樣做說明喔，就是說雖然我剛剛說我們要尊重醫療專業的判斷

為優先是在於說能夠救治他能夠因應緊急的狀況，那麼如果是其他的部分

就是說並不會有身體上立即的危險或者危害的話，當然是尊重這個病患跟

家人之間的判斷。

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Jakob (Jaap) Egbert Doek：

是，團長請說。

行政院林政務委員萬億：

爭議點是說醫療專業的判斷，這是一種判斷，另外是父母的同意又是一種

同意或決定代替兒童來決定，那第三個就是兒童是否有權尤其是年紀稍微

大一點的，比方說 16 歲以上，剛舉的 case 是 17 歲，他們是否有權來拒絕

專業判斷、父母的同意，就三個之間的 argument 是不是可以再從醫事司的

角度再給委員一些你們的想法？

衛生福利部醫事司代表：

我想如果我們的兒少已經超過 17 歲，那麼也清楚的意識的表達，那麼我想

尊重兒少本身的判斷能力也是必須的，除非是緊急的狀況或者可能立即危

害到生命的狀況，那醫療人員才會專業給他建議來接受治療，否則的話我

相信尊重兒少的這個自主還是很重要的，謝謝。

行政院林政務委員萬億：

我們當前的醫學教育或者在醫療的專業團體裡面，他們的一些內規也好，

或者他們的醫療倫理也好，是否有這樣的討論，就是專業權跟父母同意權

跟兒童的那個自我決定權、表意權之間有沒有做討論？

衛生福利部醫事司代表：

我想應該做這樣說明，就說我們在目前的醫療現場來看的話呢，如果說今

天一個兒少去接受醫師的診治，那麼在醫師或相關的醫療人員解釋完病況，

那麼是不是願意接受治療呢？事實上醫療人員不會做任何的強迫一定會

尊重他的判斷，以上謝謝。

Jakob (Jaap) Egbert Doek：

釐清這個問題，我想在台灣健康的議題之後我們都可以健健康康的回家了，

今天晚上呢好好的睡一覺，明天早上 9 點跟大家再回來這個會場，繼續就

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第七章第八章來做問答討論，在此感謝各位今天的出席以及感謝各位所提

供的答案，謝謝，我們會議到此結束。

行政院林政務委員萬億：

謝謝 5 位國際審查委員也謝謝各位同仁的辛苦，那明天我們繼續努力，明

天好像是教育部是重頭戲，謝謝大家，謝謝。

司儀：

各位貴賓感謝您參與我們今天的會議，同時也請您攜帶您的隨身物品以及

記得歸還口譯設備，謝謝。

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 Review Meeting of Chapter 4-6

Meeting Transcript

Jakob (Jaap) Egbert Doek:

Welcome back in the meeting. Reviewing the report of the government, we will

first deal with the follow-up questions that were presented before the lunch break.

Then we will move to the cluster four and five, which are on civil rights and

freedoms, and family environment and alternative care, with a round of questions

and answers, and then we will move after a short break to the cluster number six,

that is on health and welfare. So the floor is to the head of the delegation, madame.

Minister without Prtfolio, Executive Yuan, Lin Wan-I:

Good afternoon, dear colleagues. This morning, there are a few remaining

questions that we would like to answer now. First of all, in response to Professor

Karp's question, about the best interests of the child in adoptions, whether

adoptions can be terminated one-sidedly, the Social and Family Affairs

Administration would like to answer the question. Please.

Representative from Social Welfare and Family Affairs Administration,

Ministry of Health and Welfare:

Thank you. According to our Civil Code, in adoption, or the termination of

adoption, approval must be obtained from the court. So there’s no way that one

parent can terminate adoption, and the court will also take into account the best

interests of the child in making these decisions. We also have a copy of the relevant

provisions in the Civil Code for your review. Of course, there are certain

exceptions, for example where there is an incident of abandonment or there’s

severe disability; in that case, upon the request of the applicant, the court may

make a decision to terminate an adoption. So there are rules and regulations in

place to govern these matters. Social workers are also involved to tap into the

views of the adoptee children. I will leave it there, thank you.

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Representative from Judicial Yuan:

Chair, Distinguished Members of the Committee, good afternoon. On the

termination of adoptions, when it comes to the right of the child to express their

views, there are no laws indicating at what age the child can express their views,

so as long as the child is able to express his or her ideas, he has the…he can

exercise this right. The court and the seek holders professionals also will ask views

and opinions from the children concerned.

The lawyers, teachers, and parents, whether or not they have been trained in this

regard, for example parents or teachers or lawyers accompanying the child, in the

court proceedings, before the session begins, a social worker will help provide

such counseling services. If the social worker determines that it is necessary for

the lawyer, the parent, or the teacher to receive such prior training, then an

appointment can be made beforehand so these parties concerned can go to the

social worker’s office for an interview and some training. The social worker will

then use that opportunity to explain what these parties should pay attention to in

the court, for example, who will be present in that court session, and what roles or

functions those present in the court session have, the parents or teachers will also

be reminded by the social worker what they should be aware of when the child is

expressing his views, for example, some parents and children may not be so clear

about what they can say in the court. In that case, they can seek advice from the

social worker and social workers can provide counseling assistance to teachers,

parents, and lawyers accompanying children in the court. In the court session, all

parties will try to listen to all the child’s views as much as possible. Thank you.

Minister without Prtfolio, Executive Yuan, Lin Wan-I:

Next, in response to Professor Karp’s question, on education and training, whether

or not there are mechanisms to narrow the gap between the budgets for the rural

and urban areas, and when a child lives in a dormitory, are there any mechanisms

to oversee their safety. Teaching staff in rural areas, are there plans or measures to

reduce the number of substitute teachers in these schools? Are there national

procedures in place to handle complaints filed by students? On indigenous

people…indigenous students’ education in their ethnic languages, the Council of

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 Indigenous Peoples can answer that question. The Minister of Education, please,

go ahead.

Representative from Ministry of Education:

This morning, I already mentioned that the Ministry of Education has different

allocations of budget for rural and urban areas, one type is so-called general

subsidies, for teachers’ salary or the lunch meals’ subsidies for students, and we

do have a evaluation mechanism for the use of such general subsidies, we do have

keep performance indicators to evaluate whether the city or local government has

used the budgets effectively, the central government will determine the next year’s

subsidies for the city government based on the evaluation results. In addition there

is a so-called ad-hoc, ad-hoc or project-based subsidies, these are project-based

subsidies which would come with responding counseling programs. these

counseling programs will help the city and local governments to use the additional

subsidies effectively, for example improving the learning results of their students,

so more attention will be placed on providing assistance and counseling to city

and local governments, rather than as a basis for performance evaluation. As for

the substitute teachers in rural schools, it is true that because these schools are

located in offshore islands or remote areas, there tend to be higher proportion of

teachers in those schools that are sub teachers. But sub teachers are still qualified

teachers, it’s just because there are fewer classes of students in rural schools, they

cannot afford to hire as many full-time teachers. That’s why they have this practice

of hiring substitute teachers.

How do we reduce the number of sub teachers in rural schools? We do have a

guideline for providing grants to schools that try to reduce the number of substitute

teachers and actually this year we offered grants to three thousand sub teachers in

elementary schools in rural areas, we also provided grants for one thousand

teachers at middle schools in rural areas. So we do have additional subsidies for

teachers in rural areas. Every year the budget is 2.1 billion Taiwan dollars. As for

the merger of smaller schools in rural areas, when it comes to Grade One to Nine

education, this is in the purview of local governments. Some local governments,

due to cost concerns, may be keen to combine several schools together. That’s

why the Ministry of Education has a guidelines on these matters. Local

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governments, in combining teachers will have to follow the guidelines and

specific procedures and criteria have to be met. For example, if a school is to be

phased out or combined with another school, specific assessment has to be made,

public hearing also has to be conducted to hear local people’s views. And, the

local governments’ education committee also has to review the whole process.

And that particular education committee comprises of experts on education,

parents’ representatives, and local government officials. Also, according to the

guidelines, local or city governments, in making these proposals, will have to

come up with a so-called autonomous operation method for the new entity. So

even though these matters are in the purview of local governments, the central

government has some oversight mechanisms in place to prevent local

governments from closing schools because of budgetary constraints.

On the other hand, for some schools in rural areas, we may prohibit the close of

certain schools, for example if there’s only one middle school or one elementary

school in one town, or one city, they shall not be combined with other schools. Or,

if there are are concerns about students commuting to their schools from their

neighborhood, then, no close of schools or combination of schools will be allowed.

As for the budget for indigenous communities or indigenous students, and their

education in their mother tongue, right now in elementary schools, Hakka,

Taiwanese dialect, along with different ethnic languages are combined into one

subject. Every year, we have two hundred million Taiwan dollars’ budget for these

education programs. The money is used to support the promotion of education in

mother tongues. In fact, many aboriginal communities have their local schools

that will be in charge of these programs, and the money will also be used to

promote the development of teaching materials. The ministry’s stance is, as long

as the students want to choose the subject, or the subject of their mother tongue,

no matter how few students there are, the ministry will try to promote and try to

provide as much support as possible.

So as long as the students want to learn their ethnic or mother tongue, we will

render as much support as we can. As for complaints mechanism, we do have a

students’ complaints assessment committee if a student is disciplined by his

schools, and he finds it unfair, he can file complaints to that committee, and the

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 committee will submit that complaint to the city or county-level committee for

these matters. We are proactively setting up these other mechanisms, for example

you can write letters to the minister of education, and also we do have regulations

concerning the rights of students working in factories as part of their collaboration

education program. They also can file complaints through the judicial branch.

Representative from Council of Indigenous Peoples:

I would like to add some more information to mother tongue education for

indigenous students. I am from the Council of Indigenous Peoples, CIP. In order

to help students to learn about their mother tongue, we have a six-year program

which lasts from 2014 to 2019. We provide subsidies to pre-schools, and we

organize some camps for indigenous students to experience indigenous lives and

the program is also used to support church in indigenous communities. Thank you.

Minister without Prtfolio, Executive Yuan, Lin Wan-I:

And Professor Lundy asked about children with disabilities. And um the number

of such students appear to be increasing in institutions. Why is the reason? Uh

Representative for Social and Family Affairs Administration will respond to this

question.

Representative from Social Welfare and Family Affairs Administration,

Ministry of Health and Welfare:

Well there is a history of the development of such institutions in Taiwan. In earlier

times, in Taiwan most of the children were taken care of by such institutions.

However, in recent years, we realized that there are not enough resources in

communities, so we um are planning to invest more resources so that children can

remain in their households and their home and we’ll send extra help from the

communities to help them. We want these children to be integrated as part of the

community, so currently we are working hard to invest in those resources. So we

have a five-year program to roll out um this policy when there are more and more

resources in such communities I believe that number of children in institutions

will decrease. This is what we are working on right now.

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Minister without Prtfolio, Executive Yuan, Lin Wan-I:

Next, Professor Tobin asked about uh suicide of teenagers, children and youth,

and there’s disaggregated data regarding their sexual orientation and so on.

Representative from Department of Mental and Oral Health, Ministry of Health

and Welfare:

While earlier in the morning...we have more data, more disaggregated data for

attempted suicide. Every year there are about thirty thousand children and youth

WHO attempted suicide and are reported to our system. In the morning, I

mentioned that the common cause, the most common cause, is relationship. That’s

why most of the children and youth attempted suicide, according to our data. But

we do not have disaggregated data for LGBT population. So, we do lack that kind

of data. Maybe in the future, we can conduct some investigation survey first,

before we design our questionnaire for data collection method. Thank you.

Minister without Prtfolio, Executive Yuan, Lin Wan-I:

Professor Tobin also asked about best interests of child but I think part of that

answer, part of the question was answered already. Uh but I uh well and we already

provided The translation of Article 1055-1 in Civil Code. As for new training

provided to parents, teachers, or lawyers who um to teach students to express

themselves, oh, is this...has this been answered? Okay, it has. So let’s move on to

the next question.

Next question is how stateless children can be naturalized if they are under 18.

Maybe the Ministry of Interior Affairs can respond to this question. Anyone from

the Ministry of Interior Affairs?

Representative from Department of Household Administration, Ministry of the

Interior:

Hi, I’m from the Household Administration of MOI. I think Mr. Chair asked if a

stateless child is under 18 years old, he or she has not yet been adopted. Well

according to the current Nationality Act, if they are not adopted, what happened

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 to them? Because if they are adopted, they can be naturalized, but if they have not

been adopted, what happened to them?

Well, in August 2017, the Ministry of Interior's policy, well, since that time our

policy is that when the government is a guardian of this stateless child, then this

government agency, this Social Affairs Agency will file for naturalization of this

child on behalf of this child who has not yet reached 18 years old.

Minister without Prtfolio, Executive Yuan, Lin Wan-I:

Ok. All right. I think this round of the answers has been completed. Mr. Chair?

Jakob (Jaap) Egbert Doek:

Yeah. Before we move to the next two clusters, I have a very brief question for the

judiciary and the judgeships. Are children heard by the judge in the company of

parents, lawyers, social workers, or is the child heard in private. The question is

important because as you know, when you were a child, you didn’t dare to open

your mouth in the middle of all kinds of adult people around you. So the question

is, do you hear children in private? Anyone?

Representative from Judicial Yuan:

Thank you very much for the question. When children are in court and when the

court deems necessary, indeed judges will separate the child away from the family

members who are other adults because um the judges are worried that maybe the

child will suffer too much pressure from the family or be led by the family as to

what they say so when the court thinks it's necessary, the court will ask for the

separation between the child and family members. But when doing so, we still ask

social workers to accompany the children so that children feel less nervous and it

helps to stabilize the psychological status of the children. And social workers can

help children express their opinions if it’s necessary. Thank you.

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Jakob (Jaap) Egbert Doek:

Thank you very much for the answer, it’s clear. I have done a lot of those cases.

And there are children tell you “I don’t need a social worker. I want to talk to you

alone.” So, that is also a possibility. But that’s the practice, and it’s very important

when we talk about rules of the Convention that we try to get a good picture of

what is happening on the ground in practice.

So we continue with questions on issues that also can have interesting aspects

when it comes to the practice of implementing. Uh we have first uh “Civil Rights

and Freedoms,” and uh I’ll give the floor to Mrs. Lundy first.

Laura Lundy:

Good afternoon, everyone. Um, you’ll be happy to know that I have very few

questions in this head of Civil and Political Rights, and I think that’s a sign of a

very healthy and open democracy.

And we saw that in action yesterday with your NGO’s. That there are fewer

questions here than there may be in other places.

Almost all of the issues that arose for us in Civil and Political Rights are related

to children in schools. So the issues that are being raised are generally, seems to

be happening in schools. And children were telling us em in the reports and

yesterday, concerns about things like privacy, that even though there are laws

saying that they can’t be searched, their bags can’t be searched, except for very

particular reasons, they are being searched not for those reasons, just to check if

they’ve got phones,

There’s concerns obviously about corporal punishment, but we’ll come back to

that. A very general concern about Freedom of Expression, and even though there

are institutions set up in schools, like the School Affairs Committee, children and

young people are very concerned about how comfortable and safe they feel,

complaining, in those contexts, so they said to us if there are only four of them in

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a group of forty-eight, that actually it is not a comfortable space for raising issues

often, and they worry about repercussions.

More generally, there is an issue, we have raised the issue of the ability to form

associations being restricted to twenty so I’m going to leave that. But in terms of

Freedom of Assembly, children’s freedom to get together to form groups, to

protest, there were concerns about what would happen to them, and what in fact

has happened to some children, when they tried to do that. And in fact there have

been some very heavy-handed responses from teachers and schools. And our

questions, really then, are: How they complain, we know there are complaints

mechanisms, but again children are saying that often when the people they

complain to may include the teachers themselves, who they want to complain

about, and I suppose that really reinforces our very first point today about an

independent, accessible complaints mechanism outside the school. But the

question for now is whether, is what the sanctions would be, for teachers who are

breaching these rules in schools. Does it come up, is there an independent

inspection process? Is this one of the issues that they inspect? Children’s Freedom

of Expression, Freedom of Assembly, Privacy? Is that an issue for them? And what

happens to teachers who break these laws.

A related issue that came up, was a question over the use of military training

officers in schools, so some children were complaining about the fact that people

from outside the school, from military training schools, were brought in to impose

discipline, and that was felt to be unfair, overly harsh and inappropriate, the

question is does this happen? Is there, are there rules and guidance on this? Given

out to schools?And those are my main questions related to Civil and Political

Rights in schools.

There was a question I asked yesterday, and again, it may be not an issue but I

want to ask it anyway. And that is the issue of Freedom of Conscience. I’m just

wondering for children who come from minority faith positions, what are the

protections for them, and what do you see perhaps, are some of the issues that they

may face? And what is happening to address any of those? Those are my questions.

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Judith Karp:

Uhm. My question is, when you are outsourcing children’s services to private

institutions, is it a condition under this outsourcing that the institution knows about

children’s rights? And they are responsible to give children’s rights and who are

under their…porty.

My next question is I would like to go back, to what we have been told, the

children may complain before the courts. And my question is, how come, if they

don’t have any legal status before the courts, how come that they can complain?

And the next question is, children are not aware, or they need to really know what

is, I know that under the law, corporal punishment for instance is illegal. But the

definition of measures that infringe on children’s rights are not defined generally,

nationally, by legislation. And the question is whether you intend to elaborate, to

give children to understand what are real basis for complaints for them. Not to

speak of the fact that they are afraid to complain because the complaint committee,

the first complaint committee is, consists of mainly of teachers. And the

representative of children is not really effective. Ladies, presentation. And I...I

didn’t use the answer on the control, protection of children in the dormitories in

cases of merger of schools.

And my last question is, right to demonstrate. We have heard the case that children,

a rather famous case, children who are demonstrating in the Ministry of Justice

about the curriculum. And they were led by the police, which handcuffed them,

took them to the police. My question is the Control Yuan has to deal with such

cases? It was, I think it was published in newspapers or…um…it’s just one

example to understand what are the cases that the Control Yuan deals with. Thank

you.

Nigel Cantwell:

On this section, I’d like to pose a question, again another question on the issue of

stateless children, and some questions in relation to disciplinary measures in

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institutions. So my question in relation to stateless children may have been

answered by already by the representative of the Ministry of the Interior, but

I…who mentioned the fact that the…in…as a result of the decision in August this

year I think, that, that applications for naturalization would be made on behalf of

those children who had not been adopted, etc, would be made on behalf of those

children.

Would those children include the children of foreign mothers who give birth here,

and then leave their child, and who…and those children are currently not, as far

as I understand it, eligible for naturalization because the mother is known, and is

a foreign national. And although the father would be a Taiwanese, probably, but

unknown. So the fact that the mother is known prevents the…and is foreign,

prevents the child from being naturalized. Is that my…is my understanding correct?

And is the situation of such a child covered by the kind of measure that now has

been described by the Ministry of the Interior?

Moving to the slightly different issue of disciplinary measures in institutions, I’m

a little confused by the…by the written response to the list of issues that we gave.

In the…excuse me for going into detail, but I think it’s necessary to do so…in the

responses in relation to solitary confinement, the use of, the possible use of solitary

confinement, in institutions, it was said that solitary confinement is not a form of

punishment used in juvenile reformatory schools, or in reform schools, but in the

same paragraph it was said that if there are serious violations of discipline, in a

juvenile reformatory school, a child may be placed in a solitary room for a

maximum of five days, and in a reform school that maximum could be seven days.

So I’m not clear what the situation is. Either solitary confinement is not used as a

punishment, or it is used as a punishment in severe cases, but it can’t be both.

And in juvenile detention homes, it is not used - was the response we got. Also, in

reform schools, but not elsewhere, apparently, there can be a ban on visitors, or

visits, for a maximum of three times, in response to serious disciplinary behavior.

Now, solitary confinement and reduction of visits, and particularly family visits,

are not in conformity with, in particular, the U.N. rules on the protection of

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 juveniles deprived of their liberty. And I would really like to know whether or not

these forms of punishment are effectively used here.

There may be a logic in the differentiation between the use of such measures in

the different types of reform schools, reformatories, detention houses, but we

would need to know what that logic is. And given that in those institutions, it

would seem that there is a provision for using those forms of disciplinary measure,

I’d also like to be reassured, or informed, about the use of such measures in

protective environments, in residential care institutions.

And then there’s the additional issue of the use of restraints. Now in the response

to our list of questions, it was said that there are punishments that are foreseen for

staff who abuse the use of physical restraint, physical punishments. But there was

no indiction of whether or not physical restraints are allowed, and if so, under

what conditions. Now the use of physical restraints in itself is not a violation of

the rights of the child to the extent that the use of restraints is indeed governed by

strict regulations and strict criteria as to when it may be appropriate, and what

degree of restraint might be used. So I’d like clarify on the regulations surrounding

the use of restraints in institutions, and in particular, in detention facilities. Thank

you.

John Tobin:

I have two brief questions in relation to the issue of statelessness. Number one, do

we have any current data on the number of children who are in fact stateless? And

number two, in the injure reports there’s been a suggestion of a need for a

statelessness determination procedure. I’m keen to see what members of the

government think about the need for that procedure. Thank you.

Minister without Prtfolio, Executive Yuan, Lin Wan-I:

We...Well, I open the floor for answers to the questions because we can continue

with the Family Environment and Alternative Care but that is quite a huge topic

so...it would be better I think for you to first answer the questions on the Civil

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 Rights and Freedoms. You have the floor.

First of all, in response to Professor Lundy’s question on the students’ right to free

association, assembly, and privacy, as well as the right to file complaints, and the

Freedom of Conscience, especially among minority students, the Ministry of

Education has the floor.

Representatiove from Ministry of Education:

Yes, the Ministry of Education, in safeguarding students’ rights, has a Education

Act. According to the Act, the students are at the heart of all education programs

and systems, and there should be no discrimination against students based on

whatever reason. According to the provisions in that Act, disciplinary actions,

counseling services provided by teachers in schools must safeguard the students’

right to Freedom of Expression, Freedom of Assembly and Association, as well as

the right to personal development, so these are all clearly spelled out in our

guidelines for counseling and disciplinary methods. In addition, for all schools

that are setting policies for methods of counseling and discipline, the interest of

the students and children must be safeguarded. That is why there are complaints

mechanisms. So these are all proactive measures we take to safeguard students’

interest.But of course, if teachers violate such rules and policies, what sanctions

are there?

According to the Teachers Act, there are specific provisions saying that in a case

where teachers violate these provisions, causing harm to the mental and physical

health of the students, the school’s Disciplinary Committee can fire the teacher.

As for corporal punishment in schools, in Taiwan corporal punishment is defined

not only in terms of physical harm inflicted upon the student, but also includes

verbal bully, inadequate disciplinary actions taken by teachers.

Also, as local governments, there are also Assessment Committees in place to

assess whether or not certain teachers and their actions are appropriate. If some

teachers’ actions have caused harm to their students, then that committee can

review the case and impose sanctions accordingly.

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And from elementary schools to senior high schools, counseling offices are set up

in all different levels of schools. For example, some students are very shy, they

are not brave enough to speak up, or to file complaints for themselves. The

counseling mechanisms in schools can play some role, for example there are some

parents who work as volunteers in schools. There are also suggestion boxes inside

schools, or counselors can come to their assistance.

As for the rules concerning the role of military training instructors, in old times

these instructors were recruited to help for improving campus security and safety,

but then, it has been decided that starting 2021, these instructors will phase out of

campus. In the future, professionally trained, innovative counselors will then

replace the roles played by these military training instructors.

So, we believe the introduction of the new staff into campus will help us to provide

better counseling services to students. In 2014, there was an incident involving

students protests…protesting to…at the Ministry of Education. The former

administration engaged in some black-box decision making regarding the

curriculum guidelines, thus invoking protests from the students.

But, when it comes to the curriculum, new curriculum guidelines starting to be

effective in 2019, the existing administration has adopted an open approach,

inviting student representatives. As for the number you said, four out of forty-eight

members of the committee are students.

But that is just one case involving the review of the curriculum guidelines.

However, if you look at the sub-groups, you will see for each sub-group at least

two student representatives are present in these sub-group meetings. In other

words, students do have a full say as to what they want to study or learn in different

subjects at schools. So, the curriculum guidelines review process is very

transparent for everyone’s review. Thank you.

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Minister without Prtfolio, Executive Yuan, Lin Wan-I:

Regarding the protest at the Ministry of Education, maybe the Control Yuan would

like to provide additional information.

Representative from Control Yuan:

On the curriculum guidelines, yes, in 2014 the Control Yuan conducted an

investigation. The result shows that there were some procedural problems and the

result…the investigation reports were also publicized. However, we did not

receive any complaints from the students’ side about that incident.

Minister without Prtfolio, Executive Yuan, Lin Wan-I:

Well, in addition to that, Madame Karp also talked about when you outsource

services to private institutions, is the knowledge of CRC a prerequisite? For such

contracts?

Representative from Social Welfare and Family Affairs Administration,

Ministry of Health and Welfare:

Yes, when it comes to the training of CRC knowledge, yes, these vendors or

providers of services are also included. For example, they can leverage the CRC

teaching materials developed by the central government to learn more about the

CRC. So the central government does have this requirement.

How do we oversee this in performance evaluation? We do take this into account,

so this is a requirement we impose upon local governments.

Minister without Prtfolio, Executive Yuan, Lin Wan-I:

I think Professor Karp also asked about the legal capacity of children who are in

legal proceedings and the definition of corporl punishment, and the appropriate

management in dorms. Would MOE’s continue to respond to those questions?

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Representative from Ministry of Education:

Corporal punishment is not only physical. Corporal punishment also includes

mental abuse, or verbal behavior, anything that hurt the child physically or

mentally or psychologically is considered to be Corporal punishment. As for dorm

management, in fact, if there’s a dormitory in some schools, usually there are life

counselors for students. And these life counselors are hired by the government, or

they work for the government on a contract basis, so they’d have to follow the

rules which apply to public employees. So if they applied corporal punishment, or

mismanagement, to the students, then they are subject to the Public Employees

Act, and they will be punished under that Act accordingly.

Minister without Prtfolio, Executive Yuan, Lin Wan-I:

Professor Cantwell asked about stateless children. So the mother may come from

a different country, then it seems that there are some limitations to how those

stateless children and Professor Tobin also asked about the number of the stateless

child and status procedure, MOE, please respond.

Representative from Department of Household Administration, Ministry of the

Interior:

If the father or the mother of this child is a foreign national, and can’t the

procedure I talked about, which has been effective since August this year, the

Household Administration would like to make the following explanation. Well,

according to Nationality Act, Taiwan uses Jus Sanguinis, right of blood, and we

also use Jus Soli as a supplementary rule, so if one of the parents is Taiwanese

national, then this child is considered to be Taiwanese, and has such nationality.

But if the parents of this child are unknown and if the nationalities of these parents

are foreign, but they are born, the children are born in Taiwan, they can be

considered to be Taiwanese and adopt…adopters may adopt these children or the

Social Affairs Agency may submit applications to naturalize these children on

behalf of these stateless children. And if the mother is a foreign national and she

gave birth of a child in Taiwan, there could be four possibilities, according to

Nationality Act.

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 The first scenario, the mother is foreign, but the father is Taiwanese, and the child

is acknowledged by the father. Then, according to the Household Registration Act,

this child will be registered as a person with a nationality.

Second scenario, mother is foreign, father is also foreign or father unknown.

Because we mainly use Jus Sanguinis and use Jus Solis as a supplementary rule,

so this child does not have Taiwanese nationality.

The third scenario, both parents are unknown. Then according to Nationality Act,

this child is entitled to Taiwanese nationality, and he or she doesn’t have to be

naturalized.

And the fourth scenario, well in January this year, in order to implement CRC,

and protect the best interests of the child, there has been a special measure.

So, the mother is foreign, and the mother has returned to her homeland. The father

is unknown. Then, with foreign embassies’ help, and/or we may make the inquiry

to the government of the mother’s original nation, and the foreign government told

us that oh, this child is not our national, or the foreign government does not

respond to our inquiry within three months, then according to Article 3 in the

Nationality Act implementation rules, we consider this child to be stateless.

After this consideration, then according to Article 3 of Nationality Act, this child

can be naturalized through different ways. First of all, he or she can be adopted,

and the adopters will file for naturalization and if the child reaches the age of 20,

he or she can apply for certain naturalization on their own. And if this child is not

adopted, and he or she is not…he or she is under 20, then the Social Affairs

Agency will file for naturalization.

Representative from National Immigration Agency, Ministry of the Interior:

The Immigration Agency would like to add by saying that, if children with…are

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 born in Taiwan, and in fact in June, we have a new policy, a new status procedure.

There’s a procedure guideline that has been newly issued. For such a child, who

is born in Taiwan, before he or she is considered to be stateless, we will check the

nationality of the mother and see if we want to issue a foreign…to issue a

residential certificate to this child. After that, we will work to look for the mother.

If the mother has left Taiwan, then we ask the Ministry of Foreign Affairs to send

inquiry to the original…to the government of the original country, if within 3

months, there is no response, and we’re not able to locate the mother, then we

identify this child as stateless. Currently there are 233 cases like this, 57 cases

have been addressed, 174 cases are still ongoing, we’re still looking for the

mothers. But during this time, we issue the Residential Certificate to these

temporarily stateless children so that they are entitled to relevant services or

benefits. Then, if they are considered to be stateless, they can be adopted, or they

can go over other procedures to be naturalized. Thank you.

Minister without Prtfolio, Executive Yuan, Lin Wan-I:

Next, maybe MOJ. Please respond to restraints or violence being used in

institutions as behavioral management.

Representative from Ministry of Justice:

As for solitary confinement, is it used as a disciplinary action? Well, there are

correction schools, reformatory schools, and detention centers. And detention

centers accommodate children who are under protective detention, and the other

two schools also accommodate children with different statuses. So children with

different situations are protected under different laws. In our law, solitary

confinements and restraints are forbid to be used to manage students’ behavior. If

there is violations, then we will ask prosecutors or police officers to investigate

the case. And in case of solitary confinement, initially because the youth are very

aggressive, of the children have infectious diseases, that’s the only times restraints

may be used. But in that case, we arrange doctors and other counselors to help the

students. We do not deprive the children of the right of contacting or having

contact with other people. And in such institutions, the youth and children can still

write letters to their family members, and we organize activities for family

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 members and children to get together. Thank you.

Minister without Prtfolio, Executive Yuan, Lin Wan-I:

Any agency which would like to supplement information? Okay, no? Thank you.

A brief follow-up. Four members of the committee. Your microphone.

Judith Karp:

I’m well-aware, that the laws and regulation protect…protecting civil rights of

children are in place and they are very promising with regard to the approach. The

question is, what is the reality?

And, how, really, the institutions, schools really implement these regulations. And

my question is, whether the Ministry of Education have a national monitoring

system to see whether these rules and laws and regulation are implemented

properly. For instance, in the list of questions we asked, how many teachers have

been punished in the last 3 or 5 years, and the answer shows that very few teachers

were. So maybe there is a gap between the good intentions of a house, children

are treated in schools and institutions, and between the real reality of life and the

implementation. Connected to this question is, why is the role of the local

authorities to deal with infringements of the right of children in schools. Why isn’t

that a national problem of the Ministry of Education to see that all regulations and

laws are really implemented?

There may be difference between the local authorities about how they see the…the

implementation of the laws and regulations. And I thnk it should be a nation-wide

attitude with regard to this question, thank you.

Nigel Cantwell:

So, if I understand, in terms of the use of solitary confinement, within the reform

schools and reformatory schools, and I understand the different status. Within

those schools, solitary confinement is not used as a punishment, but as a

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 behavioral management measure. Is that correct? And, and that would explain that

in your response to our questions, you had said, these institutions do not use

solitary confinement, as forms of punishment, an offender may be confined to

solitary room if he or she has uh…sorry, if a very serious violation of the

disciplinary rules has been committed. So it would be a question of uh…I think

possibly one of interpretation in that case, uh as to the issue of behavior

management or punishment. But I’m still a little confused, I have to say, on the,

on the actual use of solitary confinement.

Just in addition to this question. If it is not a punishment, and a child is in solitary

room or solitary confinement, as a measure of behavior control, but also in terms

of behavior, what happens to that particular child? In terms of counseling,

treatment, discussing how to improve behavior. Is that part of that measure? Or is

the child left to her or his own just for five days or three days? Except for some

contact over food? Okay. Or the supplement.

Minister without Prtfolio, Executive Yuan, Lin Wan-I:

Regarding the question about the national mechanism of oversight, and if there’s

any inconsistency between the central government and local government, why are

there so few teachers that have been punished?

Representative from Ministry of Educaiton:

In the past 3 to 5 years, well, uh, in our system of recruiting teachers, I would like

to offer your some background information. In elementary school and middle

school, in other words students, under the age of 15, their right to education falls

into the purview of local governments. The same goes for the management of

teachers in those schools. If a teacher violates the rules regarding student

discipline, then the teacher discipline committee will be able to make a final

decision, whether or not the teacher should be fired, or be suspended, from his

duties. If the student is not happy with the result of the committee, he can go on

and file complaints.

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 On the other hand, the local government may take the initiative to investigate into

matters or receives complaints from parents about misconduct by teachers, the

local government also has a counseling group as well as the advisory committee

to look into the qualifications of the teacher, whether or not he is suitable to teach.

And for national senior high school or university students, in these institutions,

tend to be older, therefore, there are fewer cases where the teacher needs to engage

in severe disciplinary measures. Also, starting 1999, our law already says it very

clearly that no corporal punishment is allowed. And, since 2007, the Ministry of

Education has been promoting the zero corporal punishment policy on campus.

Any teacher using corporal punishment will be facing demerit treatment. Under

the new policy, in elementary schools or middle schools, things have improved

tremendously, compared to 10 years ago. Especially, we have such low birth rate

each class has only twenty or even fewer students, as a result the teacher can be

very friendly in providing counseling assistance to his or her students. We also

have a student counseling assistance Act, for schools with a specific number of

classes are required to set up counseling offices where counselors, counseling

teachers are present, to provide assistance to students. And if the students feel they

have been bullied or wronged at schools, they can seek help from these counselors.

Minister without Prtfolio, Executive Yuan, Lin Wan-I:

Next, Ministry of Justice. Please answer the questions from our Chair and

committee members concerning the solitary confinement and the relevant

regulations in reformatory schools and correction institutions.

Representaticve from Agency of Corrections, Ministry of Justice:

Okay. At correctional institutions, we take the issue of solitary confinement very

seriously. It is only with very serious violation of the disciplinary rules of the

group life will the resident be punished…will be facing such solitary confinement.

And they must not be longer for say five days or seven days. There are some

exceptions, for example if the juvenile has infections or communicative diseases,

we need to isolate him or her for the sake of protecting himself and the other

juveniles at the institutions. Or, if the juvenile in question is very aggressive, we

need to protect himself as well as other juveniles of the institution. During the 5-

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 day solitary confinement, the counseling teachers and other teaching staff will also

intervene based on the juvenile’s individual needs. We also have counselors with

religious background providing assistance to these juveniles.

Minister without Prtfolio, Executive Yuan, Lin Wan-I:

Anyone would like to provide additional information? No? Thank you. Then that’s

all.

Jakob (Jaap) Egbert Doek:

Thank you…and that’s it for this round of answers. I think we can move to the

next cluster, which is the one on family confinement and alternative care. And the

floor is to Mr. Cantwell first.

Nigel Cantwell:

Thank you. Um, my questions will relate to alternative care and adoption, in

particular. So, on the question of alternative care, and particularly in relation to

the prevention of the need to consider alternative care for a child, I’d like to ask

what forms of financial support are available, under what conditions to families at

risk. And I ask that question because we heard yesterday from uh…from civil

society that there were concerns about the degree of restrictiveness in relation to

accessing financial help. Now, they also mentioned that this…that the families in

poverty were not necessarily at risk of losing their children, of having their

children removed, but nonetheless, in high risk situations, we need to be clear

about the right of families to access financial and possibly other assistance, uh in

relation to their ability to uh care for…care for their children. So, what are the

conditions under which a family can access supplementary assistance.

Uh, in relation to let’s say the three major forms of alternative care, we note that

kinship care, foster care, and residential care are the three forms prevalent, not

only in Taiwan but uh in much of the world, and that priority is given in principle

to kinship care, followed by foster care, followed by residential care, which is very

fine. In relation to kinship care, uh, it appears, from the information we have, that

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uh kinship care is actually not promoted very actively, and that kinship

care…kinship carers are subjected to significant conditions, to criteria for

selection if you wish, in terms of formalizing any care relationship they may have

with the child. So the question will be, to what extent uh are…or rather, what are

the criteria that are used to determine whether or not a child can remain in kinship

care, and is that a…that situation a break, does it act as a break on the uh ability

of children to remain within their extended family, instead of being sent to a foster

family or uh a residential care facility.

In relation to foster care, uh, it seems though there are, from the statistics provided,

that there are a gradually increasing number of foster parents, foster households,

but that the number of children being fostered uh, is going down slightly. Uh, and

I wonder if that is a result of longer stays, or other factors, and it would be good

to know what the situation in relation to foster care is, are…is recruitment difficult,

uh are foster parents sufficiently subsidized, do they receive allowances, sufficient

allowances to enable foster care to be a viable solution for those children, for

whom it may be appropriate.

Now in relation to residential care, the is a little bit more complicated.

Uhm…what…what we can see apparently, from the figures, is that the number of

children who are uh in residential care is falling slightly, overall, over time, but

that the number of service providers and particularly private service providers in

that field is growing. Not exponentially, but nonetheless is increasing. Now, it

would seem that the occupancy rates in public facilities are relatively high,

whereas overall in private facilities the occupancy rate is…is falling. If that’s the

case, the question would be, why is the state licensing more private facilities, at a

time when the number of children accessing those facilities is, I would say

thankfully, declining. Does that not create a situation of overcapacity, which in

other circumstances or rather, in other countries, has for example led to the

unnecessary recruitment, almost, of children into institutions, particularly private

institutions that may be dependent on subsidies that are calculated by the number

of children who are being looked after. So that is one question.

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Another question is that, we received conflicting information over the extent to

which the quality of services provided in private residential facilities is monitored.

On the one hand, there was the opinion that there is overregulation of private

facilities, on the other hand we received information…we received the opinion

that the local authorities, which are responsible for monitoring such facilities, are

in fact not implementing the monitoring powers that they have. So, I’d appreciate

very much the opinion of the government in relation to that…uh is…is the

regulation of private facilities, ensuring that they are providing adequate, or I

would say more than adequate services to the children, is that being monitored

effectively.

And, another aspect was that, or another part of the information we received, was

that private facilities are under-funded, are not funded in a stable manner, which

does not enable them to take on qualified staff, to retain qualified staff, and

therefore to provide a level of service that would be appropriate for the children

concerned. In that relation, it was noted that children with disabilities or children

with behavioral difficulties are often refused admission to private facilities,

because they do not have the qualified staff to cater to the needs of those children.

Now, if the under-funding is correct, yet the number of places in private facilities

is growing, then there would seem to be a slight disconnect the needs in the sector

and the uh actual provision of residential care services.

The final question on alternative care, is the question of leaving care. We received

information that children are obliged to leave the formal alternative care system

at the age of 15. First of all, we’d like to know if that is correct information,

because it surprises very much, is that information correct, that children have to

leave alternative care at the age of 15. Secondly, what preparations are made for

those children at whatever age, at whatever age, what preparations are made for

them leaving care. This is for leaving care, and in the post-care period. This is a

really important question, not only again in Taiwan but worldwide, the issue of

ensuring that children who leave care are prepared for life in the community, and

supported in their independent living as needed, once they have left the care

environment.

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So, two questions there, is it age 15, that everybody has to leave care, and secondly

what are the circumstances under which they actually leave care.

Now I would like to move to the issue of adoption. And again, it’s quite a

complicated situation, but perhaps less so than in relation to alternative care. What

we seem to see from the data provided is that in Taiwan, there are approximately

125-150 domestic adoptions in…per year in recent years. Many of these, as far as

I can understand, are intra-familial adoptions, or adoptions by a step parent. So

125-150. Inter-country adoptions from Taiwan are between 160 and 200. So,

considerably, or at least significantly higher than the number of domestic

adoptions. But at the same time, you have, on average, some 60 or 65 children

being adopted from abroad into Taiwan, notably from Vietnam.

We would like to know what’s behind those figures. Why are domestic adoptions

so low when Taiwanese, apparently Taiwanese, maybe this is something to be

cleared up, but apparently Taiwanese are adopting from abroad? So, why are

domestic adoptions so low in that kind of circumstance? And why are children

being both adopted in Taiwan and being sent for adoption from Taiwan in not

dissimilar numbers? Uh, there, we’re thinking in terms of course of the need for

the priorities to be established between domestic adoption and inter-country

adoption, where inter-country adoption is subsidiary and should only be

considered if there are no domestic solutions for the child, which means, in this

case, in particular, not only, but in particular, the domestic adoption of the child.

And then, finally, to come back to, in a way to alternative care but it also has an

effect on adoptions. We don’t see an overall strategy in terms of alternative care.

We see progress, being made in certain areas, we see less progress in others, but

we don’t see a full strategy in relation to the provision of, and the use of alternative

care in Taiwan. Um…we don’t see either, any reference to the U.N. guidelines for

the alternative care of children, which were adopted in 2009, and which give a

comprehensive overview of the approaches, policies, programs that need to be

taken into account when providing alternative care. And in particular, they require,

or they suggest very strongly, because not a binding instrument, but they suggest

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 very strongly that every state draws up a strategy…a strategy for de-

institutionalizing its care system. In other words, reducing the reliance on

residential institutions to provide alternative care, and substituting that with

family-based care, or a better program for preventing the need for children coming

into care. Both at the same time, in fact. So that the reliance on residential care is

reduced. Now, de facto, one could say almost that there is, that since there is a

reduction in the number of children, apparently, coming into residential care, then

we’re already on the right road. But we don’t see an overall strategy to ensure that

uh…residential care becomes a rare phenomenon, a rare measure, used only when

it is specifically for the benefit, or rather specifically a positive response, a

constructive response to the needs of a child, that could not be better met in a

family environment, in a foster family or in kinship care. And we need to know

whether the government is looking at drawing up a strategy to de-institutionalize

the system, particularly because, at the moment the number of institutions is

actually going up.

I’m sorry I was so long, but there were a lot of questions raised by the responses

that came to our list of questions. Thank you.

Judith Karp:

Speaking about families, I would like to raise the question whether corporal

punishment by parents is unlawful. I couldn’t make a…I didn’t understand exactly,

I think that serious abuse is prohibited, and the question is, what does it mean

serious abuse? And, connected to this is the question of if you have a…the system

of protection orders, in order to remove the perpetrator, instead of taking the child,

the abused child to an institution or out of the family.

My next question relates to same-sex families. So I understand there was a

pronouncement of the Constitutional Court that the Civil Code excluding same

sex legally marrying is unconstitutional, and I understand that there is now the

legislation to settle the rights of same-sex parents to adopt children and going

together with the amendment on the age of marriage and it may…it may be hinder

the finalizing the amendment for the age of marriage. My question is, in reality,

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 and until the amendment goes through, what is being made to guarantee that

parents of same-sex families have equal rights to parents from families, other

families, like the question of whether both of the parents have a guardianship of

the children, or only one of the parents have guardianship. What is there, in the

amendment, what are the details of the amendment, to regulate same-sex

marriages. Thank you.

Laura Lundy:

Just one brief question, I’m curious about family education, how much is spent on

family education, and what are the things, topics that are covered in family

education, and which parents get it.

Jakob (Jaap) Egbert Doek:

Uh, thank you. A question on children in alternative care, and the return of those

children to their “natural family” or any family they came from. I’d like to know

whether there is a policy, whether there are measures to continue paying attention

to the family the children came from, to strengthen their capacity to take care of

the child themselves. Because it’s always, and as a very specific measure, it

separates children from their parents, in general. And the question is, are all

placements, whether in kinship care, can foster or residential, the decision that is

made by a court? In order to at least check issues of best interest, to have the

abused child heard in this particular move, of the child, away from her or his

parents to another place, uh so that is, that is my question.

Those are the questions, Mr. Minister? And uh, I don’t know whether you want to

just start immediately or you need some particular break, but if you need it, let me

know. You want a break? Ok. Ok, we take a break. We take the usual 10 minutes.

So, 10 minutes, and 30 seconds.

Minister without Portfolio, Executive Yuan, Lin Wan-I:

Your answers, if you are to be assigned to answer these questions, if you don’t

have to answer these questions, please go out and have a cup of coffee.

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Minister without Portfolio, Executive Yuan, Lin Wan-I:

Ministry of Education, you may have the floor, please answer the question in

relation to family education. Next, the Ministry of Justice, please discuss the issues

in relation to same-sex marriage, and the Social and Family Affairs Administration,

will be the third one.

Representative from Ministry of Education:

Okay, I’ll speak on behalf of the Ministry of Education, Chair, members of the

Committee, dear colleagues, good afternoon. In 2003, our administration set up

the Family Education Act and in the past couple of years, our annual budget is 195

million Taiwan dollars. Family education aims to strengthen the function of

families, including gender education, marital education, and the management of

family resources, and other relevant issues. Thank you.

Minister without Prtfolio, Executive Yuan, Lin Wan-I:

The Ministry of Justice, please explain our stance on same-sex marriage. Well, the

Social and Family Affairs Administration, or the Protective Services

Administration, please answer the question in relation to the alternative care

system, and the de-institutionalization, the quality of care at institutions. And also,

for those who are leaving the institution, how do we help them make necessary

preparations at the age, at which they are required to leave the institution? And

last but not least, do we have a comprehensive alternative care development plan.

Representative from Social Welfare and Family Affairs Administration,

Ministry of Health and Welfare:

Thank you for the questions. We will talk about high-risk families and how they

can access financial support.

First of all, we do have Social Assistance Act in place. If such high-risk families

are eligible, according to the law, we will help them to apply for low-income

support or meet to low-income household subsidies. Well, if they not eligible for

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such subsidies, if they are disadvantaged, underprivileged in the rural areas, we

also have emergency living allowances for the children in these families for a

certain period of time. If they are not eligible for either of these, social workers

will also try to tap into resources in the private sector to render assistance

financially, non-financially to these families. If children have difficulty receiving

education, or if these children need to be looked after by people outside their

family, we also have a assistance and subsidies for them to access such services.

But we have to emphasize that for high-risk families, we have to start with

improving the economic conditions of parents in these families. For example, we

can help them to get vocational training, so that they can have a stable stream of

income to support their families. And they can then look after their children

properly.

So, next, alternative care, in terms of the overall planning, yes, we have been

planning for de-institutionalization all along, in the implementation rules of the

Children and Youth Welfare Act. We are also considering maybe we have to have

this subsidiary principle. We start with the kinship care before we consider foster

families, and next, institutional care. Family-based or family-oriented care will

also be considered along with resources available at the communities, so that we

can make sure that the children can be looked after, not only in his family but also

at the community level. Of course, there’s much more to be done at the community

level, so now we do have this group-family program, which will probably be

incorporated into the Rights of the Children and Youth Welfare Act, so we do want

to keep children at their local communities. As for the number of children in

institutions, that is falling while the number of institutions run by the private sector

is increasing. In fact, the number of institutions in the private sector may be

increasing, but it is true that when they try to recruit qualified staff, especially the

children sent to institutions, are usually the people…young people with special

needs. That is why these institutions must have qualified staff. That’s why there

seems to be some overcapacity at these institutions. The local government will

also have to consider the need for emergency placement. Therefore the local

government will assess whether or not there’s sufficient capacity within their

jurisdiction.

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So right now, we do want to develop more community-based care systems. That

is why we are also looking into the potential of group-family programs, as well as

foster families. As for the number of children in institution falling, whether or not

there’s sufficient subsidies for foster families, the reason why foster families have

been falling, there are several reasons. First, in the past, it’s usually because the

biological family cannot afford to keep their children economically, that’s why

they had to go to the foster families. But now, usually it’s because the children

have special needs. That is why the number of children requiring foster care is

falling. We also need to empower and strengthen the foster families. The number

of children in foster care has been falling, as a result. The expenses incurred at

family…foster families, we actually are providing more subsidies to cover them.

In addition, we are also providing more tailor training for foster families,

especially those that have to care for children with special needs. They can have

different training, and we will provide them more resources and subsidies as well.

It is our hope that through a wide range of means, we can help those foster families.

As for children leaving the institution, is it true that some 15-year-olds have to

leave the institution? No. Actually, we do let children stay in the institution until

they are fully independent. There are some college students who are still staying

at the institution and they don’t leave until they graduate from college. By the time

they leave the institution, we require the institution to make sure the children are

prepared, and ready. And, according to the Protection of Children and Youths

Welfare and Rights Act, and the Act Preventing the Exploitation of Children and

Youth, there are provisions requiring for empowerment training, and there will

also be financial support welfare measures to help them to study or work. If they

cannot return to their biological homes, we also have independence empowerment

programs for youth, we can provide them subsidies for their tuition fees, apartment

rentals, etc. Professional social workers will have to visit and investigate before

these subsidies can be rendered. But ultimately, we do want these children to

return to their home, family, and community.

The quality of institutions may vary, widely, what oversight mechanism do we

have? According to law, every three years we have to evaluate the performance of

these institutions. In addition to such evaluations, we also provide regular audits

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and guidance and assistance. In fact, in 2016 we do have, we started to have a

checklist, which helped us to audit on the situations in these institutions. And we

will assess how they perform. We also provide continuous training for staff

members of these institutions. More resources are gathered to provide such

continuous training, and then starting 2018, in addition to the quarterly reports

rendered by local government to the central government, the central government

will also perform random checks on these institutions.

As for the budgets for institutions run by the private sector, starting 2018, we’re

going to ask local governments to increase the budget allocated for such

institutions. It’s going to increase from 15,000 Taiwan dollars to 21,000 Taiwan

dollars per child. In other words, the increase by about 30 percent. We’re going to

continue to monitor the operating expenses and see whether we can have more

tiered subsidy system for these institutions. And then, starting 2018, we will

increase the budget for these institutions, we will also allow them to recruit more

staff, and more professional subsidies will be made available to them so that the

institutions can have lower financial burden while providing better services.

As for adoptions, cross-border adoptions, inter-country adoptions in 2011, in the

Protection of Children and Youths Welfare and Rights Act, we already make it

clear that domestic adoptions should take precedence, according to the Hague

Convention, that’s the principle we have adopted. However, over these years, we

have found that Taiwanese people are still very traditional. They tend to prefer

adopting children who are healthy and under the age of three. Therefore, for older

kids, or children with special needs, or disabilities, domestic adopters are less

likely to adopt them. But we’re continuingly providing outreach programs,

because the courts will make the final call, therefore we do remind the judges,

make sure he considers whether it is necessary to go for adoptions, and the

assessment or the evaluation of the adoptee families, for example there can be

some trial adoption periods practice. But, in the end, there will still be some

children who, without inter-country adoptions, might stay in the institutions. Is

this in the best interests of the child? We have to conduct more comprehensive

assessments. So family-based care is still in the best interests of the child, we

believe. Moreover, why are there so many Vietnamese children being adopted by

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 Taiwanese? This is because there are many international marriages. We do have a

lot of Taiwanese men marrying Vietnamese women, and some of these Vietnamese

spouses have children left in Vietnam, so after they get married in Taiwan to

Taiwanese men, they would like to adopt their children left in Vietnam. So,

Taiwanese people adopting children from abroad is usually from Mainland China

or Vietnam. Well, I will leave it there for now.

Representative from Department of Protective Services, Ministry of Health and

Welfare:

I think I will answer five questions. First, Kinship care is very important in our

care system. Starting 2012, we have developed a particular model for kinship care,

including the performance assessment indicators and a range of care, the purpose

is to provide guidance for local governments. Secondly, the kinship care is also

incorporated in the training of social workers, because social workers are still at

the front line initiating any possible kinship care arrangements. Thirdly, we even

set aside a budget to help local governments to promote kinship care. Hopefully,

we will be able to reduce the number of children in institutions. Moreover, we do

have regular assessment of these kinship care programs. We hope that the positive

experiences at the local government level can be shared with other local

governments, so that they can learn from each other. Through such efforts, we

have seen a number that…3 percent of children used to be placed in kinship care,

now it has risen to 9 percent. Our goal is to increase it to 15%. We know it’s not

that easy to arrange kinship care, especially in the Chinese community, kinship

care is very different from foster care, as well as institutional care, because very

often these relatives are not prepared. They do not have the chance to prepare

themselves for the children joining their family all of a sudden. Therefore,

their…social workers have to make sure the children in question are safe, in a

very…period of time they also have to find a home for the children and in the

Chinese community, the concept of blood-kinship is very much emphasized,

therefore, not that many relatives are willing to jump in and care for the children.

Thanks. Committee members asked about the…whether regulations for

assessment are too strict or too lenient. In fact, there are three elements in our

standards. First of all, the relationship between the children and the caretaker. Is

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there a good relationship? And the second element is the willing of the children.

Third, if this child has multiple siblings, can they all be adopted by the same

kinship family? That’s a factor we consider. Then, the willingness of the kinship

family and the characteristics of the family members in that family, for example,

is there any criminal record? And is the family able to truly provide care and the

relationship between this kinship family and the original family. Is it good or not?

So all of these are taken into consideration before we decide whether the child

should be sent for kinship care. But we do believe that kinship care is very

important for alternative care. So, we have some policies that are ongoing, for

example we want to include in the Protection of Children and Youths Welfare and

Rights Act and we…our goal is to raise the percentage of kinship care to 50

percent, out of all placements. And we hope that we will be able to provide more

resources, more funding to the foster families, just like the supports that we…sorry,

to give the kinship family, just like the financial support we give foster family.

And before kinship, there to be a transitional period, so and in this transition,

children can still be taken care of, and they’re prepared before they go into the

kinship care, and during this time social workers can look for the best kinship

families, for this particular child. I think these several key points are all the things

that we have to cover. If we want to promote kinship care rights, and um, one

question was about corporate punishment within family. Well, in Taiwan,

corporate punishment may be used for punishment or disciplinary action and in

Civil Code, it is stated that parents can punish the children within their power. But

in Article 49 in the Protection of Children and Youths Welfare and Rights Act, it

is stated that nobody can abuse the child physically or psychologically. There shall

not be any mistreatment toward children. And corporate punishment

will…hinders children’s psychological and physical health, and that’s why it is

forbidden. And if anyone violates Protection of Children and Youths Welfare and

Rights Act, and abuse child either physically or psychologically, then the law

stipulates that this person or the parents have to go through 48-50 hours of training.

Or, the courts made give out a protective order and order the parents to receive

further education and training. But what’s over-disciplinary actions? Or, what’s

physical and psychological harm? Well, I think we have to check whether the

measures taken by the parents are reasonable and the impact of such measures on

the children, and we will also listen to the opinion, listen to the children for their

opinions to decide whether such measures are reasonable or unreasonable

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disciplinary actions.

And, um, is it possible to remove the perpetrator from the family? Well, child

abuse is one form of domestic violence, and in Domestic Violence Prevention Act,

there are different remedies, for example we may ask the court to give a protection

order to order the perpetrator to uh…to leave the family. And in order to express,

in order to listen to the children to help them exercise their rights to express their

opinions. We will listen to the children’s opinions and we will also look at the best

interest of child, if we think that it is most beneficial for the perpetrator to leave

the house, for the sake of the child, then we will ask the court to issue the order.

At most, well, 80 percent of abusers in the family are the primary caregiver, so if

we give a protection order, to ask the perpetrators to leave home, it’s not

necessarily the…the best solution, especially in the Chinese community, because

in the Chinese community, there’s a very strong sense of ethics. If you’re ordering

an elderly person, or an elder person in the family to leave the family, it’s not

necessarily the best solution, or this may not meet the Chinese culture.

As for the children returning their original home, and before that, what attention

would be given to the original family? Well, first of all, before children return to

their home, we ask the parents to come to our institution to be trained first, to

prepare themselves for welcoming the child back. We also provide counseling to

children if they have trauma because of past domestic violence. And after children

return, according to the Protection of Children and Youths Welfare and Rights

Act, we have to follow up for one year and we pay close attention to the function

of this original family. In addition, when children are still at an institution, we will

come up with a family treatment plan as soon as possible. For example, we issue

guidelines for parents, we help parents to find jobs, or we ask these parents to

receive therapy. So we address both the children and the parents, so that they can

finally be united and become a family again.

Then who decides the child to be placed out of the family? Well, in Taiwan, every

year, around 30,000 children are abused and reported. The social workers will

receive such a report, afterwards would initiate a triage of the children and

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 determine whether such harm is…may pose immediate danger to the children.

Then, we will exam the function of the original family, is it safe in the family? If

it is not safe, Then the emergency replacement plan is initiated. So around 3

percent of the uh…children are placed in these institutions. And within 72 hours,

it’s not safe for the children to return home, then we will ask the court to issue an

order to allow for extended placement. So, within the 72 hours, the social workers

will find out other solutions for the child, and if returning to the home is not

possible, in the foreseeable future, then we’d issue an application to the courts, in

order to extend the placement.

Minister without Prtfolio, Executive Yuan, Lin Wan-I:

Right, MOJ? Any response?

Representative from Ministry of Justice:

Um, I would like to talk about the Civil Code first. Uh, as for the best interest of

the child, what is the principle stipulated in the Civil Code for multiple times? For

example, custody after divorce, such as what is stipulated in Article 1055-1. And,

in the same document, you see some regulations regarding adoption. As long as

this adoptee is a child, then when the court to decide for adoption, or for the

determination of adoption, then Civil Code 1083-1 is applied, just like 1055. So

when adoption decisions are made, both articles have to be considered. And, as

for the age of marriage, since they are married it is assumed that they have more

capacity. So in our Civil Code, if a minor is get married, they are considered to

have legal capacity. I think this also meets the “best interest of child” principle.

And, on the Constitutional Court had given an interpretation of…of the Civil Code.

Currently, in the Civil Code, it is not allowed for…well, same-sex marriage is not

allowed under The Civil Code, and this is found to be unconstitutional by the

Grand Justice. And the scope of this interpretation refers to the two people, the

couple in the same-sex relationship, and whether they are able to have a legal

relationship. So the scope of that interpretation only refers to the relationship

between the couple. Therefore, as for children in the same-sex family, it’s not in

the scope of this Judicial Yuan interpretation, made in May this year. And last year,

in 2016, the Legislative Yuan was reviewing a bill to legalize same-sex marriage

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 or the amendments to Civil Code. And the legislators, in fact, considered the

relationship of children and same sex parents in the family. But that proposal has

not yet been passed. And currently, the…well after that Judicial Yuan

interoperation, given the scope of this interpretation, what the executive branch of

the government have to deal with is a relationship between the couple, but not the

family relationship will between the children and same-sex parents.

But there have been many discussions at the Legislative Yuan, about the family

relationship between the children and same sex parents, and what rights they have.

So we talk about best of interests of the child, for many times, and when we revise

laws, or when we legislate new laws, I believe that this principle will be

considered so that we can meet the requirements under the best interest of child

principle. And, this legislation has not yet been passed. I mean, legalizing same

sex marriage has not yet been done. And the Constitutional Court gave the

Legislative Yuan two years to amend the law or to legislate new law. And before

that law becomes reality, thent I think we still need to follow the Civil Code, that

is, the one parent who has guardianship... of the parents can exercise the power as

a guardianship.

In the future, when the Civil Code is revised, and if other legislation also need to

be amended, we’ll always keep the best interests of the child at the heart of such

revision. Thank you.

Minister without Prtfolio, Executive Yuan, Lin Wan-I:

Is there any additional information? No? Then, Mr. Chair, you have the floor.

Jakob (Jaap) Egbert Doek:

Thank you very much, Minister, and thank you for the all responses. Uh, I think

there is one follow-up question. Because we have to watch the clock.

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Nigel Cantwell:

Indeed, I’m very conscious of the time. And I want to thank the representatives of

the ministries for uh, for their very concrete and informative answers. Uh, I just

want to be clear on kinship care, and that is…my question is, since it was said that

kinship care, in particular I think in the Chinese community, it is difficult to…is

not a natural reaction of the community to children, who may need to live outside

the parental home. Does this also apply to informal kinship care, in other words,

there we’re talking about formal kinship care, where the state is involved, in

provide…in determining whether or not a child should live with the wide…in the

wider family, whereas in, let’s say most societies, the informal form of kinship

care where it’s simply an arrangement between the parents and the wider family,

without state involvement, in those… in most societies, and I am simply asking

for clarification in relation to Taiwan, this is by far the most uh…prevalent form

of alternative care. So, informal arrangements. So I just want to make sure, that

first of all, I’m right in thinking that informal kinship care is not a particularly

familiar concept, and uh in Taiwan, and I’d also like to ensure, that I’m right in

thinking that in indigenous communities, it’s a different situation, that the uh…in

indigenous communities uh…the kinship will take care of the children informally.

Thank you.

Judith Karp:

I would like to know under the law and regulation, how frequent is it reviewed, or

the situation of the child, to learn whether it’s necessary, that is, keeps on staying

in the institution. And secondly, is it…is corporal punishment in education by

teachers and parents, punishable under the Criminal Law.

Jakob (Jaap) Egbert Doek:

Those were the additional questions, minister.

Minister without Prtfolio, Executive Yuan, Lin Wan-I:

Informal kinship care, okay…we will ask the Department of Protective Services

to respond to this question.

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Representative from Department of Protective Service, Ministry of Health and

Welfare:

Well, thank you very much for the question on informal kinship care. There are

many examples of informal kinship care in Taiwan, but what I was reporting was,

formal kinship care that involve government decisions. There was an example,

when in the family, both parents were on drugs, but the aunt of this child is able

to provide care very well, so it requires no government intervention. Such that

after both parents are imprisoned, this child was taken care of directly by the aunt,

without the government intervention, and this is very common, especially in

indigenous communities. So we do not include the data in our well, reports of

formal kinship care. Now, how frequently do we review the situation of a child in

institution, well actually we do the assessments every 3 months. We look at the

physical situation and the psychological situation of the child in the institution

every 3 months.

Minister without Prtfolio, Executive Yuan, Lin Wan-I:

How about visitations from government to children?

Representative from Social Welfare and Family Affairs Administration,

Ministry of Health and Welfare:

If children stay in a 24-hour institution, there’s a formal evaluation of the

institution every 3 years. And we ask the local government to do the monitoring

and the central government also do a spot-check. And every year we do at least

one…oh sorry, the local governments have to do one or two evaluations of such

invest…of these institutions. So, this is a policy that will be initiated since 2018,

and we will not tell the institutions we’re going there, uh…if we’re going to do a

spot check. So, once or twice, at least, every year.

Minister without Prtfolio, Executive Yuan, Lin Wan-I:

Anything else? Okay, from MOE.

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Representative from Ministry of Education:

So, if teachers, give corporal punishment to the children, well, according to

Education Fundamental Act, teachers will be disciplined, and if teachers also

threaten or insult the children, then the teachers have to be subject to the

punishments under Criminal Code. And if the teachers violate some administrative

regulations, when giving corporate punishments, they will also be subject to

administrative punishments. When teaching the students, if teachers do something

to cause damages to the children, which is regulated under the Civil Code, they

will be then subject to the Civil Code. So teachers may be subject to punishment

under Criminal Code, Civil Code, and Education Fundamental Act.

Jakob (Jaap) Egbert Doek:

Thank you very much for all the answers to all the questions. And uh, we will

move to the next cluster, which is cluster number six. Uh…the formal ending of

the cluster is disabilities, health, basic health, and welfare. Uh, so the floor is for

Mr. Tobin.

John Tobin:

Thank you very much. I’m conscious of the hour, so I’ll try and be concise with

my questions.

The first question relates to the issue of consent to medical treatment, my

understanding is at the moment a young person requires consent from his or her

parents before they can get medical treatment. My question for you is, is there

consideration given to the possibility that the young person could obtain medical

treatment without their parents’ consent, whether they are mature, and understand

the nature of the procedure. That position is consistent with the position advanced

by the Communal Rights of the Child, I would like to know whether consideration

is being given to document that stance in Taiwan as well.

So for example, under Kimenes interpretation, a young girl of 17 who wants an

abortion, and understands the nature of the procedure, could obtain that procedure

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without her father’s or mother’s consent. Would the same apply in Taiwan. That’s

the first question. The second question goes to the question of teenage pregnancies,

and the support provided to young girls who fall pregnant. We were given figures

yesterday that suggest that in Taiwan, in 2015, there were a total of a thousand

births, and four thousand pregnancies. That is a complicated issue, I don’t want to

get stuck into that today. What I do want to know, is what assistance is given to a

young girl, who falls pregnant and wants to have that child. That’s the end of

question two.

Question three, relates to the broad issue of sexual education. And can I say, that

I am impressed that your government in 2011 adopted a progressive approach to

this issue. I come from a country where my government is very scared of this issue.

So I’m very impressed that you are addressing it, that’s my first observation. But

there are many issues that have been raised with respect to this practice in this

country. The first concern, I would like you to address, is whether the current sex

education adequately addresses the needs of young people who identify as being

gay, lesbian, bisexual, transgender, or intersex. The second question goes to the

corporations of the teachers who provide sex education. We have heard yesterday,

from some of the students that often teachers were awkward or shy to take that

education. I’d like to clarify what teaching training is provided to those educators.

The next issue goes to the incidence of STD’s, sexually transmitted diseases

amongst young people. We’ve information that there has been an increase in

STD’s in the past five years. I’m interested to know whether any research is being

done to identify the cause of that increase, and if it’s being linked to the nature of

the education provided.

The last question on sex education goes to the involvement of children in the

process of developing and designing sex education policies in school. We’ve

received information from students yesterday that they were very keen to be

involved, but they didn’t feel they had the opportunity to do so. So my question

is, are there opportunities for young people to assist in the design of sex education

policies in school.

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One last question on sex education, it’s a big topic, as I said, goes to the need to

raise awareness amongst parents, particularly with respect to the issue of sexual

orientation. Students yesterday identified their concerns when it came to issues

about diversity in sexual orientation, sometimes parents weren’t fully informed,

of the ways in which young people might express their sexual desires or

orientation. So my question is, what measures if any are being undertaken to

ensure that parents fully understand the sexual experiences and development of

young people in the 21st Century.

One last question, in some ways after six years, I wonder whether it is now time

for the government to have a review of the sex education policy to see how

effective it has been, and whether in fact any decision is being made to have that

review to assess whether we need to improve it, maintain it, or make adjustments.

They are my questions on sex education.

Moving to the next issue, and that is the question of nutrition and obesity. We’ve

received information to suggest that there are areas in which young people are

deficient in various vitamins and minerals, I would like to know whether there is

any data to confirm the accuracy of those claims, and secondly on the issue of

obesity, there has been suggestions that insufficient measures are being taken to

regulate advertising, fast food, soft drinks, and their link to obesity. I’m curious to

know whether there is an issue in Taiwan around obesity, as there is in my country,

we are one of the worst in the world, with teenage…obesity I think second only

to America, I’m keen to know is it an issue, and if so what measures are being

taken by the state to address obesity amongst young Taiwanese.

Final question, goes to the issue of mental health services, this again is a big issue

in my own country, where in recent years we’ve identified a failure to address the

needs of children when it comes to mental health, we’ve received information that

there are gaps in services with respect to young people suffering from stress, from

substance abuse, and also from issues arising in relation to their sexual identity.

Can you please advise us, what measures are being done to improve access to

mental health services in Taiwan. Thank you.

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Jakob (Jaap) Egbert Doek:

Thank you, Mr. Tobin. Other members, question, in addition.

Laura Lundy:

Just one on health after John. Yesterday, we um, many of the children spoke about

their concerns about air quality on their health, and just a question to see what is

the government doing to monitor pollution and its particular impact on children

and their development and their health.

Judith Karp:

What is being done to make pregnant children or girls to know which are the

institution who can help them in their situation? We understand yesterday that this

information is not formally stated, so what is being done in this sense.

Jakob (Jaap) Egbert Doek:

Those are the questions, Minister. And you are invited to organize the answers.

Minister without Prtfolio, Executive Yuan, Lin Wan-I:

Sex education. National Health Promotion Administration, please.

Representative from Health Promotion Administration, Ministry of Health and

Welfare:

On sex education, we work closely with the Ministry of Education, I think later

the Ministry of Education representative can talk about what they have been doing.

We do have a health promotion school, where life skills are taught, including how

to build relationships, how to have safe sex, we do provide certification to these

so-called, “sex-health schools.”

But sometimes teenagers do not want to speak up, so we do have a web pa- website,

where a wide range of information is available for teenagers, and elementary

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 school students, for them to access sexual health education. The content on that

website has been vetted by experts, psychiatrists, experts on sexual health. In

addition, we also have teenagers’ clinics, more privacy is provided at such clinics,

there are 193 such clinics throughout Taiwan, so teenagers can ask questions about

sex, to physicians, nurses and social workers at these clinics.

Representative from Ministry of Education:

In terms of Gender Equity Education Act, that Act aims to promote gender equality,

especially substantive equality, eliminating gender-based discrimination. In terms

of the curriculum, again based on the Gender Equity Education Act, sexual

education, education about different sexual orientation, how to build relationship

with others, are all included in the Grade One to Nine curriculum. Gender Equity

Education consist of 69 indicators, including knowing LGBT groups and sexual

health education.

In middle school, from the seventh to ninth grades, the health studies will include

sexual health education, in senior high schools in the subject, health and nursing

education information is provided and taught to the students. Also, in high schools,

the…in the subject of…I’m sorry, in middle school, the civil and social studies

courses also incorporate sexual health education. And in order to promote greater

understanding of sexual health education, we also have campus-based HIV or

AIDS prevention programs, along with sexual health education, we work with

Non-Governmental Organizations to organize activities on campus to help

students gain accurate knowledge about sex. Thank you.

Minister without Prtfolio, Executive Yuan, Lin Wan-I:

I think the member of the committee specially asked whether or not children have

the opportunity to take part in the curriculum-making or policy making process at

schools where sexual health education is concerned, and whether or not measures

are being taken to help parents to know different sexual orientations.

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Representative from Ministry of Education:

Based on the Gender Equity Education Act, asks each local government to set up

a gender equity committee, which consists of experts on gender equality, teachers’

representatives, as well as parents’ representatives. Such a gender equity

committee aims to promote gender equity education in schools. In addition, the

committee helps to develop training workshops for parents. Different cities, for

example in Kaohsiung City, they also organize training courses for parents, they

also have designed pamphlets or flyers with information on different sexual

orientation for parents’ reference. And when the schools has a sports day activity,

they would disseminate such information to parents.

As for development of sexual health education policies in the curriculum, whether

or not children have a chance to take part, well, the opportunities are relatively

limited, the children…the student representatives can take part in the curriculum

development committee meetings, but I think in the future we can encourage more

student participation in the curriculum development for sexual health education.

Minister without Prtfolio, Executive Yuan, Lin Wan-I:

Next, on abortion and teenage pregnancy.

Representative from Ministry of Education:

Uh, I think we can ask the National Health Promotion Administration to answer

the question.

Representative from Health Promotion Administration, Ministry of Health and

Welfare:

Let me start with abortion. Currently, in the Genetic Health Act, it is stipulated

that if say, a 17-year-old girl wants to abort, she has to get the permission of the

parents, and if parents have different opinions from the girl, and since most of

these discussions are conducted in the hospital, the hospital then will initiate a

social workers’ services and then have a family consultation session to make the

final decision. And we are drafting an division of this Act, we have two meetings

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 to revise the Act already this year, hopefully, we want to involve a third party in

the consultation session, to work with the judicial system, and also the welfare

group, in case the girl and parents have different opinions as to whether or not to

go through with the abortion procedure.

Representative from Department of Medical Affairs, Ministry of Health and

Welfare:

As for medical consensus of children, doctors have to obtain informed consensus

first before giving medical services. So for minors, their legal agents have to the

be the one to give the informed consensus to the doctors, but of course if it is an

emergency, then according to the Medical Act, hospitals and clinics can apply the

emergency medical procedures first, and must not delay such medical procedures,

even though there is no permission from the family members. And the same Act

also stipulates that hospitals have to explain the purpose of the surgery, the

complication prospect and the prospect of the surgeries. And only after getting

those consensus can the hospitals operate on the patients. But if it is an emergency,

then those above can be exempted. And if the patient is a minor, and if the patient

is…does not have the awareness to sign the consensus, thent the guardians can

serve as the legal agent and we also encourage family meetings to include medical

service providers, family members, legal guardians, and the children themselves.

And if the children in such family meeting want to express opinions, then the

doctors would address the concerns that this child may have.

Minister without Prtfolio, Executive Yuan, Lin Wan-I:

How about the teenage…the pregnant teenage girl, is there any assistance

provided to help this girl after she delivers?

Representative from Social Welfare and Family Affairs Administration,

Ministry of Health and Welfare:

The issue of teenage pregnancy we always have our promotional program

regarding relationships and regarding sexual health education. There is a national

hotline and national website. We require local government to set up a single

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 contact for this issue.

There’s a procedure to serve pregnant teenagers. So social workers will be

assigned to help these pregnant teenagers. These teenagers may need economic

support or mental support, or help in seeking jobs. Or it is possible that the original

family of this girl does not support this pregnant teenager. Then we may help place

the girl and the child, if this teenage girl wants to give the baby for adoption, we

will provide matching services for her as well. And if the parents are minors, then

it’s definitely one of the cases social workers have to address, social workers will

provide services, special services, for minor parents. So we want to do it right, at

the upper stream, but if there is…if there are cases of teenage pregnancy at later

stages, we will provide services accordingly, including financial support. Thank

you.

Minister without Prtfolio, Executive Yuan, Lin Wan-I:

According to Gender Equity Education Act,

Representative from Ministry of Education:

Ministry of Education helps schools to provide assistance to pregnant teenagers,

and helps to provide their right to education. And MOE has a guideline to support

such students. If schools are made aware that their students are pregnant, thent a

task force has to be established. The Principal should be the convener and the

counselors' office is the contact window to coordinate resources and take

necessary measures in order to help the student to finish her studies. So the

protection of the right to education is very critical. Additionally, in order to prevent

these kind of events from happening, schools should teach children to have the

right attitude toward sex, and should know how to have protected sex, so that they

can prevent themselves from unexpected pregnancy. The schools may organize

activities or workshops, and teach students about this knowledge.

As for eval…as for the students who have to take leave from schools, because of

their pregnancy, the regular attendance rule does not apply to them, because

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 usually, if students miss 30% of the classes they will be failed, but this rule does

not apply to pregnant students. As for services and sexual health education,

counseling, well these are also given to any girls or teenagers who need such help.

Minister without Prtfolio, Executive Yuan, Lin Wan-I:

Increasing STD, any agency who can respond to that question?

Representative from Centers for Disease Control, Ministry of Health and

Welfare:

I’m from CDC. In Taiwan, Syphilis or AIDS have to be reported according to our

law. For students between 15 to 19, gonorrhea and syphilis are indeed increasing.

But we compared the data, compared the Year-on-Year data that increase cases are

not as much, we have about 112 cases of syphilis and gonorrhea. Well last year,

there were 112, this year there are 122, for gonorrhea there were 241 last year and

254 this year. And AIDS, there were 88, and this year there are 98.

In previous years, in seems that there was an increased trend of STD. And it seems

that the increasing trend is more obvious among males. But we do not have the

disaggregated data on sexual orientation, therefore we cannot tell whether most of

those who were inflicted with STD’s were gays or MSM. But in 2015, an Act was

amended to encourage people to go for HIV screening. So children who are under

19 can take such screening without parental permission. We assume that because

of the increased screening for HIV, the screening for syphilis and gonorrhea, were

also done more than before, and the increasing STD trend may be associated with

online dating. So in recent years, we promote protected sex targeting the children

who like to use online dating applications.

Minister without Prtfolio, Executive Yuan, Lin Wan-I:

Next question, on malnutrition or obesity. Maybe the National Health Promotion

Administration can respond to this?

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Representative from Health Promotion Administration, Ministry of Health and

Welfare:

Okay, thank you very much for this question. Speaking of malnutrition, of course

it’s a serious issue. In Taiwan, undernutrition is not an issue, but uneven nutrition

is an issue. So there are guidelines of a daily dosage of nutrients in Taiwan, and

we provide education targeting children who are at different stages. For example,

the nutrition guidelines for infants, for young children who are in middle school,

and so on, to make sure that they can take the nutrients they need. And of course,

monitoring is important, so for a very long time, we monitor the nutrition status

of students in schools.

Children spend a lot of time in schools, so we work with the Ministry of Education,

and MOE has guideline for school lunches and for the food and drinks that can be

sold on campus. In pre-school, there’s also a guideline to make sure that the infants

or preschoolers can get the nutrients as required. Lunch provided…well, there’s a

guideline as well to regulate the lunch provided in junior high school, and there’s

a guideline to regulate shops or stores which sell food or beverages around school.

As for uh…in transit fat, and drinks with much sugar content, they are also under-

regulated. We’re working with FDA to give regulations. And just like in Australia,

obesity amongst children is an issue. I think Taiwan ranks No. 3 in terms of

children obesity. So, there are programs to prevent obesity, and there also

guidelines to prevent children obesity. So, as I said earlier, we have quite a few

regulations to regulate the nutrients provided in school and we want to encourage

students to exercise more, so preventive information is provided to the students,

the teachers, and the caregivers. We have made some progress because from 2013

to 2016 according to a national poll, the obesity rates decreased by 1.5%, 1.9%,

and 4.4% for elementary school students, junior high school students, and high

school students. And we want to continue to make more progress so that Taiwan

would no longer be No. 3 in terms of children’s obesity.

Minister without Prtfolio, Executive Yuan, Lin Wan-I:

More information on obesity and malnutrition.

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Representative from Ministry of Education:

Students may eat lunch in school, and the lunch is provided on campus. So MOE

has a guideline to regulate the content of the food or the nutrients. There’s also a

guideline to regulate the food and beverages which can be sold on campus, for

example the canteen in the schools can also sell milk or 100% juice and so on and

water. As for preschoolers and their meals, if they go to preschools, these schools

have to follow guidelines and model recipes in order to provide balanced nutrients

to the preschoolers.

Sometimes, teenagers may go outside the campus to buy snacks and beverages.

And that’s why MOE has a guideline to regulate those shops in the neighborhood

of the campus for example, those stores which sell breakfast have to follow the

regulations. Schools have to talk to these breakfast stores so that they can work

together and to protect the health of students regarding obesity. MOE has a

program to facilitate health of students. So elementary school students or high

school students are protected under this health facilitation guideline. There is a

regular examination of children’s weight, such weights are recorded in a

computerized system, so the system can be used to monitor the weights of all the

students from elementary school to high school. So local governments can easily

pull out this data and analyze which schools’ students are overweight on an

average, and these schools have to take some actions to address these issues, for

example they have to encourage students to exercise more, or they have to talk to

nutrition specialists to change the content of the lunch provided in schools, or they

should provide weight-losing summer camp for students, or clubs.

MOE subsidizes schools to conduct regular physical examination of children in

order to make sure that students are healthy. Thank you.

Minister without Prtfolio, Executive Yuan, Lin Wan-I:

In terms of mental health.

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Representative from Department of Mental and Oral Health, Ministry of Health

and Welfare:

Yes, mental health, we work closely with the Ministry of Education, but at my

department of mental and oral health, we also have specific programs tailored for

teenagers, and that website, teenagers can access a lot of information useful for

them.

Minister without Prtfolio, Executive Yuan, Lin Wan-I:

As for Professor Lundy’s question about air quality, the Environmental Protection

Administration, would you like to answer the question?

Representative from Environmental Protection Administration, Executive Yuan:

The Executive Yuan has specific strategies to prevent air pollution. We also have

laws and regulations in place for all stationary sources of pollution, we do have

specific emissions thresholds, and each year we would lower the threshold.

Central and local governments also continuously monitor the indoor and outdoor

air quality. Such information is readily available on the website. The EPA recently

has conducted research into PM2.5 issues, and we’re going to adjust our pollution

thresholds, year by year. If the air quality worsens, we also have emergency

measures, which will be implemented by local government, along with the health

department, welfare department, and the education department, and they may

decide to reduce the amount of outdoor activities for school children, and more

educational and outreach programs will be implemented by the central

government too.

Minister without Prtfolio, Executive Yuan, Lin Wan-I:

Any other points you would like to make?

Representative from Health Promotion Administration, Ministry of Health and

Welfare:

Health Promotion Administration would like to provide additional information on

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 abortions.

Based on the National Health Insurance database, and the database on the

controlled abortion drug RU486, we can have a rough estimation about the number

of induced abortions per annum in Taiwan. Based on the consumption of RU486,

and the number of induced abortions carried out at hospitals, every year Taiwan

has about 50,000 to 60,000 abortions, and every year we have 200,000 newborn

babies, so it’s kind of a one to three (1:3) proportion.

Minister without Prtfolio, Executive Yuan, Lin Wan-I:

Okay, back to you, Mr. Chair.

Jakob (Jaap) Egbert Doek:

Thank you. Follow up questions? Mr. Tobin.

John Tobin:

Can I just say, thank you very much for the very very detailed and informative

answers, so I am very grateful, thank you.

Jakob (Jaap) Egbert Doek:

Other members? Ok. One clarification from my part. On the consensus issue.

Treatment, medical treatment of children requires, as I understand, the permission

of the person who is in charge, who has the custody, the power, most of the time.

The parents, sometimes the legal guardian. What role plays view of the child? Is

the consensus, the consent of the child, necessary, next to the parental consent?

Can I get an answer to this question?

Representative from Department of Medical Affairs, Ministry of Health and

Welfare:

Well, let me put it this way, in terms of medical treatment, we’re talking about a

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 very professional and complex issue. Physicians will make the decision depending

on the vital signs and physical status and conditions of the child. So we do respect

physicians’ professional judgment. Informed consent, of course, is to make sure

that the child patient, and their parents, are fully aware of the potential dangers of

such medical procedures. But when it comes to treating diseases, or complications,

we need to respect the professional judgment made by the physicians. The child’s

consent or the parents’ consent may come in the secondary place. The physicians’

professional judgment may take precedence.

Jakob (Jaap) Egbert Doek:

Can I observe that that is quite remarkable. If I go to a hospital, the doctor tells

me that I need a certain treatment, I have to have quite a very convincing argument

not to follow his advice on the treatment. Which is, I think, not in accordance with

international standards. If I am a child of 16 and a doctor informs me about what

he wants to do, what the possible results, what the possible negative impacts of

the operation or treatment can be, and I said to the doctor thank you very well,

thank you very much, and I’m going home. I don’t want to have that treatment.

That’s the end of the story, I suppose, also in Taiwan. Isn’t it? Ok.

That’s clear. When it is a court, and the judge said can you record that the person

nodded yes, so, you agree with me that the child has the right to say no, and the

doctor cannot impose the treatment on the child? That the correct assumption?

Representative from Department of Medical Affairs, Ministry of Health and

Welfare:

Even though I said the physician’s professional judgment takes precedence, that

means we want to make sure that in the case of emergency care, physicians’ call

is most important. But in a case where no imminent harm or danger to the child,

of course the physician’s, the child’s, the parents’ opinions matter.

Jakob (Jaap) Egbert Doek:

Yes. Minister?

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Minister without Prtfolio, Executive Yuan, Lin Wan-I:

Medical professionals' judgment is one issue. But parental consent on behalf,

making decisions on behalf of the child is another matter. But for older kids, for

example 16 year olds, 17-year-olds, maybe the child patient can also say no to the

decision to made on their behalf by either the physician or the parents. So could

you elaborate on that for our committee members’ reference?

Representative from Department of Medical Affairs, Ministry of Health and

Welfare:

If the child is 17 year old and older, and he specifically expressed his views, then

of course it’s necessary for us to respect his views. However, in the case where

emergency care is needed, then the physicians will make recommendations.

Otherwise, of course it’s important to respect the child’s views.

Minister without Prtfolio, Executive Yuan, Lin Wan-I:

In our physician training, or in the view of medical associations, especially when

it comes professional ethics, have you ever discussed how do you balance between

the child patient’s autonomy, vis-a-vis the parents’ decision, vis-a-vis the

physicians’ professional judgment?

Representative from Department of Medical Affairs, Ministry of Health and

Welfare:

Well, in the field, if a child patient is being treated by a doctor, after the doctor

explains everything to the child, there’s no way the physician can impose

forcefully upon the child whatever treatment he recommends.

Jakob (Jaap) Egbert Doek:

Thank you for the clarification, and the answers. I assume that we can, after this

particular topic on health, leave this room in a healthy manner. And have good

health tonight, and I hope to see you tomorrow at 9 o’clock again, for the

remaining Clusters Number 7 and Number 8. Thank you very much for all your

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 presence, all your interest, I very much appreciate it, have a wonderful evening.

Meeting is closed.

Minister without Prtfolio, Executive Yuan, Lin Wan-I:

I thank you, my colleagues, tomorrow we will come back, I think tomorrow the

Ministry of Education will have a lot of questions to answer. Thank you! See you

tomorrow.

MC:

Thank you all for great meeting of today. Please carry your belonging with you,

and return your interpretation receiver, thank you.

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（三）審查 CRC 首次國家報告第 7 章-第 8 章

日期：106 年 11 月 22 日（星期三）

時間：上午 09 時 00 分至 12 時 00 分

地點：公務人力發展學院福華國際文教會館前瞻廳

簡要紀錄

【第六章】政府補充說明

 健康權

1. Jakob (Jaap) Egbert Doek 委員就上一場次心理健康議題，請政府補充。

（1） 衛生福利部（心理及口腔健康司）：心理健康議題，台灣早期以疾病治

療觀點為主，現轉為促進心理健康的角度，因此首先從嬰兒時期建構健

康環境，著重懷孕婦女心理健康，再來為使父母親提供學齡前兒童正向

教養，編纂相關教養手冊，對於特殊兒童（如過動症、自閉症）家庭，

也在各地舉辦訓練團體。在青少年時期，政府建置安心專線，以及民間

團體的生命線，針對有自殺企圖的個案成立個案追蹤系統，由個管師進

行追蹤。

（2） 教育部：103 年通過《學生輔導法》，將各類法規中的學生輔導工作加

以整合，並制定三級輔導機制，第一級是促進全校學生心理健康，第二

級則是針對有邊緣性偏差行為學生，提供介入性輔導，第三級則是針對

已有偏差行為之學生，結合其他單位資源提供協助。此外，各縣市亦需

成立學生輔導中心，配置專業輔導人員，包括心理師、社工師，處理前

開第三級之學生。

2. John Tobin 委員：是否有青少年心理健康數據？

（1） 衛生福利部（心理及口腔健康司） ：在 3 年前完成一份全國小學四年級

到國一學生的精神疾病流行病學調查，發現目前精神疾病流行率相當

高，約 30%有情緒困擾，若以終身盛行率而言，ADHD 約 10.5%，特定

的 phobia 畏懼症約 8.7%，睡眠疾病約 8.6%，分離焦慮約 4.2%，社交

焦慮症為 3.6%，對立反抗障礙症為 2.1%，自閉症為 1%，有自殺意念

為 7.9%，自殺計劃為 3.6%，有自殺行為為 0.7%。

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 （2） 教育部：相關數據多留存於各縣市的學生諮商輔導中心，因涉及個資問

題，教育部並無索取相關數據。

3. Nigel Cantwell 委員：有關追蹤及治療的有效性，尤其是熱線的成效為何？

另外，課業對學生所造成的壓力是否也使其心理健康出現問題？

（1） 衛生福利部（心理及口腔健康司） ：安心專心每年約有 6 萬 7 千通，除

提供線上諮詢、傾聽，也進行資源轉介，如遇危急個案可進行電話定位

連絡警方處理，每年約可挽救 4 百位輕生者，此外無其他可評估成效之

指標。惟目前本國之精神醫療資源相當完備，全台約有 1 千 6 百位精

神專科醫師，約 2 百家醫院設有精神科門診，另有 284 間開業精神科

診所，除偏鄉離島外，皆屬充足。另全台有 360 間衛生所，刻正計劃要

求其提供免費心理諮商服務。

（2） 教育部：自 94 年至 105 年學生自殺導致死亡的案件，一年為 56 到 83

人不等，近年平均每年約 60 人，原因則包括課業壓力、情感或家庭因

素，少部分則是因為情緒困擾、人際困擾、網路成癮或偏差行為等。在

104 年校安通報的數據中，各級學校學生自殺死亡案件約 55 件，高級

中等以下學校的自傷事件則有 713 件。

【第七章】

 兒童權利與公民教育

4. Judith Karp 委員：教育體制如何有效讓年輕世代認識 CRC？相關的訓練

課程是否為強制教學？以及 CRC 課程尚未列入正式課程之原因。

教育部：目前研擬 108 年課綱，在正式課程如公民課程中會教導人權、法

制等相關內容。因 CRC 係近年新興議題，目前尚未嚴格要求在正式課程

進行教學，惟可由教師採用融合教學方式在課程中進行教學，未來會研議

製作相關教材提供教師參考使用，並且會進行相關的師資培育。

 偏鄉地區教育經費分配

5. Judith Karp 委員：偏遠地區教育資源改善計畫的期程與預期成果為何？

教育部：目前全台中小學約有 3 千 5 百所，地處教育優先區的偏鄉小校則

有 1 千 2 百所左右，目前《教育優先區計畫》已推動多年，協助有關師

資、資源以及經費等。近期擬定《偏遠地區學校教育發展條例》，業經立

法院三讀通過，報總統府核定後即可正式發布實施，明年開始編列經費，

將其視為常態性業務，把偏遠地區學校分成五級，根據級別給予不同程度

的資源挹注，以穩定師資、改善教職人員的住宿、延長校長留任等措施，

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 提升偏鄉教育品質。

 學前教育

6. Judith Karp 委員：因為幼兒園數量不足，有多少兒童沒有受學前教育？無

法就學的孩子該怎麼辦？是否考慮公私立幼兒園都免學費？

教育部：有關幼兒園數量不足的部分，依目前入園率數據，5 歲幼兒約 96%，

2 歲到 5 歲約 50%，業已研訂幼兒園公共化政策，增加公立與非營利幼兒

園，預計 109 年提升 2 到 5 歲幼兒入園率至 60%，公私立幼兒園比例 3：

7 提高至 4：6，下一個四年的的目標為 5：5。依目前中央政策，5 歲幼兒

就讀幼兒園為免學費，針對弱勢家庭則會額外給予補助，對於 2 到 4 歲的

幼童也提供育兒補助，刻正研議 2 到 4 歲幼兒免學費方案。目前除中央政

府外，縣市政府亦會提供相關資源。

7. Judith Karp 委員：父母選擇私立幼兒園的原因，是因為公立幼兒園數量不

足，或是品質考量？

教育部：因過去在學前教育所投注的經費較少，所以公立幼兒園數量較為

不足，因此學前教育的部分多由私立幼兒園提供，惟目前公共化的比例已

從兩成提升到三成，期待 109 年可達到四成。目前需透過抽籤方式進入公

幼就讀，因此沒有抽中的家長就只能選擇私幼，另外也有經濟能力較好的

家長，基於私幼的辦學品質、教學理念而選擇私幼。

 改善就學負擔差距

8. Judith Karp 委員：高中學生可獲得學費補助，但是從問題清單 7.3 的表 28

無法了解補助項目；所謂希望提供 12 年義務教育是指免學費嗎？預計達

成的時間為何？是否有兒少是因為負擔不起學費而無法升學，是否有任

何制度或作為協助兒少償還學貸？

（1） 教育部：關高中職免學費的部分，我國自 103 年實施 12 年國民基本教

育，國小、國中、高職均免學費，高中部分免學費，惟尚有相關代收代

辦費、雜費等費用，非低收入戶或弱勢家庭者仍須繳交；目前僅家戶所

得 148 萬以上就讀高中者需繳交學費，惟其比例甚低，又其餘學生已均

免學費，因此目前會維持現行學費政策。

（2） 教育部：目前推行免學費措施，並有補助弱勢家庭，學生輟學主因非經

濟因素，多為家庭因素或個人就學意願而輟學。對於中輟學生的服務，

首先會結合社政、警政單位進行通報協尋，同時要求縣市政府每個月提

供中輟學生人數，中輟率高的縣市則需召開專案會議進行檢討。找到中

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 輟學生後則輔導其復學，安排高關懷或設計特別課程以提高就學意願，

各學校設置單一窗口，協助學生返校事宜。

（3） 教育部：有關學生貸款部分，就學貸款可借貸學雜費、書籍費、實習費、

住宿費等等，就學期間利息由政府負擔，畢業之後再繳還本金與利息。

 中輟生

9. Judith Karp 委員：有兒少代表指出，國中中輟後很難獲得就學或就業的

服務，政府是否計劃提供中輟生更多服務？另外感化學校、矯正學校、

中途學校、高職、建教合作學校，這些不同名稱的差別為何？其中某些

類別的學校是否沒有提供人權或公民教育？

（1） 教育部：中輟生復學後可就讀中介教育（如慈輝班、資源式中途班、合

作式中途班），由學校開設計技藝課程，部分中途班可提供住宿，家庭

功能不彰的學生可周末再返家；各縣市需每季召開中介教育會議，教育

部則每半年邀集縣市政府召開中輟聯繫會議。

（2） 教育部：台灣的學制為 6 足歲者進入小學就讀 6 年，畢業後進入國民

中學就讀 3 年，以上為九年國民義務教育；接著可分別進入普通高中或

職業學校，皆屬中等教育，職業學校強調與產業合作，多數為正規學制，

大部分時間在學校上課，少數時間進行實習；建教合作班則是一部分上

課，一部分實習，另有輪調式建教合作，以季為單位輪流進行上課與實

習，通常是兩個班輪替，高職畢業即可就業或進入實務性的大學繼續升

學。為保障建教生權益，教育部訂有《教育部補助及推動產學攜手合作

實施計畫要點》 ，亦受《勞動基準法》保障，目前每年建教合作班學生

約 1 萬 4 千人左右。至於中途學校目前計有 3 所，主要是依《兒童及少

年性剝削防制條例》設立，經由法院判決安置違反前開條例之兒少，中

途學校通常設置於較偏遠處，讓學生能夠在安全、不受干擾的環境下學

習。

（3） 法務部：少年矯正學校主要是收容執行徒刑拘役的少年受刑人及部分

受感化教育處分的少年。嚴禁體罰，如有違反情事則會追究其行政責任。

有關 102 及 103 年的不當管教事件，已由監察院移付懲戒，為避免相

同形況再度發生，已加強相關教育訓練。

 兒少休息、遊戲、休閒權

10. Judith Karp 委員：有兒少代表提到在校課業壓力大，上課時間長，導致

休閒權利遭侵害，此外，他們無法選擇上音樂課、成績不好會受到責罰

等。另外，Laura Lundy 委員則提問休閒及文化活動是否有國家級的行動

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 策略？書面文件甚少提及休閒與娛樂權利，似乎不受重視，有沒有可能

讓兒少多接觸大自然，而非在人工建置的地方玩耍？學校是否可能早一

點放學，5 點半仍是太晚，此外，有無指南、指導或限制補習班下課時

間，讓學生有時間從事其他活動？最後，是否把原住民文化活動納入課

綱？

（1） 教育部：因長期受社會文化影響，亞洲地區的學生在課業上所花費的時

間較長。依目前升學制度，國中畢業生需考國中會考，惟於 103 年針對

考試科目與計分方式進行大幅修正，以減少學生壓力，如欲升學者亦不

乏就學機會，主要壓力在於考上明星學校。教育部為減緩學生課業壓力，

長期推動教育改革，讓學生適性養才，在校園內舉辦校慶、園遊會等活

動，也重視學生的戶外或校外教學，舒緩學生身心；另外也鼓勵縣市政

府，讓學校將課程結合戶外資源，使上課地點不拘限於教室。

（2） 教育部：有關學生上課時間的部分，學校一天約安排 7 節課，惟為配合

家長下班時間，學校亦提供第 8 節課，但需尊重學生意願且不得教授新

的課程內容。至於放學後補習，教育部不鼓勵但尊重學生及其家長之意

願，為避免過度學習之狀況，於 103 年進行入學制度改革，期能減緩學

生升學壓力，減少補習。

（3） 教育部（體育署）：有關學生休閒活動的部分，目前推動 SH(Sport

Health)150 方案，學生除了體育課之外，每週還需要有 150 分鐘的運動

時間，約有 84.25%的學校達到；另有大跑步計畫，將簡單設計或增加

樂趣融入於跑步當中，學生可將跑步的進度與成績上傳體適能系統，記

錄自己的運動時間。縣市政府亦可設計自身的特色運動，將其融入校園

晨間或課間活動。另提供學生多元運動的競賽機會，除球類之外另有熱

舞、啦啦隊等；有關山野教育的部分，除辦理山野育樂營，亦積極進行

相關師資培訓。

（4） 教育部：有關原住民教育與活動，學生可依規定請假參加原住民文化活

動；此外，在國小階段本土語言為必選課程，學生可選擇閩南語、客家

語或 16 種原住民族語；在國中階段則屬選修課程。原住民族委員會辦

理原住民族語分級認證，取得認證者在升學時可採計、加分，未來就業

時，則可擔任原住民族語的教學資源人員，優先取得擔任教師的機會。

原住民族委員會代表補充，除正規教育外，亦發展原住民族學生多元智

能學習之課程，另訂定《原住民學生課後扶植計畫》提供部落場地與人

力協助學生課業輔導，如有原住民部落節慶，亦可請假。

 懲處措施、體罰與申訴議題

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11. Judith Karp 委員：校園中是否皆有輔導老師協助兒少提出申訴、處理霸

凌？是否考慮將獎懲制度透過立法，統一各學校的懲處措施？如何檢視

禁止體罰落實情況？施以體罰而遭懲處的老師人數非常少，目前資料看

來，多為行政上的懲戒或是警告。另外有關霸凌的問題，使用熱線的兒

少不增反降的原因為何？何以使用熱線的人數降低？是否有提供心理

輔導協助霸凌受害者？

（1） 教育部：有關專任輔導教師配置， 《學生輔導法》明文規定個規模的學

校應配置的專任輔導教師人數，目前國民中小學有 770 位，國民中學有

1,324 位，高級中學則有 1,517 位，每所國中小都至少配至 1 名專任輔

導教師，未來則會依法配置相關人力。

（2） 教育部：《基本教育法》明定教師不得使用體罰，教師因不當體罰而受

懲戒的人數每年平均約 1 百位，需接受行政處分，包括申誡、記過，情

節嚴重者，則可依《教師法》予以停聘、解聘或不續聘。有關輔導管教

的部分，因其屬各校自治範圍，各學校可依教育部所訂定之《學校訂定

教師輔導與管教學生辦法注意事項》制定學生輔導管教辦法，但應與學

校教師、行政人員、家長，高中職以上者應邀請學生代表共同研定討論。

（3） 教育部：校園霸凌專線使用人數下降的部分，因設有多元的反應霸凌管

道，包括專線、信箱、問卷、網站等，因此可能是使用熱線人數逐年下

降的原因。

 學生參與校務

12. Judith Karp 委員：兒少是否可以參加學校的各種委員會，以及兒少須接

受統一的課綱及相同的教授內容？從兒少代表的意見得知，他們在學校

裡的學習並不快樂。

（1） 教育部：有關校園內的兒少參與，在國中小階段，因學生年齡較小，多

由家長為其受教權發聲，爰於學校內設有家長會，亦有地方性或全國性

的家長團體。至於高中職的部分，在《高級中等教育法》中則明定學校

應成立學生自主的學生會，涉及學生權益之議題皆應有學生代表參與。

刻正研議的 108 年課綱，亦邀請學生代表表達意見。

（2） 教育部：課綱主要是作為教師教學以及教科書出版商的參據，學校需依

課綱上課，縣市政府會派員督導，如有違反情事需被糾正。目前刻正研

擬 108 年課綱，以增加學生選修彈性。

 身心障礙學生就學

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 13. Nigel Cantwell：有關有入學的身心障礙兒童男女比例懸殊，其原因為何？

教育部：《特殊教育法》即為保障身心障礙學生就學權利，目前分為 13

種障別，經各縣市的身心障礙學生鑑定安置委員會鑑定後安置學生，基

本上可達 100%入學，若家長不採前開方式，亦可進入一般學校就讀，接

受融合式教育。教育部學特司代表則補充，身心障礙學生依《國民教育

法》皆應入學，有關入學男女比例主要是因為基因醫學，因為 ADHD 與

自閉症等患者皆以男性比例較高，爰有入學比例懸殊之狀況。

【第八章】

 少年司法

14. Jakob (Jaap) Egbert Doek：最低刑事責任年齡、觸法兒少處遇為何？為何

統計數字裡有一個 7 歲以上未滿 12 歲觸犯刑罰法令兒童？7 歲到 12 歲

及 12 歲到 13 歲是否不同？另虞犯議題，請說明虞犯定義、審理程序、

相關處分之裁定、移送等審理過程。

（1） 司法院：刑法規範年滿 14 歲以上始具接受刑事處罰能力，未滿 14 歲

者無犯罪能力，不受刑事處罰。 《少年事件處理法》規範 7 歲到 12 歲、

12 歲到 18 歲的年齡層，12 歲到 13 歲者給予保護處分，該處分非屬刑

事處罰，不進入刑事審判系統；14 歲以上兒少有犯罪責任能力問題，因

此 14 歲到 18 歲少年觸犯最輕刑度 5 年以上有期徒刑重罪時，須接受

刑事處分；如年滿 20 歲始被發現犯罪或案件繫屬法院，會例外用刑事

追溯及處罰。7 歲到未滿 12 歲兒童觸犯刑法，不需接受刑事處罰，但

其犯罪原因可能需法院協助，因此會裁定保護處分。

（2） 司法院： 《少年事件處理法》第 3 條規範虞犯定義，少年行為雖不構成

刑事法，但其交往不適當對象、家庭背景環境等可能致使該名少年有高

度風險致犯罪可能性，係為虞犯，對其裁定保護處分。12 歲以上未滿

18 歲觸犯刑法少年始有以虞犯處理，7 歲至未滿 12 歲兒童不以虞犯處

理。

（3） 司法院：有關虞犯不付審理及開始審理的區分，首先先就不付審理說明，

不付審理分為兩種，第一種為法官調查後無虞犯情事，裁定不付審理，

即為無罪；第二種為法官調查後，兒少確有虞犯情事，惟該行為不甚嚴

重，家庭尚有功能，學校可協助輔導，法官可能也會裁定不付審理，但

會有三種處分情形：交付法定代理人管教、轉介社會福利團體或輔導機

構協助輔導、由少年調查官進行告誡。開始審理部分，則係由法官依少

年需被保護的程度判斷，在法官裁定前，由少年調查官實地針對少年之

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 就學、家庭狀況、交往情形等進行調查並提出報告；後續少年如有律師

協助，亦由該律師提供意見；法庭調查時如法官認有必要，將傳訊必要

證人予以釐清，如少年需被保護程度高者，即開始審理，如法官依據新

證據認定無虞犯事實，亦可裁定不付保護處分，即類似無罪。開始審理

之後會有四種處分類型，第一種為法官訓誡，並裁定少年週末期間須接

受輔導；第二種為保護管束，由少年保護官進行監督，如少年均維持正

常穩定生活，最快得於 6 個月內免除保護管束，最長則為 3 年；第三種

為安置輔導，少年已有犯罪行為，家庭功能不彰或父母本身亦有犯罪行

為，則將透過安置於寄養家庭或相關照顧機構進行輔導（非屬監禁）；

第四種為感化教育處分，將少年送到矯正學校或少輔院接受 6 個月以

上至 3 年不等的感化教育。開始審理以後，原則上審理程序均在法庭

內，惟法官衡量實際情情，如有需要會在法庭以外的地方審理（如學校） 。

（4） 司法院：依《少年事件處理法》 ，原則上在調查或審理期間沒有檢察官

參與，例外情形則是當 14 歲以上少年觸犯最輕刑度 5 年以上有期徒刑

重罪時，少年法庭將移送給檢察官進行調查，確定有犯重罪事實起訴，

再移送少年法院則為少年刑事案件係為普通刑法案件，如未給予緩刑，

少年即接受刑事處罰，進入專門執行少年刑法的機構（少年矯正學校） 。

15. Jakob (Jaap) Egbert Doek：倘 14 歲兒少犯本刑 5 年以上重罪，可能被判

處刑期，是否進入成人監獄？或其他地點？

司法院：觸犯最輕刑度 5 年以上有期徒刑重罪被判有刑監禁之兒少，只

要犯罪時未滿 18 歲，執行監禁時未超過 21 歲，均於少年矯正學校執行

刑期，執行上限為 23 歲。

16. Jakob (Jaap) Egbert Doek 委員：兒少進入司法是否立刻可獲得法律援助

及協助的狀況為何？目前資料無 12 至 18 歲兒少獲得法律援助統計，又

12 歲以下的兒童若不會被判刑，為何需要律師代表？

（1） 司法院：警詢過程中會告知少年可選任律師，如少年及其父母均決定不

申請，則少年可能沒有律師，但會有親屬陪同，如無親屬陪同，亦會請

社工陪同少年偵訊。另外，兒少得自費委請律師，符合規範之經濟弱勢、

有精神疾病或智能發展不足兒少，不分年齡，將為其安排律師。

（2） 司法院：關於法律扶助資料只有兒童的部分，係因問題只針對兒童，爰

該統計資料僅提供 12 歲以下兒童，12 歲到 18 歲之間的統計將另外提

供。另外所揭示的統計資料是針對所有民事、刑事、家事申請扶助的統

計，非僅止刑事，因此會有 12 歲以下兒童之法律扶助資料統計。另依

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 現行法，如兒童觸犯最輕本刑三年以上的重罪（如牆至性交），有申請

法律扶助律師陪同偵訊的權利；如為原住民兒童，原住民有特別法律扶

助，基本上不審查資歷，只要有法律救濟的途徑即可申請，所以統計資

料不包含原住民兒童法律扶助部分。

17. Judith Karp 委員：關於精神疾病或身心障礙的兒少的訊問，警方是否接

受相關專業訓練？以及保障是類或一般兒少出庭作證的相關協助或措

施為何？

（1） 司法院：精神疾病少年或身心障礙兒少作證時，如有必要，將請其熟識

的專家、父母、專業社工或適當之人陪同並協助表達，如有選任程序監

理人必要，程序監理人得協助兒少進行程序上一切行為。法官學院每年

開設訊問兒童或身心障礙兒童相關技巧課程，培訓法官具備專業知能。

（2） 內政部（警政署） ：警察機關對於少年犯罪或兒少受害案件，在各縣市

共成立 22 個少年警察隊專責處理，另有 22 個婦幼隊，處理婦女及幼兒

保護。近年在全國 159 個分局設置超過 200 名以上的保護官以保護兒少

被害人、各分局設有少年犯罪防制官以防制少年觸法。另外有 218 個家

防官以處理家庭暴力。保護官、防制官或家防官均接受專業訓練以協助

兒少在遭遇觸法案件或受害案件時，保護其權利。

18. Judith Karp 委員：是否有使兒少加害人跟被害人在進入法庭之前，了解

到底發生什麼事、造成什麼傷害、有什麼賠償的機制？其過程是否將在

法庭上報告？

司法院：目前在少年事件沒有正式採用讓加害人與被害人於審前階段，

在法庭以外的地方和解、了解被害人受到的傷害及加害人責任等，但是

在賠償的部分，可以在法庭以外透過專門的調解委員會協助進行民事賠

償協調。

 拘留條件

19. Jakob (Jaap) Egbert Doek 及 Nigel Cantwell 委員：有關審前拘留目前實施

的方式、期間、地點為何？最後判決須服刑兒少比率為何？

（1） 司法院：審前拘留依《少年事件處理法》規範，調查期間可收容 2 個月，

可延長 1 個月，審理期間另可收容 2 個月，得延長 1 個月。因此，如案

件須保護程度較高，無法迅速調查完畢，如不能責付（如無人可照顧或

責付顯不適當時），即可能將少年收容並送到少年觀護所，最長審前拘

留期間為 6 個月，審前拘留期間，安排少年調查官探視少年，如少年行

為、家庭環境改變或律師、父母申請，法官會依少年調查官報告，審查

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 延長審前拘留之必要性。另說明移送管轄權部分，如少年住居於台灣北

部，但在南部城市犯罪，案件原繫屬於南部法院，惟考量兒少及其父母

住居所，為便利少年及其父母，可將管轄權移轉到北部法院進行審理。

另有關審前拘留兒少人數與最後判刑比例，目前手邊沒有統計資料，後

續如有相關資料將再予提供。

（2） 內政部（警政署） ：警察機關無審前拘留權，實務上警察機關逮捕或拘

提少年犯後有 24 小時調查時間，另依《提審法》規定，24 小時內兒少

若被提審，警察機關必須立刻終止調查，並將相關案卷送到少年法庭。

兒少在警察機關停留期間，首先通知兒少父母、法定代理人或公證第三

人，如村里長、老師等，到場協助陪同詢問，如未到場，警察不會開始

詢問。其次告知少年觸犯法律事實、有選任輔佐人的權利，並以輔導和

關懷的立場聽取其陳述。此外警方亦將告知兒少得隨時終止警方調查，

並至法院說明，訊問過程對少年犯或被害人均採保密措施，絕不供媒體

拍攝、拒絕接受媒體採訪、監視錄影器畫面亦禁止翻拍。

20. Jakob (Jaap) Egbert Doek 委員：受感化教育、矯正教育之兒少，何時回歸

社會？是否提供其就業、就學等資源？

教育部：為協助接受安置輔導或感化教育兒少重回正常學校教育，訂有

《兒童及少年受安置輔導或感化教育之學籍轉銜及復學辦法》及教育部

補助辦理中輟學生預防追蹤與復學輔導工作原則，處理學生學籍安置及

生活安排，並補助學校進行多元課程或補救教學。法務部、衛福部及教

育部並成立協調工作小組。國民教育階段兒少得自行選擇於戶籍所在地

縣市、接受安置輔導或感化教育機構所在學區之國民中小學就學，教育

部並將給予協助；超過國民教育年齡之兒少，得選擇戶籍或安置機構所

在地補習學校或進修學校就學；高級中等教育階段兒少，得由安置或感

化教育機構專案依兒少意願申報就學。前開作為不受高級中等教育法學

籍申報時間及名額限制，學校亦不得拒絕，兒少進入學校後，視為高關

懷個案持續輔導，並召開會議安排重新學習（補救教學）課程，亦有社

工追蹤輔導 1 年，以協助兒少生活適應。

21. Judith Karp 委員：法官、NGO 或獨立第三方是否定期探視被剝奪自由兒

少，並定時檢視矯正機關或感化機構狀況？針對管教人員不當行為，兒

少如何申訴？在審前拘留時，兒少有段時間與成人拘禁在一處，請說明

相關的規定為何？

（1） 司法院：依《兒童及少年福利權益與保障法》

，少年離開安置機構或輔

育院後，社工人員進行追蹤輔導。依規定，少年觀護所、輔育院及矯正

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 學校所在地的法官必須每季巡視一次機構，瞭解是否有適當的申訴機制

及申訴處理情形，亦會個別詢問少年是否受不適當對待。有關少年審前

拘留，雖可能與成年人關在同一棟建築物，但會將之隔離拘禁，法官巡

視機構時將嚴格監督，如果有未隔離之情事，將予以紀錄並糾正機構。

（2） 法務部：為便利家屬就近接見或配合少年法庭調查審理，故有合署辦公，

但會嚴格執行分界收容。

 藥物濫用

22. Jakob (Jaap) Egbert Doek：毒防中心及防毒中心有何不同？角色是否有差

異？（政府未有答復）

 性剝削及性虐待

23. Jakob (Jaap) Egbert Doek：國內是否有統合的法律以保護兒少不受性剝削？

非本國籍人對兒童進行性犯罪，如要引渡加害人，則該行為是否需要在

被引渡國也視為犯罪？性剝削受害兒少在各審理階段如何被詢問、訊問

（是否保密、錄音錄影、訓練專業警員）？兒少出庭作證的程序、規定

為何？

（1） 司法院：性剝削或性侵害案件，少年在警察局接受詢問時，被害人部分

會安排錄音錄影，以避免重覆的詢問導致二次傷害。惟依《刑事訴訟法》

，

少年必須接受交互詰問，但為避免被害人面對加害人，被害人會由社工

陪同，隔離詰問或偵訊，必要時，可完全隔離，讓加害人先提出問題，

這些問題透過加害人的律師或是法官代為轉述，被害人不用聽到加害人

的聲音，再請被害人作證回答。

（2） 內政部（警政署）

：目前針對性犯罪（性剝削）案件訂有減述作業，詢

問性犯罪被害人均全程錄音錄影，但其他犯罪無相關規定。實務上警察

機關會詢問被害人，得其同意全程錄音錄影作為公正證據，該影音證據，

將來全部移送少年法庭。另外亦針對加害人及被害人採取隔離措施，包

含通知被害人和加害人在不同時間進行詢問，針對被害人可能選擇警察

機關以外的地方，如醫院的溫馨診療室等隱密場所，避免加害人跟被害

人間有任何接觸的機會，使被害人受到二次傷害。

（3） 衛生福利部（保護服務司）

：兒少性暴力因立法時間不同，在我國採取

不同的法律。性侵害是刑法的妨礙性自主罪，對兒少的性剝削是屬於兒

少的性販運。被害人的服務包括性剝削跟性侵害，建立減少被害人重複

陳述制度，社工在偵查跟審理程序陪同兒少，可向警察、檢察官或法官

陳述意見，過程中也會確保警察機關、檢察機關或法院提供兒少安全環

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 境及（隔離）措施，並會向兒少說明相關審理程序及後續狀況。12 歲以

下兒童遭受性侵害，恐因記憶、對司法程序用語不了解或為避免引導致

證詞遭污染，除錄音錄影，也建立司法詢訊制度，由專業司法詢問員協

助警察、檢察官或法官詢問，避免因前開因素導致證詞反覆，影響其司

法正義。

（4） 國家通訊傳播委員會：有關網路涉及兒童色情部分，在我國，網路不當

行為及內容由實體社會法律各自規範，政府 2013 年成立第三方單位

iWIN，接受網路不當內容及疑似犯罪內容的申訴，iWIN 在接到申訴並

保留相關事證後，立即移送相關權責單位處理。

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 Meeting Minutes

Chapter 6 Government’s response to questions raised in previous session

 Health

1. Jakob (Jaap) Egbert Doek: Please add on the mental health issues in the

previous session.

（1） Ministry of Health and Welfare (Department of Mental and Oral Health):

Regarding mental health issues, the government focused on disease

treatment earlier in Taiwan; now, it turns to mental health promotion. First,

a healthy environment is built in babyhood with a focus on pregnant

women’s mental health; second, education manuals are compiled for

parents to provide preschool children positive education. For special

children (such as hyperactive disorder and Autism), training groups are

organized in various locations. In youth, the governments set up safety

hotlines along with life hotlines provided by civil groups and a follow-up

system for suicide attempts. These suicide attempts will be followed up by

case managers.

（2） Ministry of Education: In 2014, the Student Guidance and Counseling Act

have been established to integrate student guidance and counseling in

various laws and regulations and to develop a three-level counseling

mechanism. The first level is to promote mental health of all students; the

second level is to provide interventional counseling for students with

borderline behavior problems; the third level is to work with other agencies

to provide assistance for students with behavior problems; in addition, a

student counseling center has been established in each city/county.

Counselors, including psychologists and social workers, are appointed to

deal with aforesaid level-3 students.

2. John Tobin: Is there any mental health data for adolescents?

（1） Ministry of Health and Welfare (Department of Mental and Oral Health):

According to the survey of mental illness of Grade 4~Grade 7 students

nationwide conducted three years ago, the prevalence of mental illness is

quite high. About 30% of the students suffered from emotional disturbance.

In terms of lifetime prevalence, about 10.5% of the students suffered from

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 ADHD, 8.7% suffered from phobia, 8.6% suffered from sleep disorders,

4.2% suffered from separation anxiety, 3.6% suffered from sociophobia,

2.1% suffered from , oppositional defiant disorder, 1% suffered from

Autism, 7.9% had an intent to commit suicide, 3.6% had a plan to commit

suicide, and 0.7% committed suicide.

（2） Ministry of Education: Related data are mostly retained in the student

counseling and counseling center in each city/county. Due to the protection

of personal information, Ministry of Education did not ask for the related

data.

3. Nigel Cantwell: What is the effectiveness of follow-ups and treatment,

especially hotlines? Does the stress caused by schoolwork on students also

cause mental health problems?

（1） Ministry of Health and Welfare (Department of Mental and Oral Health):

Every year, the safety hotline receives 67,000 calls. In addition to online

consultation and listening, resources are referred. In case of emergencies,

informants can call the police through telephone positioning. Every year,

about 400 attempted suicides are saved; in addition, there is no other

indicator to evaluate the effectiveness. Except for remote and offshore

areas, psychiatric resources in Taiwan are quite complete. There are 1,600

psychiatrists in Taiwan and about 200 hospitals offer psychiatric clinics; in

addition, there are 284 private psychiatric clinics. A total of 360 health

centers have been established nationwide and are expected to provide free

psychological consultation.

（2） Ministry of Education: From 2005 to 2016, there were 56~83 student

suicides leading to death every year. In recent years, there were about 60

cases on average. Main reasons include academic stress, emotional or

family factors; some reasons are emotional distress, interpersonal distress,

internet addiction disorder or behavior problems. According to the campus

security report data in 2015, there were 55 cases of student suicides leading

to death, and there were 713 self-injury incidents in senior high schools or

below.

Chapter 7

 Children’s Rights and Civic Education

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 4. Judith Karp: How can the education system introduce the CRC to young

generations in an effective way? Are related training courses mandatory? Why

is the CRC not yet included in the formal course?

Ministry of Education: Currently, the government is drafting the 2019

curriculum guidelines. Formal courses, such as civil education, include human

rights and the legal system. As the CRC is an emerging issue, it is not

mandatory currently; however, teachers may integrate the CRC into the related

courses. Related materials will be compiled for teachers’ reference, and related

training courses will be provided for teachers.

 Allocation of Education Funding in Remote Areas

5. Judith Karp: What are the expected schedule and result of the plan for

improving educational resources in remote areas?

Ministry of Education: Currently, there are 3,500 elementary and junior high

schools nationwide, and 1,200 of them are located in the educational priority

area. The Educational Priority Area Project has been implemented for years to

provide teachers, resources, and funds. Recently, the third reading of the Act

for Education Development of Schools in Remote Areas has been passed by

the Legislative Yuan. The act will become effective after the approval of the

Office of the President, and budgeting starts from the next year. Schools in

remote areas are divided into five grades, and resources are provided based on

the grade to secure teachers, improve the faculty’s dormitories, and extend the

principal’s retention.

 Preschool Education

6. Judith Karp: Due to lack of kindergartens, how many children do not receive

preschool education? What measures are taken for children who are unable to

attend school? Does the government consider exempting school fees for public

and private kindergartens?

Ministry of Education: According to the statistics of the admission rate to

kindergartens, 96% of the children are 5 years old and 50% are 2~5 years old.

The kindergarten publicization policy has been set up to increase public and

non-profit kindergartens. The government expects to increase the admission

rate of children aged 2~5 to 60% and the percentage of public and private

kindergartens from 3:7 to 4:6 by 2020 and to 5:5 in the next four years.

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 According to the central government’s policy, children aged 5 attend

kindergartens for free. Additional allowances will be granted for the

disadvantaged families. Allowances will be provided for children aged 2~4.

The government is discussing free tuition for children aged 2~4. In addition to

the central government, local governments also provide related resources.

7. Judith Karp: Do parents choose private kindergartens because of insufficient

public kindergartens or quality?

Ministry of Education: In the past, there were few budgets for preschool

education, so public kindergartens were insufficient. Most preschool education

was then provided by private kindergartens. Currently, the percentage of

public kindergartens has increased from 20% to 30% and is expected to reach

40% by 2020. Currently, children are admitted to public kindergartens through

ballot. Those failing to be admitted to public kindergartens have no choice but

to attend private kindergartens; in addition, parents with better financial

conditions choose private kindergartens due to quality.

 Gap in Schooling Burden

8. Judith Karp: Senior high schools can receive scholarships; however, grants are

not clearly described in Table 28 specified in 7.3 of the List of Issues; does the

so-called 12-year compulsory education mean free tuition? What is the expected

time to achieve this goal? Are there children who fail to go to school because

they cannot afford tuition? Is there any system or assistance for repayment of

student loans?

（1） Ministry of Education: The 12-year compulsory education has been

implemented since 2014. Students in elementary, junior high and

vocational senior high schools are exempted from tuition. Students in

senior high schools are exempted from tuition, but they are required to pay

other miscellaneous fees except for those from the low-income households

or disadvantaged families. Currently, only senior high school students from

households whose income is NT$1.48 million or more are required to pay

tuition. The percentage of such students is relatively low. The remaining

students are exempted from tuition. Therefore, the existing tuition policy

remains unchanged.

（2） Ministry of Education: Currently, the free tuition policy has been

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 implemented. Allowances are also provided for the disadvantaged families.

Students drop out due to family factors or personal willingness to study.

For dropout students, schools will report to social welfare agencies and the

police for search. Local governments are required to provide the number of

dropout students every month. Cities or counties with a higher number of

dropout students are required to convene a meeting for review. After

dropout students are found, they will be guided to resume their study and

provided with care or special courses to increase their willingness to study.

Each school has set up a contact window to help students resume their study.

（3） Ministry of Education: Student loans include tuition and miscellaneous

fees, book fees, internship fees, and dormitory fees. During study, interest

is borne by the government. Students may repay the principals and interest

after graduation.

 Dropout Students

9. Judith Karp: According to some representative children and youths, it is hard to

receive schooling or employment services after dropping out from junior high

schools. Does the government plan to provide more services to dropout students?

What are the differences between reform schools, correction schools, half-way

schools, vocational high schools, and cooperative education schools? Do some

categories of schools not provide human rights or civic education?

（1） Ministry of Education: After dropout students resume their study, they may

receive alternative education (such as Tsyr-Huei class, resource half-way

class, and cooperative half-way class). Some half-way schools provide

accommodation for students with poor family functions. The local

government holds an alternative education meeting every quarter. Ministry

of Education invites local governments to convene a dropout liaison

meeting every six months.

（2） Ministry of Education: In Taiwan, children aged 6 attend elementary

schools for six years; after graduating from the elementary schools, they

attend junior high schools for three years. This constitutes 9-year

compulsory education; next, students attend general senior high schools or

vocational senior high schools, which is secondary education. Vocational

senior high schools emphasize cooperation with industries and most of

them follow the regular school system; that is, students spend most of their

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 time attending classes at school and spend little time on internships. For

cooperative education classes, students spend some time on classes and

some on internships. Rotary cooperative education is also offered. Students

take turns to attend classes and participate in internships on a quarterly

basis within two programs. After graduation, vocational senior high school

students may work or continue their study in practical universities. To

protect the rights and interests of cooperative education students, Ministry

of Education has established the Implementation Guidelines for

Subsidizing and Promoting Industry-academia Cooperation, which are also

protected by the Labor Standards Act. Currently, there are about 14,000

cooperative education students every year. There are 3 half-way schools

established in accordance with the Child and Youth Sexual Exploitation

Prevention Act. Children and youths in violation of the said act are placed

by the court’s ruling. Half-way schools are located in remote areas to let

students study in a safe and undisturbed environment.

（3） Ministry of Justice: Juvenile correction schools mainly accept juvenile

offenders under imprisonment and some juveniles receiving reformatory

education. Corporal punishment is strictly prohibited. In case of violations,

violators will be prosecuted for their administrative liability. In 2013 and

2014, improper discipline has been transferred by the Control Yuan for

punishment. To prevent the same situation from happening again, related

training has been strengthened.

 Right to Rest, Play, and Participate in Leisure Activities

10. Judith Karp: According to representative children and youths, they suffer from

high stress caused by schoolwork and long class time, and are not allowed to

attend music classes, and will be punished due to poor grades; Laura Lundy: Is

there a national-level action plan for leisure and cultural activities? Written

documents rarely mention leisure and entertainment rights, which seem to be

lowly valued. Is it possible to let children be in contact with nature more than

play in artificially built places? Is it possible that students get out of school early?

5:30 is still considered late. Is there a guide, guidance, or restrictions on the

recess of cram schools to allow students to engage in other activities? Are

indigenous cultural activities included in the curriculum guidelines?

（1） Ministry of Education: Due to long-term social and cultural influences,

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 students in Asia spend more time on schoolwork. According to the existing

school system, junior high school students must take the Comprehensive

Assessment Program for Junior High School Students. In 2014, the

examination subjects and scoring methods were significantly modified to

reduce students’ stress. There are also many opportunities for students to

continue their study, and their main stress is to be admitted to top senior

high schools. To reduce the stress of schoolwork on students, Ministry of

Education has promoted the long-term education reform to develop

students based on their talents. School celebrations and fairs are also

organized on campus; in addition, outdoor activities or field trips are also

organized to relax students; local governments are also encouraged to

integrate courses with outdoor resources.

（2） Ministry of Education: Seven courses are arranged every day. In response

to parents’ work, the 8th course is provided; however, schools should

respect students’ willingness and are not allowed to teach new contents in

the 8th course. After-school tuition is not encouraged by Ministry of

Education, but Ministry of Education respects students’ and parents’

willingness. To avoid over-learning, the admission system was reformed in

2014 to reduce the stress of study on students.

（3） Ministry of Education (Sports Administration): The Sport Health (SH) 150

is currently promoted. In addition to physical education, students have 150

minutes to exercise every week. About 84.25% of the schools have

achieved this goal. The Run for Fun program integrates simple design or

add fun into/to running. Students can upload their running progress and

results to the fitness system. Local governments also design featured sports

and integrate them into morning or class activities on campus. A variety of

sports events are provided for students, including ball sports, dances, and

cheerleading. In terms of mountain education, mountain camps are

organized, and related training is provided for teachers.

（4） Ministry of Education: Students are allowed to ask for leave to participate

in indigenous cultural activities; in addition, native languages are required

courses in elementary schools. Students can choose to learn Minnan, Hakka

or 16 indigenous languages. In junior high schools, native languages are

optional courses. The Council of Indigenous Peoples provides the

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 indigenous language certification. Certified students may have additional

scores when applying for schools; at work, they are given priority to serve

as indigenous language teachers. According to the representative of the

Council of Indigenous Peoples, in addition to formal education, a variety

of smart learning courses have been developed for indigenous students. The

Program for After-school Support for Indigenous Students has been set up

to help students with schoolwork. Indigenous students are allowed to ask

for leave in the event of tribal festivals.

 Discipline Actions, Corporal Punishments and Grievance Issues

11. Judith Karp: Do counselors at school help children and youths lodge complaints

and handle bullying? Does the government consider unifying the reward and

punishment system through legislation? How to check the implementation of

the ban on corporal punishment? There are few teachers being punished for

imposing corporal punishments. According to the current statistics, most

punishments are administrative discipline or warning. What are the reasons for

the decrease in the number of children and youths using the bullying hotline?

Why is the number of people using the hotline reduced? Is there any

psychological counseling available for the victims of bullying?

（1） Ministry of Education: According to the Student Guidance and Counseling

Act, schools at all levels shall appoint a certain number of counselors.

Currently, there are 770 counselors in elementary schools, 1,325 counselors

in junior high schools, and 1,517 counselors in senior high schools. At least

one full-time counselor is appointed in an elementary school and a junior

high school. In the future, counselors will be appointed according to the

law.

（2） Ministry of Education: According to the Educational Fundamental Act,

teachers are not allowed to impose corporal punishments. Every year, about

100 teachers receive administrative punishments, such as warning and

demerit, due to improper corporal punishments. Those with severe

violations will be dismissed, suspended, or denied renewed employment

according to the Teachers’ Act. Counseling and discipline are within the

scope of schools’ autonomy. Each school may set up the regulations for

student counseling and discipline in accordance with the Guidelines for

School Establishment of Regulations for Teachers Counseling and Student

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 Discipline established by Ministry of Education; however, schools should

invite teachers, administration staff, and parents, as well as student

representatives in case of (vocational) senior high schools or above, to

participate in the discussion.

（3） Ministry of Education: A variety of channels to report bullying have been

set up, including hotlines, mailboxes, surveys, and websites, which may be

the reason for the decrease in the number of people using the campus

bullying hotline year by year.

 Participation in School Affairs

12. Judith Karp: Can children and youths participate in various school boards? Are

children and youths required to accept unified curriculum guidelines and the

same teaching contents? According to representative children’s and youths’

opinions, they are not happy about study at school.

（1） Ministry of Education: In elementary and junior high schools, students are

young, so parents speak for their right to receive education on their behalf.

The parent meeting is set up at the school in addition to local or national

parent groups. In vocational and senior high schools, the Senior High School

Education Act stipulates that schools should establish the student union.

Student representatives should participate in the discussions about the rights

and interests of students. The 2019 curriculum guidelines are currently under

discussion. Student representatives are invited to express their opinions.

（2） Ministry of Education: The curriculum guidelines are compiled for teachers’

and textbook publishers’ reference. Schools are required to teach in

accordance with the curriculum guidelines. Local governments will appoint

officials to supervise and request corrections of any violations. The 2019

curriculum guidelines are currently under discussion to add flexibility to

optional courses.

 Schooling for Students with Disabilities

13. Nigel Cantwell: What are the reasons for the disparity in the proportion of male

and female students with disabilities?

Ministry of Education: The Special Education Act protects the right of students

with disabilities to receive education. Currently, disabilities are divided into13

categories. Students with disabilities are placed after being identified by the

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 identification and placement committee of the local government and 100% of

them are admitted. Students with disabilities may be admitted to general

schools for inclusive education. According to Department of Student Affairs

and Special Education, Ministry of Education, students with disabilities shall

be admitted to school according to the Primary and Junior High School Act.

The proportion of male and female students with disabilities is mainly due to

genetic medicine because the proportion of male patients with ADHD and

Autism is higher, leading to such disparity.

Chapter 8

 Juvenile Justice

14. Jakob (Jaap) Egbert Doek: What is the minimum age of criminal responsibility?

What are children and youths in violation of laws treated? Why do the statistics

show children over 7 years old but less than 12 years old in violation of criminal

laws? Are the punishments for 7~12 years old and for 12~13 years old different?

Please explain the definition of delinquency, trial procedures, ruling on

disciplinary action, and transfer.

（1） Judicial Yuan: According to the Criminal Code, an offender who is over 14

years old has the ability to receive criminal punishments; an offender who is

under 14 years old is not punishable. The Juvenile Delinquency Act

prescribes 7~12 years of age and 12~18 years of age. An offender aged

12~13 is given protective measures, which are not criminal punishments and

thus not brought to the criminal trial. An offender who is over 14 years old

has the ability to take the criminal responsibility; therefore, when a juvenile

aged 14~18 commits an offense for a minimum punishment of 5 years of

imprisonment, he/she shall receive criminal punishments. If a person aged

20 is found to commit a crime or the case is tried by the court, criminal

retroaction and punishments shall apply exceptionally. If children over 7

years old but less than 12 years old violate the Criminal Code, they do not

have to receive criminal punishments; however, they will be given protective

measures because the cause of crime may need the court’s assistance.

（2） Judicial Yuan: According to Article 3 of the Juvenile Delinquency Act,

juvenile behavior does not constitute the criminal law, but their association

with those with criminal habits and background may lead to a high risk of

crime; therefore, juveniles are given protective measures. If a juvenile aged

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 over 12 years old but less than 18 years old violates the Criminal Code,

he/she will be treated as delinquency, while a juvenile aged over 7 years old

but less than 12 years old will not be treated as delinquency.

（3） Judicial Yuan: The court may not try a delinquency or initiate a trial. After

investigation, the judge rules that there is no delinquency, and the juvenile

will not be tried and therefore is not guilty. If there is a minor delinquency

after investigation, and the family functions, the school may provide

counseling, and the judge may rule that the delinquency will not be tried;

however, the following three punishments shall apply: the juvenile will be

transferred to guardian for discipline, referred to a social welfare institution

or counseling organization for counseling, or admonished by a juvenile

investigator. The court initiates a trial based on the level of protection the

juvenile needs. Before ruling, the juvenile investigator will investigate and

report the juvenile’s schooling, family conditions, and association with

others. A lawyer may give advice if appropriate. During the investigation,

the court may subpoena necessary witnesses for clarification if necessary. If

the level of protection the juvenile needs is high, the court will initiate a trial.

If the court rules that there is no fact of any delinquency based on new

evidence, the juvenile will be given protective measures and considered not

guilty. After a trial is initiated, the following punishments follow: (1) to

pronounce a warning and may order holiday consulting; (2) to send a

juvenile under probation and supervision; if the juvenile maintains a normal

life, the protective measure will be lifted within 0.5~3 year(s); (3) to send a

juvenile to a proper welfare or cultivation institute; if the juvenile has

committed a crime, has poor family functions, or has parents who also

commit crimes, he/she will be sent to a foster family or a related care

institution for counseling (other than imprisonment); (4) to send a juvenile

to a correction institute for corrective education for 0.5~3 year(s). After a

trial is initiated, the trial procedures are within the court; however, the judge

may try the case outside the court (such as schools) after considering the

actual situation.

（4） Judicial Yuan: According to the Juvenile Delinquency Act, the prosecutor

will not participate in the investigation or trial except that a juvenile over 14

years old commits an offense for a minimum punishment of 5 years of

imprisonment. In this case, the juvenile court will transfer the juvenile to the

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 prosecutor for investigation. If the juvenile is found to commit a serious

crime and prosecuted, he/she will be transferred to the juvenile court once

again and tried as a general criminal case. If the juvenile is not given

probation, he/she shall accept the criminal punishment and shall be sent to

the juvenile correction school.

15. Jakob (Jaap) Egbert Doek: When a juvenile aged 14 commits an offense for a

minimum punishment of 5 years, will he/she be sent to an adult prison or other

places?

Judicial Yuan: When a juvenile under 18 years old commits an offense for a

minimum punishment of 5 years and is imprisoned under 21 years of age,

he/she will be sent to the juvenile correction school until reaching the age of

23.

16. Jakob (Jaap) Egbert Doek: Is it immediately possible to obtain legal aid and

assistance when children and youths enter the judiciary? There is no statistics

showing that children and youths aged 12~18 obtain legal aid. If children under

12 years old will not be sentenced, why do they need a lawyer?

（1） Judicial Yuan: During the interview, the police will inform juveniles that they

can appoint a lawyer. If they and their parents choose not to apply for a

lawyer, the juveniles may not have a lawyer, but they may be accompanied

by relatives or social workers; in addition, juveniles may appoint a lawyer at

their cost. Those with economic disadvantages or mental illness or

retardation will be assigned a lawyer regardless of age.

（2） Judicial Yuan: The issue is about children, so the statistics only show

children under 12 years old. The statistics of children aged 12~18 will be

provided separately; in addition, the statistics given are about support

provided for civil, criminal, and family cases, so legal aid provided for

children under 12 years old is included. According to the existing law, a child

committing an offense for a minimum punishment of 3 years of

imprisonment (such as sexual intercourse) may apply for legal aid and

request a lawyer to attend the interview with him/her. In case of indigenous

children, they are provided special legal aid. Basically, their qualifications

will not be reviewed, and they may apply for legal aid through legal relief;

therefore, legal aid provided for indigenous children is excluded from the

statistics.

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 17. Judith Karp: Does the police receive professional training on interrogation of

children with mental illness or disabilities? What are related assistance and

measures to protect this type of children or general children and youths who

testify in court?

（1） Judicial Yuan: When juveniles with mental illness or children and youths

with disabilities testify in court, they may be accompanied by acquainted

experts, parents, social workers or appropriate people if necessary to help

express their opinions. If a guardian ad litem is required, the guardian ad

litem may help children and youths perform all procedural acts. Every year,

the judge college provides training courses on interrogation of children with

mental illness or disabilities to equip judges with professional knowledge.

（2） Ministry of the Interior(National Police Agency): A total of 22 juvenile

delinquency prevention brigades have been established nationwide to deal

with juvenile delinquency or child abuses. There are also 22 women and

children divisions responsible for the protection of women and children. In

recent years, more than 200 protection officers have been appointed to 159

police stations nationwide to protect juvenile victims; juvenile delinquency

prevention officers are also appointed to prevent juvenile delinquency; in

addition, 218 domestic violence officers are appointed to deal with domestic

violence. Protection officers, juvenile delinquency prevention officers, and

domestic violence officers are professionally trained to help protect the

rights of children and youths violating laws or falling victims.

18. Judith Karp: Is there a mechanism for understanding what is happening, what

is causing harm, and what is the compensation before the offender and the

victim enter the court? Will the process be reported in court?

Judicial Yuan: For juvenile cases, there is currently no mechanism for the

offender and the victim to be reconciled or to understand harm caused by the

offender and the offender’s responsibility before the trial; however, the

specialized reconciliation committee may help the offender and the victim

reach an agreement on civil compensation outside the court.

 Conditions of Detention

19. Jakob (Jaap) Egbert Doek and Nigel Cantwell: What are the current method,

period, and location of pretrial detention? What is the percentage of children

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 who have finally been sentenced to serve?

（1） Judicial Yuan: According to the Juvenile Delinquency Act, the pretrial

detention can be two months plus additional one month during the

investigation; during the trial, the pretrial detention can be additional two

months plus additional one month. If the level of protection is higher, and

the juvenile cannot be ordered for custody (i.e. no care is provided or an

order for custody is obviously improper), he/she may be sent to a juvenile

detention center for up to six months before the trial. During the detention,

the juvenile investigator will visit the juvenile. If the juvenile’s behavior or

family environment changes, or the lawyer or parent applies, the judge will

review the necessity of extending the pretrial detention based on the juvenile

investigator’s report. If a juvenile lives in North Taiwan and commits a crime

in South Taiwan, the case is under the jurisdiction of the court in South

Taiwan. Considering the juvenile and his/her parents’ residence, the case will

be transferred to the court in North Taiwan for trial. There is currently no

statistics of the number of children under pretrial detention and the

percentage of children who have finally been sentenced to serve. The

statistics will be provided in the future once available.

（2） Ministry of the Interior (National Police Agency): The police do not have

the right to detain juveniles before the trial. In practice, the police have 24

hours for investigation after arresting or detaining juveniles. According to

the Habeas Corpus Act, if the police receive the petition for habeas corpus

within 24 hours, they shall terminate the investigation immediately and sent

related documents to the juvenile court. During the detention, the police shall

notify the juvenile’s parents, guardians or notary, such as village heads or

teachers to attend the interrogation. The police will not perform the

interrogation until they are present; second, the police shall notify the

juvenile of the fact of the violation of laws and the right to appoint an

assistant and listen to his/her statement through guidance; in addition, the

police will notify the juvenile that he/she may terminate the investigation at

any time and explain in court. During the interrogation, the police shall keep

the juvenile offender or victim confidential and protect him/her from media

shoots, interviews or remake of surveillance videos.

20. Jakob (Jaap) Egbert Doek: When do children and youths who receive probation

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 education or corrective education return to society? Are they provided with

employment, schooling, and other resources?

Ministry of Education: The Regulations Governing School Roll Transition and

Resumption of Children and Youths Receiving Probation Education or

Corrective Education and the Guidelines for Prevention and Resumption of

Dropout Students Subsidized by Ministry of Education have been established

to help children and youths who receive probation education or corrective

education return to normal school education, including a variety of courses or

remedial teaching. Ministry of Justice, Ministry of Health and Welfare and

Ministry of Education have formed a working group to take charge of related

matters. During national education, children and youths may choose to study

in elementary or junior high schools where their permanent residence registers

or where they receive probation education or corrective education, and they

will be provided with subsidies by Ministry of Education. Those over the age

of national education may choose to study in cram schools or continuing

education schools where their permanent residence registers or where they

receive probation education; during senior high education, children and youths

may apply for schools through probation or correction agencies based on their

willingness. The aforesaid application time and vacancies are not subject to

the Senior High School Education Act, and schools shall not refuse. After

children and youths are admitted to schools, they will receive continuous

counseling. A meeting will be held to arrange remedial courses. Social workers

will follow up the children and youths for a year to help them adapt to life.

21. Judith Karp: Does judges, NGOs, or independent third parties visit children and

youths deprived of their freedom and review the status of correction or

probation agencies on a regular basis? How can children and youths lodge

complaints about the misconduct of the correctional staff? During the pretrial

detention, children and youths are detained with adults for a period of time.

Please explain the related regulations.

（1） Judicial Yuan: According to the Protection of Children and Youths Welfare

and Rights Act, social workers will follow up and give guidance to juveniles

after they leave the probation or correction agencies. Judges who have the

jurisdiction of juvenile detention houses, juvenile reform schools, and

juvenile correction schools will visit these agencies every quarter to review

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 the grievance mechanism and results and to examine whether juveniles are

treated properly. Although juveniles may be detained with adults in the same

building before the trial, they will be detained in isolation and strictly

supervised by the judges. If juveniles are not detained in isolation, the

agencies will be corrected.

（2） Ministry of Justice: For better reception of relatives and investigation of

juvenile courts, different agencies may work in the same office building;

however juvenile detention will be demarcated strictly.

 Drug Abuse

22. Jakob (Jaap) Egbert Doek: What are the differences between anti-drug centers

and drug abuse prevention centers? Is there a difference in the role? (Not

responded)

 Sexual Exploitation and Sexual Abuse

23. Jakob (Jaap) Egbert Doek: Is there a unified law in the country to protect

children from sexual exploitation? If non-nationals committing sexual crimes

against children are extradited, does such behavior need to be considered as a

crime in the country of extradition? How are child victims of sexual exploitation

questioned and interrogated at each trial stage? (i.e. confidentiality, recording

or videotaping, and professionally trained police officers)? What are the

procedures and rules for children and youths to testify in court?

（1） Judicial Yuan: In case of sexual exploitation or sexual assault, when

juveniles are interrogated at the police station, the victims will be recorded

to avoid secondary harm caused by repeated interrogation. According to the

Code of Criminal Procedure, juveniles must receive the cross-examination.

To avoid the face-to-face meeting between the victim and the offender, the

victim will be accompanied by a social worker in the completely isolated

interrogation or investigation, if necessary. The offender shall raise questions

first, and these questions are forwarded by his/her lawyer or judge to the

victim and the victim may answer to the questions without hearing the

offender’s voice.

（2） Ministry of the Interior (National Police Agency): Currently, the reduced

statement of sexual crimes (sexual exploitation) has been prescribed. The

victim will be recorded throughout the interrogation; however, there is no

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 related regulation for other crimes. In practice, the police will ask the victim

for his/her consent to recording throughout the interrogation as evidence of

fairness. The video will be submitted to the juvenile court in the future. The

offender will be isolated from the victim, including interrogation time. The

victim may choose to participate in the interrogation in the consulting room

at a hospital outside the police station to avoid any contact with the offender

and secondary harm.

（3） Ministry of Health and Welfare (Department of Protective Services): Due to

different legislative time of sexual violence of children and youths, different

laws shall apply in Taiwan. Sexual assault is an offense against sexual

autonomy in the Criminal Code. Sexual exploitation of children and youths

belongs to sex trafficking of children and youths. The victim is provided with

a reduced statement system in case of sexual exploitation and sexual assault.

During the investigation and trial procedures, social workers may

accompany the children and youths, express their opinions to the police,

prosecutors or judges, and ensure that the police, prosecutors or judges

provide a safe and isolated environment for children and youths and explain

the trial procedures and follow-ups. For children under 12 years old, they

will be recorded as they may not understand some judicial terms or may be

misguided to pollute their testimony. A forensic interview system has also

been established. Professional forensic interviewers help the police,

prosecutors or judges with the interrogation to prevent repeated testimony

due to the aforesaid factors from affecting judicial justice.

（4） National Communication Commission: In Taiwan, online misconduct and

improper contents involving child pornography are regulated by respective

laws. In 2013, the government established the third-party agency iWIN,

which is responsible for complaints against improper online contents and

suspected crimes. After receiving complaints and related evidence, iWIN

will immediately transfer them to related authorities for handling.

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 逐字稿紀錄

Jakob (Jaap) Egbert Doek：

大家早，各位早安，歡迎各位再次回到我們進行對話的現場。我相信今天

可以在中午左右或稍微晚一點點的時間呢將我們之間的討論完成，我想應

該不會討論到下午，今天早上的會議先從昨天剩下的一些問題開始，就是

我們想問心理健康相關的問題，昨天下午 Tobin 教授提到了這樣子的問題，

好像當時聽到的回復蠻簡短，如果政府代表團可以針對心理健康這一塊再

多講一下方案等等之類的，就是就昨天的這個問題進行先補充回答，以下

時間交給政府代表。

行政院林政務委員萬億：

心口司再多做一些有關於兒童少年的心理健康方面的預防或者有介入，那

接著會請教育部再來補充在學校裡面的學童的心理健康或心理衛生方面

的一些方案或者說有一些什麼樣的措施，謝謝。

衛生福利部心理及口腔健康司代表：

謝謝委員提出這個關於關心這個心理健康的議題。應該說要從台灣整個發

展的狀況來看。其實最主要我們是從疾病開始去治療，那只是這幾年我們

才開始提出一個比較從心理健康促進的角度去看這件事情，那因此我們最

剛開始的思考是說，怎麼樣從小嬰兒，從一出生開始就有一個健康的環境

下手，所以我們最剛開始的計畫是從婦女身心健康著手，也就是說從特別

是產婦，產婦懷孕週期的心理健康這邊下手，希望有一個心理健康的媽媽，

才會有心理健康的小孩，我們整個計劃是從這邊做開端的。

那我們也做了非常多這樣子的，請專家來拍了很多 video，針對產婦的以及

醫護人員的教育訓練的關於這方面的知識。那另外我們也做完這個 video

之後，第一年我們做這個 video，第 2 年我們就開始要求各個醫療院所在他

所有的視訊設備上面都要播放這些 video，那也跟做月子中心合作，所謂產

後護理機構合作，請他們播放這些教育性的 video 給產婦。那另外我們也

針對醫事人員的部分跟婦產科醫學會、精神醫學會，針對產婦孕產週期，

就孕產婦懷孕週期的會，可能產生的心理問題、情緒困擾以及精神疾病做

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 一些進一步的介紹跟了解，以協助他們在第一線遇到這樣的個案的時候能

夠早期發現，這是我們的第一步。

第二步我們就開始針對在學齡前的兒童。其實我們認為正向的教養是非常

重要的，也就是說父母親如何能夠有正確的知識去教養自己的小孩，而不

是用我們傳統文化裡的打罵教育的方式，所以我們就去編纂了這個正向教

養手冊，那用正向教養手冊，希望透過這個正向教養手冊的內容，能夠給

大多數的這個有小朋友的母親，知道怎麼樣去教養小朋友。

那在這個同時我們也在，同時我們也針對一些比較特殊的兒童，譬如說

ADHD，過動這種過動兒，還有 Autism 這些家屬，其實他們都蠻徬徨，往

往也不知道怎麼面對小朋友的問題，所以我們也從這邊下手。去在北中南，

台灣整個北中南，我們會請了很多團體，去辦這樣子的家屬教育訓練的這

個，這個訓練的這個計畫，希望能夠幫助家屬了解，怎麼樣照顧這樣比較

特殊的小朋友，他們特有的情緒問題跟行為困擾，那以上大概我們簡略的

報告。

那如果到青少年期，我們通常，現在目前在整個的我們有就是，昨天有稍

微提到我們有安心專線，這是由我們心口司補助成立的一個專線，專門針

對各式的心理問題、心理困擾可以從這邊獲得一些訊息。那我們一年大概

安心專線大概有 6 萬 7 千多通。那同時在這個同時，我們另外有個民間機

構成立的叫做生命線，生命線他是會比較針對是有嚴重的情緒困擾或者有

自殺的念頭，他可能會打，那一年大概有 17 萬，17 萬通的電話，那我們

針對已經到自殺的比較嚴重的帶有自殺企圖的個案，我們也有成立個案追

蹤系統。昨天有報告說，當醫院把所有的自殺企圖的個案反應到衛生局，

那由衛生局這邊有我們補助的專門的人員個管師，case manager，去追蹤這

些個案，去 follow up，去關懷他們，希望他們能減少他們的再自殺率，以

上做簡單的報告。

行政院林政務委員萬億：

教育部補充。

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教育部代表：

有鑑於那個心理健康的這個重要性，那教育部在 2014 年立法通過了學生

輔導法。那我們將各類法規中的學生輔導工作加以整合，讓學校各級單位

有相關的輔導專責單位人員資格、專業背景以及經費，做一個有完整的法

源依據的這個制定。那在學生輔導法的第 6 條裡面，我們有明文規定，學

校應該視學生的身心狀況跟需求，然後要制定一個三級的一個輔導機制，

包括有發展性的輔導，這個部分是針對全校性的學生，要促進學生的心理

健康、社會適應跟適應的發展的部分。那在第二級的部分我們是介入性的

輔導，那介入性輔導是，比較重點是放在比較處於邊緣性這些有偏差行為

的學生，包括適應力欠佳或是有一些重覆的問題的行為，或是有遭受一些

重大創傷這些部分，那我們這些介入性的輔導，我們這邊是用他們個別化

的需求，來訂定他們的輔導的方案跟計劃，提供專業的諮詢、個別的諮商

以及小團體的輔導的工作。那第三級的我們的輔導機制是處遇性的輔導，

是針對已經有偏差行為的這些學生，我們有積極的一個介入做一些我們結

合相關的一些單位，結合心理的治療、社會工作、家庭的輔導跟職能治療

法律服務、精神治療這些專業服務一起進來。我們希望透過在學校的這個

三級輔導機制的建立，能夠讓學校在，嗯，學校端在進行學校的學生的輔

導工作，能夠做的更加的落實跟具體，以上是教育部的補充說明。

教育部代表：

教育部這邊再補充一下，那麼針對學校剛提到的一個三級輔導的一個制度，

那麼在教育部這邊也要求我們各縣市要成立學生輔導諮商中心，那麼這個

中心裡面會配置那麼專業的輔導人員，這裡面也包含社工師跟心理師，那

麼每一個縣市的部分，基本上會依照各個縣市的一個情況，比如說就以新

北市當做一個例子，它會分成四個區，東西南北各一個區，那麼有一個學

生的諮商輔導中心。當學校有相關的這種個案，包含剛剛提到的有心理或

者健康有些問題的這些個案的部分，那麼需要到這個第三級來做一個，在

這個輔導中心的做一些輔導的時候，那麼就會結合包含了這個輔導中心的

心理師跟社工師，針對學生個案的部分給予這個協助跟幫忙，那不僅是在

學校教育體制裡面，那麼也，教育局的部分，各縣市政府的教育局也會結

合各縣市政府的，包含了衛生局還有社會局等這些相關的局處，他們相關

的專業的部分來給予這個協助跟幫忙，那如果有涉及到醫療的這個部分，

也會轉介到這個醫療院所來給予這個，這個整治，以上做補充說明，謝謝。

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行政院林政務委員萬億：

委員有沒有進一步想要了解的，謝謝。

John Tobin：

謝謝各位詳細的答覆，我很快的問一個問題。那有沒有針對年輕人的心理

健康問題有特別收集數據呢？

行政院林政務委員萬億：

數據關於學生的心理健康方面，常見的有沒有數據，那心口司這邊有沒有

比較是統計資料不分類能夠跟委員做說明，謝謝。

衛生福利部心理及口腔健康司代表：

嗯，我這邊稍微先補充一下，如果教育部那邊有的話。我們心口司在去年、

前年、大前年等於 3 年的時間，我們完成了一個全國的，針對學校學童從

小學四年級、五年級、六年級到國一的學生，針對他們做一些心理，心理

健康，主要是精神疾病的調查、流行病學的調查，花了 3 年的時間全部做

完，那今年才完全拿到看到結果。這裡面大概可以看到，其實在現在的這

個青少年裡面，特別是剛剛講的大概小學四年級到國中一年級這個年級之

間，其實精神各種精神病的流行率其實是非常高的，大概我們整個的根據

那個研究整個看起來大概有 30%的個案有情緒上的困擾，包括這裡面當然

包括 ADHD 啦，包括 Autism，包括所有的精神疾病在內，那大約的數值是

這樣，那其中以 ADHD 為最高，大概有 10%，以上說明。

教育部代表：

教育部這邊補充一下，那麼針對學校的這個學生的心理狀況，心理健康這

個問題的相關的人數數據的這個部分，那這個部分基本上因為主責的部分

大概都是由各縣市政府的這個學生輔導諮商中心那麼來協助那麼學校的

個案，那麼在學生輔導中心，學生輔導諮商中心裡面它會針對各級學校包

含了國小、國中跟高中這個學生，他會進行來這個協助跟這個幫忙，相關

的數據的部分也都會留在各個縣市政府的這個學生諮商輔導中心，這裡面

的相關資料有時候會涉及到個資的相關的這樣子的問題，所以教育部並沒

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 有針對這個各縣市的有關這個學生的心理狀況問題的這個相關數據，有特

別進行這樣的統計跟這個數據，那如果說是需要這樣子的資料的話，那我

們可以透過我們各縣市政府再收集相關資料提供給委員來做一個參考，謝

謝。

衛生福利部心理及口腔健康司代表：

我這邊再做一個更詳細的補充資料，跟剛剛我所提到的流行病學調查，那

如果用這個 cross section 的這個終身盛行率來講，那有 ADHD 的大概 10.5%，

以特定的 phobia 畏懼症大概 8.7%，有一些 nightmare 那種睡眠疾病的大概

8.6%，有分離焦慮的大約 4.2%，社交焦慮症的 3.6%，這個對立反抗,1 對

立反抗障礙症的有 2.1%，自閉症的 1 個%，有自殺意念的有 7.9%，自殺計

劃的有 3.6%，有自殺行為的是 0.7%，大致是這樣的一個數字，僅供委員

參考。

行政院林政務委員萬億：

教育部就是查一下你們的，比方說校安通報，去年的資料中哪有多少是自

殺的，有多少是自傷的，有多少是情緒困擾或等等之類的，等一下如果查

到了，再給委員做參考，謝謝。

Jakob (Jaap) Egbert Doek：

謝謝各位提供的額外資訊也提到了一些研究，我想我們針對心理健康這個

議題已經有了蠻清楚的了解，哦不好意思，有委員還要問問題。

Nigel Cantwell：

謝謝你們提供的資訊，我想要再多問一下，就是追蹤以及治療它的有效性

是如何呢？特別講到熱線的使用這一塊，如果有熱線呢每年接到 17 萬通

的電話，那我們假設這些電話可能會轉接到一些專業服務，當然要視這一

個當事人這位兒少的狀況來決定要轉接到哪裡，所以很想要知道說這個服

務是不是能夠很有效的適當的去回應每一位打電話來的兒少以及他們特

別的狀況，另外一個附加的問題，或許現在先不用談但是稍後談到教育的

時候，我們可以再深談一下這一點，就是說教育體系當中給學生的壓力啊，

或者是沮喪的這個感覺到底是有多嚴重然後是不是也因為學校的課業壓

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 力也使得他們的心理健康出了一些問題，不曉得不過我主要是要問說譬如

說熱線這樣的服務或者是其他的干預的方法其有效性有沒有去分析過？

衛生福利部心理及口腔健康司代表：

謝謝委員的提問。其實剛提到的熱線，其實最早，我們剛分享，分兩類，

其中一個熱線是由我們中央政府這邊補助成立的，他是針對一般所有的這

個心理健康的議題都可以打電話去，所以我們叫做安心專線，這條線就是

專門對所有健康議題都有關。那另外一個是民間系統的，民間的志工性志

願工作者的志工的系統，那所謂的這個生命線，那剛講 17 萬通是生命線。

那我們剛講安心專線大概有 6 萬 7 千通，那這邊 6 萬 7 千通裡面，通常如

果這電話裡面各種各樣的內容都有，那對不起我剛這兩條專線以外，我們

另外還有一條專線是專門針對男性的，男性專線，那但是因為那不會牽涉

到兒童青少年，所以比較是成年男子，有家暴啦有這些問題的他有專門的

一條專線。

那回到剛剛講的安心專線，我們每年這裡面有一些個案，他如果，因為這

條專線它除了在線上做一些諮詢或者做一些傾訴以外，其實很重要是資源

轉介或者有一些特別的 case，特別是有一些有嚴重自殺可能性的個案，其

實我們就會立刻根據他的電話線去定位，去聯絡警方去處理。我們一年大

概這樣的可以救回大概 400 條人命，用光用這個 hot line。嗯，那至於您剛

提到說是不是能，這些熱線是不是能夠真的有效執行嗎？我們目前手上確

實沒有非常詳細的資料說有幾個轉介到哪裡，幾個到哪裡，倒是沒有，可

是整個來講，台灣在過去 20 幾年來，我們對於精神醫療的發展是非常完備

的。

我們目前大概有 2 百家醫院，全台灣有 2 百家醫院都有精神科的門診、住

院病床，那這些都不是問題。另外我們還有 284 家開業的心理，精神科醫

師，就是開業的精神科醫師，等於在社區裡面到處都是。大家如果今天走

到台北市，大家可以隨處都可以看到有精神科門診，等於是你可以這個

walk-in clinic，你隨時都可以進去，那這個是台灣方便的地方。台灣有 1,600

多位的精神科專科醫師，那兒童精神科，兒童青少年專、精神科專科醫師

有 2 百多位，所以以 service 來講大約是足夠的。我們的分佈也都算蠻平

均，大概大多數的偏鄉離島稍微弱一點，其他地方都還是 OK 的，所以在

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 轉介上面通常不是太大的問題。另外我們還有心理師，很多在外面開業的

心理師，或者流動的心理師其實都蠻多的。另外在我們在每個衛生所我們

現在正在做的計畫就是，要求每個縣市的衛生局，衛生局底下有衛生所，

衛生所是我們台灣在健康系統裡面最重要的特色，全台灣我記得沒錯，有

360 個衛生所，全台灣有 360 個衛生所，等於每一個鄉鎮市都有衛生所，

那這個衛生所裡面我們現在要求裡面要設置心理諮商，免費的心理諮商，

就是說，嗯，民眾只要有心理問題，隨時都可以有地方是免費的可以接受

到心理諮商，這是目前我們正在做的計畫，那以上跟委員說明，謝謝。

行政院林政務委員萬億：

如果教育部對於學生的壓力或者憂鬱、沮喪等等，現在要補充就補充，如

果等一下要納入教育的議題也可以，好，那就請先說，謝謝。

教育部代表：

教育部這邊就現在目前手上有的資料部分先做一個補充。那麼從這個 2005

年到 2016 年，那麼我們統計這 12 年來有關在學校裡面，那麼學生自我傷

害導致死亡的這個案件，那麼平均下來大概是一年大概是從 56 人到 83 人

不等。那就以 2015 年為例是有 67 人，2016 年是有 60 人，所以每一年差

不多是 60 人，60 幾位的這樣的上下的這個人數。那根據我們初步了解的

這個原因，那麼導致這個學生這個那個自我傷害導致這個死亡的這個原因，

大概不外乎大概有幾個方面。第一個方面可能是學生的課業壓力所造成的

這樣子的一個影響，那也有會涉及到包含了可能那個學生的感情的問題，

那也有些是涉及家庭親子關係等等，那也有少部分的部分是情緒上的困擾，

或是人際上的困擾，或者是包含了這個網路成癮，或者一些偏差行為所產

生的這些原因，那以上。至於那麼有關那個自傷的人數跟這個情緒困擾的

這個人數，目前手上還沒這個資料，可能如果進一步的資料再提供給委員

做一個參考。

行政院林政務委員萬億：

請問委員還有沒有進一步要質詢？請。

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Jakob (Jaap) Egbert Doek：

謝謝你提供了這個資料，接下來我們就進行到第七章教育，先請 Karp 女士

來提問。

Judith Karp：

大家早，我們要讓年輕一代認識 CRC，最重要的管道就是透過教育，所以

如果我待會我很多的問題是關於教育的要請大家先見諒，因為我很想了解

到底貴國的教育體系是如何在這方面有效的運作，昨天呢我們有討論到在

偏遠地區的學校教育資源的問題，還有很多的一些教育提升改善的計劃，

我想知道的是這一系列的改進的計畫大概時間表是什麼樣子，你們預期什

麼時候會告一段落能有什麼樣的成果，那另外呢還有就是幼兒園數量不足

的問題，我知道你們好像有一個計畫，到 2017 到還有 2020 年希望將公立

的幼稚園、托育中心擴大的計畫，我想知道有沒有一些數據顯示到底有多

少台灣的兒童並沒有上學前教育，沒有上幼稚園的，那沒有去上這些幼稚

園的小朋友，他們是做什麼還有就是為什麼幼稚園不是免學費，因為這可

以說是對於幼兒發展非常重要的階段，尤其他們是展開進入小學前的這個

階段，所以台灣有沒有計畫未來要讓所有的幼稚園是免收學費呢？包括了

公立、私立幼稚園都一樣。

另外根據各位對於問題清單的回覆，就我了解，高中高中生好像可以獲得

學費的補助，所謂的補助是什麼意思？它不等同於是免學費嗎？所以是只

有高中針對低收入戶的學生可以免學費是嗎？還有是高職，只有高職是免

學費，那高中還是要收學費，除此之外呢，如果說是我想要知道你們所提

供的表格 28，提到了補貼可是並沒有再去細分項目，所以我還是不懂所謂

補貼的意思是包括了所有學費的補貼還是什麼意思？

另外呢，在回覆的最後有說到希望能夠提供 12 年的義務教育，而且是對所

有的學生都提供補貼，這是什麼意思？就是說都免學費嗎？什麼時候要達

成這個目標？那另外呢，有沒有去評估過是不是有一些兒少因為繳不起學

費沒有辦法念完，或者是兒少因為經濟的因素必須要輟學去工作，那針對

中輟生的服務，好像有一些問題也就是說有一些兒少他們如果從國中中輟

之後，好像他們難獲得服務或者獲得另類就學管道或者是去就業，這方面

能夠獲得的協助很少，有一些非政府組織有在跟這些中輟生來提供服務，

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那我想知道政府部門有沒有計畫針對中輟兒少來提供更多的服務。

除此之外呢，我想要知道有一些不同學校的名稱之間的差別，什麼叫做感

化學校、矯正學校、中途學校、高職、職業學校，到底這些不同的學校，

建教合作的學校到底有沒什麼差別，我知道有一些學校，好像並沒有提供

很正式、正規的教育課程，那這邊講的所有的學校當中不管是公民教育或

者是人權教育，好像在某一些學校裡面是付之闕如的。

除此之外呢，我們從兒少代表當中有提到了在學校課業壓力很大，那剛剛

也有委員提到有沒有可能這也是造成兒少自殺的原因之一，首先，兒少代

表他們有提到他們的休閒權力遭到了侵害，因為他們往往在學校上課要很

長的時間，就算是在週末假日，而且整天基本上他們都要考試接受評量，

教育原來應該換句話說他們要努力的讀書才能夠通過考試進入高中，兒少

兒少代表他們抗議的是這些教育的方式。

除此之外呢，他們都要接受統一的課綱，相同的教授內容，沒有辦法去選

擇上譬如說音樂課啦，甚至有一些學生因為考試成績不好遭到懲罰，這些

都是我從兒少代表聽到的一些心聲，所以我想大家可以重新想想教育的方

法，讓兒少具備有批判性思考的能力、創新的思維，聽起來很多孩子在學

校是很不快樂的，總覺得學校好像是教育工廠甚至是監獄，我覺得這很可

惜，如果孩子在學校裡覺得不快樂真的是很可惜，因為孩子在學校裡應該

是很快樂能夠去探索各種不一樣的興趣。

我們剛剛提到了對於公民權的侵害，我要問的問題呢是關於課程，那麼我

想問一下有關於在 CRC 相關的課程訓練，是不是會變成強制一定要教一

定要上？另外一個問題就是我們談的是兒少在學校生活當中的參與程度，

昨天有提到好像台灣在 08 年的時候有新的課綱，09 年也有一個課綱，我

想知道這些課綱是要讓孩子有機會來參與在學校各級的委員會嗎？包括

了性平等教育委員會，性別平等教育委員會還有審議委員會、懲戒委員會

等等，到底這一些課綱的細節是什麼？我也想請問學校是不是有專業的輔

導老師，因為每一所學校都要幫助孩子能夠去提出申訴，面對霸凌的時候

知道如何處理，可是在報告當中好像沒有看到具體的答覆，那麼關於懲處

措施，裡面提到了教育部會發出一個指南給學校做為一個獎懲的辦法，我

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 在想是不是比較好的作法呢？是透過立法的方式來統一每一個學校的懲

處措施，讓所有的老師都知道所有的學生也都知道，他們的老師可能會使

用什麼樣子的懲處方式，講到體罰當然之前已經討論過了，有沒有去做什

麼檢視去看說禁止體罰的法律呢確實去落實了呢？那麼如果老師是施以

體罰的話，有多少老師受到懲處的。

我們看到的資訊是說老師因為施以體罰而被懲處的人數非常的少，那當然

裡面有提到說如果教師使用重大體罰方式的話呢，那要接受刑罰可是我們

看到的書面回覆裡面，我看到是好像是只有矯正學校裡面的老師，後來因

為體罰去面臨的刑責，然後其他的學校都是給老師一些行政上面的懲戒或

者是警告而已，因為我們有提到譬如說兒少曾經提出這樣子的問題。

接下來講到霸凌問題，使用熱線的兒少人數其實非常的少，因為我們假設

霸凌的這個問題對兒童會造成重大傷害，那從表格當中我們可以看到使用

熱線的兒少人數不增反降，因此我想要知道為什麼呢？為什麼使用熱線的

人數降低了？那有沒有為這個霸凌的受害者提供一些心理的輔導呢？以

上是我的問題。

Jakob (Jaap) Egbert Doek：

其他委員是否也有問題呢？

Laura Lundy：

我要問的問題不是教育而是休閒以及文化活動也就是校外以外的活動，那

麼剛剛的委員已經提到學生在校時間很長，那有的學生說 5 點半下課，但

是我覺得這還是很長，是不是說學校都強制說要這麼晚才下課呢？還是說

學校可以早一點下課呢？不過我主要的問題是要問說下課後學生好像常

常要去補習班，那些補習班可能裡面學生可能一上課要上到 9 點鐘，這可

能會影響到學生休息以及睡覺的時間，所以有沒有一些這個指南去指導或

者去限制補習班下課的時間呢？請他們早一點下課呢等等，讓這個學生有

時間做其他的活動呢？

那針對休閒這一塊我想要問的是有沒有針對學生的休閒活動有任何國家

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 級的策略，因為我們知道其實休閒啊遊戲啦對於學生的心理健康很重要也

有助於他們學習，不過在書面文件當中好像沒有看到說學生的休閒以及娛

樂的權利，好像沒有看到說很受到重視，那好像有很多學生去一些人工的

地方去玩耍，那沒有辦法去接觸這個大自然，所以如果是都市裡面的孩子

的話，有沒有辦法促進他們到一個比較接觸大自然的地方去休閒娛樂，而

不是總是待在水泥叢林裡面呢？

最後講到文化活動，稍早我們說過了兒少應該參與這個國家的文化以及文

化活動，那有提到這個譬如說學校啦或者是原住民的學生啦，可以去辦一

些活動來慶祝自己原住民族的這樣子的身分，我想知道的是有沒有把譬如

說文化活動或是譬如說原住民族這樣子的文化活動呢納入課綱當中呢？

Jakob (Jaap) Egbert Doek：

那麼接下來時間交給政府代表。

行政院林政務委員萬億：

兩位委員提出了非常多的問題要請各部會來回應，其中大部分都是教育部

主答，有涉及到法務部的矯正學校或感化教育等等的定義，等一下也請法

務部來補充說明。那關於原住民的部分，等一下原民會也要做一些針對原

住民的教育跟原住民的文化活動的補充。那我們現在是不是就請教育部分

別針對剛剛 Karp 委員所提出來的相關的議題，看看要怎麼分工，由次長您

來分配一下，謝謝。

教育部代表：

那個整體性的部分我來做一個回答，那如果說要做補充就麻煩我們相關室

處那麼再做一個補充。那麼第一個的部分剛剛委員特別有關心到，那個偏

遠地區那個學校的這個教學品質改善的這個問題，那麼對於台灣我們大概

偏遠學校的部分，以中小學來講，我們大概有，中小學總共大概有 3 千 5、

6 百所的這個學校，那麼其中在屬於偏鄉小校的部分大概，我們所謂的教

育優先區，那麼就教育的資源優先來配置的這個區域的話，大概將近有差

不多 1 千 2 百所，大概是佔了大概三分之一左右。針對這種教育優先區的

學校呢，教育部這邊也訂有教育優先區的一個補助的這樣的計畫，那麼協

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助各縣市政府在有關師資、資源或者是經費等等這個部分的挹注跟這個改

善，那已經推動了非常多年，也對於偏鄉教育的提升確實是有一些的幫助，

那偏鄉的這個學校它雖然是比較偏遠，這個學生人數相對也是比較少，但

是相對於都會區來講，因為它是比較大班級，規模也比較大，所以相對來

講偏鄉的這個資源的這個投入，如果跟都會區比較起來相對是比較高成本

的。

不過長期以來我們大概對於偏鄉的這個教育的部分，雖然過去也都一直都

非常重視，但是確實在這種資源挹注的部分，還是有不斷再提升的這樣子

的一個需要，那麼所以除了這個，這個教育優先區的改善計劃之外，教育

部也針對的包含偏遠地區學校的一些方案或者是計畫，那甚至也是結合包

含了現在數位學習的部分也把相關的資源送到偏遠地區的這個學校，那近

期大概教育部跟行政院這邊大概特別也擬定了一個偏遠地區教育發展的

一個條例，那昨天也已經正式的三讀，立法院，就是我們的國會也已經正

式那麼三讀通過，那麼應該近期之內大概報我們總統府那麼來核定之後，

那麼就可以來正式發布實施。

那麼這個偏遠教育這個發展的一個條例尤其是針對偏遠地區學校，未來會

採取分級的這個方式，以目前初步規劃可能會分成五級的這個方式，那麼

針對呢這個它的級別的部分會給予不同這個資源的挹注，那這裡面針對偏

鄉裡面包含了師資這個不足，或者是師資不穩定，或者是流動率比較高的

問題，那麼也特別提出了一個我們新的一個制度叫專聘教師，那麼給予呢

這個，這個專聘老師的部分有比較好的這樣子的一個待遇，或者是留任的

這樣子的一個機會。那另外呢也針對偏遠地區包含了教職員生的這個住宿

的這個部分也給予改善。那另外對於學生的這個補救教學的一個提升也給

予經費的這個挹注跟幫忙，那同時呢對於校長的部分也可以相較目前來講

也可以來多留一任，大概最長可以到達 12 年的這樣的一個時間，讓有心從

事偏遠地區教育的這個校長跟老師，他們可以留在偏鄉那麼發揮他們熱忱，

那麼來提升這個偏鄉的這個，這個教學的這樣的品質。

那這個條例呢在昨天立法院三讀通過之後，那麼近期之內總統那麼公布實

施之後，教育部也會在明年度呢，明年開始編列相關的這個，除了現有的

這個預算之外，也會呢來專編相關的一個經費。我想這個部分大概對台灣

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的未來的偏遠地區教育的發展那麼會有這個比較大的幫助跟幫忙。那至於

偏遠地區學校的這樣子的一個品質的提升跟經費資源的挹注，這個向來大

概都是持續性的這樣子的常年性的業務，所以剛委員也特別提到說什麼時

候可以達成，這個部分基本上可能並沒有一個固定的時間表，那這個部分

我想我們會持續的那麼來挹注這個部分的資源，那麼促進這個偏遠地區學

校的一個發展。

那第二個的部分呢，針對有幼兒園這個數量不足的問題，那目前呢，嗯，

我們教育部這邊也特別研定了 2017 到 2020 的這 4 年的一個幼兒園公共化

的這樣子的一個的改善的一個計畫。那以目前來講，我們這個 2 歲到 5 歲

的部分的話，是屬於學前教育階段，那麼是進入到這個學校的這個幼兒園，

或者是專設的這個幼兒園。

以目前的統計的數據資料的部分，大概 5 歲的部分，5 歲的部分大概有 96%

的這個入園率；那至於 2 歲到 5 歲的部分，大概只有 50%幾啦的這樣的入

園率。那在我們的 4 年計劃裡面呢，我們希望那麼，我們是希望在這 4 年

之後，也就是到 2020 年的時候，那麼 2 歲到 5 歲的這個幼兒的部分能夠

有 60%能夠進入到幼兒園，那麼來接受這個學前教育。那其中呢進入到公

立幼兒園，也就是公共化的這個幼兒園，那公共化的幼兒園的部分會包含

是公立的幼兒園，也會包含非營利的幼兒園，這個部分相較於私立的幼兒

園的這個比例的部分，那麼會由現在大概將近 3:7 的比例的部分，我們希

望到 2020 年的時候能夠提高到 4:6 的這個目標，那這個是目前我們近程的

一個目標。那未來 2020 年之後，我們會逐步的，當然是希望，如果說下一

個 4 年的部分能夠朝向公共化的部分，能夠朝向 5:5 的這個目標，那麼持

續來做一些這個努力。

那第三個問題的，那第三個問題是有關高中職免學費這個部分的問題。那

麼我們從這個 2014 年開始實施 12 年國民基本教育，那在 12 年國民基本

教育的部分，基本上是採用了是大部分是免學費的這樣子的一個政策，那

也就是呢在台灣呢接受國小跟國中的 9 年一貫義務教育之後呢，那麼在這

個 15 歲之後進入到如果是屬於普通教育的，就是所謂的高中，那如果是接

受的是技職教育的，職業教育的就進入到職業學校，嗯，職業學校，那麼

主要呢他就是學獲得這個實務技能，動手操作的這個部分的一個能力。那

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如果是選擇就讀職業學校，那麼我們從 2014 年開始的話，那麼是免學費，

是免學費，台灣的部分是國小跟國中是義務教育，所以基本上也是免學費，

那麼只有，那麼收取部分的，可能國小的部分一個學期，也就是半年大概

是 7、8 百塊的這樣子的一個費用，代收代辦費用包含書籍費在內。

如果國民中學大概一個學期也差不多是半年啊，大概也是差不多是 1 千 5

百塊左右的這樣的費用。那就讀呢高職的部分的話，那基本上是全部都是

免學費的，那如果他是選擇普通教育的部分的話，也就是普通高中的部分

的話，基本上也就是這個家庭他家戶年所得是在 148 萬以下的部分，他是

免學費的，也就是就讀普通高中他是有排富的。那如果是家戶年所得是在

148 萬以上的話，那還是要繳這個學費的，那也就是說在這個中等教育階

段裡面，目前大概就只有普通高中他是家戶年所得 148 萬以上需要繳的繳

學費的，其他的所有的高中職的學生，基本上是免繳這個免繳這個學費的。

不過雖然是免繳學費，但是可能還是有一些的代收代辦費、雜費，包含譬

如說他的服裝費，或者他的書籍費啦，或者是包含他的用餐的這個費用的

部分，那基本上如果說不是低收入戶或者是家庭比較弱勢的這個孩童的話，

基本上他還必須繳這樣的一個費用。

那第四個的部分，有關這個免學費的這個部分，那什麼時候可以達到這個

子的一個目標。那麼以這個部分基本上，大概分成兩個部分來講。那麼第

一個的部分就是國小跟國中，剛才提到的，他是屬於這個義務教育，所以

他本來就是免費的。高中職的部分剛也做了一個報告，就是家戶年所得 148

萬以上就讀普通高中，這個部分的人數是不多的，在比例是非常非常少，

他需要繳學費之外，其他都是免學費的。那未來的部分，目前是暫時還沒

有這樣子的規劃，要把這個部分，普通高中，148 萬以上要繳學費的部分

那麼要免繳這個學費，目前還沒有這樣的政策，所以在這個部分還是維持

這樣子的一個狀況，那麼持續來做一個推動。

至於在學前教育的這個部分的話，目前是就讀，5 歲的這個幼兒讀這個幼

兒園他是免學費的，他是免學費的。那同時也針對一些弱勢的學生的這個

家庭的部分，也會給予這個相關的一個經費的一個相關的補助。那至於那

個 4 歲跟 3 歲到 2 歲的這個學前教育的這些孩童的這個部分的話，目前大

概也有一些補助的一些經費的這樣子的相關的育兒的補助的一個措施。那

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這個部分除了中央政府給予弱勢的學生，經濟弱勢的學生經費挹注之外，

包含各縣市政府本身他們會提出這樣子的一個相關的一個資源，那至於就

是說未來 2 歲到 4 歲的部分，目前我們也正在研議，也在我們林萬億林政

委的這樣子的主持之下，我們也預計是在年底之前能夠有一個新的方案，

能夠針對 2 歲到 4 歲的這個孩童的部分，也能夠來關注他們的一個免學費

這樣子的相關政策。不過目前這個相關的方案目前都還研議當中，研議當

中，可能最快也要到今年年底或者是明年年初才能夠來形成這樣的一個這

個政策。

那至於有關兒少的部分是不是有因為經濟的這個因素有輟學的這樣一個

狀況，那目前我們的了解的部分，因為包含了我們免學費的措施，或者是

對經濟弱勢學童的部分，我們都有提供相關的這樣子的一個就學的一個補

助，所以基本上目前應該並沒有這樣子一個孩子說，因為他是經濟狀況的

部分，而在學校有輟學的這個原因，那通常大概就是包含了一些家庭因素，

或者他個人對於就學意願的問題，才會導致這種輟學的這樣的一個原因。

好，OK。

那至於對於這個中輟生的這個服務的這個部分，那針對有關中輟生的部分，

除了在這個學校教育體系之外，那麼我們也結合包含了社會的資源還有包

含了政府相關部門，包含了內政部警政署啦等等這些的一個協助跟幫忙，

通常我們大概會採取幾個方面，三個方面的一個策略。那麼第一個的部分

的話，就是如果遇到中輟的學生，那我們會採取通報這個協尋的這樣子的

一個方式，那也就是學校裡面發現了這個學生，那麼，一定的時間沒有到

學校來之後，他就會那麼來通報，那麼請求警政署那麼來協助呢那麼來協

尋這一部分的學生。針對行蹤不明的中輟學生那我們來進行協尋，那同時

在協尋過程當中，如果也會每個月定期公布各縣市中輟學生的一個人數，

同時也會針對中輟率比較高的縣市的部分，也會來要求這個該縣市召開專

案的會議，那麼來進行這個檢討，那麼不僅在這個警政署，當然也包含了

這個社區、民間的這個資源，甚至包含村里，包含各相關的這個局處的部

分，也都會來協助這個部分。

那第二個策略的部分的話，找到了這個中輟的學生之後呢，那麼掌握的學

生目前他們的一個狀況，那如果是有經過家長以及孩子的意願，那麼會輔

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導學生到學校裡面來做一個復學，那在學校的部分也會特別針對這些中輟

復學的這個學生，那麼來特別安排這個一些高關懷的相關的一個課程，讓

這些學生的部分的話，他比較有意願那麼在學校裡面來就學，所以包含了

各個學校都會針對這些學生的部分來設計比較特別的課程，讓這些學生能

夠有興趣那麼留在學校裡面那麼來這個就學。那同時呢，各個學校裡面也

會針對這些學生的部分設置單一的窗口，那麼來協助學生返校就學的相關

的一個事宜。

那至於就讀有關這個，這個中介教育的這個的部分的話，那基本上我們會

針對這些不同的這個學生，那麼包含了，嗯，如果說是包含了涉及到這個

中輟的學生在我們的學校體制裡面，會有包含像慈暉班，還有呢資源式的

中途班，或者是合作式的這個中途班，那會由學校裡面包含了開設一些相

關技藝的一些課程，或者是針對這些學生的特性，有些學生是因為家庭功

能，這個失能的這些學生的部分，那就會讓這些學生這個禮拜一到禮拜五

那麼留在學校裡面來上課，禮拜六、禮拜天再返回到家庭裡面去。那甚至

是有些學生可能是涉及到兒少，包含了像性交易的等等這些的案件，那也

會經過法院的判決，那也會經過這個社工師的一個這個了解之後呢，那會

安置在我們的中途的這個學校。那這些中途學校的部分大概就常年讓這些

學生的部分，跟社會的部分會有一些，通常會設置在比較偏遠這個學校，

讓這些學生的部分跟社會能夠有一些的這樣子的一個隔離。那平常的部分，

學生都是在學校裡面做學習，那只有在過年的時候才會返回到家裡面，讓

學生能夠在一個比較這個安全，或者是比較這個穩定那麼比較不會受到外

界干擾的這樣的環境裡面，來進行這個學習。

同時呢各縣市政府的部分也會針對這種中介教育的部分，也會定期通常大

概是包含了每季會召開這個中介教育的一個會議，或者是每半年會召開這

個中輟的一個聯繫的這樣子的一個會議，就是會由教育部這邊邀集各縣市

政府來召開，那等等的這個部分對於中輟學生的部分，那麼給予這個關懷，

讓這個學生能不能在學校裡面接受這個教育。

那其次一點的部分，針對這個教師體罰這個學生的這樣子的一個相關的這

個的統計數據的部分，那麼到 2012 年到 2016 年，根據我們的統計，那麼

學校老師涉及到體罰事件而因而受處分的這個老師的部分，那基本上每一

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年的部分大概差不多是一 100 位上下，那以 2012 年是 112 位，2013 年是

111 位，2014 年是 140 位，2015 年是 157 位，2016 年是 99 位。那至於老

師涉及到這個體罰的這樣案件，那我們在教育基本法裡面是有規定，那麼

這個是在法的位階，教育基本法裡面是規定這個學生基本上這個是在學校

裡面是不能夠這個被這個體罰的，那麼如果有體罰的話，必須接受相關這

樣子的一個處分。所以包含了在教師法或者是那個我們對於老師的行政處

分的部分，那基本上會對於老師如果那個不當的管教這個學生，他會接受

行政的一個處罰，那行政的處罰的部分會從申誡、記過到記大過不等，那

如果是說嚴重的這樣的情形的話，那也會有教師法的一個適用。那也就是

老師不當體罰這個學生，造成學生的身心的傷害的話，那麼是可以針對這

個老師可以停聘、解聘那麼不續聘的。

那至於對於這個學生的輔導管教的這個部分，那麼對於這個學生輔導管教

的這個部分的話，我們目前大概也有訂有學生輔導管教的一個注意事項，

那麼這個是由教育部那麼統一那麼來做一個訂定，那至於那麼各個學校的

部分就依照那麼教育部所訂定的這個注意事項，那麼由各個學校來訂定這

個學生輔導管教的一個辦法，那過去也曾經討論過，是不是要把這樣子的

輔導管教辦法訂在這個中央來訂定一個統一的法規，不過也經過當時候大

家也都很充份的討論之後，基本上認為管教的部分應該是屬於各個學校的

這個自治的這樣子的一個事項，所以後來也經過這個討論之後，教育部大

概就訂注意事項，也就是做一個行政的指導原則。那麼這個在這個行政指

導原則之下，那麼是由各個學校那麼來訂定這個學生輔導管教的辦法，那

至於學校裡面所訂的學生輔導管教辦法，他就會包含了學校裡面的老師、

行政人員，包含了家長以及呢包含了如果以高中職學校來講，那還包含學

生代表，那麼共同去做一些研定討論之後，那麼根據這個學生輔導管教辦

法那麼在學校裡面，依據這個辦法，那麼來加以這個實施。

那其次一點的部分，就是有關這個專任輔導教師的這個配置的這個部分。

那麼依照學生輔導法的一個規定，那麼在 2017 年以後，那麼在學生輔導法

的第 10 條，是有做這樣子的一個規定。那麼也就是在高級中等以下學校，

專任輔導教師的原額編制如果是國民小學的話，24 班以下的話是要置 1 人，

25 班以上每 24 班增置 1 人，那如果是國民中學是 15 班以下是置 1 人，16

班以上的話是每 15 班增置 1 人，那至於高中高職，也就是高級中等學校的

話，那是 12 班以下是置 1 人，13 班以上每 12 班增置 1 人，所以在目前台

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灣我們所有的這個目前專任輔導教師目前的人數的部分，在全台灣國民小

學的部分總共有 770 位，國民中學呢是 1,324 位，高級中學呢是 1,517 位。

所以依照目前編制的部分是每一個中小學都配置有專任輔導教師，至少會

有一位，那也會按照他規模的部分而會有這個增加，那未來我們也會依照

這個學生輔導法的部分，從今年的 8 月 1 號開始，也會逐年來增加這個輔

導人數，依法那麼來配制這個相關的一個人數。

那其次，那至於呢，剛剛也提到的就是有關原住民教育這個活動的部分。

那麼有關原住民教育有關的活動的話，那麼針對原住民日，原住民日的話，

那如果說是屬於原住民這個學生的話，那依照這個學生的請假規則的部分，

他是可以請這個原住民的這個這個請假，然後返鄉去參加原住民的一個教

育的一個活動，那個部分是有這個法律的依據，那麼原住民學生可以依照

規定來這個請假。

那至於有關原住民的這個相關的教育的部分納入到課綱的這樣子的一個

問題，那針對在台灣我們目前在國民小學的部分是有實施這個本土語言，

那有關本土語言在國民小學階段的話是這個是必修的課程，必修的課程，

必選。那必選也就是每一個學生都要選本土語言，那會根據學生他們自己

本身所屬的族群或者是學生個人的意願，他可以在台灣的本土語言裡面包

含了閩南語、客家語或者是我們有 16 種原民住民族，那他可以選一種原住

民族的語言來這個上課。所以在國小的部分是屬於必定要選的課程，叫必

選；至於在國民中學階段的部分，他是屬於選修的這樣子的一個課程，所

以可以根據學生本身這樣一個需要部分來選擇這個原住民語的這個課程。

那同時也針對原住民族語言的部分的話，我們也有辦理了，包含了原住民

委員會也辦理這個原住民族語的這樣子的一個分級的認證，這個部分如果

他有取得到這樣子的一個分級，那未來在升高中、升大學的時候，他是可

以採計而給予加分的一個優待，甚至未來在就業，包含了他可能比如說擔

任這個教師或者是我們擔任原住民族語的教學資源人員的話，那基本上呢

也可以呢因為他有這樣子有這個原住民族語的認證，而能夠優先取得到這

個擔任教師或者是教學資源人員這樣子的一個機會。

那至於在，OK，這樣 OK 沒問題。那至於呢剛剛還有一個問題的部分，就

是有關這個兒少的這個代表，他們反應到這個課業壓力大，那麼這個學生

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的這個可能休閒的這個時間這個不足，或者侵害到學生休閒權利的這個部

分，禮拜六、禮拜天沒辦法休息。那我想這個部分大概是不僅是台灣，可

能是亞洲地區那麼長久以來大概受到這樣子社會文化的這樣子的一個影

響，所以呢包含了學生本身或者是家長或者是社會呢，對孩子的課業成績

都非常的這個重視，所以也導致了這個學生可能會花比較多的時間那麼在

這個課業上面。

那以台灣目前的整個升學的這樣子的一個數據，或者我們目前升學的這個

資料，事實上國小進入到國中，因為它是屬於義務教育，所以基本上它是

不用考試的。那至於呢國中畢業，也就是 15 歲畢業之後要就讀高中職，也

就是高級中等學校的這個部分的話，那基本上以目前來講雖然是要考一個

叫做國中教育會考，不過因為我們國中教育會考從 2014 年開始我們做一

個比較大幅度的改革，它從過去呢國、英、數、社、自要考 5 科，每一個

科目是分成 80 個級分，那目前已經改成了每一個科目是三等第四標，也就

是大概分成 7 級，所以從過去每一個科目是 80 個級分，分成 80 個等級，

到目前每一個科目只分成這個 7 個等級，其中最主要的目的就是希望學生

不要因為考試而去增加他們壓力，或者呢因為考試呢而題題計較，分分去

計較，那主要是希望能夠舒緩學生一個這樣子一個壓力。那麼甚至在以我

們目前高中職入學的機會率來講，因為現在台灣也受到少子化的這個影響，

所以基本上如果國中的 15 歲的學生他想要唸高中跟高職，基本上都是有

這個就學的機會的，甚至呢高中 18 歲畢業之後，要就讀高等教育，就讀大

學，也基本上都有這個就學的機會。那只不過呢可能學生他們會在選擇學

校的時候，他們希望能夠選擇傳統的明星的學校，所以基本上他們競爭的

壓力是在選擇，不是在有沒有學校可以就讀的問題，而是在於他們要選擇

一個他們認為心目中比較好的一個學校，而在這個課業上面會產生這樣子

的一個壓力的一個問題哦。

那當然我們也希望能夠呢來重視呢這個學生那麼不僅在課業壓力上面能

夠獲得到減緩，所以這幾年來教育部長期來推動教育改革，其中一個最重

要的目標，就是希望能夠舒緩學生的一個升學壓力，讓我們的學生呢能夠

適性養才，這個是我們在教育改革持續來一直在持續努力的一個目標，那

也就是呢學生在課業學習之外，也能夠關注到學生呢，包含了戶外的教學

或者是校外的教學。所以目前來講可能各個學校這個為了讓我們的這個學

生除了課業學習之外，也能夠舒緩這個學生的一個身心，所以包含在學校

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裡面通常也都會辦一些校內的這個活動，比如說學校裡面可能會有辦校慶

的活動啦，或者是有一些的校內的比如說這個園遊會啦等等這些的一個活

動，或者是呢也會配合每一個學年會安排學生呢校外的教學，或者在畢業

的當年的時候會安排畢業旅行。

那同時在我們教育部的政策上面呢，也鼓勵各個縣市政府也鼓勵呢各個學

校的部分呢，能夠推動戶外教學的活動，也就是學校的課程能夠跟戶外的

這些資源能夠相互結合在一起，讓學生的上課的地點不是只有在教室學校

裡面，也可以把學生上課的地點能夠到戶外或者是包含了一些戶外的這個

綠地啦或者戶外的科教館所，那個社教館所啦等等這個部分，讓學生的這

個部分透過學習的部分也能夠減輕他們的一個壓力。

那至於呢再其次一點的這個部分，嗯，針對那個有關，嗯，學生這個有關

課綱，統一課綱以後啊，那麼這個課綱在台灣呢，我們課綱，它主要的課

綱的一個訂定，當然一方面也是做為老師他們教學的一個參據啦，更重要

的部分是做為呢這個出版商，他們在出版商的作者在這個撰寫這個教科書

做為教材一個最重要的參據。那課綱裡面基本上會分成包含了固定必修，

或者是校定必修，或者是校本，或者是選修的這樣子的一個課程，那通常

這裡面包含有些，必須除了一般我們這個普通的學科，包含了國文、英文、

數學、社會、自然之外的話，包含了一些綜合活動，或者是藝能科目，等

等這個部分的話基本上也都會列在課綱裡面，我們也要求各級學校的部分

也必須按照這個課綱那麼來這個上課，不能，必須呢正常這個上課，那如

果呢是這個不按照課表正常上課這樣子的一個情形，那基本上是違反相關

規定的，所以我們也會有那個縣市的師導人員也會到學校裡去做一些督導。

所以剛剛提到的如果是學校裡面，按照我們的課綱，按照學校的課表，應

該要安排音樂課程而學校呢是不去上這個音樂課程的話，那這部分基本上

是違反相關規定的。那如果是這個查到有這個情形的話，那麼學校是會被

這個糾正。

那同時也為了讓學生在這種課業上面能夠有更多元選修的這樣子的這個

彈性，所以目前教育部這邊也正在研訂 2019 的一個課綱，也就是在 2019

年準備正式實施的這個課綱，也會增加我們學生的課程選修的這種彈性，

讓學生有更多元選修的一個機會。那麼就以普通高中當做一個例子，那麼

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學校裡面所開設的選修的課程，就會有現在的 1.1 倍，我們規定的學分數

的 1.1 倍，那麼會增加為 1.2 倍到 1.5 倍，那麼這個部分選修的課程就會比

現行的課綱來的更多，那麼讓學生在選課上會有一個更大的彈性。

那其次一點的部分呢，那麼針對有關這個是不是 CRC 課程呢將來會列到

正式課綱，或者在學校裡面進行這個相關教學的這樣子的一個部分。那依

照目前的現行課綱或者是呢我們正在研擬中的 2019 的這個課綱，那麼針

對除了這正式的課程，比如說像我們有這個公民課程，我們社會領域裡面，

有這個公民課程，那公民課程裡面它就是正式的課程，那麼在正式課程裡

面就會教導學生包含了公民教育啦或者公民素養啦，包含了人權啦法制等

等這些的課程，會在正式課程裡面來做一個實施。

那同時呢除了正式課程之外，各個學校的部分也可以透過非正式的課程，

或者另外透過呢，包含了一些潛在的課程呢，那麼來進行這樣子的一個實

施。那麼現行的課綱跟 2019 的，目前正在研擬的課綱的部分，其中呢大概

分別都列有大概 19 項左右的這種教育的議題，那這 19 項教育議題裡面，

包含了人權教育包含了法制教育，這兩個都是一個非常重要的重點，包含

在 19，當然這裡面也包含了其他像環境教育啦或者是性別教育啦等等這些

都會包含在這個課綱裡面，那麼由老師的部分來採取這個融入式的這種方

式或者是呢這個潛在的課程的部分，那麼經過課程的一個設計之後那麼來

進行這個實施。

那至於呢我們這個兒童權利公約呢，有關 CRC 的這個相關的這個課程，因

為這個國家，我們台灣的國家報告也是在這幾年才研定出來，那所以呢目

前並沒有嚴格的要求就是 CRC 呢必須在我們學校的正式課程裡面那進行

這樣的教學，而是由學校老師呢在剛剛我提到的一些正式的課程或者是包

含了人權啦、性別啦、法制啦等等這些教育議題上面他採取呢這個融合式

的方式來進行這個教學。那至於未來的部分，是不是要將這個 CRC 呢列為

學校裡面，這個要求學校裡面那麼來針對這個部分來加強這個教學跟這個

教導，或者是呢來製作這個輔助，輔助的教材，提供給老師來做個教學的

這樣的參考，那我想這個部分我會進一步的研議。那未來只要對這個學生

學習有幫助的部分，我們也會朝這個方面那麼來研議啦，儘量來朝這個方

面來做這個努力。

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那其次一點就是有關呢這個嗯…這個兒少，這個兒少呢在校園的參與度的

這樣子的一個情形，那以台灣目前來講，因為 15 歲以前的這個孩童包含了

國小跟國中的部分，目前因為年紀都比較小，所以呢代表兒少的這樣子的

一個教育權益，也就是受教權的部分，那基本上大概都是由這個家長那麼

來做一個代表。所以呢包含學校裡面會設置有家長會，或者在各縣市或者

是在台灣全國的部分會有設有家長的這個組織，那麼代表學生的受教權呢，

那麼會參與學校裡面的一些教育相關的活動，或者呢涉及到學生權益的這

個部分，包含了比如說學校裡面的老師的延聘，或者是學校裡面的課程的

規劃跟制定，或者是學校裡面的教學或者是包含了可能學校學生違反校規

等等的這個處置的這個部分，那就會呢由這個家長那麼來這個代表來這個

參與。

至於呢 15 歲以上的就是呢高級中等教育，高中職的這個學生的這個部分，

那這個部分在 2016 年的 6 月份在我們的高級中等教育法裡面也特別作了

一個制定，那麼在學校裡面要成立學生自主的這樣子的學生會，那麼這個

學生會是由學生那麼自行來這個選擇來產生，那學校裡面的涉及到學生權

益的相關事項，那就必須有學生會的代表或者是學生的代表那麼來進行這

樣子的一個參與。

那就以剛剛提到的 2019 的課綱，目前正在研定的，目前我們正在進行審議

的，目前都在進行審議的這樣子的一個課綱，那這裡面呢包含了我們課審

大會就有不少位的是屬於學生的代表，或者是我們分組的這個，這個審查

委員會裡面呢審議委員會也都有學生代表，所以呢針對學生他們 2019 他

們要休息的這種課程，這個課綱的這個部分基本上都有學生代表來參與整

個的一個審議，學生他們未來想要上什麼課程，那可以根據這些學生代表

呢，因為他們是受教的對象，受教的這個主體，所以呢他們也可以參與這

樣子的意見，那麼在整個未來的國家課綱裡面呢，也會有學生這樣子的有

因為學生代表的一個參與而會有學生的這個相關的意見，那以我所參加的

這個課審會的大會裡面，在課審會委員裡面也都會非常充份尊重我們學生

的這個意見那麼來那麼充份表達意見，也會充份尊重學生的意見那麼來給

予適當的這樣子的一個處理。

那至於學校裡面的涉及到學生權益的，在高中高職的這個階段裡面，涉及

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到學生權益的這個部分基本上都必須要有這個學生的代表，那麼來參與，

那麼這個部分剛剛提到在我們高級中等教育法相關條文裡面都有訂定，同

時呢我們教育部國教署這邊也有正式的要求各個學校那麼修改他們相關

的法規規定，那麼把學生代表把他納進來，那麼接下來其次一點的這個部

分，學校裡面有關這個，嗯，學生的這個申訴跟這個獎懲的這個部分，那

麼剛剛也提到了就是說針對這個部分剛剛有做說明過了。

至於有關這個霸凌的這個事件，霸凌的這個部分的一個處理，那待會有關

這個熱線的數據不降反增的部分，麻煩待會再補充做一個說明，請我們學

特司來做一個補充說明。

那另外的話就是有關這個學生那個我們通常在學校裡面，一天大概是安排

7 節課的課程，所以學生上課的時間大概是從早上 8 點到中午 12 點，那中

午的時候會有一個大概 1 個多小時的這樣子的一個休息，通常是 1 點半到

4 點半會進行這個下午的課程的這樣子的一個教學，那這個是一天裡面都

會安排 7 堂課，正式的這個課程那麼來進行這個實施。

那通常因為台灣目前一方面也少子化啦，或者因為家庭結構的這樣子的一

個關係，所以也有家長也有這樣子的一個要求。也就是 4 點半通常如果孩

子回到家裡面去，家長還沒有，因為家長通常 5 點半、6 點之後才會下班，

回到家裡面並沒有這個家長在，所以家長也會要求說第 8 節課是不是可以

繼續留在學校裡面來，所以學校裡面也會安排第 8 節課。不過第八節課的

部分基本上會有兩個原則，第一個原則就是說學生自主來參加，學校不能

夠強迫學生來這個參加，也就是學生如果願意留在學校裡面再留一節課，

1 個小時的這個時間，也尊重學生的意願，那麼才留到這個學校裡想來。

那第二個的部分基本上呢，是由學生採取自習的這個方式，學校老師不能

夠在第 8 節課裡面教授新的單元課程，新的教學內容這是不可以的，但是

學生的第 8 節課他們可能留在學校自習的這個時間裡面，學校可以安排老

師，安排老師那麼來這個照顧輔導這些學生，如果學生有些相關的問題的

話，那麼可以跟老師來做一個請教。

那至於學生這個下課離開學校了之後啊，那尤其是在都會區裡面可能學生

會到補習班，這個補習班的這個部分，包含台灣啦或者是包含在亞洲裡面

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 一個是比較特別的一個這樣子的一個制度，那這個的部分當然也都是由學

生或者家長基於他們自己本身的一個需要，那麼來做一個這樣子的一個選

擇，雖然我們基本上並不鼓勵啦，但是基本上如果學生跟家長他們自己本

身有這樣的一個意願，基本上我們也會尊重他的意願來做一個處理。那至

於補習班的部分通常都是到晚上 9 點，應該最慢應該 10 點之前應該大概

就會結束相關的一個課業。

當然，學生不僅在學校學習，然後下課以後離校以後，又到這個補習班去

學習長時間是過度的這樣的學習，那我們也正視到這樣子的問題，所以我

們剛剛也特別提到，我們從 2014 年開始為什麼要進行有關這個入學制度

的這樣子的一個改革，包含了也提供充足的這種教育的這種機會，那同時

呢也希望能夠在這個考試的這個鑑別度的部分的話，基本上不要讓學生造

成分分必較或者題題必較的這個部分來進行改革。那主要的部分就是希望

能夠減緩學生的升學壓力，讓學生能夠減少到這個課後以後還進行這樣子

的一個補習的教育的這樣子的一個行為。不過這個部分的一個成效的部分

當然還在持續的做一個觀察，也是我們未來呢在持續在努力的這樣子的一

個方向。

那最後一點的部分大概補充一下，剛剛有特別，嗯，這個有關校安通報的

這個部分，除了剛剛所提到的這個在各級學校裡面自殺死亡的這個事件，

那就以 2015 年當做例子，大概有 55 件，那其中另外包含了自傷，就是自

己的這個自傷的這樣子的一個個案的部分，在高級中等以下的學校大概有

713 件，以上呢大概是針對各位委員所提出來這個問題的部分，大概做這

樣綜合性的回答，那可能有些部分是不是我請我們相關司處的部分再做一

個補充說明。

行政院林政務委員萬億﹕

好，請補充可能體育署要補充一下休閒，全國性的休閒活動，那另外再幫

忙補充一下，剛剛 Karp 委員提到的中途學校還有高職、建教合作的定義，

矯正學校是法務部的。

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教育部代表﹕

針對剛委員有提到那個校園霸凌的那個專線使用人數下降的這個現象，那

教育部這邊補充說明一下，因為教育部有不斷的呼籲跟宣導學校就是說一

定要讓學生遇到那個霸凌的時候，一定要勇敢的說出來，所以教育部有設

置了多元的一個防制校園霸凌的一個反應的管道，包括就是說我們鼓勵學

校嗯學生如果遇到霸凌的事件，他可以跟老師或家長提出反應，然後或者

是說對學校的一個投訴信箱，我們有設置了一個這樣的投訴信箱，然後再

來就是說他也可以跟縣市政府這個防制校園霸凌的投訴專線反應，然後當

然有一個我們教育部有一個專門防制校園霸凌的專線，就是剛提到那個熱

線的部分，那每個學期學校也會有校園的一個生活的問卷，就是來了解一

下他們在學校的校園生活這個部分。

那當然就是說現在是網路的世代嘛，所以我們也有設置一個防制校園霸凌

的專區網站，讓學生們可以在這個網站上留言反應，當然我們也是鼓勵他

們就是說如果遇到類似的情況，可以跟他們的好朋友、好同學可以提出反

應，所以為什麼那個數據應該只有呈現那個熱線專線使用的人數，所以他

是逐年在下降，因為他們可能對於現在的這些我們這些同學來講，網路是

他們更方便、更容易取得的一個管道，以上是補充說明。

行政院林政務委員萬億﹕

請定義一下中途學校、高職、建教合作。

教育部代表﹕

好，有關那個剛剛委員有提到了台灣的學制的部分，我可能要再說明一下。

那麼就是台灣的這個教育制度呢，就是 6 歲的孩子們，6 足歲的孩子入學

進到國民小學，小學是 6 年，那小學畢業之後進入到國民中學，國民中學

讀 3 年，那麼 3 年之後呢就是 9 年國民義務教育。那麼 9 年國民義務教育

之後呢，那就分別進入到一個是普通高中，他上的就是普通的課程，一般

的高中，那另外呢就是會上那個職業教育為主的這種就是職業高中，我們

叫做高職，這職業學校。所以呢在台灣的部分是在 15 歲之後，他會進行這

個分流，一個是讀普通高中，一個是讀職業教育。那這個部分在台灣都是

屬於這個中等教育。這個尤其後期中等教育的階段，主要大概是這兩個一

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個管道。

那在這個職業學校的這個部分，因為他強調的是跟產業界來做一個結合，

所以在學校裡的課程的部分，他會以實務性的這樣子的一個操作來培養學

生，獲得到專業的技能，那將來可以去畢業，畢業之後可以去就業，或者

呢可以進入到比較實務性的這樣子的大學，那麼繼續來這個升學。那在職

業學校，高職的這個裡面它有很多的一個學制，它除了正規的學制，所謂

正規的學制就是他大部分的時候都在學校裡面上課啦，除了少部分的課程

他需要做實習，他可能在校內實習啦或者少部分是到校外去實習，這個是

一般我們正規的高職的部分。

另外在高職裡面有一個是比較到校外去實習的佔的比較多的這一部分的

學生，不過這部分的學生比例他並不是那麼高啦，這個叫做建教合作班，

那麼建教合作班主要就是學生的部分他可能有一部分的時間在學校裡面

來上課，一部分的時間就會由學校安排到產業界去做一個實習，來做一個

實習。那這裡面他會有不同的制度，有的部分他是會採取所謂我們叫做輪

調式建教合作，那也就是呢一年裡面他會以季為單位，可能這 3 個月呢是

在校內上課，然後下 3 個月呢是到業界去實習，然後再下 3 個月呢再回到

學校上課，下 3 個月到業界實習。那通常都會兩個班輪替啦，兩個班輪替，

也就是這個班在校內的時候，另外一個班是在業界，然後互相的做一個輪

替，這個呢大概就是我們所謂輪調式的建教，建教合作。

那麼那個建教合作的學生如果他到業界去，如果他是也當建教合作生的話，

那教育部這邊也特別訂定有建教合作的這樣子的一個辦法，這個辦法，那

建教合作生的部分也會在這個權益上面，也會獲得一定的保障，包含了他

必須要受到勞基法的這個保障，也會有呢最低的基本的工資，如果他在業

界在工作實習的時候，他一方面獲得到這個業界這種實務的經驗。同時呢，

他也可以取得到依法取得到這個最低的一個基本的一個工資，那建教合作

的學生多數啦，多數大概都是屬於那個家庭經濟比較弱勢的孩子，那他可

能需要一邊在學校裡面上課，那另外有一部分的時間到業界裡面去上班，

所以這個是建教合作班大概是這樣。

那依目前來講，我們每一年的高職的建教合作班的學生人數，大概是 1 萬

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 4 千人左右，這個部分再做補充說明，謝謝。

那另外的話，我也補充一下那個中途學校的部分，那目前呢在我們台灣的

部分大概有 3 個學校，那麼是這個中途這個學校，那麼這個中途學校的一

個設立呢主要是依照兒童及少年性剝削防制條例，也就是依照法規的一個

規定，那在這個條例 22 條它是有規定的也就是呢針對這個，這個包含了由

中央主管機關跟中央教育主管機關，它這裡面可能包含了教育部包含了跟

法務部然後呢會聯合呢來協調縣市政府的主管機關，來設置呢安置被害人

的中途學校，那這個被害人呢他就是基本上他是因為違反兒童兒少的性剝

削的這種防制條例，那通常都是未成年的兒少的部分他可能有涉及到這個

性交易啦等等這樣子的一個違法的情形，那這個可能也包含了家庭功能失

能，所以呢對這些違反兒少性剝削條例的這些的學童的部分，那基本上也

經過法院的判決，同時也經過包含了社工師他們的一個認定，這個確認之

後呢，那麼依照法院的裁定，就會把這些學生的部分就會安置到這些中途

學校裡面去，目前大概是這樣的情況。

教育部體育署代表﹕

體育署這裡補充一下就是有關剛委員提到有關休閒活動這個部分，那我們

目前其實是有推一個 SH150 這樣的一個活動，那 SH150 也就是說 Sports

Health 150 分鐘喔。因為我們目前就是規定說學生他除了上體育課之外，

那其實他其他的在校的時間呢，他還必須要撥出每週有 150 分鐘的這樣的

一個一個活動的時間，那這樣的時間其實他們是可以在課間也可以在晨間

也可以在課後，或者是說各種方式混合的一個方式。那目前我們統計的數

據呢是全國有規劃這樣一個 SH150 活動的比例，大概是有達到 84.25%這

樣的一個水準，那我們同時也就是說我們辦理 SH150，我們也提供學校很

多的一個模組，他們可以來參考各式各樣的模組來設計，那也可以結合我

們目前有在推動的一個普及化的運動，或者是說大跑步這樣的一個計劃來

做，那我們所謂的普及化運動就是說我們在國小跟國中我們會有推動健身

操，或者是說樂樂棒球、樂樂足球那以及大隊接力這樣的方式，那是用班

級競賽的，競賽的方式來做，那也就是說他們也可以在學校裡頭去從事班

級的這樣的一個競賽。

那再來就是說我們也會有大跑步這樣的計畫，那學生們可以從就是學校可

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 以設計簡單的或者是樂趣化的這樣的一個方式，然後把它融入到跑步裡頭

去，那他們有關跑步的一個成績呢，或是說他們累積跑步的一個里程數，

我們也有一個系統就是體適能系統的一個建置，那他們可以把他們相關的

跑步的成績可以上傳到系統裡頭，那他們隨時都可以去查閱他們自己跑步

的一個里程數跟成績，那除了這個之外呢，我們也有嗯再來就是說也結合

縣市的部分，他們可以去設計他們自己特色的運動，譬如說包括有些縣市

可能推跳繩或者是扯鈴，或者是武術或拔河等等，他們也可以把它融入到

他們學校的一個晨間或課間、課外的一個活動。

那此外呢我們也推動就是說相關的提供學生一個競賽的機會，那就是包括

我們會辦理籃球、排球、棒球、足球跟女壘這樣的一個各級學校的聯賽，

那每年參與的學生也大概都會有 5 萬多人，那再來就是說我們除了這種比

較競賽型的活動之外，我們也會推展比較多元的運動，就是說包括熱舞、

啦啦隊或者是足球這樣的運動，那每年呢也大概會有 1 萬多人來參與，那

剛剛委員有關心到就是有關山野教育的部分，那我們其實也會推山野的育

樂營，那我們每年推大概有 1 千多的學生來參加，那我們也鼓勵也會做師

資的一個培育，就是讓各個學校的老師能夠來參與這樣的一個山野教育，

那回到學校去能夠帶領學生他們從事登山或健行或攀岩這樣的一個活動，

那我們也就是說鼓勵學校他們能夠推展山野教育這樣一個方式，所以他們

可以自行去規劃課程，帶領學生自己去從事登山健行這樣的一個活動，那

以上簡要報告。

行政院林政務委員萬億﹕

請定義一下矯正學校、感化，嗯，現在的感化院是怎麼樣，法務部在哪裡？

來請說。

法務部代表﹕

法務部補充說明哦，那那個少年矯正機關的部分的話，有少年觀護所、少

年輔育院跟矯正學校，那就是少年矯正學校的部分的話，它主要是收容執

行徒刑拘役的少年的受刑人，那那個感化教育的部分，少年矯正學校的部

分的話另外也有收容受感化處分的少年，那少年矯正機關的部分的話，雖

然是個拘禁的處所，那同時他也有安排各項的教育處分，那矯正機構裡面

所有的人員的話，其實嚴禁實施體罰，那如果說就是說有不當就是說我們

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 相關的管教人員的話有違反了法律禁止的事項的部分的話，行政機關也會

去追究他的行政責任，那至於就是說委員有關切就是說有提到我們有兩件

的那個行政懲戒的處分的部分的話，那是分別在 102 年跟 103 年有發生就

是不當管教的事件，那由監察院來移付懲戒，那相關的人員的部分的話也

有受到相關的處分，那目前的話為了避免這樣的事件再做發生，那我們除

了在我們的情前教育、常年教育或是專業訓練的班別的部分的話，強化我

們相關管教人員的專業職能還有管教技巧的訓練，那以避免再有類似的情

事發生，以上補充說明。

行政院林政務委員萬億﹕

在哪裡，補充一下原住民的教育跟活動，謝謝。

原住民族委員會代表﹕

原民會有這裡針對委員提到原住民學生對文化的學習的部分，在正規教育

的體制外，原民會發展原住民學生多元智能學習以及興趣並加強音樂、藝

術、舞蹈還有體育還有有關原住民族的歷史、語言等多能的課程，那另外

來激發我們原住民學生在潛能的多元智能來引導他們學習，那另外我們原

民會也訂定了我們原住民學生課後扶植的計劃，來照顧部落學生嗯部落的

小孩子，提供他們場地還有輔導人員來協助課業的輔導，另外就是也安排

我們原住民歷史文化以及語言等等的學習課程，那在 2017 年我們總共開

設了 62 班，受益的學生有 1,211 人，另外就是如果我們原住民部落自己有

自己族群的節慶，可以供假一天，讓我們學生實際去參加他們的節慶，認

識他們自己族群的文化，以上補充說明。

行政院林政務委員萬億﹕

因為資訊很多，所以耽誤了一點時間，請委員們諒解，謝謝。

Jakob (Jaap) Egbert Doek：

真的是資訊非常的多，非常仔細的具體的讓我們了解到有關於在台灣教育

體系的種種面向，不過還是有些要追加的問題，請儘量簡短，謝謝。

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Judith Karp：

謝謝剛剛各位提供的非常清楚的資訊，我還是想知道 CRC 畢竟是一個新

的概念，CRC 的執行實施是新的概念，那我也想知道讓 CRC 的學習變成

學校一定要學的內容有什麼好處有什麼缺點，對老師來說就是新的事情，

對學生來說其實兒少代表也提到，他們其實對 CRC 認知有限，昨天呢我們

也在討論人權教育跟兒童權利教育是不一樣的，所以老師可能會覺得他們

教自己熟悉的議題，像是人權教育會比較輕鬆而不必去教像 CRC 這個新

的議題，所以我想知道的是有什麼樣的原因讓 CRC 的教育並沒有成為學

校課程一定要教的部分？

那麼至於私立的幼兒園我想知道父母親會把孩子送去私立的幼兒園然後

願意付學費是因為他們自願做的選擇還是因為公立的幼兒園數量不夠，那

公立幼稚園是不用學費的，那我很高興聽到要把公立化幼兒園的計劃讓更

多的幼兒園都變成是免學費，但是我想了解的是為什麼父母親還是會把孩

子送到私立的幼兒園，是因為他們的教育品質嗎？還是只是因為孩子沒辦

法把孩子送去公立幼兒園？至於私立跟公立學校我知道還是有些孩子他

們必須要工作才能夠去負擔學費，還是說有學貸他們必須要償還，那麼是

不是有一些制度作法來幫助他們去清償這些學貸呢，謝謝。

Nigel Cantwell：

好的，那我要請各位多包含，我知道好像有一個該問可是沒有問的問題，

希望各位可以幫我回答這個問題，對我們會很有幫助，一般來說，入學率

已經高達 98%，識字率也非常的高，98%，這就表示幾乎是人人都可以接

受教育可以去上學，不管是男性、女性，不過呢，我不太懂的是身心障礙

兒童這部分的數字，身心障礙兒童他們上一般學校跟特殊學校的這個比例，

男性跟女性在這部分的數字就差很多，換句話說基本上男跟女的比例基本

上是到了這個 2:1，幾乎是 2:1 的比例也就是說每一個有去上學的身心障礙

女生相對就有兩個身心障礙的男孩去上學，我想這當中原因可能很多，所

以我們很想了解為什麼會有這麼大的差別，是因為身心障礙的男生兒少比

較多嗎？還是是上學管道的問題。

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行政院林政務委員萬億﹕

請簡短回答就好，謝謝。

教育部代表：

那個針對剛剛委員的問題我簡要做一個回答，有關那個 CRC 的這個課程

是不是要列到學校裡面來進行這個教學，以目前來講還沒有列入，主要是

大概是幾個原因，第一個的部分因為這個 CRC 這個我們國家報告也是最

近這 1、2 年才正式的一個公布，所以對學校現場來講，這個是一個非常新

的這樣一個東西，那這個新的東西當然一方面我們老師對這個部分是比較

不熟悉或者是說在這個老師的養成過程當中，他的培育過程當中他並沒有

接受過這樣子的一個這個相關這樣子的一個訊息，所以也必須呢在我們的

包含了在職教師的這個進修研習或者是在我們的職前這個教師的師培的

課程裡面來增加這樣的相關的一個內容，培養相關的老師他們具有這樣的

一個基本的這種知識，或者是怎麼去來融入來進行這個教學，那這個的部

分基本上是需要一些時間來做一些的處理，所以這個部分我們也會正視到

這個問題，那未來我會在這個我們在職導師或者是我們師資培育的這個課

程裡面也會來提供這樣子的一個課程，讓我們老師也具備這方面的一個能

力。

那第二個的部分，因為在台灣目前的這個課綱的部分，到底應該教學生什

麼樣子的內容，那畢竟學生在學校的這個學習時間是非常有限，所以大家

也都非常關切到這一塊，所以哪一方面的教育應該要列到這個正式課綱裡

面，就會做非常多這樣子充份的一個討論，或者是會有一些的這樣子的一

些不同的看法跟這個意見，那剛我提到就是說事實上在我們正式的課綱裡

面，我們有一個比較接近的課程就是公民教育啦，在社會科領域的公民教

育裡面，它是比較會有這樣子的一個課程，那這個可以在正式課程來進行

這個實施，那如果沒有列在正式課程的部分，它就是採用教育議題的方式

來進行這個實施，那這個的部分也就是要讓老師必須要具有這方面的知識

以及對這個議題必須熟悉，然後老師才會比較意願或者是有這個能力，來

進行這樣子的一個教學，那我想這個部分基本上未來的部分我們會正視到

這一塊，那麼能夠把這部分兒童人權教育的部分在這個學生在這個受教育

階段裡面，能夠加強他們這個部分的一個認識。

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那第二個的部分針對有關幼兒園的選擇的這樣子的一個問題，那也不可諱

言，那麼台灣的這個幼兒園的公共化的比例的部分，那基本上是比較不足

的，因為過去呢我們的這個義務教育是從小學一年級開始，那 9 年國民義

務教育，那在學前教育的部分那基本上在政府的投入的部分是相對是比較

少，所以過去呢在幼兒園的部分主要大概都是由民間那私人就私立幼兒園

來提供這種學前教育為主，所以在 20 應該是 2013 年之前，2013 年之前我

們的公共化比例大概是只有佔了兩成。那也經過這個 4、5 年來的努力，大

概是從過去的公共化只有兩成，目前是提高到三成，那未來我們希望到

2020 的時候，能夠提高到四成，這也是我們一直在努力的這樣子的一個目

標跟方向。

那至於家長他們的一個選擇，當然一方面是，嗯，因為他併在這個學前教

育，它並不是屬於義務教育階段，所以基本上會比較尊重家長的這樣子的

一個教育選擇權，那家長的部分的話，在選擇這個公私立幼兒園是佔比較

決定性的一個角色，那通常呢因為公立幼兒園它的收費的部分是相對是比

較便宜也比較平價，或者是我們現在剛剛在推動的非營利幼兒園，雖然比

公立幼兒園稍微高一點點，但是相對私立幼兒園來講還是相對是比較平價，

所以家長的部分，如果除非他經濟狀況非常好，或者是他特別注重這個幼

兒園的教學品質，那基本上通常家長還是會比較優先選擇公立的幼兒園，

因為他比較平價的一個關係，所以呢也會導致這個公立幼兒園，為了進到

公立幼兒園會有所謂的抽籤的這樣子的一個狀況。那抽中的家長他就非常

高興，那沒有抽中的家長他大概就只好選擇到這個私立的幼兒園，甚至是

由家長自己本身在家自行來照顧的這樣的一個情況，當然也有一些是家長

經濟環境是比較不錯的，那有些私立幼兒園辦學品質也獲得到家長的肯定，

所以有些家長的部分他就會選擇比較高貴，那個費用收費比較高的這樣子

的一個私立幼兒園。

那至於呢剛剛提到的有關這個學生貸款的這個部分，那在台灣的部分我們

針對這個學生的這個除了剛剛講的一個學雜費的一個收費這樣的情形之

外，那我們也特別大概針對學生如果有需要他們可以來來申請這個就學的

一個貸款，那這個就學貸款的部分的話，基本上就有關就是家庭經濟比較

弱勢的這個孩子的部分，那麼他可我們有一個借款的一個相關的一個相關

的一個規範，他可以包含了比如說他可以借學雜費啦或者是實習費啦或者

是包含了一些的住宿費啦或者是包含了生活費等等的部分，可以來這個照

403

 顧這個學生的一個需要跟要求。同時呢，在這個學生那麼在這個借貸的這

個期間，如果他還在就學期間的話，那基本上這個貸款利息的部分是由政

府來這個負擔，等這個學生就業了之後，那麼才這個依照呢相關的這個規

定那麼再來呢繳還這個利息跟這個本金，所以呢都有相關的一個規定可以

讓學生如果有這樣一個需求的部分，可以來申請這個借貸，那至於呢有關

這一個這個入學率的這個部分，剛剛我大概也報告了，事實上在台灣目前

要讀小學跟國中基本上是義務教育，基本上是沒有問題，那學生如果要進

入到高中職，目前因為少子化，所以就學機會率也相當高，所以除了他要

唸書，基本上都是有機會。

至於那個身心障礙的這個部分，因為我們有一個專門的法規，特殊教育法

這個法規那這個就保障了身心障礙學生，在台灣我們身心障礙的部分分成

12 種障別，那這個障別的部分會經過這個各縣市政府都會有一個叫做身心

障礙學生的鑑定安置的這個委員會，那麼會由這個委員會來做一個鑑定之

後，安置到這個適當的學校裡面來就學，那依照我們目前的這個資料，基

本上經過這個鑑定而安置的這個學生，基本上 100%都能夠入學，所以如果

有經過這個管道進來的，大概基本上大概會有這種狀況，那也確實不可諱

言的，當然有一些家長還要會尊重他們的選擇權，雖然孩子的身心障礙，

但是他覺得這個孩子的部分基本上他不走這個他不走這個鑑定安置的這

樣的路線，他當然也可以參加一般這個學校，那這個部分大概就會採用這

種融合式的這樣的一個部分進到這個學校裡面來進行這個教育，那至於這

個有關這個男女生的比率的部分的話，學特司這邊可以做回答嗎？為什麼

這個 2:1 的這個部分…

教育部代表：

跟各位委員報告，就是有關剛誠如剛教育部的次長，我們長官有回答，就

是在依據台灣的強迫入學條例，就是所有的身心障礙學生都要依照國民教

育，在國民教育階段都要入學，那所有的男性的學童跟女性的學童都一定

要依法來入學，那主要會主要嗯有關男性的身障生的比例比女性身障生的

比例比較高的原因，是主要是因為基因醫學的這樣一個原因，因為在我們

身障生有 13 個類別，那其中有關 ADHD 過動兒還有自閉症的一個學童，

在男性的比例上他是比女性還要來的高，那這跟這之前我們有做一些國際

比較，那是跟國際的比例比較接近，所以在男性的身障生的比例會比女性

的比例還高，主要是這樣的原因，謝謝。

404

行政院林政務委員萬億：

來請問委員是不是有進一步的提問？是不是跟委員建議，如果要進入到下

一個主題，是不是先休息一下？take a break ok？

Jakob (Jaap) Egbert Doek：

我覺得這是一個非常好的提議，我們休息一下。請大家 11 點 15 分回來，

11 點 15 分。

司儀：

各位貴賓，我們審查會議到此到一個段落，接下來為茶敘時間，在會場外

備有咖啡與熱茶，歡迎各位貴賓享用，我們將在 11 點 15 分繼續後續的審

查會議。

Jakob (Jaap) Egbert Doek：

我們進入最後一章，兒童權利公約最後一個群組的主題是特別保護措施，

我要首先來提出一些問題，首先我們看到最低刑事責任的年齡，因為好像

不是很清楚，到底這個年紀是幾歲呢，因為我看到有 14 歲，我也看到 7 到

12 歲這樣子的分類，那我在想說那滿 12 歲到 13 歲的孩子怎麼辦呢？那 13

到 14 歲之間的孩子又怎麼辦呢？他們如果犯法的話，會有什麼樣子的處

遇？所以我們先來看一下 7 到 12 歲這個年齡層，我覺得從統計數字看來

好像有提到有這種犯了法的這類的犯了這類法的兒童，就是 7 到 12 歲的

這種兒童觸犯刑事法律事件的兒童，但是報告裡面又提到說呢他們並不是

透過少年司法或是一般的刑罰系統來給予處遇，而是以其他的方式來因應，

不過我不是很清楚，到底是用哪一種方法，就譬如說 9 歲啊 10 歲的孩子，

如果在商店裡面竊盜或者是在其他的地方偷竊會面臨什麼樣子的程序，我

的問題就是說為什麼在政府提出的統計數字裡面會有一個 7 歲以上未滿 12

歲兒童觸犯刑罰法令事件的兒童。那同時呢 2015 年的時候有 686 名兒童

被列為兒童觸犯刑罰法令事件之兒童，在統計數字裡面看來有 410 位呢沒

有進入法就是不付審理，然後有 220 位則是進入審理開始審理，所以我很

想知道這到底是什麼意思喔，如果是一個 7 歲到 12 歲的孩子呢，他被開始

審理是什麼意思，進入法庭審理是什麼意思？譬如說 12 到 13 歲這個年齡

層呢我也想問同樣的問題。

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再下一個問題呢則是虞犯，從我的觀點來看呢，我們必須多多關切虞犯這

個類別，從政府的統計數字來看，虞犯的數字蠻多的，有在 2015 年有超過

4,000，4,000 名虞犯這麼多，那在報告當中呢虞犯的定義好像沒有非常的

清楚，但是意思就是說他的好像行為有問題或者是他逃家了等等，他有一

些行為問題等等似乎就會被列為虞犯，然後呢針對這個虞犯也有看到說他

們有不付審理這樣子不一樣的對待，那是由誰來做這樣子的決定？譬如說

這一個這位虞犯不需要進到法庭審理的話，這個決定到底是誰來決定，因

為根據報告裡面的統計數字我們來看到了虞犯裡面，大部分都有進入審理

的程序，那麼這個審理是怎麼樣審理的，是在法庭裡面審理嗎？是怎麼樣

進行呢？那針對這一些虞犯會採取什麼措施呢？然後我們還看到有保護

處分，然後又有這個保護管束，那大概有 1,000 名的兒少被交付要保護管

束，所以譬如說保護管束是什麼意思呢？那還有一些虞犯會被交付感化教

育是不是說就是會把他們安置到感化學校的意思？或者是這個輔育院？

我們還看到一些資訊提到法官可以決定這樣子的案子要移送法院，然後會

再來決定說是否要裁定保護處分，那也有可能呢要交付安置於適當的福利

或教養機構來輔導，所以是由法官來決定說這個案子要由法院來審理了，

那感覺看起來好像不太公正，因為看起來好像是同一個法官來做這所有的

決定，然後他先決定了說，好這個案子要開始審理，然後審理之後是不是

又是同個法官來決定說審理過後的處分是什麼？

下個問題是跟警察的調查以及詢問相關，整個少年司法的系統其實可以分

為三個時間點，一個就是警察、檢查官然後法院這三個時點，那必須要知

道的是對於兒少來說，他第一次接觸到司法體系的時候，就是面對警察以

及警察的詢問，兒少如果因為任何犯罪嫌疑而被逮捕被帶到了警察局，比

如說呢他可能跑到學校裡面偷了一台筆記型電腦然後被警察帶回警察局

由警察人員來進行詢問，第一個問題就是在這樣子警察詢問的過程當中是

否由律師陪同兒少，或者是是不是起碼有父母其中一位陪同兒童進行警察

的詢問，而講到律師的話，這位兒少呢是怎麼樣獲得這個律師的協助呢？

是說兒少一進到警察局要被詢問的時候呢，政府就指派一個律師來代表這

位兒少嗎？然後我下一個問題要問的是審前拘留，在國家報告裡面解釋到

了兒少審前拘留必須要符合什麼資格才會進行，我覺得這還蠻清楚的，不

過我想要問的是拘留的時間，我好像有看到說最長只能拘留兩個月，但是

少年法院如果收到檢察官的要求的話呢，有可能將審前收容或審前拘留的

期間延長，這裡的問題是如果警察的調查會超過兩個月的話怎麼辦，兒少

會自動在到兩個月的時候呢就從拘留所被放出來嗎？還是說會繼續被嗯

406

繼續羈押呢？還是說被送到什麼兒少的觀護所呢？下一個問題，審前拘留

還有一個問題就是法官是不是會去審理說是不是有延長之必要，法官是會

自動去做這樣子的審查還是說必須要由律師向法院提出請法官來檢驗這

個審前拘留是否必要呢？

講到移送，因為在統計的數字裡面可能 divergent 或者是移送這個字可能用

到了一次兩次，但是沒有很清楚的提到說這是什麼定義，所以什麼時候可

以進行移送？是在警察端還是是已經到了檢察官這邊還是到了法官這邊

的時候呢會移送？因為 divergent 這個詞其實是 CRC 第 4 次第 40 條裡面用

到的，然後是第 40 條裡面的第 3 項裡面提到說政府在必要的時候呢可以

來依照這一條來保護兒少的保護，而移送或是 divergent 則是發生在法院這

個階段，但是我從報告裡面看不出來到底移送的時間點是在什麼時候？那

就是在報告裡面有提到一些統計數字，但是不是很清楚，然後還有一些移

送的措施又是什麼呢？是要由警察來進行還是由檢察官來進行這樣子的

移送呢？這樣子的 divergent 呢？接下來看到給予處遇或者是處刑，那我們

知道兒少可能會被送入矯正學校或者是輔育院，那麼這個觀護所、少觀所

呢是不是用來這種審前拘留呢？但是在給予處遇這一塊是由法官來，有沒

有看到說是不是有法官會把兒少送進少觀所，有沒有這個可能性呢？譬如

說把一位 16 歲、17 歲的兒少送到觀護所送到收容所，這是有可能的作法

嗎？如果會的話，這個最長的期間是多少？那我想矯正學校跟輔育院呢，

我也需要一些釐清，是說本來是兩年然後可以再延長兩年嗎？好像我又看

到說了總長度不能超過 3 年，然後最久只能留他們到 21 歲，所以矯正學校

跟輔育院是不是最長只能 2 年，法院決定兒少要送進矯正學校跟輔育院，

然後期限是 2 年，然後是不是有可能再延長這個期限，超過 2 年呢？

好，然後再回到法律援助上面，回到這個律師的問題，這個兒少在進入這

個司法系統的第一刻是不是能夠得到法律的援助，而法扶基金會或者法扶，

法扶基金會就我所知是一個民間機構，然後在報告第 298 條裡面有提到說，

這個基金會在 2016 年、2017 年的時候呢，接受到了 7,600 個申請案，然後

這個申請案是由不到 12 歲的兒少其代表人代表他們提出申請的，76%的這

樣子的申請有獲得援助，那我比較沒有看到 12 到 18 歲的兒少的資料，那

如果 12 歲以下的孩子不會在法庭上被判刑的話呢，那為什麼又會需要律

師來代表他們呢？以上是我針對兒少司法所要提出的問題。

407

接下來問到毒品濫用，嗯毒品濫用呢有兩個句子我想要釐清一下，就是台

灣有毒防中心，然後又有防毒中心然後這是由地方政府所建立的，我好像

看到用字上面有這兩種不一樣的中心，我想知道說這兩種中心有什麼不同

嗎？他們的角色有不同嗎？

講到性剝削，兒少性剝削，2015 年時呢推出了兒少性剝削防制條例我覺得

這很值得肯定，我們有看到這個條例裡面呢可能有提到說哪些犯罪行為，

主要是談一些跟性交有關的這個犯罪行為，但是至於這個性虐啊或性侵上

面好像提的不多，那裡面也有一些兒少色情的相關條例，所以那我們會看

到有些不一樣的這個法來規範，譬如說兒童色情什麼的，所以我在想說是

不是因為有這些不一樣的法令，那這一些國內的法律呢有沒有進行一個統

合來保護兒少不受性剝削，那如果今天有一個台灣的男性呢犯罪了或是來

自於柬埔寨或者是越南的男性呢犯下了跟性相關的犯罪，那以治外法權來

講的話呢，台灣政府現在要起訴的這一個罪如果要這個起訴要這個引渡的

話，這個罪必須要在台灣以及在越南或者柬埔寨也是一個罪才有辦法讓台

灣政府來起訴嗎？

那講到兒少受害者我們在報告裡可以看到了兒少呢可以進入緊急安置達

72 小時，然後法院可能會裁定是否要將這個安置再延長，保護兒少受害者

當然非常的重要，一定要有措施來保護兒少不受未來進一步的性剝削，這

樣子的措施是必要的，不過兒少性剝削的受害者呢他可能必須要上法庭作

證，那他可能是唯一的證人，那也就造成了法院審理或者在取得證據的時

候有很多的挑戰，而一個兒少他可能是兒少司法裡面的主體及受體，抱歉，

主體及客體，加害人也是一個關鍵，因為他被控告的就是對兒少進行性剝

削，這個兒少可能要在法庭上面受到詢問來參加審理，我想問的問題就是

如果這個兒少受害者他是一個性剝削或者是性侵害的受害者的話，他是怎

麼樣被詢問的。

可能第一步是警察來詢問他，那有沒有一個特別的房間然後受過良好訓練

的警察人員來詢問呢？這樣子的詢問過程有沒有錄影錄音，是不是透過錄

影錄音來避免未來他還要再被詢問一次然後又受到二度的傷害，因為之後

有可能精神專家或者是心理專家也想要詢問，那有錄音錄影的話，就可以

避免受到二次詢問，而在詢問的過程當中，兒少是否有受到法律協助就是

408

 有法律代表以及其他方面的協助呢？讓兒少知道這個過程發生了什麼事，

然後也有人通知他接下來的程序每一個步驟是什麼，而在詢問兒少的時候

呢，特別是在法庭審理上面在詢問兒童的時候，那個交叉詢問是刑法當中

的一個作法，所以我的問題就是有沒有一些規則、規定可以來防止兒少必

須要在法院上面呢跟加害人面對面這樣子的針鋒相對呢？那如果兒少的

受害者不會在法庭上面看到加害人的話呢那麼台灣在法庭上面的作法是

什麼？有沒有可能避免這個孩子必須在法庭上跟他的加害者來作交叉詢

問還是說有一個年齡的上限也就是說要多少歲的孩子，受害者才有可能到

庭上，還是說沒有這方面的規定，有關於性剝削兒少性剝削，兒少的角色

在法庭上以證人身分出席相關的問題。

另外 Cantwell 先生剛剛也提到了替代性照顧機構，政府呢投資了很多的經

費來去幫助這些跟觸犯法律的兒少呢能透過感化教育、矯正教育回歸社會，

那麼之後兒少會發生什麼狀況？通常放出來之後，什麼時候會放出來，在

放出來之前有什麼樣的資源幫他做好準備，而放出來之後不管是在住宿或

者是就學、就業有沒有什麼樣的支援給他，會不會有一個譬如像是監護官

來去幫助這些兒少來提供這一個釋放出來的兒少所需要的支援，也就是從

感化或者是從感化學校或者是矯正機構出來的兒少的支援，好的，我的問

題問到這邊，其他的委員，Cantwell 先生。

Nigel Cantwell：

我想再問一個問題，主要是關於審前拘禁，很多國家裡面審前拘禁的使用，

很多的年輕人是在受審之前呢都會受到拘禁，但是最後其實根本就沒有真

正被判刑，所以把孩子在法庭判定他其實不需要被剝奪自由之前，就把他

放到拘禁或看護所裡面這樣的作法，我想知道的是大家對於這樣的作法審

前拘禁目前實施的方式以及有多少年輕人他們其實到最後到底有多少在

審前拘禁之後的年輕人，他們最後法庭的判決是說要去服刑的，這個比例

是多少？

Judith Karp：

我想知道有沒有法官定期的去探視，這邊除了法官之外還有 NGO 或者是

獨立第三方去定時的檢視矯正機關或感化機構，實際去看裡面的狀況，看

看這些矯正學校裡、感化機構裡的狀況，而在這些學校裡的兒少，如果針

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 對管教人員有不當行為怎麼樣可以提出申訴，怎麼樣可以去向這些兒少保

證，的確會有第三方獨立的訪視人員來接受他們的申訴呢？

另外，兒少跟成人是不是在整個包括了拘禁的階段、觀護的階段是跟成人

他們是分開來的，我知道好像有一些規定是在審前拘禁的時候，可能有一

段時間是跟成人一起拘禁在一起的，我想知道這方面的規定，那麼另外呢

就是有沒有在警方訊問兒少的時候，他們有沒有接過事前的訓練，知道怎

麼樣去面對有精神疾病或者是身心障礙的兒少來去做訊問，有什麼樣的措

施來去確保這些兒少他們在法庭上作證，我這邊談的不是性剝削被害者，

只是一般的兒少到法庭上作證的時候，怎麼樣來去幫他們可以順利的完成

這個工作，那另外是不是也有讓加害人跟被害人的一個像是一個調解委員

會一樣，讓這個兒少可能在進入法庭之前，可以讓這個兒少還有加害人都

了解到底是發生了什麼樣的事情造成了什麼樣的傷害，有什麼樣的賠償，

那這些是不是也可以放到法庭上去作報告？

Jakob (Jaap) Egbert Doek：

團長這些就是我們要提出的問題，接下來就麻煩機關代表回答。

行政院林政務委員萬億：

好，接下來幾個重要的部會要分別來回答，司法院、法務部、內政部的警

政署，還有部分是衛福部的課題，那有少數像 NCC 如果等一下要補充對於

色情的網路等等的管制，那教育部如果要補充從中途學校離開之後的

follow up 追蹤、輔導等等也歡迎。來現在是不是請司法院要不要先對跟你

們相關的議題先做說明，謝謝。

司法院代表：

司法院的代表來，我是司法院的代表李明鴻法官，那我僅謝謝主席及各位

委員的提問，那就剛剛委員的提問來做以下的一個回覆，那對於說我想先

來做說明的是我們 7 歲到 12 歲那還有委員提問到的 13、14 嗯到 14 歲，

還有 14 歲以上的這幾個不同年齡層，他在我們的國家在台灣的法制底下

會受到的處分，那我們的刑法的基本規範是 14 歲以上要年滿 14 歲以上才

有接受刑事處罰的能力，他的責任能力是從 14 歲以上算的，那 14 歲以下

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的全部都沒有犯罪的能力，他們不會接受到刑事的處罰，14 歲以下的不會

接受到刑事的處罰，那在我們的少年事件處理法裡面，我們特別去規範了

7 歲到 12 歲、12 歲到 18 歲這一個年齡層，那這個區別 7 歲到 12 歲是我

們把他定義為兒童，那 12 歲到 18 歲我們把他定義為少年，child or seven

years old to the twelve years old is a child，and the twelve to the eighteen years

old is will be a juvenile。

在這兩個不同的年齡層裡面，14 歲以下剛剛主席提到的 12 歲到 13 歲未滿

14 歲的這一個年齡層，我們定義為少年之後，我們對他的可能會對他給予

保護處分，這是不同於刑事的處罰，我們沒有給他任何的刑事處罰，12 歲

到 18 歲的少年，原則上不會受到刑事處罰，但是我剛剛提到了 14 歲以上

會有犯罪的責任能力的問題，因此如果是 14 歲到 18 歲，14 歲到 18 歲的

少年他犯了最輕 5 年以上有期徒刑的重罪，最輕 5 年以上的刑度的罪的時

候，他會例外的必須接受刑事的處分，因為他已經在年滿 14 歲他有犯罪的

能力，那或者說另外一種條件是，另外一種可能他在犯罪之後已經年滿 20

歲了，他犯罪的時候是 18 歲以下，14 歲以上 18 歲以下，但是他被發現是

這個少年犯罪的時候發現他的時候，或者案件繫屬到法院的時候，他已經

年滿 20 歲了，這個時候也會例外的我們用刑事來追溯他去處罰他，這個是

在年齡的不太一樣的地方，12 歲，但是如果是 12 歲到 14 歲這個階段，他

絕對不會進到刑事審判的系統，他只會留在少年的法庭接受保護處分，那

7 歲到 12 歲這一個兒童的這一個年紀，那他只有在他觸犯一樣，我們從刑

法的嗯刑事嗯刑法的角度看，他觸犯的刑事法律的時候，那這個時候我們

認為說他觸犯的刑法法律，雖然不需要接受刑事的處罰，但是他在背後可

以有一些根本的原因是需要我們法院去協助的，那我們這時候會給他保護

處分的原因在這個地方。這是第一個年紀的部分的問題。

那接下來關於虞犯的問題，虞犯的問題在我國的少年事件處理法第 3 條的

規定裡面，我們認為說雖然他並還他的行為還不到觸犯刑事法律的在一個

程度，他的行為不構成刑事法，但是從他生長的環境例如說他的家庭可能

是沒有辦法照顧他，那他又交往了一些，嗯，我們目前的，嗯，處罰他的

一些，嗯不是處罰，我們會處理他的一些原因包含說他可能跟不適當的，

所謂不適當的朋友，這些朋友本來就有犯罪的紀錄，他經常跟有犯罪紀錄

的朋友來往，那或者是攜帶刀槍，刀子或者是槍枝，那或者他會吸食一些

毒品，那毒品還不到刑事處罰的這種種類，那我們會把他認定說從他的這

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一個家庭的環境那以及這些高度的，認為是有高度風險的行為導致他將來

會有高度犯罪的可能性的時候，我們會把他歸類為虞犯，然後來對他進行

一定的保護處分，那虞犯的部分只有在觸犯刑法，只有在 12 歲以上的，12

歲以上未滿 18 歲的少年有這樣一個問題，那在 7 歲到 12 歲的部分在兒童

的部分，我們並沒有以這個虞犯來做處理，這個是在虞犯的部分。

那主席剛剛也提到了說虞犯裡面的不付審理跟開始審理這個的意思是什

麼，那就這個部分嗯涉及到不付審理或者是開始審理，嗯，不付審理我先

做一個解釋，它有兩種可能在我們的法條裡面有兩種，第一種不付審理可

以等同說他是一個無罪，我們法官調查之後發現他根本沒有被移送的時候

的這些理由，沒有警察移送說他可能經常跟有犯罪習性的朋友來往，或者

他並沒有經常的攜帶刀械，或者他根本沒有食用毒品，那這時候我們會認

為說根本沒有這個事實，做出第一種類型的不付審理。那第二種類型會比

較接近主席剛剛提到的 divergent，轉向除役的這一種類型，我們發現了他

可能有這些行為，但是這個行為並沒有很嚴重，他的家庭或許還有功能，

他的父母還可以協助他，他學校的老師還能夠協助他，這時候我們會做出

第二種類型的不付審理的裁定，我們會做出的處分是什麼，我們會做出第

一種交給他的法定代理人就是交給他的父母親，或者是他的祖父母如果他

沒有父母的話，來對他進行交給他父母再提醒他的父母，加強這個管教，

這是第一種處分。

那第二種處分我們會把他轉介給社會福利團體，一些輔導的機構來協助輔

導這個少年，第三種我們會由我們的少年調查官來進行對他的一個告誡，

這個是第二種類型的不付審理的話可能會得到的處分，那在這個決定開始，

嗯，不付審理或者是進入審理的區別點，我們主要的會從他的需保，需要

被保護的程度，這一個少年需要被保護的程度來做判斷，那就這個判斷法

官在做判斷之前，我們會有少年調查官會先去做他的社會調查，也就是針

對他在學校，首先他家庭的情況，他的家庭是否是一個健全有管教功能的

家庭，那他如果有就學，他是否穩定的就學，在學校裡面是不是都能夠符

合這一個規矩，不會有其他逃學一些不符合學校規範的事情，那他如果已

經不在學校了，他的交往是否正常，例如這些情況來做判斷說他需求保護

的程度，所以少年調查官會提出一份報告來，那接下來如果他有律師協助

他的時候，他的律師也會提出這方面的意見，那當然我們也會少年調查官

在調查的時候，這些會去他的家庭、他的學校甚至他工作的場所去調查跟

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他有相關有接觸的這些人，同時詢問他們的意見，以做成這個調查報告，

那調查官提出這份報告之後，在法庭調查的時候如果認為還是有必要，我

們還是會傳訊我們法官認為必要的證人來釐清他需要保護的程度相關的

事實是否被證明，那在證明他需要被保護的程度是高的時候，我們會進行

開始審理，我們就會裁定說這個案件開始審理，那按照我們目前的嗯台灣

的我所知道的實際運作情況是同一法官決定是否開始審理，那是同一個法

官，確實我們是同一個法官所做成的決定，因為我們的經過前面的調查之

後，我們大概對嗯以我為例，我在少年法庭服務的經驗，我對於前面的調

查我已經有相當的判斷了，那了解說這個案子應該是要做轉介的處分，我

對他需要保護的程度我有相當的了解了，如果這時候再開始審理以後再交

由另外一個法官，也許會做出不同的判斷，但是依照我們法律的規定，一

旦開始審理裁定，我做為一個法官裁定開始審理了，到了下一位，假設是

換成下位另外一位法官，他只能選擇說做出不付審，嗯，不付保護處分，

他就沒有，如果他認為不到他需求保護的成份不夠高，他的選擇就比較少，

但是如果是我是同一個法官的時候，我不會應該不會做出不同的判斷而我

會給他，我們法律所規定的保護處分，那所以不付審理認定有相當事實的

不付審理裁定跟開始審理以後，他的差別在於他所受到的處分，他的處遇

是不太一樣的，那不付審理會接受的三種裁定已經跟委員報告過了。

那我現在要報告的是開始審理以後，他會接受的幾種，那也是主席剛剛有

詢問到的，他會開始審理之後，他假設以認定有罪為前提，如果認定我們

還是開始審理以後，有新的不一樣的證據讓法官形成說沒有這個事實，我

們一樣會做出不付保護處分那類似於無罪，我們沒有這個事實，所以當然

他不需要受到任何的處分，那如果我們認定有這個事實，他會接受訓誡，

那就是由法官來告訴這個少年說他這樣的某些行為是錯誤的，他可能需要

改變，那或者我們會交給，我們再利用因為我們的少年很有可能需要上學

或者是上班，我們會利用星期六、日的時間來幫他們做輔導的課程，這是

第一種處遇。

那第二種處遇的部分是保護管束，這主席剛有提到，這個部分是交由我們

的少年保護官 Protection officer 去進行監督他，嗯，最長的期間是 3 年，這

3 年的期間保護官會跟少年保持密切的聯繫，跟他跟少年跟他的父母跟他

的學校的老師或者他工作場所的雇主，去保持適當的聯繫以了解說他在這

段保護管束的期間內，是否正常的就學，正常的在家庭裡面穩定的生活，

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那如果都符合這些規範大概最快在 6 個月我們就會免除這項保護管束，但

是他如果表現不是非常的穩定，這項期間這項保護管束會被執行最長是 3

年，那這是保護管束的定義，一個執行內容。

那另外一個安置輔導，那比較多的情況是他可能已經有犯罪的行為了，那

他的家庭又沒有適當例如說我承辦的案件裡面，他的家庭非常的貧困那或

者是說他的父母本身就有犯罪的行為，他在這個家庭會受到更不好的影響，

這時候我會決定把這個少年讓他離開他原來的家庭，去到安置的處所去是

一個自由，例如說一個一個家庭寄養家庭或者是說一個專門的接受類似這

樣一個沒有受到適當照顧的兒童的機構裡面去，那個機構並不是一個監禁

式的機構，這是第三種處分，安置輔導處分。

那第四種就是感化教育處分，就是我們會把他送到矯正學校或者是少年輔

育院，去接受 6 個月以上到 3 年的這一個感化教育。那這個部分是對於少

年法庭大概處理的處分的種類，那以及這一個可能會受到的處遇。那我補

充說明一下 14 歲以上如果他犯的是我剛剛講的刑，比較重的罪是 5 年以

上，至少要判 5 年以上的罪，那他會按照這個，少年法庭會移送給檢察官，

在少年事件處理法裡面原則上在調查或審理的期間，原則上台灣的法制裡

面沒有檢察官的參與，在開庭的時候是沒有檢察官的，只有在例外的這些

重罪被移送給檢察官，檢察官審查他調查之後他也確定，真的有少年法庭

法官認定的這個事實，這個重罪的時候，他才會移送再移送到少年法院來，

用正式的起訴這時候他就變成一個少年刑事案件，那刑事案件最後的處理

就會跟我們普通，嗯，那樣就會做刑法的案件，那之後如果沒有給予緩刑

的話，那他就會接受刑事的處罰。

那如果以判有期徒刑假設是舉例是 5 年的話，他會到我們另外一所矯正學

校，是專門給少年的類似的矯正學校，它是專門執行少年刑法的這樣一個

機構那是另外一個少年矯正學校，那就主席剛提到的另外一個問題，律師

是否會陪同在警察局的時候，警察詢問他的時候少年會不會有律師或者他

的父母陪同，答案會是肯定的，是，我們會有，律師的部分我必須說明的

是他如果有我們會告訴他，他可以選任律師，他當然可以選任律師但是他

如果自己決定不申請，或者他的父母也決定不申請，這時候他不見得會有

律師，但是他的父母或者他的保護者，例如他的祖父母，他的阿姨這些人

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必然會有一個成年人去陪伴他，那按照在兒童公約實施之後，在我們的要

求裡面，我們這時候如果他的父母都沒辦法到警察局或者是沒有律師陪同

他，這時候我們會請社工，社工人員陪同他去接受這一個詢問，這不管在

警局或是在法庭，我們都會這麼做。

那主席剛剛提到了一個說開始審理以後的程序是在法庭內還是法庭外，這

個是剛剛疏忽沒有，沒有說明到，我補充，那都是在法庭裡面實施，但是

例外的情況如果說這個孩子他在就學，法官在衡量必要的情形的時候，我

們有可能嗯如果適當的話因為到學校有時候會造成少年一些困擾，我們會

避免，如果這是適當的情況下，我們會在法庭以外的地方去開庭，這個是

必須補充說明的，那在審前拘留的部分，審前拘留的部分按照我們少年事

件處理法的規範，期間第一次收容的時候是 2 個月，在調查期間是 2 個月

但是可以延長 1 個月，那進入了審理之後又是另外的 2 個月又可以延長 1

個月，所以總共來說如果這個案件他的需求保護的程度很高，而法官沒有

辦法很迅速的調查完證據，他有可能最高會在少年法庭被審前拘留期間是

6 個月，那期間延長的部分剛剛已經做說明了，法官會不會審查在延長的

時候會不會審查必要性，當然，我們會做出一個延長收容的裁定，在做出

這份裁定的時候我們會再一次的檢視這一個少年是否有繼續被收容在這

一個少年觀護所的這個必要性。

那在這個審前拘留的期間，法官也會根據少年調查官，我們的少年調查官

在他被收容審前拘留的期間內我們會安排少年調查官去少年觀護所去探

視他，去了解他在裡面的情況，那如果他的行為已經有相當的改變或者他

的家庭環境有相當的改變，這時候法官也會主動的考慮，主動的去釋放這

一個少年，那當然如果說是他的律師或者他的父母有相當的申請，那有讓

法官能夠相信不需要去拘留了，這時候也會被釋放。那在主席提到的

divergent 這一個轉向的部分，目前在台灣判斷權是在法官這邊，案件一旦

進入了司法，嗯就是到警察發現了這個案子之後，一律必須移送到少年法

庭，那是否作出這個轉介 divergent 這個處分，那是由法官來作決定的，那

另外一個在我們的報告裡面可能有提到一個是移送管轄，移送管轄的應該

不是，嗯，應該不太是 divergent 這個意思，它的意思應該是說，例如這個

少年他的實際上他可能住在台北，台灣的北部但是他因為種種的原因他來

到我們高雄，台灣最南，嗯，比較南邊的城市犯罪了，那結果他被案子移

送到台灣的南部的法院，那這時候因為他的住居所，少年的住所都在台北，

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 他的父母也都在台北，相當的這些情況他都適合照顧的人都在台北，那這

個案件在南部法院的法官會把這個案件移送到移轉到北部的法院，由北部

的法院的法官來進行這個處理，這個是為了便利少年跟他的父母來開庭或

者是接受日後的處分的一個便利性的一個考慮，這是移送管轄的部分，跟

divergent 有點不太一樣，那 16 歲到 17 歲送到，有沒有可能送到少年觀護

所，這個答案如果他符合了這一個收容的要件，我們收容他的要件原則上

是責付不能，例如說他根本沒有任何人可以接他回家，這個是第一個要件，

或者是責付顯不適當的時候，我們會把這個少年來做收容，那因此在觸犯

刑法，已觸犯刑法法律為前題的話，7 歲到 18 歲的少年他都有可能會被收

容，所以 16 歲跟 17 歲也有可能被送到我們的少年觀護所進行最長剛剛跟

主席委員報告的，最長 6 個月的這一個審前拘留。

那法律援助的部分，當我們的法條的規範是原則上他可以申請，他自己以

用他自己的費用去請律師這是最基本的，他當然可以有這一個申請，他也

可以有權利這樣去獲得這樣一個律師，那我們的規範上是說他的家庭情況

如果是比較，家庭的經濟比較不理想是中低收入戶的，這時候他如果有申

請，我們會安排律師給他那這個部分是不會區分說他是 12 歲以下或是 12

歲以上，只要他符合這個規範，我們就會幫他請律師，那另外在他如果身

心，他可能在有精神上的疾病或者是他的智能發展比較不是，不很理想的

時候，我們也會幫他指派律師，這是關於法律援助的部分。

Jakob (Jaap) Egbert Doek﹕

那麼不好意思要在您完全回答覆之前，我想很快再追問一個問題，我想要

再很快的追問一個問題，就是 14 歲的兒少如果他犯的罪呢，這個本刑是 5

年以上還是 5 年以下，因為我剛剛好像翻譯沒有聽清楚，是 5 年以上還是

5 年以下，哦 5 年以上是不是？好，那這個 14 歲的兒少有可能被判至有刑

被監禁，對好，那問題就是如果真的是這樣子的狀況的話，他是要去成人

的監獄嗎？還是他會被送去哪裡？我想要再釐清一下。

司法院代表﹕

是，他不會被，如果，他不會被送到成人的監獄，在台灣的話，只要他犯

罪的時間點是在他未滿 18 歲的時候，只要他犯罪的時間點是在他沒有滿

18 歲的時候，他在被執行監禁的時候不會被受到跟成年人關在一起，除非

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他在被執行已經被送去執行的時候，他已經超過 21 歲了，只要他在被執行

的時間點並沒有超過 21 歲，他一律會被送到我剛說明的少年矯正學校，這

裡面嗯我們的少年矯正學校的執行上限到 23 歲，所以他進去的時候理論

上我們不認為他是跟成年人關在一起。

委員剛剛再有再提問到的是說我們在感化教育執行結束之後會不會有追

蹤輔導，答案也是肯定的，按照我們的兒童及少年福利權益與保障法，他

在從安置機構離開或者輔育院離開之後，我們的社工人員會去接手去追蹤

輔導這樣一個少年，那另外說關於少年矯正學校或者是輔育院，法官或者

是其他人會不會去定期的去探視，這個答案也是肯定的，以我為例，我每

2 個月我平均每 2 個月我就會親自進行少年輔育院還有觀護所去探視一次，

那這個在我們的規範上也有，這個少年觀護所或者輔育院，矯正學校所在

地的法官必須在每 1 季，就是每 3 個月他必須要去巡視一次這個機構的情

況，那會審查到包含說剛剛委員提到的，他們是否有適當的申訴機制，所

有的這幾個少年輔育院、觀護所、矯正學校依據規定他們必須設置這個申

訴部，不能夠把這個事情嗯他們不能夠掩埋這個事情，那或者說所以我們

可以藉由這個申訴部去確定，是否少年有申訴而沒有被處理，那當然法官

在探視的時候我一樣會去跟個別的少年去詢問，他在裡面是不是有受到不

適當的對待，他有沒有任何他可以在這個機會也可以跟我說明有沒有這些

情況，至於申訴的時候，後面會看他的情況尋適當的管道去做處分，嗯去

接受他的申訴會被處理。

那審前的拘禁會不會跟成年人關在一起，這個部分我必須做個說明，按照

規範是不行的，不過我們少年被審前拘禁是比較少的，所以他們有可能是

關在同一棟建築物，嗯同一個區塊同一個區塊裡面，但是一定要被分隔開

來，他們不能在同一個區塊，所以委員剛有提到說少年會跟成年關在一起，

我不曉得是不是這個意思，但是分開的，隔離這個規範是有的，而且在法

官去視導去巡視機構的時候，我們會嚴格去監督這件事情，如果有我們會

把它紀錄在紀錄表上，那這一個我們就會立刻去糾正，去提醒這個機構，

機構不應該做這樣的處理，那我實際上去看的經驗來說，大部分的時間、

大部分的機構都能夠遵守這樣的一個規定，那精神疾病的，嗯精神疾病的

少年他到了法庭上作證的時候，如有必要的時候我們會請他熟識的專家去

陪同他或者他的父母或者是說他嗯如果他沒辦法做適當的表達的時候，我

們也會去安排適當的人來協助我們，因為法官會有面臨這樣的一個困難，

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 去不知道怎麼去詢問。

那最後一個委員剛提到的是我想這是修復式司法的 Restorative Justice，在

台灣是不是有適用的問題，目前我們並沒有在少年事件沒有正式的去採用

讓加害人與被害人在審前的階段，在法庭以外的地方去談論如何和解，去

了解被害人受到的傷害，加害人應該要負擔怎樣的責任去回覆這樣一個損

害，我們目前嗯沒有這樣一個很明確的機制，但是在賠償的部分是有的，

就是他可以透過在法庭以外的地方，有專門的調解委員會可以協助他們進

行這一個協調民事的賠償，在這個部分我們目前的處理的作法是這樣子的，

以上的說明謝謝。

行政院林政務委員萬億﹕

司法院還有少數題目，你再補充，謝謝，請，謝謝。

司法院代表﹕

司法院司法行政廳法官有關法律扶助的部分再說明如下：第一點委員提到

關於法律扶助的資料只有兒童的部分，是因為問題只問到兒童，所以這資

料統計資料是針對 12 歲以下的兒童提供，如果需要 18 歲以下到 12 歲以

上之間的資料我們回去會再作整理。另外現在所揭示的統計資料是針對所

有民事、刑事、家事申請扶助的統計，所以委員有提到既然 12 歲以下兒童

不受刑事處罰，何以會有這樣的統計數據，所以要再說明的是這包含了所

有民事、家事跟刑事申請扶助的資訊。

至於委員再提到兒少在警詢，警察局詢問的時候是否可以申請法律扶助，

依照現行的法律如果兒童犯的是最輕本刑三年以上的重罪，比如說強暴或

者是強制性交，他有他有申請在警察局由法律扶助律師陪同偵訊的權利，

還要再加以說明的是目前如果是原住民兒童，因為行政院原住民委員會，

有委託法律扶助基金會做原住民的特別法律扶助，基本上不審查資歷，唯

一的條件是只要有法律救濟的途徑就可以申請，所以這個統計資料部分不

包含原住民兒童法律的扶助的部分。另外針對，I would like to make a

correction for the translation in response to 27. The legal aid here is not, is really

a pecuniary aid. It means it’s government compensation. It’s another traditional

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 meaning of legal aid here. Thanks.

行政院林政務委員萬億﹕

請問哪一位要繼續補充，謝謝，請。

司法院代表﹕

不好意思我剛漏掉了交互詰問的部分，我在這邊再做一個補充的說明。在

兒童跟少年，嗯，少年在法庭接受訊問的時候，那以如果是性剝削條例，

兒童遭受性剝削或者是性侵害的這些類似的案件，那我們規範上他會安排

這一個錄音錄影，這個被害人的部分會安排錄音錄影，在他在接受警察局

詢問的時候，以避免說重覆的詢問會導致他二次的傷害，這個在規範上我

們是如此的規範，那在兒童跟少年他們在法庭上接受嗯因為規範在台灣刑

事訴訟法上，我們的規範是他必須接受交互詰問，但是這一個方法為了避

免說性侵害的被害人或性剝削的被害人必須去面對這一個加害人，我們在

他接受詰問的時候，我們會做隔離的措施，他會在另外的房間由社工陪同

他在另外一個房間由社工陪同，然後用隔離的方式來接受這一個訊問嗯詰

問的這一個情況，那在必要的時候，我們也有可能完全的隔離他，就是說

讓加害人先提出他的問題，被害人可能甚至不用去聽到加害人的聲音，我

們會去做一個先問加害人你們有哪些問題，那這些問題透過加害人的律師

嗯他的律師或者是由法官代為去跟轉述這個問題，請被害人做為證人的時

候去回答，我們會儘可能的去做這些的措施。

行政院林政務委員萬億﹕

好，謝謝。請問司法院還有嗎？好，謝謝，來，請。

司法院代表﹕

好，主席、各位委員大家好，謝謝委員的提問。關於委員剛才有問到一個

問題就是說審前拘留的兒少的人數跟最後判刑的比例如何的這個問題，那

關於這個問題因為目前手邊沒有統計的資料，那我們會回去司法院之後再

詢問統計處看看有沒有這方面的資料，如果有的話我們會再提供，謝謝你。

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 然後另外一個問題要補充的部分就是身心障礙的兒童兒少到法庭作證的

時候，怎麼樣協助身心障礙的兒童到法庭來作證，那這個部分呢法院對於

身心障礙的兒少還有一般沒有身心障礙的兒少在法庭作證程序的保障我

們都非常的重視，那我們對兒少在法庭作證的協助，有包括可以讓父母陪

同或者是專業的社工人員陪同，那另外如果有選任程序監理人的必要的話，

程序監理人可以協助兒少做一切程序上協助兒少進行程序上的一切行為，

那也會選任程序監理人來協助兒少，那在兒少到法庭作證的時候，那程序

監理人就可以協助他就是做一切的程序上的行為，譬如說他在法庭作證的

時候，要怎麼詢問比較適當，那要怎麼作證比較適當，那這程序監理人都

可以協助，那另外呢，也可以請專業的心理人員或者是精神科的醫生來做

協助來做陪同，那在台灣的法官學院每年也都會開設訊問兒童或者是身心

障礙兒童的技巧，就是培訓法官來就是培訓法官訊問兒童或者是身心障礙

兒童的訊問技巧，也都有開設這樣的課程，那每年法官都會接受這樣的訓

練，以上補充，謝謝。

行政院林政務委員萬億﹕

好，謝謝。都結束，好。來接著下來是法務部，來法務部請。

法務部代表﹕

嗯，那法務部這邊代表補充回應。那誠如剛才司法院這邊其實有說明的蠻

詳細的，那我們就這個嚴為分界收容的部分再做一個補充說明，那因為為

了講求這個在地化，那方便這個家屬來就近來接見或者是少年法庭來調查

審理的部分，所以會有這個合署辦公的情形，但是我們請機關一定做這個

嚴為的分界收容，嚴格的分界收容，那另外這個少年矯正機關申訴的部分，

我們也會來預案成立這個申訴委員會，那委員會的成員會邀請社會公正人

士來參與，那社會公正人士的人數一定要大於我們內部職員的人數，那以

上做補充說明。

行政院林政務委員萬億﹕

接著請警政署，有在嗎？謝謝，請。

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內政部警政署代表﹕

好，主席，各位委員，內政部警政署代表報告。我們簡單補充剛才司法院

以及法務部先進們所提出來的報告內容，一共分做五點，第一點我們首先

說明的是我們中華民國警察機關對於少年犯罪或者是少年及兒童的受害

案件，我們有成立專責的單位來處理，我們有 22 個這個縣市包括直轄市，

所以我們就有成立了 22 個少年警察隊，專門處理少年犯罪的事件，那我們

也同時成立了 22 個婦幼隊，關於婦女及幼兒的保護的婦幼隊 22 個。

那麼我們最新的措施，從去年、前年一路下來我們最近又新設了大概超過

200 個人以上，在每一個分局，我們中華民國有 159 個分局，我們叫分局

就是 Precinct，159 個分局，我們設置了超過 200 個人以上的叫做保護官，

是對兒童少年他們如果是受害人是保護，重大犯罪的被害人的話我們有保

護官，另外我們有少年犯罪的防制官，就對於少年觸法行為我們特別設了

159 個分局的防制官來做這個防制的工作。

另外我們還有 218 個家防官，就是家庭暴力部分這一個特殊目的下的家防

官，那這些人我們可以說就稱他為官，保護官、防制官或者是家防官，意

思是他們是這方面的專家，那能夠稱之為專家也就是我們平常對他們的訓

練是在這一個專業方面，是特別做加強的，因此他們來協助少年或者兒童

在遭遇觸法案件或者受害案件的時候，能夠保護他們的權利，這是第一點，

我要特別說明的。

第二點關於剛才委員所關心到的審前拘留的問題，就警察機關的立場而言，

警察機關是沒有審前的拘留權，不過是實務上，實務上警察機關從逮捕或

者是拘提少年犯以後呢，大概有他有 24 個小時的來做一些調查的工作，那

在這 24 小時之內另外我們根據提審法的規定，如果少年或兒童他們提出

來依據提審法的規定提出來提審的話，那我們必須立刻終止，立刻終止，

就把已完成的及未完成的案卷全部送到少年法庭，所以換句話講，總結來

講警察機關是毫無審前的兒少的這個拘留權，這是第二點我們要特別說明

的。

第三點，是這些少年或兒童在警察機關總是會停留一段時間，為了調查的

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需要停留一段時間，在這段時間之內我們要求警察做幾件事情，也是剛才

委員所特別關心的，第一個是我們要通知他的父母或者法定代理人或者是

公證的第三人，就包括了村里長或者老師等等，一定要到場來協助陪同詢

問，如果沒有到場我們警察不會開始我們的詢問，第二件很重要的事情就

是要告訴少年他觸犯法律的事實，要聽取也的陳述，就重要是要告訴他有

選任輔佐人的權利，這裡叫我們法律上稱之為輔佐人那包含剛才是法院及

法務部的先進所指教的就是律師或者法扶律師，這裡面當然如果他不願意

請律師，我們也可以請他請教師或者社工師或者是心理諮商師來擔任他的

輔佐人，那麼我們也告訴我們所有的警察同仁，就是在詢問少年的時候，

是站在一個輔導和關懷的立場，而不是在偵辦犯罪的方式來辦理。

另外呢我們也告訴他你有提審法所付予你的權利，就是你任何時間要終止

我們的調查願意到法院去說明，隨時可以終止，那更重要的是整個的過程

我們是採取保密的措施，對少年犯或者被害人採取保密的措施，那關於保

密的措施，我特別提幾件事情給各位做參考，第一個是絕對不供媒體拍攝，

第二個是也拒絕接受媒體的採訪或者是說監視錄影器的畫面也禁止翻拍，

另外呢將來我們這些案件移送到少年法庭去之後，要受少年法庭之命，將

相關的案件要做銷毀的，要塗消的一個措施，這個案件在警察機關裡面就

塗消了，這是特別關於保密的規定。

第四點呢，是我們在這個過程剛才提到的這個在警察機關所停留的不得不

停留的這段時間當中，是不是要錄音錄影的問題，剛才司法院的先進也指

教到了，目前的法律是只有關於這個性剝削條例裡面提到的這個為了要減

述作業，所以我們對性犯罪的被害人的詢問的時候是要全程錄音錄影，但

是對於其他的犯罪並沒有這樣的規定，沒有這樣規定我們警察機關在實務

上我們通常會詢問被害人，詢問他你願不願意接受我們全程的錄音錄影，

如果他願意的話，同意的情形下，我們做全程的錄音錄影作為一個公證的

證據，那這些的錄音錄影的證據，將來在移送到少年法庭的時候是要全來

移送的。

那最後一點是說在這個整個的過程當中，我們對於加害人以及受害人是採

取隔離的措施，這隔離的措施我們通常在通知當事人，不管是加害人或者

是被害人通知當事人到警察機關來接受詢問的時候，被害人和加害人是分

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 開在不同的時間，不同天，不同的時間來詢問，特別是對被害人我們可能

會選擇在警察機關以外的地方來詢問，所謂以外的地方可能是醫院裡面的

叫做溫馨，溫馨診療室或者是我們社工單位或者是 NGO 裡面的一些特別

隱密的處所，或者是送到我們縣市警察局的少年輔導委員會裡面所設置的

處所來詢問來避免加害人跟被害人之間有任何接觸的機會，或者讓被害人

受到二次傷害，以上是警政署的補充報告。

行政院林政務委員萬億﹕

謝謝，來，接著是衛福部保護司，謝謝，請。

衛生福利部保護服務司代表﹕

是，主席，各位委員，那接下來衛福部針對兒少的性侵害跟性剝削作一個

說明，那對兒少的性的暴力在我們國家的確採取不同的法律。性侵害是在

刑法的防礙性自主罪，那對兒少的性剝削是屬於兒少的性販運，因為立法

的時間不同，分屬在不同法律，但是即便法律不同可是我們對被害人的保

護特別是他的權益維護都是以兒童少年的保護來做協助，避免我們的孩子

再次遭到性的侵害，那同時也協助他們身心的復原，那在被害人的服務當

中包括性剝削跟性侵害，社工在偵查跟審判當中，社工可以陪同我們的孩

子在場而且也可以向警察、檢察官或法官來陳述社工的意見，同時在這個

過程當中，我們也會注意到這個警察機關、檢察機關或者法院有沒有提供

我們的孩子一個安全確保他安全的環境以及措施，包括採取隔離的方式，

必要的時候也可以申請在法庭外來做，那這些在社工陪同的時候，我們都

會注意，同時對於我們兒少在性侵害跟性騷擾，在整個司法程序中他的主

客體關係，我們在陪同當中也會很清楚的跟我們的孩子做說明，以及相關

的審理程序可能會發生的一些狀況，也會做讓孩子做充份的了解，同時說

明出庭他的重要性，但是最後我們還是會尊重兒少他的決定，是否要當證

人出庭。

那另外我們在性侵害的案件當中，的確有建立被害人重覆陳述的一個制度，

也就是讓我們遭到讓遭受性侵害的兒少，他在偵查階段儘量的減少重覆的

陳述，避免二度的傷害，此外我們對 12 歲以下的兒童遭受到性侵害，因為

記憶的關係或者是對司法這個程序當中用語的不了解或者是怕引導導致

證詞遭到污染，因此我們除了要求錄音錄影之外，我們也建立了司法詢訊

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 的一個制度，也就是由受過專業訓練的司法詢問員來協助警察或者是檢察

官或者是法官來詢問，避免孩子因為記憶受限或者是不理解這一些話語可

以導致證詞的反覆，影響他的司法正義，以上做補充。

行政院林政務委員萬億﹕

接著請 NCC 有沒有要補充？NCC 在哪裡？

國家通訊傳播委員會代表﹕

好，是。就是剛剛政委有提到兒童涉及網路上兒童色情的部分，首先我們

要先說明一下就是在台灣在我國網路社會跟實體的社會是一樣的，網路上

的不當的行為或者是內容呢也自然由實體社會的法律各自規範，那我們國

家在 2013 年的 8 月就是通常會跟相關的主管機關共同委託成立了一個第

三方的單位叫 iWIN，那接受了網路上不當內容跟疑似犯罪內容的一些申

訴，那剛剛政委有提到的疑似兒童色情的內容，iWIN 在接到申訴之後，會

保留相關的事證之後，立即移送相關的權責單位去處理，以上做補充說明。

行政院林政務委員萬億﹕

要不要補充一下那個性剝削的離開中途學校之後的協助，謝謝，請。

教育部代表﹕

好，教育部為了要協助就是接受安置輔導或是感化教育的兒少，他可以回

到一個正常的一個學習的就是正常的學校教育，我們訂有兒童及少年受安

置輔導或感化教育的學籍的轉銜及復學辦法，以及有一個就是教育部補助

辦理中輟學生預防追蹤及復學輔導的工作原則。

那這兩個法規呢一個是就是協助這些孩子就是可以順利進到嗯回到原來

學校的那個學籍的安置跟學籍的生活的安排，那另外一個的話那個工作原

則就是我們會補助學校如何幫這些孩子就是在他進入正式班級之前，他可

能會有需要一些就是多元的課程或者是補救教學，那一般而言當這些孩子

他要進入學校之前，法務部、衛福部跟就是教育部會有一個協調的工作小

組來處理這件事情，那通常我們就是在孩子如果他還是在國民教育的階段，

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 也就是 6 歲到 12 歲的這些的孩子的話，他要回到就是原來的戶籍所在地

的縣市的國民中小學就學或者是在他接受安置輔導機構或是感化教育機

構所在的學區的學校都可以，都可以由那個孩子就是自己作選擇，那教育

部這邊會協助，那如果他已經超過國民教育的年齡，他也可以選擇就是進

入戶籍所在地或者是安置機構所在地的補習學校或者進修學校來就學，那

如果他已經是在高級中等教育的階段，這些孩子可以由安置機構或者感化

教育機構專案向他想要去就讀的那個高級中等教育的學校去申報他要就

學的那個就是意願，那這一些作為其實都可以不受我們原來高級中等教育

法裡頭，學籍申報的時間以及名額的限制，也就是可以超越原來法規的一

個限制。

那通常在學校端如何幫助這些孩子就是正常的學習，大概有幾個部分，第

一個是我們在法令裡頭有規定學校是不得拒絕這些孩子，如果你拒絕的話

基本上校長或是相關的人員是會被處分的，第二個是在學校裡頭會把這些

孩子讓他進入輔導室的高關懷的個案裡頭，那會有一個個案會議來就是由

輔導室，然後就是找相關的擔任課程的導師還有就是教務處，幫他安排就

是重新學習的課程，那可能這些孩子他可以一下子沒有辦法進入班級裡頭

跟其他的孩子一起上課，那學校可以安排高關懷的課程或是讓他進入就是

中途班去做中介的一個學習，那這些高關懷的那個課程裡頭會包含就是幫

他趕上學習進度的一個補救教學的課程，也可以包含就是這個孩子他可能

短時間他需要就是興趣的課程，比如說音樂的課程、畫畫的課程或者是技

藝的課程等等，他可以選擇這些多元的學習課程幫助他逐步的恢復就是正

常的一個學習，那此外就是在他的生活適應這個部分，我們也會尋求就是

社工的協助，通常就是回到正常的學習生活的一個這樣的一個孩子的話，

社工的陪伴會有一年的時間，去幫助這個孩子他可能會去詢問他的生活上

有沒有什麼困難或是適應上有沒有什麼樣的困難等等，這些後追的一個協

助的措施他可以有一年的社工的陪伴，以上教育部補充說明。

行政院林政務委員萬億﹕

剛剛我檢查還漏掉兩點，一個是法務部的毒防中心跟防毒中心，另外一個

是跨國引渡跟跨國起訴這兩個課題，是不是徵求主席同意，下午再請法務

部來回答，是不是可以，那是不是我們就請主席看接著我們要如何進行，

謝謝。

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Jakob (Jaap) Egbert Doek﹕

謝謝這個政府代表團長特別提到有兩個問題沒有問到，然後我們可能又有

一些要追問的問題，不過接下來最大的問題就是大家下午還要不要再回來，

還是說現在就將討論畫下一個句點，因為我們現在已經遠遠超過了原來的

時程，不曉得其他委員有什麼樣子的看法，我自己的建議是說我們的審查

會議到此為止，因為下午如果要請所有在場人士又大老遠的回來然後可能

只待半個小時，那我們可能討論討論又不自禁的要提出更多的細問題，所

以我想其實就第八章的問題我們已經獲得了許多充分而仔細的資訊，因此

也很開心的說過去一天半也就是昨天早上 9 點一直到現在大概 1 點鐘這一

天半收到的資訊很充分，那麼也非常肯定各位代表的參與也非常感謝各位

所提供的資訊，涵蓋了各式各樣的議題，那我們的審查會議一來一往的回

答也進行了 9 個小時、10 個小時，我們知道台灣的地位非常的特殊哦，那

在日內瓦的話，其實這樣子的審查會議可能只有 6 個小時的時間而已哦，

所以我想台灣的流程時間還更為的充分，也非常謝謝各位願意參與這麼長

的時間，長達 10 個小時的審查會議，我想接下來不管是委員或者是政府代

表都有其他的工作要做，那像是委員的話要開始撰寫結論性意見跟建議了，

以便在周五早上能夠為大家說明，希望禮拜五上午可以再次看到各位，到

時候我們就會提出我們的建議，而這些建議背後的意義呢，其實是想要支

持台灣繼續的來落實兒童權利公約，那我們也看得出來說政府已經許下了

很多的承諾了，好，那麼特別要感謝政務委員代表、各位政府代表，非常

謝謝各位跟委員們的配合也感謝各位提供的眾多資訊，那這都協助我們完

成撰寫結論性意見與建議，好，那麼接下來的時間再交回給政府代表團團

長。

行政院林政務委員萬億﹕

那就請剛剛司法院還有法扶相關的數據，那是不是可以在盡量在下午然後

2 點前交給衛福部簡署長，他們好呈現給委員，那另外剛剛提到的 drug

abuse 也麻煩法務部，那另外是跨國起訴、引渡的，就也同樣用書面給那個，

英文版，要用英文版，現在沒時間再做 translation，那讓委員們有充份的資

料作最後的判斷，這是我們的義務啦。好，那在結束之前還是非常感謝 5

位委員很辛苦，今天又被我們拖了半個小時，我們是不是用掌聲來謝謝他

們，也謝謝自己，謝謝。

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司儀：

中華民國兒童權利公約首次國家報告國際審查會議，會議結束。

Jakob (Jaap) Egbert Doek﹕

嗯不一定是要在下午 2 點前交出來啦，今天結束之前提供這些額外的資訊

就足夠了，好嗎？那麼就祝大家接下來的工作順順利利，祝大家用餐愉快，

我們禮拜五上午見。

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 Review Meeting of Chapter 7-8

Meeting Transcript

Jakob (Jaap) Egbert Doek:

Good morning everybody. Welcome back to our dialogue, and I hope that we can

complete our dialogue today at around noon, or a little bit later. But I don’t expect

to move into the afternoon as well. So we will start this morning with some

leftover of yesterday, and that is the issue of mental health. The issue was raised

by Mr. Tobin yesterday afternoon, and due to the lack of time the answer was very

short, and the delegation likes to have an opportunity to provide some more

information about mental health, the problems, the programs, and what else….so

you have the floor, your Excellency.

Minister without Portfolio, Executive Yuan, Lin Wan-I:

Of oral and mental hygiene, please respond to these questions, and then MOE.,

please supplement by talking about the programs that are implemented in schools.

Thank you for the question on mental health.

Representative from Department of Mental and Oral Health, Ministry of Health

and Welfare:

In Taiwan, at the very beginning, we consider mental health to be a disease issue.

But in recent years, we think this is a mental health issue instead of disease. We

hope that child can have a healthy life since the time as an infant. So we want to

start with the mental health of women, of pregnant women or mothers. We want

to begin with the mental health of the pregnant women. Only with a mentally

healthy mother will the child have good mental health as well.

So we invite many experts to shoot videos for training, for doctors and nurses.

After these videos were produced, in the second year, we started to ask medical

facilities to play these videos on premise and work with after-delivery care centers

to also play such educational videos to the mothers. And then we work with the

Society of Psychiatry or Society of OB/GYN to discuss possible problems or

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 issues that may haunt pregnant women or new mothers so that we can produce

some preventive measures. So that’s the first part that we do.

The second part is that we think that is important that parents educate their

children in a proper way instead of using corporal punishments or beatings or

scolding. So we draft a positive parental education pamphlet and provide such

pamphlets or brochures to parents so they know what they can do when they

educate their children.

As for children with ADHD or children with Autism or special needs, sometimes

parents and families are confused. They do not know how to deal with the situation.

So in northern, middle, and southern Taiwan we organized special training

workshops for parents from such families in order to help family members to know

how to take care of children with special needs, because these children have

special needs, emotionally or physically. This is our brief response.

By the time these children are teenagers, we have a hotline, which is supported by

our department, Department of Mental and Oral Health. If people have questions

about mental health, they can call this hotline. We receive around 67,000 calls

every year with this hotline. There’s also a civil organization that is called Lifeline.

If people are troubled deeply, emotionally, they can call this hotline. And every

year they receive around 170,000 calls. We also established a follow-up system to

follow up with people who have attempted suicide. At the health bureau, there are

case managers to follow up such people who had attempted suicide to prevent

them from hurting themselves again. Thank you.

Minister without Portfolio, Executive Yuan, Lin Wan-I:

Any extra information?

Representative from Ministry of Education:

When it comes to mental health, MOE. passed a student guidance program in 2014.

Under these guidelines, in every school, there should be professionals who take

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 care of children’s mental health. And under this act, it is stipulated that schools

have to create a three-tier mechanism. The first tier is promotion of health of the

students on campus. The second tier is intervention. Schools will focus on children

who are on the verge of problematic trouble, problematic behavior, or children

who have suffered grave trauma. And at this second tier, we generate case-by-case

plans and provide counseling or small-group discussions with this student. The

third tier is placement. When children already exhibit bias to behaviors, then there

will be intervention with social workers, with family counseling, and occupational

therapy. And all of these professional services will be provided at the third tier.

We hope through this three-tier mechanism schools can do better in providing

counseling services for students.

Representative from Ministry of Education:

I’m from MOE. My colleague already mentioned the three-tiered mechanism.

MOE asked the local government to ask the schools to establish counseling rooms.

There should be psychologists and social workers at such counseling rooms or

counseling centers. In New Taipei City, there are four regions, and in each region,

there is such a counseling office. So if in that region, schools have found students

with mental health issues, then students will work with these local governments

mental health office to provide help to the student. The local government and

bureau of education will work with Department of Health together to provide

support. If the issue has a medical element, then such a case will also be transferred

to such medical facilities for further treatment.

Minister without Portfolio, Executive Yuan, Lin Wan-I:

So is there any follow-up from the committee members on this topic?

John Tobin:

First, thank you for those very detailed responses. Just one quick question. Are

you keeping data on the rate and incidence of mental health amongst young people

in Taiwan?

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Minister without Portfolio, Executive Yuan, Lin Wan-I:

About mental health of students, anyone? Department of Mental and Oral Health,

do you have any statistical data that you can share with the committee members?

Representative from Department of Mental and Oral Health, Ministry of Health

and Welfare:

Well, let me add some more information first. Department of Mental and Oral

Health in the past three years has completed a health survey for students who are

between fourth grade to seventh grade, and this year we’re seeing some results

from that survey. From that survey, we can see that the students in our cohort from

fourth grade to seventh grade, the prevalence of mental health issues is actually

quite high. According to that study, around 30% of students from that cohort are

emotionally troubled, including Autism, ADHD, and all other mental health issues.

So that’s a general percentage. 10% of them are students with ADHD.

Representative from Ministry of Education:

From MOE. I want to supplement by saying that for data or numbers of students

who have mental health problems, the local government mainly have the

responsibility, the counseling offices I mentioned earlier, are in charge of helping

with the schools in supporting such students. Such counseling offices will help

students from elementary schools to high schools, and the data is kept by these

counseling offices in the local government. Sometimes this data has something to

do with privacy, and it’s confidential, and therefore, MOE does not have such data.

But if you need such data, we can request local government to provide and submit

to the committee for your further reference.

Representative from Department of Mental and Oral Health, Ministry of Health

and Welfare:

I talk about the survey, academic survey. If we look at the cross-sectional

prevalence, there are around 10.5% ADHD, and phobia 8.7%, separation anxiety

4.2%, social anxiety 3.6%, Autism 1%, people who have suicidal intentions about

3.6%, and students who actually commit suicide account for 0.7%.

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Minister without Portfolio, Executvie Yuan, Lin Wan-I:

MOE., maybe you can review the campus reports, and later on let us know how

many of those reports are suicide cases or other mental health issue cases.

Jakob (Jaap) Egbert Doek:

Thank you very much for all this additional information, with details, thanks to a

recent survey, so we have a rather clear picture of the mental health issues.

Nigel Cantwell:

Thanks very much for this additional information. I’d like one more piece of

additional information, of course, and that is in terms of the effectiveness of the

follow-up and the treatment. Have you carried out evaluations of, in particular I

would say, responses to the hotline, because if the hotlines are getting 170,000

calls a year, and these are being, I presume mostly, channeled to special services

according to the situation of the child concerned, it would be extremely useful to

tell if the services are effectively able to respond in an appropriate manner to each

of those specific situations of the children. And subsidiary question but we

shouldn’t probably deal with it now, but possibly we can do it within the

discussion on education, would be the potential link between stress in the

education system, the feeling or perception of stress, of children in the education

system, and possible mental health issues. But I’m sure we’ll deal with that in the

forthcoming discussion. But for the moment it would be good to know if you’ve

evaluated the responses to the hotline and possibly other interventions.

Representative from Department of Mental and Oral Health, Ministry of Health

and Welfare:

The questions. Speaking of the hotline, there are two types of hotlines. One type

is sponsored and subsidized by the central government, providing advice on issues

related to mental health. So that hotline is called Reassuring Hotline. And the other

type hotline is actually run by the volunteers from the private sector. It is called

Lifeline. 170,000 calls are made to the hotline, and the Reassuring Hotline

received 67,000 calls. And in fact, the caller asked a wide range of issues when

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 they called. And there is a separate hotline specifically serving men. Usually that

serves adult males suffering from, say, domestic violence.

Now back to the two hotlines. In addition to providing counseling services and

listening, it’s important that these two hotlines indeed transfer these callers to

access resources at different institutions. And in emergency situations, we will

locate the caller right away. Every year, we actually save 400 lives through these

two hotlines. As for the effectiveness of these services of these hotlines, right now

we don’t have detailed information on the referral rate. But during the past two

decades, we have been making a lot of progress in promoting mental health.

Throughout Taiwan, we have over 200 hospitals offering mental health clinics and

we have 284 mental health clinics working at the community level. So wherever

you go in Taiwan, you can see a mental health clinic so you can walk in the clinic

anytime. It’s very convenient. In Taiwan we have 1,600 psychiatrists. As for

pediatric psychiatrists, there are more than 200 of them. So I think we have

sufficient manpower to provide such services, and they are also widely available.

The offshore islands and remote areas may not be that convenient for people with

mental health to seek help, but we do have a lot of psychiatrists as well as

psychotherapists offering services in different corners of our society. So at the

Ministry, we actually have set up many health stations throughout Taiwan. In

Taiwan we have 360 health stations in each and every local community. And at

each health station we require it to provide free counseling services. So if you have

any mental issues you would like to seek counseling, you can go to a local health

station to seek help. Thank you.

Minister without Portfolio, Executive Yuan, Lin Wan-I:

If the MOE. can offer some comments on the stress at schools, and its relations

with mental health, please go ahead.

Representative from Ministry of Education:

Between 2005 and 2016, during those 12 years, the number of students engaging

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 in self-injury or suicide every year, there were 56 to 83 students. In 2015, 67

students. 2016, 60 students engaged in self-harm or suicide. Based on our

understanding, the reason why students engaged in self-injury, there are several

reasons. One has to do with the stress at school. Also failed love relationships or

conflicts with parents at home. There are also cases involving emotional stress or

addiction to the Internet and other mental disorders. We don’t have data yet on the

number of students who actually have engaged in specific self-injury and suicide.

Jakob (Jaap) Egbert Doek:

Thank you very much for all the additional information. We move to cluster seven

on education, and I’ll give the floor to Mrs. Karp present the questions on this

cluster.

Judith Karp:

Good morning. Of course, proofs of the matter in raising new generations that are

aware of the rights according to the CRC or as human beings lie in education. So

I request your forgiveness if I ask many questions about education because I want

to make it clear to me how your system works. I start… we have discussed

yesterday the problem for education in remote and rural areas, and the priority,

written education, promote plans, that is in action now. I would like to know, what

is the scope of time until this plan will be finalized, and do you have a constant

evaluation for how it works. Now I come to the second question, about the

shortage of preschools. And I understand that here again, you have a project, 2017

to 2020, to maximize the public education and care service project. I would like

to know if you have information how many children do not go to preschool

because of this shortage, and what is being done with them until the project is

finished? I would also like to know why preschools are not free tuition? Because

this is a basic of development. Children who go to preschools are much stronger

in the beginning of the studies at primary school than those children who do not

go to preschools. So do you have an intention to make preschools free of tuition?

Now as to private and public schools.

Here I would like to understand because according to your replies to the list of

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issues, I understand that senior high schools can enjoy, students of senior high

schools, can enjoy subsidies. So what is the meaning of “subsidies” and I

understand that it’s not free tuition because only skill-based senior high school is

free tuition, and senior high schools for low-income families. So the

understanding is that there are still children who have to work, or maybe have

loans, to complete their studies all alone. I would like to understand if the Table

28, which speaks about subsidies but is not disaggregated, and I still don’t

understand the meaning of “subsidies.” Does it cover all tuition or not?

At the end of the replies, it is said that the goals of 12 years basic education will

be achieved subsidies for all. So what does it mean? Is it free tuition? And when

will this goal be achieved? Do you make any poll evaluation about children who,

because tuition is not free, do not complete their studies? How many children are

there who go to work without completing their studies? And connected to this is

the question of services to dropouts. I understand that there is a problem of

children who cannot go through the tension of high school. Minimum services to

deal with them, to give them alternative schools, or finding work for them. Some

of the NGOs work with these children, and I wonder what are their plans to widen

the services for dropout children.

I would like to know the differences between terminology of several schools you

have. What is the difference between reform school, correctional school, co-

curricular education, transition school, self-industry corporation, vocational

school? What are the differences. I understand that some of the schools have very

limited education, not the usual curriculum. In some of these schools, human

rights, civil education, is not given to the children. So I would like to know more

about these schools.

And now I would like to speak about what we heard from children about their

stress in school. It was mentioned before, as maybe one of the many causes of

committing suicide. First of all, children complain that the rights of rest and leisure

in infringed upon because they have long hours of studying, even in holidays and

all over the day. They are evaluated only according to academic achievement, and

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they have to follow examinations and tests. So education is aimed at bringing them,

enabling them, to go to senior high school.

They complain about the method of education, which is not universal curriculum.

They have no option, no right option to choose like music, art, sports, is very

limited. Some children complain they may be punished for lack of success in tests.

I think that I’m telling you about the complaints because I think there is a need to

re-think the method of education, bringing children to critical thinking, and to

innovative thinking. So the least many children are not happy in school. They look

at schools like prisons or factories of education. And I think it’s a pity to raise

children who are not happy at school. I think school time should be pleasure for

children and should widen their interests.

We have been talking about infringement of the civil rights, and I want to ask

again. My only question with regards to the curriculum now is, do you plan to

make CRC education obligatory in schools? Of course, obligatory in training

teachers. Another question that we started to discuss is the participation of children

in school life. It was mentioned yesterday that you have a project of school

guidelines of 2018 and curriculum guidelines for 2019. My question is whether

these guidelines tend to give children larger participation in all of the committees

that are involved in school, including the equal gender education committee, and

the committees of discipline, and other committees of school. What are the details

of this project? I would also like to ask whether schools have professional

counselors, which every school has to deal with problems of children, to enable

children to complain, to deal with bullying. I’m not aware and I didn’t find

answers in your… we didn’t ask of course. Now regarding disciplinary measures.

It said that… the Ministry of Education issue did notice for school rules of students’

guidelines and discipline. My question is whether it’s not better to legislate the

optional disciplinary measures that will be unified in all schools and for all

teachers, and children may know what are the permitted disciplinary measures the

teachers can use? Speaking about corporal punishment, of course we have

discussed it, and the question is, what reviews are made to ensure that the

legislations that forbids criminal corporal punishment is really implemented? The

question, how many teachers were punished for using corporal punishment?

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 The answer shows a very limited number of teachers, and I don’t speak about

criminal proceedings against teachers who use serious corporal punishment. In the

written answers, I understood that only teachers who teach in correctional schools

are brought to criminal justice. In other schools, it’s only the disciplinary

administrative measures. I would like to know better if there is a follow-up about

complaints in this regard. Against bullying, the number of children who use the

hotlines is very small compared to what is suspected to be a phenomenon that

harms children. The table shows the number of children using hotlines is

decreasing. So I would like to know what is the cause, and what is being done

with their complaints? I understand that the perpetrators are being dealt with. The

question is, is there counseling and help for the victims of bullying? I’ll stop with

this for now.

Jakob (Jaap) Egbert Doek:

Other members of the committee? Yes, Miss Lundy?

Laura Lundy:

I’d like to ask some further questions, not on education but on leisure, culture, and

play, so what’s happening outside school. Already, Mrs. Karp raised the issue of

long school days, and I know there are guidance that are saying school should

close at half past five, and that seems to be still a very long day. And I wonder, is

that enforced in any way, or has any thought be given to having that as a much

shorter day, that schools should close earlier? But my main questions are relating

to what happens after school, and children were telling us they often then go to

cram schools, and these cram schools can last to half past nine in the evening,

which seems ridiculously late in terms of children getting rest and getting to bed,

getting some sleep. Is there any guidance on cram schools and their opening hours,

or any plans to have any restrictions on the length of time children can be out

doing those external educational activities?

That’s one set of questions. Then more generally on play, my question is, is there

any national policy statement on play, any strategy on play? Many countries have

a play strategy. We know that play is incredibly important for mental health, for

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 obesity, for learning, and I haven’t seen anything in the documents that looks at

the idea of play as an important dimension in the children’s strategy. One of the

issues raised with us is play space, and the fact that there is so much artificial play

space. It’s incredibly important as well that children get to play in a natural

environment. So again, what are the opportunities for children, particularly

children in the cities to get out into outdoor, green, safe space where they can run

as opposed to playing on very restricted play equipment?

And then finally this cluster also covers culture, and we’ve seen very little about

that idea of children being able to be involved in cultural life of their country. It

mentions that there are some grants for some schools that they can apply for, I

think they can apply at their discretion, to host activities that celebrate indigenous

cultures or Hakka culture. And my question is, is there anything that requires

culture, indigenous community culture and other cultures in Taiwan to be part of

the national curriculum? Thank you.

Jakob (Jaap) Egbert Doek:

Thank you. Your Excellency, you have the floor for the answering of the questions.

Minister without Portfolio, Executive Yuan, Lin Wan-I:

I would like to thank the two committee members for this set of questions. I think

most of the questions will be responded by MOE, but as for questions on

reformatory schools or correctional schools, I think MOJ will respond it. As for

issues on indigenous cultures and peoples, maybe counsel of indigenous peoples

can provide some information. Shall we start with MOE? Mrs. Karp has raised

quite a few questions about education. I think I’ll give the time to the

representatives from MOE.

Representative from Ministry of Education:

I will give a summary, and my colleagues may provide extra information. First of

all, students and schools in remote areas. Well, how do we improve the education

quality in those places? Well there are about 3,500 elementary schools and high

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schools in Taiwan, and some of them are in the priority’s area, which means that

they demand more resources. There are about 1,200, that is to say one third of

these schools, are our priorities in remote areas. For these schools, we have

subsidy program for them to support local governments with staffing and with

funding. This program has been ongoing for many years, and this program does

help to improve the quality of teaching in remote areas. Schools in these areas are

more remote and they have fewer students. The class size in urban areas are larger,

so it’s not very... well it’s more costly in other words to provide support to remote

area students because there are fewer students over there.

But still, with this program, we do see the need to provide more support. So in

addition to the MOE program I just mentioned, MOE has other projects that has

integrated digital education. Recently the Executive Yuan and MOE have together

devised a guideline for remote area education. Yesterday, our Congress passed this

bill. So it will be promulgated by the presidential office shortly.

This guideline decides to divide schools in remote areas into five categories, and

schools at different levels will receive different levels of support. The support will

go to stabilizing the teaching staff, so we have a solution for that, that is… the

hiring plan for specialized teachers in order to retain the teachers in these rural

areas. And we’ll also improve the dormitories for teachers and students in those

remote areas. And we’ll provide subsidies for teachers and schools to provide

after-class education to support the children who are lagging behind. And these

subsidies can go as long as 12 years, so that principals or teaching staff of these

schools, as long as they’re willing to stay there, we have the subsidies to support

the operation of that school.

So the guideline was passed by Congress yesterday by our Legislative Yuan

yesterday, and after it becomes promulgated MOE will start allocate special

budgeting for those programs. I believe that this new guideline, this new act, is

going to help the education in rural areas. So we continuously invest resources in

rural areas. So when this program will be finalized, or be ended or concluded.

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There is an indefinite time frame because this is a continuous work. We will

continue to invest more resources in rural areas. As for the insufficient number of

preschools, currently MOE has planned to create more public preschools from

2017 to 2020. So two to five-year-old students, other students who go to

preschools, or nursing schools.

96% of five-year-old students in Taiwan are able to go to preschools. As for two

to five-year-old, or students who are under five years old, only 50% of them go to

preschools. Hopefully, by 2020 at least 60% of children between two to five will

be able to go to preschools. Public preschools include public-funded schools and

non-profit preschools. Currently the public-private preschool ratio is three to

seven. We hope to raise that ratio to four to six. By 2020, we hope to create more

public preschools or even to raise the private-public preschool ratio to one to one,

hopefully.

Next question about tuition exemption at high schools. Since 2014, we have a

grade one to 12 compulsory education program. Most of the tuitions are exempted

for compulsory education. After elementary school and junior high school

education, students may go to normal high school or they may go to vocational

high schools. In vocational high schools, students learn practical skills, how to

make things, how to work with things. If they go to vocational schools starting

from 2014, the tuition is exempted. Elementary schools and junior high schools

are compulsory and therefore, no tuition has to be paid. Students at elementary

schools only need to pay $700 or $800 NTD every semester.

As you know, high school students only have to afford $1,500 NTD every semester.

In vocational schools, tuition is free. And if students go to normal high school, if

the annual income of this family is beow $1.4 million NTD, then the tuition is free.

If the family income is above $1.48 million NTD, then the student has to pay for

high school education. So I think currently at secondary education, only the

households which make more than $1.48 million have to pay for high school

tuition, and other students do not have to pay for tuition. But there are some

administrative fees or fees for textbooks, for uniforms, or fees for lunch, and

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students still have to pay for these miscellaneous items unless they are from low-

income families.

The fourth question again on tuition exemption, are we going to reach an overall

zero tuition goal? Well as I said earlier, elementary school and junior high school

are compulsory. There is no tuition. For high schools, only those whose families

made more than $1.48 million have to pay for normal high school tuition. So in

the future, well currently we do not have a plan to exempt the tuition for the

families whose annual income has exceeded $1.48 million NTD. So in the

foreseeable future, these families still have to pay for normal high school.

As for preschool education, for five-year-old children to attend preschool, tuition

is free. And for students who are from underprivileged families, they can receive

subsidies. As for students who are ranged between two to four-years-old, they can

also receive some subsidies for daycare. So the central government provides such

subsidies, whereas the local government has extra subsidies as well for daycare.

And currently, under the leadership of Minister Without Portfolio Mr. Lin, we

hope to have a new plan by the end of this year, and this plan will be directed to

children between two to four, maybe to exempt their tuition at preschools. But

such program is still being discussed and not finalized. It may be finalized by the

end of this year or the beginning of next year.

And other children who are not able to finish schools because of lack of economic

resources, currently we have subsidies to help children from disadvantaged

families. So I don’t think there are any students who have to drop out due to

economic issues. Most of them drop out because of family issues or because they

do not want to study in schools.

As for services for dropouts. On dropouts, outside the school system, we also work

with the Social Welfare Department, tapping into social resources provided by the

Ministry of the Interior and the National Police Administration to provide services.

We have three strategies. First, if they are dropouts, we will first of all make sure

reports are made, and we will help search the missing students from schools. So

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if the school finds some students fail to show up at school, they will report to the

authorities, and the National Police Administration will help search for missing

dropouts. In the search process, every month we also publicize the number of

dropouts at each local government. And for school districts with higher dropout

rates, we will convene meetings to review the reasons. In addition to the National

Police Administration, local communities, neighborhoods are also involved to

search missing dropouts.

After locating the missing dropout, we then talk to the student and his parents, and

we will provide counseling and guidance to help him return to school. After he

goes back to school, the school will arrange certain programs and courses to help

the student to be more willing to stay on campus. So different schools all have

programs of this kind to tailor to the needs of these students. At the same time,

schools also set up a single window to handle applications from these students to

return to school.

As for the… if we’re talking about students who are dropouts, actually we do have

so-called half-way resources classes or other specially-designed classes to help

these students learn in their own ways. For example, some students drop out

because of dysfunctional family backgrounds. In that case, we can keep the

students at school from Monday to Friday, and then they go back home only on

the weekend. There are also some students who have been involved in sexual

transactions. Then after the court ruling, the social workers will stay involved.

Then the students may be transferred to the transitional schools. The transition

schools are usually located in remote areas so that the students can learn in a

relatively safe and isolated environment. They go back home only on the Chinese

New Year. In other words, transition schools aim to provide a stable, safe

environment where interference from the outside is minimized.

At the local government level, every quarter a meeting will be convened to look

into the services provided for these students with special needs, including dropouts

and students who used to be involved in sexual transactions.

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Next, corporal punishment and the statistics on teachers using corporal

punishment on their students. Between 2012 and 2016, based on our statistics, the

number of teachers sanctioned because of using corporal punishment is about 100

every year. In 2010, it is 121. In 2013, 110 teachers. In 2014, 140. 2015, 157

teachers. 2016, 99 teachers were sanctioned. Well, according to our Education

Fundamental Act, students must not be subjected to corporal punishment in

schools. And teachers involved in corporal punishment will be sanctioned. So in

the Teachers Act, we do have specific regulations, provisions prohibiting teachers

from using corporal punishment. In violation of these provisions, there will be

administrative punishment from warning to severe demerit points. In very severe

cases, that means corporal punishment has caused mental and physical harm to

the students, then we can impose the decision of dismissal, discontinuation of the

employment to the teacher.

As for the disciplinary measures taken against students, yes the MOE has the

overall guidelines in place. All schools will have to follow the guidelines in setting

up their own method of disciplinary actions. There were discussions about maybe

there should be a law at the central government level to define what kind of

disciplinary actions is legal or illegal, but after discussion it is decided that we

should respect the autonomy of each school. Therefore, the Ministry of Education

only offers a guideline about the major principles that schools must follow in

determining their methods of counseling and discipline. And usually when setting

up such methods, there will be committees at different schools comprising of

student representatives, parent representatives, teacher representatives. Therefore,

schools will follow their own method of guidance and discipline.

Moreover, the professional counselors on campus, according to the Student

Guidance Act, after 2017 Article 10 of that act says that primary and secondary

schools must have counseling offices for primary schools if there are fewer than

24 classes, there should be at least one professional counseling teacher. For those

schools with more than 25 classes, there has to be one additional counselor. As for

middle school classes, if there are fewer than 15 classes, at least one counselor has

to be in place. For those bigger than 15 classes at school, there should be an

additional counselor on campus. In senior high school for schools with fewer than

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12 classes, there should be at least one counselor. Right now, counselors working

at primary schools, there are 770 of them. In middle schools there are 1,324 of

them. In senior high school there are 1,517 counselors on campus. So every school

has professional counselors on campus. And starting the first of August this year,

we are going to increase the number of counselors at every school year by year.

Indigenous education. Educational activities in relation to indigenous peoples. If

we are talking about the indigenous day event, if the student is a member of the

indigenous people, then the student can take a day off and go back to his

indigenous community to take part in the indigenous festival activities.

Again, indigenous education, especially indigenous cultures being incorporated

into the curriculum, at the primary school we do have so-called indigenous

language teaching. Indigenous language teaching is a required course for all

students. Every student will have to pick an indigenous or local language to study

based on their own ethnic background or based on their interest. Each student can

pick either Hakka, Taiwanese, or 16 different indigenous languages in this local

or indigenous language teaching class. So it’s a required course. In middle schools,

it’s an elective course. Again, students can choose which language they would like

to study based on their interest or ethnic background. The counsel of indigenous

peoples has also come up with a program to certify the indigenous language

proficiency. In other words, if a student has high proficiency in the indigenous

language, he may get extra credit when he applies for admission to senior high

school or colleges. As for the manpower for teaching indigenous languages,

students with a certificate in such indigenous language proficiency will also have

the opportunity to serve as teachers in the future.

As for… there’s a question about children’s representatives saying there’s too

much pressure at school, there’s not enough time for leisure, cultural activities.

Their rights to leisure and cultural activities have been infringed. Well I think this

is not unique to Taiwan. Throughout Asia, traditional cultures play a lot of

emphasis on academic studies, so the overall society and parents, or sometimes

even students themselves, attach great important to grades and academic

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performance at school. That’s why a lot of time is spent on studies.

Based on our data, because from grade one to grade nine it is compulsory

education. There is no entrance examination. There is no pressure in this regard.

But when you graduate from junior high school, you need to take a kind of like a

joint entrance examination. But starting in 2014, we have reformed that joint

entrance examination. In the past, there were five subjects and each subject would

have 80 grade levels. But now we have shrunk that 80 to seven grade levels, so

students are evaluated and ranked into seven levels rather than 80. So we hope

that this reform will help students lessen their burden from studies. Moreover, in

fact, when it comes to entry into high school, senior high schools, because Taiwan

has such a low birth rate, for any 15-year-old in Taiwan they can get 100%

assurance in entry to a senior high school or senior vocational high school. The

same goes for graduates from senior high schools when they want to enter

universities. But still, many students prefer to go to prestigious universities.

Therefore, the pressure really comes from the few slots available at prestigious

universities.

Of course, we do attach great important to students’ and children’s rights to leisure.

That’s why for the past couple of years, our administration has been promoting

educational reforms aimed at relieving students of the pressure from studies. We

hope they can engage in adaptive learning. In addition to studies, students can also

have the opportunity to go outside school, to have field trips. In addition to help

students have less stressful studies at school, schools also organize a wide range

of activities to celebrate anniversary of the school or there are activities like fairs.

And every school year there are planned field trips for students and there’s also,

before a student graduates, they also go out for overnight trips.

In fact, schools are also encouraged to include more activities outside school,

tapping into resources at the community in society. So the classroom is not limited

to a place inside the school. Any outdoor places from museums to parks can serve

as a classroom for students.

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Next, as for the curriculum guideline, in Taiwan, the purpose of the curriculum

guideline is for the teachers to use to guide their teachings, and the publishers of

textbooks as well as the authors of textbooks have some basis to know what to

include in the textbooks. In the curriculum, there are elective or required courses.

So there are subjects such as Mandarin Chinese, English, math, social studies, and

science. There are also art related classes. So all of these different kinds of subjects

are included in our curriculum guideline, and all schools at different levels have

to comply with this curriculum guideline. If they do not follow such a curriculum

guideline, then the schools violate relevant act and supervisors will go to these

schools to encourage these schools to follow these guidelines. For example,

schools miss music classes, then this constitutes a violation. If it is found out that

the schools do that, these schools will be corrected.

And to help students to have more choices in their lessons, currently MOE is in

the process of drafting the 2019 curriculum guideline. That guideline will be

effective in 2019, and in that guideline there will be more flexibility for children

to choose what they want to study. Take normal high school, for example. There

are optional classes in high schools. The credits for, for extracurricular, or for

elective classes will be expanded two to five times.

Now whether CRC will become an integral part of the curriculum guideline, or

will CRC be taught in schools, per the current curriculum guideline, or the 2019

curriculum guideline which is still being drafted, there will be subject such as civic

and social studies. Civic studies is an official subject in the guideline, and in that

class, students will learn about civic studies, human rights, law and order, and so

on. All of these will be taught in official teaching hours. In addition to those

official subjects, there could be some unofficial lessons or prospective lessons for

teachers to teach about human rights. In the 2019 curriculum guideline, there are

about 19 topics including human rights, law and order. These are two important

elements that will be included in the 2019 guideline. Environmental education or

gender education will also be included in the new guideline. And the teachers can

integrate such topics into their teaching. Regarding CRC and lessons about CRC,

the initial reports on the CRC was concluded only last year, so currently there is

no strict requirements that CRC has to be an official part of teachings in school. It

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is dependent on the teachers. Teachers may integrate human rights, law and order,

gender issues into his or her teaching. So teachers have the discretion. As for in

the future, will we include CRC into the curriculum guideline and require all

schools and teachers to teach it, or will we produce some material for teachers to

use in order to teach in CRC? I think there will be more discussions within MOE.

As long as it is good for the students, we will always be willing to go the extra

mile.

Next, children’s participation in school. In Taiwan, students who are under 15 are

quite young. They are still in elementary or junior high schools, so their legal

rights… or statutory representatives are their parents. Their parents are in charge

of protecting the rights to education of their children, and therefore children will

represent the children in schools to join committees or meetings. For example,

they may jointly discuss the hiring of teachers, the design of the classes in schools.

The parents may also participate in deciding what disciplinary actions shall be

taken against certain students. As for students who are above 15 years old, students

who are already in high school. In fact, in June 2016, in the Education Act for high

school students stipulates that students can form student associations in schools,

and such associations are self-governing bodies. And representatives from certain

associations will need to take part in discussions that are related to student affairs.

As I mentioned earlier, we will have the 2019 curriculum guideline. The draft has

been completed. It has been discussed right now. There are several children

participants in the meetings to review the 2019 guideline. So… there are student

representatives that join the review meetings for the curriculum guideline.

Students can express their opinions as to what they want to teach because children

and students are the subject of education, of course they are entitled to expressing

their opinions. So I think their opinions will be reflected in the curriculum

guideline.

Take the curriculum guideline meetings, I have joined for example, I have seen

that these meetings respect the opinions of students and respects their rights to

express their opinions. At high school levels, as long as one affair is related to

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students’ rights, there has to be student participation. And the National Education

Administration requires schools to change their rules if their previous rules did

not allow children participation. Next point, about student complaints and

discipline. Oh, I think I already touched upon this question.

Let me move on to bullying and how bullying is addressed. Well the number of

the callers decreased instead of increased. I think my colleagues will respond to

that issue.

There are usually seven sessions throughout one day for students, so students are

in school from 8 am to 12 am. There will be a one-hour lunch break. Then sessions

will be resumed from 1 pm to 4 pm. So usually there are seven official sessions.

Due to low birth rates and due to the change affecting family structure, some

parents in fact request the schools to delay class hours because parents are usually

still at work by 4:30, and therefore some parents ask the schools to add an extra

session, the eighth session. So some schools will arrange the eighth session. But

there are two principles that these sessions have to follow. First of all, students

have to be voluntary to join the eighth session. That is to say, if students are willing

to stay in school for this extra hour, they can stay. The second principle, in the

eighth session, students can choose what they want to study. Teachers must not

teach new material in the eighth session. So during the eighth session, schools may

arrange teachers to be there to provide oversight, because if students have

questions they want to ask, they have someone to go to.

As for after school hours, well especially in cities, many students go to cram

schools after regular school hours. I think it is common and also unique in Taiwan

or Asia. But parents or students make that decision based on their needs. In

principle, we do not encourage students to go to cram schools, but if students and

parents themselves think that it is necessary, then we respect their choice. And

cram schools are open until 9 pm, when usually they finish all the classes by 10

pm. So students study during the day, and during the night. Indeed the studying

hours are too long. And that’s why starting from 2014, we try to reform the

education system in Taiwan so that the examinations will not be too much pressure

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 for students. We reformed the examinations because we want to relieve the stress

on the students so that they may feel there is less need to go to cram schools after

official school hours. But we’re still monitoring the effectiveness of the new

reform, and we will continue to reform for better education system.

About campus reports, take 2015 for example, there were about 55 suicide cases

reported. Around seven and thirteen cases where students tried to inflict harm to

themselves in middle school and elementary school. I will pause here, thank you

very much.

Minister without Portfolio, Executive Yuan, Lin Wan-I:

Maybe the P.E. education administration, would you like to talk about some leisure

activity programs. And I think Mrs. Karp asked about the definition of different

schools because there are correctional schools, reformatory schools, transition

schools, and cooperative programs.

Representative from Ministry of Education:

I want to talk about the declining numbers of the bullying hotline. Well, MOE has

continued to ask the schools to encourage their students to use this hotline if they

are bullied. MOE encourage students to talk to their parents or teachers if they feel

they’re bullied, or they can submit complaints to suggestion box in school. They

can also call the local government hotline, or the MOE bullying hotline. This is

the hotline we’ve been talking about. And at each school, each school will hand

out questionnaires to understand the lives of the students on campus.

Now since this is an age of Internet, so we do have a website to allow students to

give us their thoughts. If they’re bullied, they can submit their cases to the website.

So I think… the numbers we talk about was only the number of callers of the

hotline, but now there is a whole range of diversified channels where they can

report such cases. That is probably why the number of callers to the hotline have

been decreasing.

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Minister without Portfolio, Executive Yuan, Lin Wan-I:

So what’s the definition of correctional school, transition school, and reformatory

school, and cooperative programs?

Representative from Ministry of Education:

Ok I think I have to elaborate on the education system in Taiwan. In Taiwan, six-

year-old students will enter elementary school. They spend six years there. After

they graduate they spend another three years in junior high school. So this is our

nine-year compulsory education program. After the compulsory program students

may go to normal high school and study several subjects. Part of them may go to

vocational high schools. So after 15 years old, there is a diversion of students.

Some of them go to normal high schools, some go to vocational high schools. So

this is some of the differences in our middle school education.

And at vocational schools, they think it’s very important to keep abreast with the

development of the industry. So it’s important for the student to learn practical

skills so that after they graduate, they can easily find jobs, or they can go to

vocational colleges. So at vocational high schools, there are many different

programs. So in addition to the official hours, well when I say official hours, it

means that students spend time studying in schools. There may be some on-

campus internship or out-of-campus internship. These are the most common

programs in vocational schools.

But there is a special program that allows students to go outside the campus to

intern, but that is what we call the cooperative program, or the cooperative class.

But the number of students in this class is not that many. So for this kind of

students, they spend some time in school, and the rest of the time the school makes

arrangements to help them to work in some companies as interns. And there are

different systems here. One system is called rotation. Which means that in this

quarter, three months, the student spend time in school, and in the next quarter

students spend time in the companies, and then in the next three months the

students come back to school. Usually there are two classes that rotate, so one

class in school and the other class in the company’s intern. So this is the rotation

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 type of cooperative program. If students are in this cooperative program, MOE

has established guidelines for such cooperative programs in order to protect these

students’ rights. For example, if they work in the companies as interns, they have

to be protected by the Labor Standards Act. They have to receive minimum wages

or above. So while they learn practical skills in this internship programs, they are

able to receive the minimum wages. And most of the students in the cooperative

program come from economically-disadvantaged families, meaning that they have

to spend time studying and also spending time working to make extra income for

the family.

So every year, there are about 14,000 students in such cooperative programs.

Moreover, transition schools right now in Taiwan we have three transition schools.

Transition schools are set up in accordance with the Child and Youth Sexual

Exploitation Prevention Act. According to Article 22 of that act, the central

government, including the Ministry of Education and the Ministry of Justice will

work jointly with local governments to set up a transition or transition schools for

victims of sexual exploitation so the students at the school are children and minors

who have been involved in sexual transactions, thus violating relevant laws. So

the students usually come from dysfunctional family backgrounds. After the court

ruling and the evaluation or assessment of social workers, the children will be

placed at transition schools. So that’s the background of transition schools.

Representative from Sports Administration, Ministry of Education:

I speak on behalf of the sports administration. Leisure activities. We actually have

an activity named “SH150” that means “Sports Health 150 minutes.” So in

addition to official sessions at school, every week students must spend at least 150

minutes in sports and health-related activities. This can take place during session,

after session. According to our data, about 84.25% of schools have implemented

the SH150 program. We also offer a number of different modules for schools’

reference when they design SH150. For example, they can have students engaged

in very popular sports activities, maybe jogging, maybe some softball, soft

baseball, or relay race. So class competition can also be involved in promoting

such sports and health-related activities.

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 And we also have the so-called “big jogging” activity, and students can design

interesting activities when they engage in this “big jogging” event. Students are

encouraged to accumulate the mileage they have been jogging and running, so the

students can upload how many miles they have run over the past week or month.

In addition, local governments, they can also focus on specific sports. For example,

the city may want to promote martial arts. That city may want to promote jumping

rope. And in designing the SH150 programs and other leisure activities, they can

take that into account. Moreover, we also organize a lot of sports games involving

different schools every year. 15,000 students take part in these games, sports

games. And there are also like dancing activities and other leisure activities

organized by MOE. More than 10,000 students take part in this activity every year.

Also we do have a lot of outdoors sports activities, more than 1,000 students

usually take part in these outdoor sports activities. And mountain climbing, rock

climbing are other examples of such leisure activities. We do encourage schools

to provide more outdoor activities. For example, students are also encouraged to

go mountain climbing, rock climbing, et cetera.

Minister without Portfolio, Executive Yuan, Lin Wan-I:

Well, correctional schools, reformatory schools, could you give us their definitions?

Representative from Ministry of Justice:

For juvenile correctional institutions, there are correctional schools and

reformatory schools, as well as detention centers. Correction schools basically

receive juveniles that have been judged by the court that have to be placed at such

correctional schools. There are also students who go there because of protective

orders. So if there are any misconducts by the staffing members of these

correctional schools or reformatory schools, punishment will be imposed upon

them. As for administrative punishment, in 2013 and 2014 there were two

incidents involving corporal punishment at such schools. The Control Yuan did an

investigation and punished those responsible for the incidents. So now we have

reinforced training of staff members of these institutions to make sure similar

incidents will not take place again.

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Minister without Portfolio, Executive Yuan, Lin Wan-I:

How about activities in relation to indigenous students?

Representative from Council of Indigenous Peoples:

Indigenous students learning about their own cultures. In addition to the formal

schooling system, our counsel helps indigenous students to explore their interests,

and they are also encouraged to engage in studies of indigenous cultures, history,

and music learning, et cetera. Basically we use the multiple-intelligence model in

educating our children. And we also have the cooperative program at the

indigenous communities to help the indigenous students if they need any help.

And of course, efforts are also made to help them be familiar with their own

cultures, languages. In 2017, we offered 62 classes involving 1,200 students. For

different indigenous nations, if they have their own festival activities or

celebrations on a particular day, indigenous students enrolled in other schools can

also take the day off to take part in that activity.

Minister without Portfolio, Executive Yuan, Lin Wan-I:

Well, I think that’s all for now. Thank you for your patience, committee members.

Thank you.

Jakob (Jaap) Egbert Doek:

Thank you your excellency. This is even more than all there is. So it’s a very

detailed and very specific information about all kinds of aspects of education in

Taiwan, but there may be some follow-up questions. Very, very brief.

Judith Karp:

Thank you for the very clear information. I still would like to know if there… the

CRC is a new idea. Implementing it is a new idea. I would like to understand the

pros and cons of making the CRC studies obligatory. I think it, as teachers, it’s a

new idea for teachers. Children claim right now they don’t know much about the

CRC. We were discussing yesterday there is a difference between human rights

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 education and the more specific children’s rights education. So I think it couldn’t

be easier for teachers to choose subjects they know better, human rights education,

than the new subject of the CRC. So I would like to know what are the reasons of

not making the CRC education obligatory?

As for the private preschools, I would like to understand whether parents send the

children to private preschools and pay tuition as a matter of choice, or they go to

private preschools because there are not enough public preschools that are free of

tuition? I encourage, of course, the new program doubling, or making even more

preschools that would be free of tuition. But I would like to understand why

parents send their children to private preschools? Is it because of the standard of

education, or because they just don’t find a public preschool? As for private and

public schools, I understand there are still children who still have to work to pay

for tuition. They receive loans which they have to pay back. Is there a system

helping them pay back the loans, or I misunderstood the situation? Thank you.

Nigel Cantwell:

I’m going to bid your indulgence, members of the representatives of the

government. I realize that there is one question that intrigued us that wasn’t

actually asked, and I think it’s necessary, if you’re able to respond, it would be

very useful to us. On a general level, it seems that school attendance rates are 98%

and that literacy rates are similar, over 98%, which suggests there is a totally equal

access to schools among boys and girls. What intrigued us were the figures

relating to children with disabilities attending regular schools and special

education schools, where the figures for male and female were very very different.

There were at least twice as many boys as girls attending regular schools, children

with disabilities are, and there were almost twice as many boys than girls attending

special education schools. Now, there are various possible explanations for that,

of course, but it would be extremely useful for us to understand why there is such

an enormous difference. Are there far more boys who are living with disabilities

than girls? Are there access problems, et cetera? Thank you.

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Minister without Portfolio, Executive Yuan, Lin Wan-I:

Answer as concisely as you can.

Representative from Ministry of Education:

In response to the questions, the CRC teaching, whether it should be obligatory to

teach CRC in the curriculum. There are several reasons why. First of all, our

national report has just been released, so for schools, this is indeed something very

new. Teachers are not so familiar with CRC. Or in the training of teachers, they

have not been taught about CRC, so for continuous training of existing teachers

or for pre-job training for new teachers, we have to include the elements relating

to CRC to make sure they are adequately equipped with the knowledge to

incorporate CRC into their teaching. I think it takes time. Therefore, we will take

this matter seriously in the future when we train existing teachers, or potential

teachers, prospective teachers. We will make sure they are well-equipped with the

ability to teach CRC.

Moreover, in terms of the curriculum in Taiwan, what exactly should be covered

in the curriculum. There’s a huge debate because there’s just so much time

students spend at school. What content should be made an obligatory part of the

curriculum is the subject of much debate. And in our official curriculum, there is

one subject that is quite similar, or quite related to CRC., that is the civics class,

or civics and social studies. Or CRC can be treated as one standalone social issue,

and the teacher can teach this social issue in class. But again, the teacher has to be

prepared and competent before they can actually do that. So we will make sure

that training of teachers will include the CRC component so that the students can

learn from their teachers, the CRC.

The next question about the choice of preschools, public or private. Yes, we don’t

yet have enough public preschools because our compulsory education starts from

grade one until grade nine, so the government has not invested enough in

preschool education. The private sector, therefore, has been playing a major role

in providing preschool education. So in… before 2013, only 20% of preschools

were public preschools. But after the hard work during the past four and five years,

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now we have 30% of the preschools that are public. We hope by 2020 the figure

will rise to 40%. This is a goal we are striving towards. As for the parents’ choice,

preschool, as I said, preschool education is not part of compulsory education.

Therefore, we do respect parents’ choices. And parents play a more dominant role

in deciding which preschool to go to. Public preschools are more affordable,

especially for non-profit preschools which may be a bit more expensive than

public preschools. They are still more affordable than private preschools.

Therefore, most of the time parents prefer to send their children to public and non-

profit preschools because of their price competitiveness. That’s why very often

the public preschools will have to draw lots to decide which new students can

come into their preschool. Or sometimes, parents may choose to homeschool their

children. Some families have more financial resources, so they are willing to pay

more to send their children to private preschools as there are more activities over

there.

About the question on student loans. In compulsory education, the miscellaneous

fees are not that much, but if students require loans, they can apply for such student

loans, of course. Students who come from economically-disadvantaged families

can submit a request for loans to support dormitory fees and living expenses, or

expenses that are associated to internship. If students are still in school, then the

government will help pay for the interest of this loan. Students only need to pay

back the loan after they graduate. So there are guidelines to allow for such student

loans taken by students if they need it. As for education ratio, it’s very high in

Taiwan because one to ninth grades are compulsory education, and if students

want to go to high schools or colleges, usually they are able to do so because of

the low birth rates in Taiwan. As for students with disabilities, we have a Special

Education Act that protects the rights of children with disabilities. There are 12

different disabilities under this act, and local government has an evaluation

committee for students with disabilities. This committee will evaluate the students,

and assign students to appropriate schools. Such students….well in fact 100% of

these students who are under this evaluation are able to go to a school to study.

But we have to be honest here. We have to respect the rights of the parents. Some

parents think that despite the disabilities, they don’t want their children to go over

or go through the evaluation. They want to attend a regular school and be a part

of the school, and that is a choice as well. As for the ratio of female and male

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 students with disabilities, why is it at a two to one ratio between male and female

students with disabilities?

Representative from Ministry of Education:

In Taiwan, all students of disabilities have to be admitted to schools, be it male or

female. As for the reason why the ratio of male students with disabilities is higher

is because genetics. Because ADHD, Autism, usually happen more to male

students, genetically speaking. And this ratio is in fact quite similar to international

numbers, and that’s why male students with disabilities shows a higher number

than female students with disabilities.

Minister without Portfolio, Executive Yuan, Lin Wan-I:

Are there any other questions from the committee? And take a short break?

Jakob (Jaap) Egbert Doek:

Well, I think that is an excellent suggestion. We take a break. Be back quarter past

11.

Jakob (Jaap) Egbert Doek:

The last cluster of the convention on the rights of the child is on child protective

measures. I will start with the questions on this topic. First, a minimum age of

criminal responsibility. It’s not completely clear to me what is the age. I found 14.

I found a category of children between seven and 12, and I was wondering what

happened with the children of 12 and 13, if the minimum age is 14? And what

happens if those children commit a crime? So, first, about the category of seven

to 12. It’s a little bit peculiar that those children… there is in the statistic a category

of child criminal offenders, and that apparently applies to children between seven

and 12 who commit a crime or other offense. But at the same time, there is enough

information to tell you that those children are not dealt with through the criminal

justice system, or the juvenile justice system. They are dealt with in other ways,

although it’s not clear what kind of ways exactly, apply to children who are nine

or 10 years old and are stealing something from a shop, or from another place. So

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it’s… the question, why do you in your statistics have a category, child criminal

offenders, that deals with children between seven and 12 who are never prosecuted?

At the same time, I’ll give you an example of 2015, 686 children committed, well,

belong to the category “child criminal offenders.” It tells in the statistics that 410

are not forwarded to the courts. 220 are in process of court trial, and I need an

explanation what that means. If you are between seven and 12 and you are in a

process of court trial. And I still, repeat the question on the age category 12 or 13.

The status offenses is another issue that needs some attention in my view. The

number of status offenses according to the statistics is quite impressive. 3,800 in

2014, and over 4,000 in 2015. Status offenses are not exclusively defined in the

report, but there is an indication that it has to do with unruly behavior, running

away, or other problematic behavior. Again, there is in the statistics a category that

tells you they are not going to court.

The question is, who is deciding that a child who apparently is registered as a

status offense, why that child is not going to court, and the question is, who decides?

Because in the process of trial according to the statistics, the great majority of

those status offenses are in the process of trial. So, there is in that regard the

question, what happens with the qualifications in process of trial? Are they tried

in court or are they not? What happens? What we know from the measures taken

regarding those status offenders, there is a category “protective measures,” there

is a category “protective disciplining.” Close to 1,000 of those status offenders are

subject to protective disciplining. I’d like to know what exactly is meant by

“protective disciplining?” Another category of those status offenses is “in

reformatory education.” Does it mean they are placed in reformatory schools?

That’s another question. So, in terms of the responses, I have a question on the

status offenses. There is information that the judge may decide to proceed the case

to court. Then they will further decide to render protective measures or… of which

the measure is consultation and protection that is sending them to proper

institutions or whatever. There is apparently a deprivation of liberty, but the key

issue is the judge decides to proceed the case to court. That carries a flavor of, a

leg of impartiality because it is most likely is the same judge who is going to make

a decision. And he first decided that the case is going to court, so that’s another

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point that I need clarification for.

The next issue is the police investigation and interrogation. The whole juvenile

justice system is in most countries composed of three moments in the process.

First the police, then the prosecutor, then the court. It is important to note that for

children, the first experience with the juvenile justice system is the police and the

police interrogation. When the child is arrested for any kind of suspicion of having

committed a crime, he is taken to the police station. Take as an example here he

has broken into a school, took some laptops, and now he is in the police station

and he is interrogated by the police officer. The first question is, is a lawyer present

at that interrogation by the police?

Same question. Also, or at least one of the parents? Are they present? And when

it comes to the lawyer, the question is that child, how does he or she gets a lawyer?

Is that assigned to her or him at the moment that he or she is in the police station

for interrogation? The other issue, I’ll come back to the interrogation in the context

of sexual expectation. The pre-trial detention is my next issue. There are in the

report explanation of, let’s say criteria for using pre-trial detention, so that is clear.

Now, the duration. That’s the question. There is one information that tells me it’s

maximum two months. There is a decision possible by the juvenile court whether

that is at the request of the prosecutor, I assume it is, to extend the pre-trial

detention. The question is, what happens if the police investigation takes more

than two months. Does it mean that the child is released after two months, or is

there another way to continue with that deprivation of liberty? And I assume those

juveniles are all in detention houses. The next issue is on, well whether pre-trial

detention concerns, there is another question about if it lasts two months, is there

a regular review by the judge of the necessity of the continuation of the pre-trial

detention? And is it automatically, or is there a lawyer who can approach the court

or ask for a review of the placement in pre-trial detention?

Diversion. The question is diversion. It’s not very clear, the term “diversion” is

not used in the statistics. Not in the text of the reports. One or two times perhaps.

But there is no clarification of what diversion is. When diversion becomes a

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possibility, is that already at the police level? At the prosecutor’s level? Or at the

court level? I’m reluctant with the court level because you know that the definition

of….well, the term “diversion” does appear in the convention, but there is an

understanding that it has to do with Article 40 of the convention, and in particular

paragraph three, and there it says that the state’s priority when it’s appropriate and

desirable measures for dealing with such children without resorting to judicial

proceedings, provided human rights and freedoms are guaranteed. Which suggests

the diversion takes place before the trial in court. But it’s not clear to me when

diversion is possible, and what kinds of measures are then in addition to warning,

and similar measures that are presented in the statistics. But what more is possible?

And is there any particular services that organizes diversion measures? Or is it a

matter of the police, or the prosecutor? So about implementation of diversionary

measures?

The sentencing. One thing that is not clear to me… it’s clear that you can be placed

in a correctional school, or in a reformatory school, or in a reform school. There

is a detention house that is used for pre-trial detention. But in the list of possible

sentencing, I never found in the documents the sentence to...of the judge to send

the boy or girl to a prison. To a detention center. Is that not an issue, or if it is

possible, to send a juvenile age 16, 17, to a detention center, a detention house?

Then the question is for how long? What’s the maximum? Because for placement

in reformatory or correctional schools, I need some further clarification. It’s two

years max. It’s extendable for another two years. The overall maximum is three

years, and it will end at least at 21. The age of 21. So, the question is, is it two

years the max, or is it the first decision of the court to send the boy to the correction

or reformatory school, and then there is the possibility to extend it?

So… back to the legal aid. As I said, the first question is, does the child have legal

aid in the first moment of entering in the legal system? But there is information

about a legal aid foundation. Not clear to me whether that’s public or private. And

it informs us in paragraph 298 of the report that that foundation receives in the

year 2011-2016 7,600 plus applications by representatives, and now the surprising

part, by representatives of children below the age of 12. 76% of those applications

were granted. I didn’t find information about legal age for 12 to 18, and the

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surprising part is that it is talking about children below 12 who will not be

prosecuted in court, so why do they need legal aid? And why do parents apply for

legal aid? Not clear to me.

So far, the juvenile justice questions. Drug abuse. There are two centers, and I

need some clarification about that. They may be the same, or they may be different.

There is a narcotic hazard control center, and there are drug abuse prevention

centers. And they can be established by the local government. And the question is,

what’s the difference between the two, and their roles?

The sexual exploitation of children. There is, in 2015, a commendable new piece

of legislation, the Child and Youth Sexual Exploitation Prevention Act. There is

in the information a list of sexual crimes, and they are focusing a lot on intercourse,

and there is very little or nothing about sexual abuse or sexual exploitation through

Internet. The optional protocol on sale of child prostitution, child pornography, is

dealing in the sector of child pornography, virtual forms of child sexual abuse or

exploitation. So the question is, where are we with harmonizing the national law

of Taiwan with international standards and rules when it comes to the protection

of children, victims of sexual exploitation or abuse. There was no information

about extraterritorial jurisdiction. I’d like to know whether it’s possible for the law

enforcement in Taiwan to prosecute a man from Taiwan who committed a crime

in Vietnam or in Cambodia of sexual exploitation, and whether for that

extraterritorial jurisdiction it is necessary that the crime you want to prosecute the

man for is a crime also in Vietnam as it is in Cambodia? The double criminality

standard. That’s about law enforcement related to sexual exploitation of children.

The protection of the child victim. What it said in the report is that a child can be

placed in an emergency case for 72 hours. If we need to continue that, there is a

court decision necessary to extend the 72 hours. That’s about it. The protection of

the child victim is of course very important, and measures to ensure that the child

is free from further sexual exploitation or abuse is critical. Measures in that regard

are necessary. But one of the elements of being a victim of sexual exploitation and

sexual abuse is that you may end up in court as a witness, and you may be the only

witness. So that creates all kinds of difficulties in trying to get sufficient evidence.

But to be as a child, subject to, and perhaps also an object of the criminal justice

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system, and I’m talking about the criminal justice where the perpetrator is the key

person. He is accused of and is prosecuted for sexual exploiting, sexual abusing a

child. The child most likely has to be interviewed even before the court trial takes

place, and the question that I’d like to have answers to, what are the rules and what

is the practice?

If a child, a victim of sexual exploitation or sexual abuse crime, is interviewed, as

starter most likely by the police. Are there special rooms for those interviews? Are

there well-trained police officers to do it? Are those interviews recorded? At least

in order to avoid a continuous repetition of those interviews, but other law

enforcement officials after the police, prosecutor, and other psychologists,

psychiatrists, whoever is trying to get information from the child. Is the child

provided during the process with assistance? Legal assistance and other assistance.

So that she or he is aware of what is happening and will be informed about various

steps in the process.

And when it comes to interviewing children, in particular when it comes to the

court trial, in countries where cross examination is part of the criminal law system,

and in particular the part that takes place in court, question is, are there rules, are

there practices to prevent the child from facing and being confronted with the

perpetrator? Screens in the courtroom. The child in a separate room, assisted by

her or his lawyer. What are the practices in Taiwan when you deal with these kinds

of cases? Are there possibilities to avoid, for a child, the cross examination in court?

Is there perhaps, let’s say an age limit below which children are not taken to court

for being cross examined? Or does it not matter what the age of the child is? So

that’s about sexual exploitation of children, in particular the role of the child as a

witness in court.

Finally, it has been raised by Mr. Cantwell to the alternative care institution, but

governments are investing a lot of money in rehabilitation of juveniles with

conflict in the law. Putting them in institutions for two or three or more years, and

then released. What happens with children? Is the release, which is usually

predictable in terms of when it will happen. Preparation for release, support after

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 the release in terms of housing, employment, education. Is there a probation officer,

juvenile probation officer in Taiwan who can provide the necessary support and

guidance for the child who is now out of the reformatory school or detention house

or prison? Those are my questions. Other members of the committee. Go ahead

Mr. Cantwell.

Nigel Cantwell:

I’d just like to add one question in relation to pre-trial detention. In many countries,

the use of pre-trial detention is such that many of the young people detained before

going to trial in fact do not end up with a sentence of detention. So that what we’re

doing is placing children in detention before saying they should not be in detention,

or before the court decides that they should not be deprived of their liberty as a

result of their offense. I’m not asking for statistics off the cuff at this point, but I

wonder if you have any comments on the extent to which pre-trial detention is

used in relation to the number of young people who actually receive a sentence

involving the deprivation of liberty subsequently. Thank you.

Judith Karp:

I would like to know if there is a regular visit of judges or NGOs or other

independent people in the reformative or correctional schools to view the situation

of the children in these schools. How can children in these schools complain

against misconduct with regard to them? How can it be guaranteed to them that

there will be an independent visitor who may carry their complaint? Is the

separation between children and adults guaranteed all along the detention and trial

process?

I understand that there are some provisions that enable keeping children in pre-

detention together for a certain time together with adults. So I would like to hear

about it. If there is a special professional police interrogator for children, are they

trained to know how to interrogate children with mental problems or children with

disabilities? What kinds of measures are taken to enable these children to give

evidence in court? I ask not about victims of sexual assault, but just regular

witnesses in court. How are they helped to give their evidence? And is there a

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 program or mediation between perpetrators and the victims to help kind of a

diversion for the child who is in court or before being in court? Meaning is the

process of making him understand what he did, how to compensate the victim,

and other measures that prevent from bringing him to the court. Thank you.

Jakob (Jaap) Egbert:

Your excellency, those are the questions. So, your turn to get answers to the

questions.

Minister without Portfolio, Executive Yuan, Lin Wan-I:

Well, I think the Judicial Yuan, the Ministry of Justice, the Ministry of the Interior,

Ministry of Health and Welfare, and maybe NCC, National Communication

Commission, can also provide information. The Ministry of Education, if you

want to address what follow-up measures there are after the transition school,

please feel free to jump in. Now, the Judicial Yuan, the floor is yours.

Representative from Judicial Yuan:

I speak on behalf of the Judicial Yuan. I’m a judge. Thank you all for the questions.

In response to your questions, I would like to offer the following replies. First of

all, seven to 12-year-olds, and also 13, 14-year-olds, and children above the age

of 14, what are their criminal responsibility under our law? According to the

criminal code, those who are above the age of 14 will bear criminal responsibility.

Only those who are above 14 will bear criminal responsibility. Those under 14 are

not deemed to be capable of bearing criminal responsibility. No criminal

punishment will be imposed upon those under 14. In the Juvenile Delinquency

Act, we do have this category seven to 12, 12 to 18. Two groups. For seven to 12-

year-olds, they are defined as children. For 12 to 18-year-olds, they are defined as

adolescents or teenagers. So for these two groups, as I said, 12 years old, 13 years

old, they’re defined as post-teens. They can receive protective measures. They are

not criminal punishment at all. For 12 to 18-year-olds, they’re not subjected to

criminal punishment.

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But as I said, those who are older than 14, they can bear criminal responsibility.

So for 14 to 18-year-olds, if they commit an offense for minimum punishment of

five years of imprisonment, then they will be subjected to criminal punishment

because they are already over the age of 14. Another circumstance is the juvenile

reaches the age of 20 after the action is pending. In other words, when he

committed the crime, he was between 14 and 18 years old, but by the time the case

was reported and handled by the court, he was already 20 years old. In this case,

he again will be subjected to criminal punishment. So for 12, 13, and 14-year-olds,

12 and 13-year-olds, they will stay in the juvenile court and receive these positions.

As for seven to 12-year-olds, again, from the criminal code’s perspective, it is only

when they violate criminal laws, even though they will not be subjected to

criminal penalty, we have to look into the reason why seven to 12-year-olds violate

criminal laws. That’s why we provide protective measures and treatment. So next,

I will talk about status offenses. According to Article 3 of the Juvenile

Delinquency Act, even though the juvenile’s action or behavior didn’t violate the

criminal law, but given his family background and some bad influences in his life,

for example, he made some bad friends, those bad friends were former criminals,

or his friends carried guns, weapons, or if the juvenile and his friends did drugs,

none of those really constitutes criminal law violations. But their behaviors show

that they are at high risk of committing crimes in the future. That’s why we would

give them some protective measures and treatment. So, this applies only to those

who are age between 12 and 18. For those age between seven to 12, children, we

don’t apply status offense procedures.

You also asked about the ruling not to hear the case and ruling to initiate a trial,

what does it mean. Ruling not to hear the case, I will explain what it means. There

are two possibilities according to the law. Ruling not to hear the case can be

interpreted as innocence, an acquittal. In other words, after the investigation, the

judge decided that the juvenile did not associate with bad friends or former

criminals. The juvenile was not found to carry guns. In that case, the case will not

be forwarded to the court. But if the juvenile is found to engage in problematic

behaviors, but he has very good support network with teachers, parents giving him

support, in that case, we will send the juvenile back to his guardians, parents, or

grandparents and we will remind his guardians and parents to make sure that they

must keep an eye on the juvenile, or we can send the child to counseling

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institutions, or we can have our juvenile investigator give a warning to the juvenile.

So these are the three possible dispositions if the child was engaged in minor

offenses which should not be forwarded to the court. But in the ruling to initiate

the trial, again the juvenile investigators will conduct an investigation to see how

the juvenile’s family background is like, whether or not he has parents to look

after him, whether or not he is attending school, how well he behaves at school.

Does he play truant at school? Whether or not he made any bad friends at school.

And these will help us decide what kind of protective measures the juvenile may

need, and if there’s a lawyer to help the juvenile, then the lawyer can also offer

his opinions. And if the juvenile is working, the juvenile investigator will also go

to his workplace to complete his investigation. After hearing the investigation

results, the judge may decide still he needs to summon more witnesses to decide

whether or not protective measures are in order for this juvenile. If it’s decided

that this trial should be initiated, then yes, it’s the same judge who will initiate the

trial. It’s the same juvenile judge. Based on my own experience working at the

juvenile court, because I, during the pre-trial investigation have gained

tremendous knowledge about the case, the juvenile. So with this background

knowledge, I can go on to initiate the trial. So after I make a ruling to initiate a

trial, if a new judge takes over, in reality, he can only, in most cases, he can only

make a ruling not to apply protective measures. But because I have been involved

starting from the pre-trial investigations, I will most likely make a ruling for

protective measures and treatment. Of course, the difference between the ruling

not to hear the case versus the ruling to initiate a trial, if the ruling is not to hear

the case, you already heard there are three options. If a trial has been initiated and

a ruling for protective measures and treatment is made, well actually during the

trial, if there’s new evidence that persuades the judge that there’s no need to apply

protective measures, again it’s like the juvenile is innocent. In that case, if we

believe that the juvenile has some behavior problems, then there are four options

we can choose. The first one is we can give the child a warning, and we can ask

him to come on the weekends to receive counseling.

The second option is to send the child, the teenager, to a probation officer, and the

probation period cannot last longer than three years. During the three-year period,

the probation officer will stay in close touch with the juvenile, his teachers at

school, his parents, his employers, to make sure that during the probation period,

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the juvenile leads a normal, regular life. And, at least, well in some cases, after six

months the probation period comes to an end, or it can last as long as three years.

So the three treatment is different. That there’s a fact of the criminal offense, and

the family is poorer on average, or the parents in this family also have criminal

records and therefore may give bad influence to the child. Then I, in this case, will

send the juvenile to a proper welfare collocation or institution, or it may be a foster

family, or an institution which help children without good family support. But this

kind of institute is not a prison-like institute, so this is the third treatment.

The fourth treatment is to send the child to a correctional institution for six months

to three years to receive reformatory education. This is the general procedure that

is being implemented at the juvenile courts, and the different forms of treatment.

Now, I would also like to add that if a child is above 14-years-old and the offense

is subject to minimum punishment of five years, then the juvenile court will

transfer this case to the prosecutor. In the Juvenile Delinquency Act, there’s no

involvement of prosecutors. There’s no prosecutors at our court. The exemption

is that when we transfer such a case to the prosecutor, will there be involvement

of prosecutors, and then the prosecutors may initiate a juvenile criminal procedure.

And these procedures is very similar to the normal criminal procedure. If there’s

no probation given, then this child will be subject to imprisonment. If this

punishment is for five years, then this child will be sent to a specialized

correctional school. This correctional school receive such a child who are found

to be guilty by the juvenile criminal procedure. It was also asked whether lawyers

will accompany a child during police investigation, or whether either of the

parents will be there. The answer is yes. We will tell the child that he or she has

right to counsel, but if he or she decides not to exercise the right or if the parents

decide not to exercise the right, then there may not be a lawyer. But the parent or

the guardian, such as an uncle or aunt, there will be an adult to accompany the

child.

After CRC is implemented in Taiwan, we require that if neither of the parents can

come to the police station, or there is no lawyer, then we require a social worker

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to accompany the child during police investigation, whether in police station or in

court. I think it was asked about the procedure for a child is conducted within the

juvenile court, but if the child is still a student, and sometimes if you go to a school

it may be bring some problems for the child, but if not we may conduct some

questions and answers in the schools. As for pre-trial detention, according to

Juvenile Delinquency Act, the length is two months during investigations, but it

may be extended for another month. During trial, it’s another two months of

detention, and extension again is another one month. So in total, if this child needs

to be protected and the judge is not able to finish collecting the evidence very soon,

then it’s possible that this child will stay in pre-trial detention for as many as six

months.

So I talked about the period already, and do the judges review the necessity for

such detention, of course yes. We will review whether the detention is needed. We

will also review whether the request to extend the detention is needed or is

necessary. During pre-trial detention, the judge will work with juvenile

investigators. When the child is in pre-trial detention, we will arrange juvenile

investigators to go to detention center to visit the child to understand his or her

situation, and if their behavior has changed or if the family has changed greatly,

then the judge may consider to release the child from detention. It is possible that

the parents or lawyer take the initiative to apply to the judge that such a detention

is not needed, and the judge is convinced that the child will be released. As for

diversion, currently in Taiwan the judge makes such a decision. When the case is

discovered by the police, this case has to be sent to juvenile court. And the judge

will decide whether or not to conduct a diversion of this case. I think in the reports,

the Chinese mentioned will be transferred. I think transfer is different from

diversion.

Transfer meaning that the child lives in northern Taiwan, say in Taipei, but for

some reason this child goes to southern Taiwan and commit a crime. So he was

sent to court in Kaohsiung in southern Taiwan. But his residence is in Taipei. His

parents or her parents are in Taipei. And the people he knows are in Taipei. So the

judge in southern courts will transfer the case back to the courts in Taipei for the

judge in Taipei to deal with the case so that the parents of the child can come to

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 the court and accompany the child more easily. So I think the Chinese wording

here is transfer instead of diversion.

Is it possible for 16 or 17-year-old child to be sent to detention center? Well if the

elements are met, it’s possible. In case there is no one that can take care of this

child, or when an order of custody is not proper, we will decide to send the child

to detention center. If the child between seven and 18 commits a crime, they may

subject to detention center. So if the 16 or 17-year-old commits a crime, they might

be sent to a detention center. And the longest duration of pre-trial detention is six

months, as I explained earlier. As for legal aid, in principle the child can retain an

attorney on his or her expense. The child has a right to counsel, and yet if this

family belongs to low or mid-income family and they apply for subsidies, then we

will arrange legal representation. In this regard, age is not a factor as long as the

previous elements are met, we may aid and help locate legal representation for the

child. If this child has mental health issues or is delayed in development, we will

also arrange a lawyer for this child. So this is my response to legal aid.

Jakob (Jaap) Egbert Doek:

I have some….before you finish, I have immediate questions for clarification. 14

years old can be sentenced to detention if the punishment for the crime he

committed is under five or more than five, because the translation wasn’t clear.

It’s five years or more, the punishment for the crime. Then a boy can be sentenced

to imprisonment. Ok. And the question is, if that happens, where does he go if he’s

sentenced to imprisonment? Does he go to a prison with adults, or what?

Representative from Judicial Yuan:

This child will not be imprisoned in an adult prison. As long as at the offense the

child was under 18 years old, then he or she will not be sent to adult prisons, unless

he’s over 20 years old when he’s sent to the prison. And so he or she will be sent

to correctional schools as long as they have not reached beyond 21 years old. So

we do not imprison this kind of child with adults together. And about whether

there is follow-up counseling after the child is released from correctional school,

again according to our law, according to Children and Youth Welfare Act, when

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children leave correctional schools, social workers will follow-up with them. And

do judges or other people make regular visits to reformatory schools or

correctional schools? Yes. For me, I visit such places every two to three months.

It is regulated in our law. Correctional schools or reformatory schools will receive

such visitations from the judges. If the judges are in the same… well the judges

have to visit those places every three months. When judges go there, judges will

review whether these institutions have proper compliance mechanisms. So

detention centers, reformatory schools, and correctional schools, according to law,

have to set up compliance mechanisms. They must not hide the complaint from

the regulators. So since there’s a complaints office in these places, we will go to

these offices to see if there are complaints. I will also talk to the children in the

institutions and ask them whether they have made some complaints, or whether

there’s anything they want to complain. The complaint will be received and

addressed.

During pre-trial detention, are children detained together with adults? According

to our regulation, no. But in fact there are very few cases of pre-trial detention of

children, so it’s possible that children are detained with adults in the same area,

but they will be separated. They will be separated. They will be in different cells.

They may be in the same buildings, but they will be detained separately. So there’s

a rule of separation, and when judges go to these kind of institutions, we are very

strict in reviewing these practice. If this institution does not follow the rule of

separation, we will correct the institution. Based on my experience, I think most

of the time most of the institutions are able to follow the rule of separation.

Regarding children with mental health issues, if they have to serve as witness in

court, we will ask expert to accompany them, or we ask parents to be there with

them. And if the child is not able to express him or herself properly, we will ask

an expert to accompany them and maybe to help the judges to ask the questions

of the child.

Lastly, I think the last question is related to restorative justice, whether restorative

justice is implemented in Taiwan. Well in juvenile delinquent cases, there isn’t an

official restorative justice mechanism, which is to say that there isn’t such a setting

before the trial for the perpetrators and the victims to talk what harm has been

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 done, what compensation has to be made. So far there isn’t an official mechanism

of restorative justice in juvenile delinquent case. But, when it comes to

compensation, victims and perpetrators may discuss compensation in an outside

court committee, and to mediate such matters. Thank you.

Minister without Portfolio, Executive Yuan, Lin Wan-I:

Ok, I think there is an extra information.

Representative from Judicial Yuan:

Hi, I am from the Judicial Yuan. I want to add more information to legal aid. First

of all, the legal aid data we provide is only about children because the question

was only about children. So the data we provide is data for children under 12 years

old. If you need data for children between 12 to 18, we will be able to collect the

data and submit it to you later.

The current data includes data from civil cases, criminal cases, family affair cases,

which apply for legal aid. So you mentioned that children under 12 are not subject

to criminal sentences, how come they need legal aid? This is because our data

includes civil cases, criminal cases, family affair cases. And can children ask for

legal aid when they’re investigated by police officers at police stations? If their

offense has a minimum punishment of three years, like robbery or forced sexual

abuse, then children have the right to legal representation during police

investigation. If the child is indigenous, and actually the Counsel of Indigenous

Peoples can ask the legal aid foundation to provide special help to indigenous

child. So there’s no qualification required, as long as an indigenous child is in

need of legal aid, such legal aid will be provided to legal aid foundation. So our

data does not include legal aid provided to indigenous child.

I would like to make a correction for the translation in response to 27. The legal

aid here is not, is really a pecuniary aid. It means it’s government compensation.

It’s another traditional meaning of legal aid here. Thanks.

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Minister without Portfolio, Executive Yuan, Lin Wan-I:

Anyone who would like to add more information?

Representative from Judicial Yuan:

I didn’t answer the question about cross examination. So when a juvenile appears

in the court, if it’s about sexual exploitation cases or sexual abuse cases, according

to our law, yes the interview and interrogation will be video and audio recorded

so as to avoid repeated interrogations. So, when the child or juvenile appears in

the court, according to the criminal procedure code, yes, the cross examination is

part of the proceedings, but we don’t want to put the victim confronting his

perpetrator. Therefore we can put the child victim in a separate room,

accompanied by social worker. The cross examination can take place as such, in a

remote way. Or, we can ask the defendant questions first. We will ask the

defendant, the perpetrator, through his lawyer or the judge, a list of questions will

be made first. And then the lawyer or judge will then relay the questions to the

victim.

Minister without Portfolio, Executive Yuan, Lin Wan-I:

Any replies from the Judicial Yuan?

Representative from Judicial Yuan:

Chair, members of the committee, thank you for the questions. There’s one

question about pre-trial detention and the percentage of juveniles in detention that

were later found to be innocent and acquitted. So we don’t have the data at hand

to go back to our statistics office and give you all the latest data.

In addition, for children with disabilities and they serve as witnesses in the court,

what kind of assistance or support do we offer them? The court when dealing with

juveniles with or without disabilities attach great importance to providing full

support for them. For example, their parents can accompany them. Professional

social workers can also stay with them. And there may be some assistance to help

the victim or the juvenile to get familiar with the proceedings, so this will be a

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 proceedings assistant to keep the child company. For example, when the child

serves as the witnesses in the court, the proceedings assistant will also advice the

lawyer or the judge what kind of questioning approach will be more appropriate.

Or psychiatrists can be invited, or psychologists can be invited to accompany the

child. Also the judge’s academy offers courses for judges to learn how they can

interview children with or without disabilities. Every year, our judges receive this

kind of training. Thank you.

Minister without Portfolio, Executive Yuan, Lin Wan-I:

Thank you. Next. The Ministry of Justice, please.

Representative from Ministry of Justice:

I would like to provide additional information, as colleagues from the Judicial

Yuan has offered very detailed explanation. Well, because we want to make sure

the child’s parents can come to visit them at the detention center, therefore we do

have very stringent requirements about separating adults and juvenile detainees.

We also have complaints review committees in place where impartial third parties

will be invited, and they must outnumber our own staff on the committee.

Minister without Portfolio, Executive Yuan, Lin Wan-I:

The National Police Administration.

Representative from National Police Agency, Ministry of the Interior:

Yes. Good morning. I would like to provide additional information to complement

what my colleagues from the other two agencies have said. I have five points to

make. First, National Police Administration in dealing with cases involving

children and youths, we do have one dedicated agency. There are 22 citizen

counties in Taiwan, so we have 22 juvenile police teams. In addition, we also have

22 police task forces for women and children-related affairs.

Since last year, we have also expanded the size of these different precincts. We

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have 159 precincts throughout Taiwan, and we have increased 200 protection

officers who will provide child and juvenile victims of severe crimes. We also

have juvenile crime prevention officers. We have 159 such juvenile crime

prevention officers at all the precincts.

In addition, we have 218 domestic violence prevention officers. So all the

manpower prevention officers, protection officers, they are experts in respective

fields. That means we have been providing them specialized training on a

continuous basis, so they are well-equipped to help juveniles and children when

they suffer any crime or are involved in any crime.

Secondly, there’s one question about pre-trial detention. From the police

perspective, we don’t have the right to order pre-trial detention. But in practice,

since the arrest of the juvenile suspect, the police has 24 hours to perform

investigations. Within the 24 hours, according to the Habeas Corpus Act, if the

child or the juvenile files a submission based on the Habeas Corpus Act, we have

to terminate and suspend the investigation, and transfer everything we have at

hand to the juvenile courts. In other words, the police has no power to order or

detain juveniles before trial.

Thirdly, children or juveniles will inevitably stay at the police station to help with

the investigation. During this period of time, we make sure that the police officers

inform the child’s parents or legal guardians, or any other impartial third party,

maybe the neighborhood chief, school teachers, to come to the police station to

accompany the child or the juvenile throughout the interrogation. Without such a

person in presence, we will not initiate any interrogation.

Secondly, the police officer has to tell the juvenile what crime he or she has

committed. And we will also tell him he has the right to seek aid, legal aid, just

like the other colleague said, the legal aid may be lawyer or lawyers dispatched

by the legal aid foundation. If the child or juvenile doesn’t want to have a lawyer

to help him, maybe a psychologist, a counselor, a teacher, can also be asked to

come to help him. We also tell all the police officers that when interrogating a

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 juvenile suspect, make sure he is not treated a criminal. He is trying to help the

juvenile. That’s the kind of attitude he should have. And we also tell the juvenile

suspect, or the juvenile or the child, that you have the right according to the Habeas

Corpus Act.

Most important of all, throughout the process, we make sure the confidential,

privacy of the children or the juveniles are protected. What do we do? For example,

we do not allow the media to take pictures. We do not allow journalists to come

to interview the juvenile, and the CCTV’s image must not be filmed by the

journalist. And ultimately we will have to destroy all the dossiers in relation to the

juvenile or the child at the precinct. Fourthly, as I said, the juvenile or the child

will inevitably stay at the police station for some time. Whether or not everything

will be video and audio recorded, actually this is only in the cases involving sexual

exploitation or sexual abuse, the interrogation will be video and audio recorded

throughout. But there are no such requirements for victims or perpetrator of other

crimes. Therefore we will ask the victim, “do you want the interrogation to be

video and audio recorded?” If they give their consent, we will record everything,

and the recordings will then be transferred to the juvenile court. Lastly, throughout

the process, when we face either the victim or the perpetrator, we do separate them.

We will inform the party concerned that the perpetrator and the victim will come

to the police station on different days. They will be interrogated at different times.

Especially for victims, we may choose a place outside the police station to conduct

the investigation or the interrogation. For example, in hospitals, they do have a

dedicated space for such purposes. Or there may be some NGOs that can provide

such space. Or we can also find a space, a room, in the juvenile guidance

commission’s office. In that case, we can avoid any secondary harm to the victims.

Minister without Portfolio, Executive Yuan, Lin Wan-I:

The Department of Protective Services, from the Ministry of Health and Welfare.

Representative from Department of Protective Services, Ministry of Health and

Welfare:

Yes, sexual abuse against juveniles and children. There are different laws in place.

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 Sexual abuse is governed by the Sexual Autonomy Obstruction Act, and for sexual

exploitation, it used to be governed by Human Trafficking Control Act, but even

though they are different sources of laws, the protection for the rights and interests

of the victims, the children, and the juveniles are the same. We try to provide

protection to our children so that they won’t be subjected to further sexual

exploitation. We also want to make sure they can recover physically and mentally.

So in the case of sexual exploitation against children, in the investigation or

interrogation process, social workers can keep the victim company. The social

worker can also share his opinion with the police officer or the prosecutor or the

judge. And at the police station, the prosecutor’s office, or the court, social

workers will see to that a safe environment is provided for the child. For example,

separate interrogation, separate interviews. In some cases, such interviews may

take place outside the court.

Moreover, when it comes to sexual harassment or sexual abuse cases, with the

subject who’s the object, we always explain clearly to the child victim as well as

what may happen next in the process. The child will be fully informed of the

situation. He will be aware how important his appearance in the court is. But in

the end, it’s the child’s call whether or not he wants to appear in the court. In

sexual abuse cases, we do have requirements not to make the child victim of sexual

abuse repeatedly interrogated or interviewed so as to avoid further harm to the

child victim. For child victims under the age of 12, maybe their memory is no so

clear or they have difficulty understanding the legal language in the court, or to

prevent any contamination of his testimony, in addition to recording his remarks,

we also have another procedure where trained judicial interviewers will ask

questions on behalf of the prosecutor or the judge to make sure that the child

victim is able to understand the questions so he can answer consistently. Thank

you.

Minister without Portfolio, Executive Yuan, Lin Wan-I:

Thank you. Is there any response from NCC?

Representative from National Communications Commission:

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 Right, I think that child pornography was mentioned earlier. Now, what I want to

start is saying that inappropriate behavior on the Internet or off Internet, are all

regulated by laws. And in 2013 August, NCC and other agencies worked together

to establish a mechanism, iWIN. And iWIN receives complaints about improper

content on the Internet. Now when iWIN receives such a complaint about child

pornography, it retains evidence and transfers the case to relevant agencies for

further treatment. Thank you.

Minister without Portfolio, Executive Yuan, Lin Wan-I:

And so what support is given to students who were released from correctional

schools, in order to help these students to be reintegrated back to schools?

Representative from Ministry of Education:

There is transitional guideline that we have to follow in order to set the students.

And under MOE, there’s also a guideline to help dropout students. So we use these

two acts, or we follow these two acts to support the children back to their schools

and their lives. And before these children return to their classes or schools, they

may need some extra studying hours just to catch up with the teachings in the

school. And MOJ and MOHW have a coordination task force to help in this regard.

If this child is between six to 12, and is subject to compulsory education, and this

child may return to his or her original household or to the school in that area, or

go to school which is near to the correctional schools. It is up to the child. And if

this child is not subject to compulsory education, meaning he or she is over 12

years old, sorry 15 years old, then again, he or she may choose which schools they

want to attend. And if they are high school-aged students, they may submit

applications to these schools to express his or her willingness or intention to

participate in that school. And the timing of such application is not limited by the

usual stipulations because these children will be considered to be special cases,

that the timing can be very flexible for them to submit the application. And it is

by law that schools may not turn away these children. And if schools do turn away

them, the principal or the staff in the schools will be punished accordingly.

These children will be discussed at the case meetings, so the counselors at school

477

 will talk to the teachers of this child, or arrange special studying program for this

child because they won’t be able to catch up with the studies immediately. So the

schools may arrange a special class, a transitional class, for these students to catch

up with the studies. In this class, teachers will provide extra instructions to help

these children to catch up. This child may also want to attend music class, art class,

or other skill class, and the child is free to choose what flexible lessons he or she

wants to attend. In addition, in adapting to the school life, we ask the social

workers to help the children. Social workers will accompany the child for a year.

The social worker will ask the child whether the child faces any difficulties being

reintegrated back to school or the society. So that’s a one-year program.

Minister without Portfolio, Executive Yuan, Lin Wan-I:

Oh I think we missed two questions on drug abuse and abuse prevention centers,

and extraterritorial issues. Maybe in the afternoon we can ask the MOJ to respond.

So Mister Chair, the floor is yours now.

Jakob (Jaap) Egbert Doek:

Thank you very much for paying attention to two questions that were missed. We

have perhaps a lot of follow-up questions, but question is, your excellency,

whether we need to come back in the afternoon, and whether we should not

conclude our business right now because we are well over time according to the

planned schedule. Unless members of the committee have different views, I would

suggest that this is our last meeting, because the afternoon to have everybody

coming back for half an hour perhaps, or in order to justify we may come up with

a lot of other questions. So I think we have enough information on the issues that

were raised under cluster eight. From you, very detailed sometimes, so we are

very pleased with all the information that we did receive over the last one and a

half days starting yesterday at nine o’clock, and now closing at about one o’clock.

On behalf of the committee, we want to commend your commitment to this

meeting, your willingness to provide all the information that you could provide on

a wide range of issues. As you know, now and more than nine hours, ten hours of

dialogue. You are also very exceptionally treated. You are a special country, but in

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 Geneva, delegations of state parties just get six hours. So you have been treated

very exceptionally, and we appreciate your endurance, your willingness to stay

with us for those ten hours. As you know, we will work. Our work continues, as

yours I assume, and we will set ourselves to the preparation of the concluding of

the observations for presentations on Friday morning. And I hope to see you back

on Friday morning to enjoy our beautiful recommendations that are meant to

support the further implementation of the convention under the rights of the child

in a country that has shown already lots of commitment to that implementation.

So all of you, in particular your excellency, the Minister, thank you very much for

your input in the work of this committee, and the information that you provided

which helps us to draft hopefully well-targeted concluding observations and

recommendations. So Minister, you may, as is usual in a criminal court, the suspect

has the last word.

Minister without Portfolio, Executive Yuan, Lin Wan-I:

Maybe Judicial Yuan, or data related to legal aid can be collected before 2 PM,

and please submit it to our secretariat. Such data will be provided to the committee

members. So about extracurricular, prosecution, about drug use centers, maybe

such answers can be provided in written forms, and be submitted to committee

members so that they can start drafting the concluding observations and

recommendations. Before we officially end this session, I’d like to thank the five

committee members. Let’s give a round of applause to the five committee

members for staying so long with us. I think we have gone over more than half an

hour in the morning session.

Jakob (Jaap) Egbert Doek:

For submitting further information, not necessarily before 2 o’clock this afternoon.

By the end of the day would be fine. Good luck with your further work. Enjoy

your lunch, and see you on Friday morning.

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七、結論性意見發表記者會

日期：106 年 11 月 24 日(星期五)

時間：上午 10 時 00 分至 11 時 40 分

地點：公務人力發展學院福華國際文教會館前瞻廳

國際審查委員依據與非政府組織、兒少代表的對談，以及與政府機關代表

詢答結果做出中華民國兒童權利公約首次國家報告審查的結論性意見，並

透過舉辦記者會，傳達政府捍衛兒童權利的決心。

政府代表團團長林政務委員萬億代表我國接受國際審查委員會所提出的結論性意見

右圖圖左至右分別為衛生福利部次長呂寶靜、國際審查委員 Judith Karp、Laura Lundy、

政務委員林萬億、主席 Jakob (Jaap) Egbert Doek、審查委員 Nigel Cantwell 與 John Tobin

會議室一景 林政務委員萬億致詞

NGO 團體針對委員所提出的結論性意見提問

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 簡要紀錄

1. 政府機關代表團團長林萬億：代表政府感謝五位國際查委員近日透過嚴

謹的審查，提供我國許多寶貴意見，未來將由行政院兒童及少年權益與

福利推動小組逐一管考落實，讓台灣的兒權得以迎頭趕上世界水準。

2. 審查委員會主席 Jakob (Jaap) Egbert Doek：審查工作始於閱讀來自政府、

非政府組織以及兒少所提出的大量的文件，並透過會議中的對話，爰產

出 97 點次（最後確認為 98 點次）、長達 30 頁的結論性意見，內容除指

出中華民國政府值得肯定之作為外，也在各個方面提出建議。

3. 審查委員會委員 Laura Lundy：關注台灣尚未成立獨立的人權機構，此外

應有良好的分類數據蒐集機制，最後則是敦促政府應在各領域的法律中，

保障兒童表意權，並透過提供兒少相關工作人員優質的教育訓練，以營

造讓兒少安全發聲的環境與氛圍。

4. 審查委員會委員 Nigel Cantwell：私立的替代性照顧機構需要足夠的資金

以維持服務品質，但同時又希望減少對照顧機構的依賴，取得兩者間的

平衡實屬不易；此外，希望身心障礙兒童可以留在家庭或社區照顧，而

非安置於機構，因此，需要政府再思考有關資源分配的議題。

5. 審查委員會委員 John Tobin：首先提醒對身心障礙及原住民兒少所提供

的措施，應有監督機制同時徵詢兒少意見；此外，應檢視目前在心理健

康以及性健康議題之作為，是否仍有改善空間。

6. 審查委員會委員 Judith Karp：校園生活必須改革，讓兒少有更多自己的

時間可以行使休閒、娛樂的權利，並建立體罰與獎懲申訴制度，使兒少

成為權利的主體，提供其發聲機會。在成年年齡的部分，委員會雖然沒

有提出任何建議，但提醒可能會造成部分權利適用的問題。

7. 審查委員會主席 Jakob (Jaap) Egbert Doek：政府在藥物濫用方面所提供

的措施，沒有良好的監測，而在性剝削保護的部分也有相同的狀況。在

司法少年體制中，12、13 歲的兒童定位不明，14 歲以下兒童應以《兒童

及少年福利與權益保障法》處理，而非《少年事件處理法》 ；其中被剝奪

自由的兒少似有遭到虐待之情事，應立即展開調查。建議政府可探索有

關修復式司法或司法轉向制度，也希望本結論性意見可在立法院被充分

討論，並與非政府組織以及兒少代表一起協商。

481

 Meeting Minutes

1. Head of the Government Delegation, Minister without Portfolio Lin Wan-I:

Thanks to five members of the International Review Committee for performing

the rigorous review recently and giving valuable advice. In the future, the

Children and Youth Interest and Welfare Taskforce, Executive Yuan will put

advice into practice, making children’s rights in Taiwan up to the international

standards.

2. Jakob (Jaap) Egbert Doek, Chairman of the International Review Committee: We

have reviewed lots of documents provided by the government, NGOs, and

children and youths and propose 97 (98 after final confirmation) concluding

observations for 30 pages through conversations in the meetings. In the

concluding observations, we point out the government’s practices that are worthy

of affirmation and also provide recommendations in various aspects.

3. Laura Lundy, Member of the International Review Committee: It should be noted

that there is currently no independent human rights institution in Taiwan; in

addition, a good data classification mechanism should be set up. Last, I urge the

government to protect children’s right to express their opinions in various fields

of law and to create an environment where children and youths can speak safely

through quality staff training.

4. Nigel Cantwell, Member of the International Review Committee: Private

alternative care institutions need sufficient funds to maintain service quality;

meanwhile, the government hopes to reduce the dependence on care institutions.

It is not easy to balance the two; in addition, children with disabilities are expected

to be kept at home or in the communities for care rather than in institutions. The

government needs to rethink resource allocation.

5. John Tobin, Member of the International Review Committee: First, there should

be a system that monitors the measures provided for children and youths with

disabilities and indigenous children and youths and asks for children’s and youths’

opinions; second, the government should examine whether there is still room for

improvement in practices of mental health and sexual health.

6. Judith Karp, Member of the International Review Committee: Campus life must

be reformed to allow children and youths to have more time for leisure activities

and to create a grievance system for corporal punishments and rewards and

482

 punishments. In terms of the age of maturity, the members of the International

Review Committee do not provide any recommendation but point out the

applicability of some rights.

7. Jakob (Jaap) Egbert Doek, Chairman of the International Review Committee: The

government does not provide a good monitoring system for both drug abuse and

the protection of sexual exploitation. In the judicial juvenile system, the position

of children aged 12~13 is unclear. Children under 14 years old are treated in

accordance with the Protection of Children and Youths Welfare and Rights Act

instead of the Juvenile Delinquency Act. For the abuse of children and youths

deprived of freedom, the government should carry out the investigation

immediately. It is recommended that the government study the restorative justice

or diversion system. We hope that the concluding observations can be fully

discussed by the Legislative Yuan, NGOs, and the children representatives and

youth.

483

 逐字稿紀錄

司儀：

現場的各位貴賓以及媒體朋友們大家早安，非常歡迎各位蒞臨中華民國兒

童權利公約，首次國家報告國際審查會議結論性意見發表記者會，那我們

接下來今天記者會的一開始喔，就要有先有請我們政府機關代表團的團長，

林萬億政務委員來為我們致詞。

林政務委員萬億：

各位國際審查委員與次長，來自加拿大、法國、波蘭的駐台代表，各位人

權委員，NGO 的代表、政府的代表，各位女士各位先生各位貴賓，大家早

安，大家好。首先代表政府再次的向 5 位來自遠方的朋友國際審查委員致

上最誠摯的謝意，他們從禮拜天到台灣就開始馬不停蹄的閱讀資料聽取各

方意見，更重要是提供我們非常多寶貴的建議，那不管是從立法委員從

NGO 的代表，以及從政府國家報告所提供的資料，他們 5 位非常嚴謹的審

查，提供非常敏銳而且深入的追問，那也最後給我們一本非常厚實的建議

書，政府將在未來由行政院的兒權推動小組，會逐項逐次的依照期程列入

管考，我們將會把五位國際審查委員提供給我們的建議落實在台灣兒童跟

少年的權益保障上，我們絕對會在資源的投入，或者在組織的整合以及系

統的建議等等這些方面，那更重要是過去我們也許比較，沒有足夠的智慧

足夠的時間，足夠的資源投入的一些相關課題，我們更需要迎頭趕上，希

望台灣經過這一次的國際審查之後，讓台灣的兒童權益可以趕上世界的水

準，這是我們所期待的，我們很願意跟國際接軌，那請在座的所有的政府

的同仁們 NGO 的代表們，請繼續努力也持續給我監督，給我指教我們將

大家一起把台灣的兒童權利向上提升，謝謝大家謝謝。

司儀：

我們掌聲謝謝政府機關代表團長，林萬億政務委員的致詞。接下來我們掌

聲歡迎國際審查委員會的主席掌聲歡迎。

Jakob (Jaap) Egbert Doek：

各位貴賓各位先生女士大家早，非常榮幸能夠參加中華民國兒童權利公約

484

首次國家報告國際審查會議，同時也跟許多在政府部門公民社會的代表，

特別是兒少代表一起來做這方面的討論，很高興能夠跟美麗的寶島這麼多

不同部門的人士見面，今天呢我們要做出結論性意見。

首先呢，我想我們其實為了這次的審查會議事前做的準備工作花的時間，

比審查會議的時間更多，所以一開始當然呢，我們就是看得是首次國家報

告，從 11 月 21 號禮拜一開始，11 月 20 號禮拜一開始那天剛好也是國際

兒童權利日，同時也剛好是中華民國政府首次在去年 11 月 1 號提出了首

次國家報告，可以說是非常及時我們舉辦了這一次的國際審查會議，那麼

其實很多的國家不見的做得到，往往提交國家報告的時候是遲交的，所以

我要肯定中華民國政府在這方面的表現，我們收到了英文版的國家報告。

後來呢就是來自不同的公民社會非政府組織所提出的他們的替代報告，那

當然我們也收到了來自兒少以及兒少團體的報告，總共大概也 20 份的報

告，再加上首次國家報告，那麼我們也提出了問題清單，也就是我們希望

政府根據我們看過國家報告提出的這些問題提出回應，9 月份的時候貴國

政府就提供給我們非常詳盡的針對問題清單的回應，也是非常值得肯定，

現在我們大家在這裡，因為問題清單呢，其實不只是獲得了政府的回應，

除此之外有很多的非政府組織也提出他們的回應，那這個在過去並不是很

常見的情況，但的確我們手上有大量的文件可以參考，所以審查的過程不

只是看國家提出的報告，同時也聽取了許多兒少代表以及非政府組織代表

提供的意見。

在這一個禮拜我們的國際審查會議當然就是包括了跟非政府組織跟兒少

代表，以及政府部門的討論，我們非常的感謝除了之前收到的報告之外，

在這一週也聽取了很多各方提出的意見，我們也進行了跟政府代表之間非

常有建設性的對話，在這樣的對話當中呢我們看到了來自許多政府不同的

部會的代表提供給我們相當多的資訊，當然根據聯合國系統傳統的做法，

我們審查完首次國家報告以及其他剛剛所提到的報告，最後我們要提出結

論性意見。

結論性意見這一份文件，主要是認可肯定國家在兒童權利保障方面做出了

哪些貢獻，同時也在適當的時候提出委員會對於哪一些議題有一些關切，

485

 可能是在立法或者是行政或其他措施方面還需要再做出改善，才能夠真正

將兒少權益保障的作法，跟兒童權利公約完全一致落實，所以我們提出的

結論性意見還算篇幅蠻長的，我們總共有 97 個段落，30 頁的長度，當然

這並不表示，我們有很多關切的事項，其實我們也提出了中華民國的政府

在很多的地方都有值得肯定的地方，不過兒童權利公約本來就是在聯合國

各項權利公約當中篇幅最長範圍最廣的一個公約，兒童權利公約它涉及到

了兒童生活的各個面向，從出生到公民權、自由、家庭環境、替代性照顧、

健康教育、少年司法、無國籍兒少，這些議題我們幾乎都跟政府機構的代

表有做過深入的討論，而在我們的結論性意見當中也都充分了反應了我們

的對話，當然我們也獲得各方的支持才能夠提出這樣的結論性意見，包括

了我們看到了在衛福部的 CRC 小組給我們的支援，除此之外在準備階段

呢，我們也許多這個各方面的議題上面獲得了協助，在本週我們也有一組

非常專業的女性，女性團隊我現在才發現沒有男生，就是一組女性的工作

同仁，提供給我們各式各樣的協助，這些隨行的工作人員秘書，他們真的

是非常的辛苦細心的照顧我們給我們必要的支援，那包括了在昨天。

接下來就來講結論性意見，結論性意見我們不會把 30 頁從頭唸到尾，我們

不想讓大家睡著了，因此我們會做一個比較簡短的報告，主要是提出結論

性意見當中，我們覺得特別要提出的重點，這個當然是我們所有委員共同

的意見合作的成果，在這一週我們跟各方代表的對話，包括了跟兒少會議

的對話，最後大家一起合作寫出了結論性意見，因此針對結論性意見的報

告，我首先要請我們的委員一一來發表，首先 Lundy 教授。

Laura Lundy：

大家早我要再次的重申我的感謝之意，而且也非常榮幸能夠受邀來到台灣，

在撰寫這份結論性意見的時候，提出了一些我們關切這點，但是也讚賞了

許多台灣正面的作法，我覺得可以帶回我自己的國家，作為參考，至於講

到感謝我要特別感謝翻譯，翻譯的品質很好，也使得我們審查的過程非常

順利。

我接下來跟大家談第一章到第三章的結論性意見，首先，委員會關注的是

目前台灣還沒有成立獨立的國家人權機構，那好像還沒有定論說是要有一

個國家的人權機構內設兒童權利專責單位，還是成立兒童監察使辦公室，

486

 或者是設置兒童權利委員，但是不論做法是哪一種都必須要有一種對兒少

友善的機構，而且要儘速的成立這樣的機構，下一點關於資料的蒐集，我

想在看報告的時候我們發現了在數據上面呢，有時候有些落差，或者是數

據的缺乏，我想根據兒童權利公約第 2 條一般性的這個原則，看到他的要

求是說要有好的數據而且要有分類的數據，那特別針對原住民的兒少或者

是無國際以及 LGBTI 組群的兒少呢，要有根據以上這些要素來做分類的數

據收集，而我們看到台灣有一個很好的機制可以讓各部會分享資料，我們

覺得這一點非常重要，對於落實兒少權利而言相當的重要。

而在這一個領域我想我們最大的觀察之點呢，也就是兒童表意的權利，兒

童權利公約裡面第 12 條，那可能有人提到說了，可能在文化上面呢，大家

認為說兒童沒有被鼓勵表達自己的意見，或者是意見沒有被重視，因此我

促請政府呢在各個領域的法律裡面，要訂定兒童有表達意見的權利，此外

也要改變文化上面的態度，要提供優質的訓練，不只是針對政府工作人員，

也要經過其他比如說律師、法官、兒少的工作者、教師等等這些跟兒少一

起工作的專業人員，也要受過這樣子的訓練，讓兒少覺得自己可以很安全

的來表達自己的意見，而且在表達意見之後不用擔心說，會受到學校懲罰，

或者是一些負面的後果，最後講到公民政治權這一塊，我們關切到了某一

些在學校裡面會有的現象，比如說隱私權，像是老師會藉故複查學生的個

人物品，那我們鼓勵政府呢要採取必要的措施，然後訂定一些準則讓學校

知道說什麼樣子的作法是可行，什麼樣子的作法是不可以被接受的。

Jakob (Jaap) Egbert Doek：

謝謝 Lundy 女士我們接下來請 Cantwell 教授。

Nigel Cantwell：

謝謝，我想大家都知道我們每一個委員，不管是作為個人或者是團體都非

常感謝政府以及 NGO 以及兒少團體等方面的配合和合作，我們看到了各

方的熱情還有使命感，這些都顯現在我們與各方的討論當中，我想我們這

一切呢都這一切都讓我們留下了很深的印象，我想要把我的焦點放在其中

一個議題上面，此議題非常的重要，但是它其實也連帶的與一些其他的問

題相關，在我們的結論性意見當中呢，我特別要提到替代照顧，就是沒有

父母照顧的孩子呢，必須要進入替代性照顧，不論是我們或者是各位其實

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都會遇到一些難題，怎麼樣確保 CRC 可以在這個領域有最好的落實是一

個挑戰，在這一個領域及其他領域下面呢，當然也都有各式各樣的難題，

委員會提出了一些或許可以參考的方向，藉此來改善兒少的權利，不過有

時候委員在跟各方談話的時候，覺得不是很容易提出非常具體的建議。

譬如說我們就以機構性照顧來作為一個例子好了，因為在討論的過程當中，

在審查報告的過程當中，我們聽到的資訊是有許多機構是非政府機構，是

私人機構，而這些私立機構沒有足夠的資金來提供優質的服務，雖然我們

期待它要有一定的品質，但是似乎資金不足無法達成此目標，那麼是不是

這就表示，必須要為這些機構提供更多的資金讓他們可以召募更優質的工

作人員，也讓工作人員的流動率不要那麼高，這樣才可以優質的服務，可

是在此同時我們又希望減少大家對於機構照顧的依賴，沒有父母照顧的孩

子我們希望有其他的替代性照顧，也因此我們怎麼樣找到一個平衡呢？一

方面在必要的時候提供優質的機構服務，這一點當然非常的重要，這樣一

來可以因應需要機構照顧的兒少需求，但是另外一方面來說，我們最終的

目標卻也是要保證最好有越來越少的兒少需要這種機構照顧，可能是在自

己的家族裡面可以找到其他的照顧，或者是自己的家裡面或者是透過寄養

服務、親屬安置等等，這種各式各樣的照護可能性，找到這個平衡著實不

易，我們也很難說政府要做這個還是要做那個就可以達到目標，但是我們

所提供的是一個全面性的策略方向，也就是所有的替代性照顧，以及這個

替代性照顧的準則呢，其實聯合國呢在 2009 年的時候也有推出這樣子的

準則，我們所提出的許多相關建議呢，是出自於聯合國的這份準則，因為

這份文件當中，有非常全面性的方向來引導替代性照顧的作法。

另外也要再提到，身心障礙者特別是身心障礙兒童，我們沒有看到身心障

礙者兒童的代表，那如果有的話他們也不會說，我們希望把所有的身心障

礙者兒童都由機構來照顧，我想他們應該會說，只要有可能的話，我們希

望身心障礙兒童都可以留在自己的家裡面，受到照顧，接收到必要的支持，

讓他們可以在自己的社區裡面生活，而不是被安置到機構裡面接收照顧，

因次總體來說我們的目標是，想要促請政府思考一下如何分配資源，在不

同的替代性照顧方案上面，如此一來才可以循序漸進我們知道最終目標不

可能一蹴可及，我們希望逐漸的把機構照顧的焦點轉向到提供到更好的家

庭照顧或者是一個更正面的照顧環境謝謝。

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Jakob (Jaap) Egbert Doek：

我們謝謝 Cantwell 教授，接下來有請 John Tobin 教授。

John Tobin：

首先跟其他委員一樣，我要感謝台灣政府對於這個過程的積極參與，我也

很榮幸能夠參與這次的審查，我也要謝謝政府代表的出席以及你們提交的

報告，感謝非政府組織 NGO 的貢獻，也感謝兒少的代表你們很有勇氣提

出了自己的意見，我要謝謝口譯員謝謝筆譯員，手語老師以及主辦單位，

非常感謝大家各方的支持，委員會在原住民兒少以及身心障礙兒少這一塊

呢政府的作法留下了很深刻的印象。

但是我們也促請政府呢針對這一些措施提供一個監督的機制，同時呢要與

兒童進行諮詢，當然與各方人士進行諮詢之外，也要與兒少進行諮詢，另

外講到健康問題，我們看到在心理健康這一塊，台灣的政府有許多的作為，

但是當然也需要進一步的去監督這一些措施是否真的落實是否真的有效，

性健康以及生育教育在我們的報告審查當中也是一個重點討論問題，我要

肯定政府在一塊，從 2011 年一直到現在努力，我覺得呢這些作法很值得學

習，不過還是有一些改善的空間，我們從不一樣的團體也聽到了不一樣的

聲音，這表示說台灣是一個非常健康的民主政體，而且在貴國也有非常健

康的對話機制，不過縱使如此，我們還是促請政府去解釋一下目前的方案，

看看是否有繼續改善的空間，然後真的能夠因應到所有兒少對於性健康以

及生育健康上面，教育的需求也要不管是 LGBTI 或者是身心障礙的兒少都

有同等接受這樣子教育的機會，另外肯定政府的這麼多作為，以及政府願

意與我們進行這樣子建設性對話，這次的經驗呢非常的美好，非常謝謝各

位。

Jakob (Jaap) Egbert Doek：

謝謝，Tobin 教授，接下來請 Karp 女士。

Judith Karp：

各位早安，對我來說來到台灣不只是一個榮幸我覺得也像是一份禮物，因

為我當時在想說來到台灣我會看什麼樣子的社會呢？我來自一個非常古

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 老但是又新穎的國家以色列，來到台灣我也有相同的感覺，因此我覺得自

己好像回到家鄉一樣，我看到了社會有很大的活力，而且跟台灣的兒少代

表會面也是一份很好的經驗，我的印象是這些兒少代表對於自己的意見非

常的清楚，他們也知道 CRC 可以為他們帶來什麼樣子的權利保障。

我要提到的是結論性意見裡面的教育區塊，說到教育 CRC 裡面也有一些

相關的指引，比如說要聽兒少的意見，而我們聽到的意見當中呢，提到了

學校的生活必須要進行改革，因為學校內的壓力非常大，學生必須要不斷

追求學業上面的表現，而且課程缺乏彈性，學生花了好多的時間在學習但

是休閒的時間卻很少，這使得兒少沒有有機會去學習他們有興趣的領域，

因此學校的這個概念呢必須要有所改革，那我們也知道政府有在努力要改

變課綱使得課程越來越有彈性，讓兒少有越來越多參加其他活動的機會，

讓有更多自己的時間，去進行休息還有娛樂的活動，那當然我們很樂見政

府有這樣子的作法，我們還有些其他與學校相關的建議，比如說體罰或者

是獎懲申訴的權利，兒少的意見能夠被獨立委員會聽到的權利。

總體來說我們的建議都希望讓兒少覺得他們是權利的主體，我不想要講太

多的細節，我想各位在我們的結論意見裡面可以看到所有的細節重點，但

是委員會呢還有提到一個這個成年的年齡，不過呢在這一塊呢我們並沒有

特別提出建議，也就是說，間於 18 到 20 歲之間的這一些兒童或者是少年，

以及他們的行為能力這一塊呢，我們沒有做特別的建議，不過我要說這個

成年的年齡呢，可能會造成一些問題，而台灣的社會可以落實兒少表意的

權利，大家多聽聽兒少的聲音，去了解他們在他們的生活當中想要什麼，

並且要正視他們的聲音，以便讓我們能夠做出正確的決定，讓他們雖然是

兒少，但是也有參與的權利，成為社會當中很好的公民，謝謝。

Jakob (Jaap) Egbert Doek：

謝謝 Karp 女士，最後要提的是關於最後一個群組的問題，特別保護措施，

在這個群族當中範圍很廣，也看到在不同的社會當中有很多弱勢的兒少需

要特別的保護，雖然兒童權利公約重點不是只有保護，也包括了要培力兒

少讓他們能夠意見獲得尊重，讓他們能為自己採取行動，包括了集會結社

的自由，但是我們也的的確確需要提供弱勢兒少所需要的特別保護，因此

有關於原住民兒少必須要工作的兒少，藥物濫用的兒少，遭受性剝削性虐

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待的兒少，都是這些需要保護的兒少。

我們首先看藥物濫用的部分，我們非常樂見政府為了要防止兒少濫用藥物

而採取的各種措施，同時也提供必要的治療，不過呢有一點到底這些措施

有沒有效，似乎沒有很好的監測，這些措施是不是有需要做調整，同樣的

在性剝削的這部分的保護也有類似的問題，那麼我們看到有兒童及少年性

剝削防治條例，針對性剝削或性虐待受害兒童，他們參與刑事司法程序當

中以證人的身分出庭，針對這一點我們是強烈建議政府可以去參考，目前

在國際之間相關的標準，特別是關於買賣兒童、兒童賣淫和兒童色情問題

任擇議定書當中第 8 條，我們希望政府也可以去批准這項任擇議定書，除

此之外聯合國經濟及社會理事會關於兒童被害人兼證人的司法問題的決

議也有很好的參考價值，我們希望政府能夠去留意，並且修訂相關的法律。

另外最後一部分是關於少年司法兒少司法，我們要肯定讚揚台灣的政府，

有一個結構非常清楚良好的少年司法制度，我們從司法院也獲得了許多有

用的資訊，讓我們可以看到，到底這個少年司法制度如何運作，不過呢有

一個問題就是，在少事法當中用了不同的年齡類別，像是 7 歲到 12 歲，那

麼另外還有最低刑事責任年齡是 14 歲，所以 12 歲跟 13 歲的兒童定位是

不明確的，另外我們應該要把 14 歲以下的兒童，他們有任何觸法的行為不

要以少事法來處理，而是應該以兒少法來處理，另外針對 14 歲以上的兒童

的部分當然可以用少事法來處理，另外一點呢，跟少年司法有關的就是，

自由的剝奪，以及我們有收到一些令人關切的報告好像這一類的兒少有遭

到虐待，應該要做立即適當的調查，並且將加害者繩之以法，這個就是關

於少年司法制度的意見，雖然有一些跡象顯示，少年司法制度呢，盡量不

把孩童兒少送上法庭，但是倒底怎麼做並不是很清楚，是不是有真正落實

不是很清楚，因此我們的建議是，政府應該要去探索任何的肯能性，包括

了修復式司法，同時呢也要有真正的轉向司法轉向的制度，因為司法轉向

指的就是你不要讓兒少上法庭，那我們目前聽到的所有的轉向決定都是由

法官做出來，所以這就是我們提出這些建議。

但是我相信大家在看我們的結論性意見的時候，各位會發現有很多的段落，

我們一開始就寫到委員會樂見政府相關的立法措施，那同樣的我們也有許

多關切關注的事項，審查委員會非常希望，我們所提出來的建議都很清楚，

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 能夠讓各位知道到底該做什麼，當然如果不夠清楚的話，那我自己寫過很

多結論性意見，或者是審查委員犯錯了，寫得不清楚一定要告訴我們，因

為如果拿到結論性意見卻發現不知道接下來該怎麼做，那當然就沒有用了，

除此之外我們也很希望，結論性意見能夠在立法院做充分的討論，而且接

下來能夠跟非政府組織以及兒少代表一起來做協商討論，在這個禮拜的會

議當中，我們看到兒少權益的執行，絕對是公司部門當中所有的夥伴都有

責任義務要去履行跟扮演，從公民社會包括兒少在內，還有政府部門都應

該要一起來做好保證兒少權益的工作，所以我們要祝福大家未來有充分的

智慧能力還有很多的錢，可以做好這些事情，謝謝大家。

司儀：

謝謝我們 5 位委員跟我們分享的寶貴的意見，那接下來呢我們請這個政委，

我們請 2 位這個貴賓到這個台前來，我們要進行一個特別的遞交儀式，我

們要請國際審查委員會的主席，將剛才我們幾位委員所發表這個結論性意

見的報告呢遞交給我們中華民國政府機關代表團的團長，林萬億政務委員，

先看一下前方的鏡頭，那同時呢我們除了委員之外，也要有請我們這一次

政府機關代表團的副團長，衛生福利部的呂寶靜政務次長一同來加入合照

的行列喔，那我們也要再次的謝謝我們的國際審查委員呢提出寶貴的意見，

那中華民國政府呢，當然也會進一步的落實這些意見喔，希望讓台灣在這

個保護兒童的權益，以及機制上面更加的完善喔，我們再次掌聲謝謝我們

的審查委員，以及我們的機關的代表副代表。

那我們接下來呢，我們請我們的審查委員再次回到我們的台上喔，接下來

我們還有一些時間要開放現場的媒體朋友們以及非政府組織的代表，可以

針對我們今天這個結論性意見剛才所聽到的審查委員的一些建議來提問

喔，好那如果要提問的這個我們的媒體朋友們以及非政府組織的代表，要

請您舉手，那舉手之後呢請您稍微介紹一下您的單位然後再提問，那時間

的關係喔，請各位貴賓呢要盡量將您的這個問題呢，盡量的簡潔來提問喔，

謝謝。我們現場有沒有媒體朋友們或者是 NGO 的朋友們要提問的？有沒

有要提問的？好有請。

台灣兒童權利公約聯盟代表：

我想代表台灣兒童權利公約聯盟感謝 5 位委員。謝謝 Doek 主席帶來精彩

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 的結論性意見解說，也指出現在我們所面臨到的問題。也藉由此機會，期

盼政府能在近期內盡快地來實行相關改進，才能真正地幫助到孩童。謝謝。

司儀：

謝謝，有請。

ITW 代表：

我是 ITW 的會員，我的問題是小孩容易被錯誤的觀念所左右，如果他們被

有性成癮的人收養，容易對孩童造成不良的影響，而進而讓他們能打入大

眾。所以我不同意讓有性行為偏差的人來扶養小孩。所以我們不該讓這些

人來做為寄養家庭，把偏差行為妄加在我們的社會上。

Nigel Cantwell：

我要問一個問題，我要反問一個問題，剛剛這位先生呢您提出了一個問題，

就是說有一些性偏差的人，你是說他過去是性侵犯嗎？曾經有性侵害這樣

子的人嗎？這是你所謂性偏差的人嗎？

ITW 代表：

當然包括那一些罪犯，此外還有一些人他們的性上面的行為呢，跟正常的

社會有所不同，比如說他們是少數族群，所以請不要把少數族群的作法呢

強加在整體社會上。

Nigel Cantwell：

這個問題呢必須要要由台灣的社會來討論，要有一個共識，從這樣的討論

當中凝共識，那當然這樣子的問題並不是我們所能夠影響的，那在兒童權

利公約的結論性意見裡面呢，我們當然沒有辦法提出，什麼樣子的影響，

那有一些國家是認為說在寄養家庭裡面可以有各式各樣的人，不管他們的

性傾向為何都可以做為寄養家庭，或者是收養人，有些國家則尚未做好準

備要接受這種決定，有些國家則會反對這種做法，而台灣會自己決定在這

方面你們要成為什麼樣的國家，當然這樣子的作法必須要基於兒少的最佳

利益，必須要基於在這個社會成長的兒少他們的最佳利益。

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台灣伴侶權益推動聯盟秘書長：

委員好大家好我是台灣伴侶權益推動聯盟的秘書長，那今天非常感謝委員

在結論性意見當中，其實非常清楚的肯定了兒少 LGBT 的存在，並且也注

意到了台灣現在在性別平等教育法上面，尤其是關於 LGBT 的反歧視上面

所遇到的一些阻力，那我們也非常的感謝委員，其實提到了就是在學校當

中有一些 LGBT 兒童的表意的自由，其實是被壓制的這個部分委員其實也

提到了，並且提到了在家長的部分其實應該要受到比較好的關於 21 世紀

所謂兒童性表達跟性慾望發展的相關知識，家長其實是必須要能夠被傳授

並且了解這樣子的一個知識，那我想剛剛的發言也非常清楚的看到，其實

在台灣這個社會，LGBT 的家庭，以及 LGBT 的兒童其實是遭遇什麼樣的

一個對待，並且是什麼樣一個處境，所以其實在我們過去，這幾天的建議

當中其實也曾經提到，在釋字 748 號解釋之後，有非常多 LGBT 家庭的兒

童，其實他們沒有辦法獲得比較好的處境，原因在於他們的雙親也就是他

的同性家長，其實是沒有辦法有婚姻關係，已導致他們只能跟其中一位所

謂的雙親他們的，但是他們只能跟其中一位在法律上面建立關係，那但是

在這個部分，就是法務部其實也提到過依照釋字 748 號的解釋，甚至只有

保障所謂的兩人的結婚權，而並不擴及家庭權，也沒有真正在會議當中去

承諾未來的修法方向會能夠保障我們的未來的同志的家庭的兒童，可以一

定跟雙親建立關係，那這個部分也蠻遺憾委員沒有在報告中提到，那不曉

得有沒有這個機會可以得到委員的一個回應謝謝。

Jakob (Jaap) Egbert Doek：

當然，講到到底是什麼元素構成一個家庭，以及家庭的定義是什麼，這是

一個值得提出的問題，家庭裡面成員的性別，當然是一個要考慮的地方，

而這一切的委員會當然有些委員可能有一些看法呢，但是這些看法呢沒有

形成非常具體的結論性意見與建議，而正如 Cantwell 教授剛剛所提，這樣

子的議題，取決於這個國家自己的決定，到底要怎麼樣定義家庭呢？家庭

可能是傳統的家庭，有男性有女性，有兒童也有越來越多的國家有這種比

較不一樣的家庭，但是他們也享有同樣的權利，而且這樣子的不一定是由

一男一女所構成的，我覺得核心的議題在於，這樣子家庭的組成到底有沒

有符合兒少的最佳利益，這才是這才是問題的核心，這也對於每一個關心

兒少權益的人來說才是重點，但是 Cantwell 教授剛剛也說過了，聯合國的

兒童權利公約委員會呢，或是這個委員會呢並不會告訴各國的政府說你們

的家庭應該要有 ABCD 這樣子的成員，或者是你們要有 A 的形式 B 的形

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 式 C 的形式 D 的形式，委員會不會做出這樣子的建議，這仰賴於政府的決

定，這也就是為什麼在結論性意見裡面呢沒有具體的這方面的建議。

司儀：

不好意思這個時間的關係，我們大概再 3 個問題，剛才這邊後面這邊有一

位您請先發言來。

兒少報告撰寫人：

委員以及各位在場來賓大家好，我是其實中 13 份兒少報告會議裡面，13

份的兒少報告中其中一位的撰寫人，那很抱歉我在星期一的時候因為學校

的考試，跟學校對這類型的活動其實並不重視，所以我沒有辦法請假前來，

因此想在這邊請教委員幾個問題，就是對於跨性別學生在於學校的教育，

學校這樣的教育機構要如何去保障他們的權益，例如說能夠依照自己的心

理性別如廁，或者是住宿，或者是安心的不會被強迫出櫃這一塊，想問一

下委員有什麼看法，會建議如何去實行，因為現在台灣其實並沒有一個去

明訂跨性別學生或其他性少數族群，要怎麼去積極性的一個保護措施，都

必須是被動的，透過申訴等等其它這種冗長的程序，來去做反應，那我目

前也是個跨性別女性，但是在學校我現在是被強迫住在男宿，即便我跟學

校反應了之後呢，卻是被以一個潛在性的強暴犯來做為一個回應，來說不

允許，想問一下對於委員這方面有什麼看法，謝謝。

John Tobin：

謝謝你提到的問題，這其實是在澳洲呢目前也是大家熱議的問題，我覺得

我們必須要提到禁止歧視，以及兒少的身分，以及兒少的健康權，我覺得

這三點都非常的重要，我們雖然沒有很具體的結論性意見，但是對於你或

是對於政府的代表我們都認為說，這樣子的意見必須要提交出來給學校以

及政府來保護你自己表達自己性別的權利，那我們也要求了政府要建立一

個系統和過程，讓所有的兒少特別是比較容易受傷，比較脆弱的兒少，其

中也包括了跨性別的兒少，讓他們能夠很安全的提出自己的意見，給政府

代表給學校的代表一起來諮詢這一些議題，所以呢，我要鼓勵你在自己的

學校裡面跟同學談談跟父母談談，同時呢也可以提出你的意見給教育部，

讓他們做進一步的思考，在我自己的國家我自己的大學，其實也有這樣子

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 的問題，我們還在想辦法找到一個最佳的解決方案，我們覺得所有的各方

利益的人士呢都應該要去參與這樣子諮詢，來去尊重兒少來保護這些

LGPTI 以及有各式各樣性別認同的兒少。

司儀：

由於時間的關係我們可以再接受兩個簡短的問題。

與會者：

就一直在叫右邊我覺得這一點是非常不合理的，那我是代表受壓迫者聯盟。

司儀：

不好意思我沒看到，不好意思好不意思。

與會者：

敝姓詹。

司儀：

我們這邊我們先請他發言，我們等一下再請您發言好不好，不好意思請您

稍等一下，不好意思，來請發言。

兒少代表：

好，大家好我是兒少代表，謝謝各位委員就是做出這麼具體的結論性意見，

那也就是可以促使政府能夠有一些正確的作為，那也相信我們也看到就是

某些，其實社會上某些人士對於兒少代表的表意權及參議權有很大的阻撓

喔，那我是想說這種結論性意見在迫使政府必須做出，一些政策性的改變

的時候，是否能夠請政府承諾能夠加入兒少的聲音，或者是希望兒少能夠

參與會議的討論，或者是這些政策的列管等等的相關，希望政府能夠承諾

這樣子，謝謝。

496

司儀：

我們團長這邊有沒有回應一下？

林政務委員萬億：

目前已經有部分的兒少參與，像課綱之前行政院的兒少推動小組的會議也

請了兒少來表達對於服儀的看法，那我們以後會對各種議題會重新檢視，

那請兒少代表但是兒少代表，如何代表誰是代表這是我們必須要再重新來

思考謝謝。

與會者：

你看起來就不像兒少啊，你根本沒有你早就超過那個年紀，你怎麼可以代

表兒少呢？那關於你宿舍的問題，你們的…

兒少代表：

我主要的觀點是就是因為這些結論性意見最後會送到所謂總統府的人權

委員會我是希望在這個國家層級的會議的時候也能夠納入兒少代表的聲

音這樣子，那我要再度強調我是 17 歲我現在就讀國立彰化高中，所以我是

under 18，i am a children。

司儀：

好，謝謝你。不好意思喔，現場的貴賓要發言的時候要尊重我們大會的秩

序，不好意思，因為我說明一下剛才我先請後面那先生是因為第二問題的

時候他就已經舉手了，所以我們這邊是有順序的，好那就請剛才那位紅衣

服的先生，您要發言，也請稍微說明一下您的單位謝謝。

與會者：

我是一個家長，那既然是我覺得兒少的這個部分的時候，可能各委員都沒

有跟家長團體做一個溝通，因為在我們的國家我們的課綱都是由少數的團

體，還有少數的學者在把持，並沒有容納出大部分家長的意見，我想對於

兒少的這個教育，能夠實行的更好最需要的是家長的配合，政府沒辦法承

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 擔這些所有的責任，所以呢我建議說下次委員來的時候能夠跟多家長的團

體，到實際上家長的學校的家長會去多做溝通，這樣會對整個政策的落實

會夠有效，這是我的建議。

司儀：

好非常謝謝你，我們最後一個問題有沒有，最後一個，如果是針對我們這

次，我們的這個。

與會者：

請問剛才您有說要讓我發言的...

與會者：

我們 NGO 的家長團體必須要有。

司儀：

好那我們請 NGO 的家長團體好了，不好意思我們時間的關係喔。

與會者：

您剛才有說。

司儀：

我們沒辦法開放給現場的每一位貴賓來提問要請各位貴賓尊重我們大會

的秩序，謝謝您。好我們最後一位請。

媽媽盟代表：

我代表媽媽盟，我簡短發言喔，感謝委員有注意到我們台灣兒少的身體上

面，尤其是性健康的問題，也感謝委員也注意到，我們台灣兒少的心裡的

問題，尤其是自殺率還有憂鬱的這些心理上的問題，那因此我們要建議一

件事，就是這些所有的問題其實都跟家庭有關，跟父母有關，那我們看到

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 委員有建議說，建議我們的政府能夠發展並實行一個國家級的全面性的行

動計畫，是有關兒權的，那我們在此要建議我們應該要設立一級專門的部

會單位，來設立一個家庭政策以家庭為中心的一個政策的部會，這樣才是

對兒少不管是身體還是心理權益這是最大的健康權的最佳利益，謝謝。

與會者：

主持人你剛才有說要讓我發言，所以請。

司儀：

不好意思我們時間的關係。

與會者：

您剛才有答應要讓我發言。

司儀：

不好意思我們知道現場呢所有這個的與會者呢，都非常關心我們的這個兒

少的權益。

與會者：

你剛才有答應要讓我發問的，我代表受壓迫者聯盟。

司儀：

因為時間的關係，那我們也尊重每一位貴賓發言的權利，那我們要非常謝

謝您。

與會者：

剛才的承諾，您剛才有答應說要讓我發問的。

499

司儀：

不好意思我們時間關係沒辦法再開放提問。

與會者：

你剛才有答應要讓我發問的。

司儀：

謝謝您不好意思。

與會者：

問完這個問題再結束，請讓我發問完可以嗎？

與會者：

讓他發言讓他發言。

司儀：

大家都同意這是最後一個問題好嗎？那我們其他人就這位先生提問之後

我們就不要再發問了，不好意思因為我們國際審查委員他們後面也還有行

程喔，我們要請各位貴賓理解配合一下，好那我們請您最後一個提問，那

時間關係要麻煩你稍微簡短一點謝謝，請提問。

與會者：

我們非常謝謝這些委員從國外遠道而來，那我認為說我們這樣的一個審查

會對我們國家來說，不是用這樣的一個方式去過度或者去包裝一些的要求，

要求我們的政府，這邊呢剛才有人提到 748 號的釋憲，可能海外國外的這

些委員並不知道這個釋憲的過程是喪失程序正義的，在整個預先就已經表

達立場不公正的這些鑑定人，還有 13 位大法官也是在審理之前就已經表

態，那麼釋憲本身已經侵犯立法權，在判定一個不存在的這樣的一個權利

的侵犯，所以簡言之也就是，釋憲的 748 號的這樣的已經被外界認為是一

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 個違法違憲的釋憲，卻被拿來當作是現在要求國家要做這些法令更改的理

由，所以這邊委員是不是可以針對這一點可以提出一些看法，因為這一點

已經嚴重侵犯到台灣的公民權以及自由，公民權以及自由，那麼我要提出

來的問題就是，在一般性原則當中，我們這邊有看到一般性原則有寫到如

何解決執行性平教育，性別平等教育法的阻力，這個是結論，是怎麼去解

決阻力我認為這點是不恰當的結論，一個社會是需要溝通的，當今天用阻

力來看不同的意見的時候，就會出現，包括在我們第一章這個說明記者會

當中所說的，落實禁止歧視法，什麼是禁止歧視法誰去認定那個歧視，今

天如果認為不同意見不去做溝通就把這些不同意見當作是一種歧視，這個

國家會變成喪失民主跟政治，所以這邊裡面也提到，要針對公民權以及自

由要去落實，那麼如果在這一方面，卻沒有辦法真正的讓我們的民主自由

落實，卻用一些歧視的字眼用這些所謂的法令去箝制去壓制不同的聲音，

請問一下各位委員怎麼樣子可以保障，包括不管是宗教的權利包括是人民

發言的權利，而不會透過這樣的一個法令去限制人民的自由呢？

司儀：

好，謝謝您的提問。

林政務委員萬億：

關於剛剛提到在課審會中是由少數專家或者是兒少代表來主導，這樣的說

法不公正，因為這些代表都是經過立法院同意，經過了一定的程序，而這

些程序都在法律上明文規定，所以請大家不能以自己個人的意見，否定了

一個已經被接受的程序，那至於課綱審議過程中，有一些爭議，那這些爭

議應該回到那個爭議議題來討論，不要把有一些爭議就全部推翻了程序已

經經過這麼多社會各界大家共識討論的結果，那家長代表其實在這一次第

一天的 NGO 代表的表達中也有家長的報告，不同的家長，所以請大家務

必要相信各委員們來自世界各地他們是努力要幫助台灣把兒童權利的保

障提升給我們非常多的建議，那至於國內所面對的因為社會的不同意見，

產生的爭議，我不認為我們在座的 NGO 或者各方代表一定要把這些爭議

加諸在五位國際審查委員的身上，這是不友善的，所以我們請大家務必要

互相尊重，如果不互相信任的話，我相信所有的議題都沒有辦法得到合理

解決，那我們今天的記者會是不是就到此結束，那我們今天的程序，算是

整個國際委員來審查的最後。

501

與會者：

我們的問題沒有獲得解答喔主席抱歉。

司儀：

不好意思我們已經說到是最後一個問題，在私底下還可以再討論。

林政務委員萬億：

等一下相關部會還有很多部會都在場，如果是關於那個部會的意見，我們

也部會的代表也會跟大家做仔細的說明，但是不要再讓國際審查委員他們

下一個行程要到總統府去跟我們總統府的秘書長來交換這一次所看到的，

所以我們希望他們的誠意可以讓我們更多的人可以聽到他們的意見，可以

讓總統府那邊也知道，對台灣未來推動兒童權益保障應該會有更大的幫助，

謝謝大家，謝謝。

司儀：

謝謝我們謝謝團長喔，那我們是不是。

與會者：

我們媽媽盟的問題剛剛沒有...

司儀：

我們請尊重我們現場的大會秩序。

與會者：

委員的回答。

司儀：

不好意思我們剛剛已經說這是最後一個問題了，那我們國際審查委員呢，

他們接下來還有其他的行程，我們是不是熱烈掌聲謝謝我們審查委員，他

502

們這幾天呢，真的是非常的辛苦，剛才也提到他們 1 年前就開始在籌備，

1 年前就開始在準備。我們非常謝謝我們的國際審查委員，謝謝我們審查

委員呢我們等一下還有行程，必須要先行離開，那我們等一下呢團長政委

這邊呢也會有媒體聯訪的時間，我們請媒體朋友們可以到這個台前來謝謝

您，我們知道現場大家都是非常關心兒少的權益，兒少的這個制度喔，因

此難免會有點激動我們當然可以理解，那我們要非常謝謝現場的所有的長

官貴賓您的蒞臨，那如果剛才呢有現場的這個代表覺得問題沒有獲得解決，

沒有人回應的話呢，我們現場都還有政府機關的代表喔，都歡迎大家可以

稍微留下來那我們等一下都還有私底下討論的時間。

我們要非常謝謝現場所有的貴賓，我們媒體朋友們，我們政府機關團的代

表，也要非常謝謝我們現場 NGO 非政府組織的代表，大家呢其實都有自

己非常關心的這個領域，那當然呢我們今天集結在中華民國兒童公約首次

國家報告國際審查會議的這個結論性意見發表記者會的現場呢，我們希望

能夠確實的達到意見雙向溝通的這個目的，那我想呢今天我們也非常的開

心能夠現場有這麼多的意見，現場有這麼多的問題喔，代表的是我們還需

要更多的對話更多的溝通，我們再次謝謝現場的各位貴賓，那我們今天的

這個審查會議呢，我們今天的記者會呢就到此告一段落。謝謝現場所有的

貴賓，我們也要非常謝謝這幾天以來呢，非常辛苦的工作的我們的口譯員，

我們是不是也給我們的口譯老師們一個熱烈的掌聲，謝謝。

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 Presentation of Concluding Observations

Meeting Transcript

MC:

Ladies and gentlemen, good morning. Welcome to the press conference for the

presentation of the concluding observations of the review meeting of the R.O.C.

initial of reports under the convention on the rights of the child. To begin the

conference, let's welcome the head of the R.O.C government delegation, Minister

without Portfolio, Lin, Wan-I.

Minister without Portfolio, Executive Yuan, Lin Wan-I:

Distinguished members of the international committee, Deputy Minister, Lu. And

representative from the Canada's representative office in Taiwan, representatives

from government agencies in NGO. Ladies and gentlemen, good morning.

First of all, once again, on behave of the government of the Republic of China,

Taiwan. I would like to first extend my appreciation to the members of the

International Review Committee. Starting someday, they have spent a lot of time

and efforts reviewing the reports, listening to representatives from the public and

the private sectors.

Starting from the legislators to the representatives of NGOs and government

agencies. The Review Committee has been very careful in reviewing every part

of the initial report. And they have asked us a number of detailed questions. In the

end, they have produced this complete, concluding observations. Very soon

government agencies will base their future policy making on the concluding

observations made by the Review Committee. By so doing, we will try our very

best to protect rights and welfare of youth.

In addition, when it comes to coordination among different agencies, establishing

relevant laws and systems. And allocating more resources, we will reference the

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 concluding observations. In particular, we will have to make even greater efforts

to make improvements in areas where we have not yet caught up with the

international standard.

This is something we expect from our government and the private sectors. We will

do our very best to align our protection of youth and children with the international

standard. And I would like to look forward to feedback and opinions from the

NGOs and the private sectors. Thank you.

MC:

Thank you once again to Ministor without Portfolio, Lin, Wan-I. Next we'd like

to hear from the chairman of International Review Committee. Let's welcome Mr.

Jakob Egbert Doek.

Jakob (Jaap) Egbert Doek:

Ladies and gentlemen, good morning. It's an honor and a privilege to be engaged

in the review of the initial report of the Republic China of Taiwan and meet with

a lot of very dedicated people in the government, in the share society and in

particular children.

We have met, I think, a group of representatives, a group of people from this

beautiful country. It all resulted in concluding of the fashion. As a starter, to avoid

misunderstanding, I think we should spend more time in preparation of this

meeting than in the meeting itself.

The start of the review process was, of course, the initial report of the government.

And we started our review on Monday, the 20th of November, which of course a

very appropriate date to do that since it's the International Day of Children's rights.

And it was also exactly a year after the government presented the report when I

was here in Taipei last year in November, the first initial report was presented and

quite on time, which is not a wide practice in the world of children's rights. There

are a lot of countries that are running late. So you were exactly on time which is

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already commendable. When we did receive the English version and it was

followed by reports known as alternative of complementary reports of various

share society organization directly involved in the right of children or indirectly.

We also receive a number of reports from children and a group of children,

altogether as about 20 reports in addition to governmental report. We produced

the practice in the system of reviewing, so called List Officials, meaning a list of

questions for the government, based on our review of report and for the

government to respond to that. The government did that in September in a very

detailed and extensive manner for recent government will be in its commanding.

And now we are here on the basis of all these deposits because the list official was

not only responded to by the government but also by a number of NGOs which is

quite unusual but neglected. It increases a pile of documents we have. So, it was

a review process that was base not only on a report of the state party, but on the

input of the wide variety of NGOs and a group of children.

The meeting this week is, of course, a follow-up to all of that in terms of meeting

with NGOs and children, and the government. And we are very appreciated with

the input that we got this week and in addition to what we are already received

and the very constructed and informative dialog we have with the government

delegation which was composed of a wide variety of representative of different

ministers. So, we are here because at the end of this process, as the situation in the

UN system, we committed the review of the initial report and all the other reports

to produce concluding observations.

Concluding Observation is a document that is acknowledging the positive

development in the country, in the field of children's rights, and also, whether it

appropriately expresses its concern about certain areas that need further attention,

further development, perceiving measures, either legislative or administrative, or

other measures, to bring the practice in compliance which the convention of the

rights of a child. So, the presentation of the Concluding Observation is a rather

long document. It has 97 paragraphs and it comes 30 pages which does not mean

that we have our own wants or that we have only concerns whether it’s a lot of the

government of Taiwan should be commended for and we do that in the Concluding

Observations. But it's reflecting the fact that the convention on variety of a child

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 is one of the longest documents in the UN, documents of human rights. And it

comforts the various areas of life of children. Starting from birth to the civilian,

political rights, and rights of freedom, their family and environment, the need for

alternative care, health, education, juvenile justice, issues like stateless. All of

most of those issues have been discussed with the delegation and we hope that

they are adequately later reflected in the content of Concluding Observations.

There is not possible to really do this without their support in the first place of the

CLC team of the administrative of health and welfare. We got a lot of support in

the preparation. We have an extensive communication on all kinds of officials on

practical and less practical issues. We will do in this week as supported by a team

of ladies. I now, all of sudden, realize that there were no men. There are all women

supporting us. And they did an excellent job to care of all kinds of little things,

big things, and took us for restaurants. It was really, a rather appreciated team for

our daily support. So, that is a particular thing when you were drafting in

Wednesday afternoon and yesterday. They got coordinated observations.

So, here we are. And the presentation of concluding observations. We are not

going to read 30 pages for you. We adjust from to a further risk that you fall asleep.

And we make a short presentation with highlighting. Some of the issues that were

the utterance in the concluding observations. And of course, it's all team work.

And we divided the work when it aimed to the preparation for this week and the

dialog with the delegation in particular, and the meeting with children were also

the drafting of the concluding observations. So, in order to present some of the

highlights from this document, the concluding observations, I'll give it forwards

to the members of this team and I'll start with Mrs. Landy.

Laura Lundy:

Good morning everyone. I would like to iterate my thanks. It has been an honor

to be here and it has been a rather interesting week. I'd like to say that when we

present these observations, we had light concerns, but we have also seen much,

much positive practice here in Taiwan. I have learnt many positive things to take

back to my own country. But the nature of the reports is for us to focus on areas

of improvement. In terms of that, I would also like to add my thanks, particularly

to the translators. The transmission has been in excellent quality and has made our

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job really, really easy. So I would like to add that, my thanks.

I'm going to look at some of the recommendations in Chapter 1 to 3. And the first

of these, I would like to draw your attention to our concern about the lack of an

independent national human rights in institution. We have not come to conclusion

whether that should be a broad human right institution with a dedicated children's

right division, or whether you should have a children conditioner. I think that's a

decision for you. But whichever it is, it should have a child-friendly, independent,

convinced mechanism. I encourage you to do that as soon as possible.

Secondly, in terms of implementation, I draw your attention to the section on data

collection. I think that you'll realize, as we have looked the report. There are some

areas where are gaps in data, and we encourage you to identify and address those.

It's particularly important for article 2 as I move on the general principles, the none

discrimination point that you have good, high quality data, disaggregated across

all the categories of article 2. On our concerns, as you will realize from the

discussions, are particular around indigenous children, children with Statelessness

and LGBT. And we encourage you when you look at your data collection, to

ensure that we cooperate on possible, that you have data on those children, who

are those particulars that you have a good system for sharing data across

administrative and departments. Because that's incredibly important for the

realization of children's rights.

Our biggest concern in this area, I think, is to run the article 12, on the right to be

heard. And we realize they are associated culture factors and played here where

there's a tradition whether children are not heard or not taken seriously. We

encourage you, whenever you're reviewing the law to make sure that there are

legal obligation in every area to ensure that children are sincerely heard onto the

mothers affecting them. But we all particularly think it's incredibly important to

get them the cultural attitudes, that there is a really high-quality training, not just

for civil service. But for all the other professionals who work with children,

teachers, social workers, nurses, doctors, judges, what we want to see is really a

situation where children can express their views freely and safely enough, where

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 no negative repercussion for children in whatever contents, schools, detention, etc.

No negative repercussion for having expressed their views.

And finally, in religion to civil and political rights, and we draw your attentions

to some of the issues seem to happen or occur predominately in schools around

these children in religion to privacy, searches are not allowed by law or leaks of

the children's confidential information. I encourage the government to provide

good guide into schools about what is acceptable and not acceptable in that context.

Thank you.

Jakob (Jaap) Egbert Doek:

Thank you, Mrs. Lundy. Mr. Cantwell.

Nigel Cantwell:

Thank you very much. I'm absolutely certain that you're all understood at every

one of us that is individually and collectively grateful with the extraordinary

cooperation that we have from the government, from the NGOs, from children.

That's really quite an experiencing in terms of the vivacity of the enthusiasm and

commitment. We found among everybody, with whom at our conversation and

that is something we take very much to heart.

I want to constrain on one issue that I think it's in particularly important issue, but

also a particularly illustrative issue of some of the things that we've tried to work

with in the developing at the clarity observations. The issue I want to concentrate

on is alternative care, alternative care of children without parental care. And I want

to, in a way, try to explain some of the dilemmas that we had and you have in term

of ensuring that the convention on the rights of a child is best implemented in this

field and in the, as I say, it's illustrative of the issues we have to deal with in other

fields.

What we are trying to do is to suggest directions that you might want to take in

proving implementation of the regulation on the rights of a child. But sometimes,

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all of this, any countries and as who comes to talk with you are faced with rather

intractable problems in terms of suggesting exactly how to do some things.

Let me give you the example of a residential care for children. Now what we've

heard during our discussion with you is that the vast majority of the residential

care facilities are private facilities and that they are lacking the efficient funding.

Guarantee funding to be able to provide the service on a level of the quality that

you would expect in order to protect the rights of the child. So the obvious reaction

of that would be "Well, we have to increase funding for these residential care

facilities, so that they could recruit and retain sufficient qualified staff to be able

to provide a high-quality service to these children." What we are trying to do is to

reduce reliance on residential care, as a response to children without parental care.

How do we balance the need to provide a quality care where it is really required

where a residential care placement can be a constructive, the most constructive

response to a child situation of any given time. How do we balance that the

ultimate aim of trying to ensure that the fewest possible children have a need for

that residential care and it could be taken care of, either with greatest support

within their own families, or in alternative family-base care, kinship care, or foster

care, for example, There are other possibilities. That balancing act is extraordinary

difficult to carry out. It's not something that we can say "Well, you can do it like

this" or "You should do it like this". But we are trying to point out the need for an

overall strategy that only alternative care as suggested by the alternative guidelines

for alternative care, adopted by the UN general assembly in 2009.

We take a lot of recommendations from of those guidelines because they are a

recent and well-documented, a set of guidance for dealing with alternative care. If

you take, for example, the representatives of people with disabilities and particular

with disabilities, there is not one representative of children with disabilities who

will say, we need to put more children with disabilities in residential care. They

will be saying, justifiably, we need to try to ensure wherever possible that children

with disabilities can remain in that families with the necessary support that would

enable them to take part in a community life as supposed to be placed a residential

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 facility. So we are overall aiming to ensure that you think about very carefully

how you allocate resources within the alternative systems, so that we can move

away progressively, not something happened overnight. We can move away

progressively from this reliance on residential care towards the prevention of the

needs for alternative care, and prevision of alternative care in more positive

environments. Thank you.

Jakob (Jaap) Egbert Doek:

Thank you, Mr. Cantwell. Mr. Tobin.

John Tobin:

Like my colleagues, I also thank the government of Taiwan for invitations to

participate in this process. It's been an honor and a privilege. I also thank the

representatives of the government for their attendance and for their reports, which

had been most helpful. I also thank the NGOs, their contributions and for the

children. You are showing great courage and insights in presenting before a group

of adults. I would also thank the interpreters, the translators, the signers, our assists,

and the company of organizers. It's been a world-classed event that goes very

much terrific. Thank you.

The community has been very impressive with the efforts I would like to address

the issues with respect to... about indigenous children and children with

disabilities. We will urge, of course, for the government to maintain monitor and

amend those measures over the community in consultation both representatives of

that schools, but also with the children themselves.

I would also like to do a few comments about the issue of health. And again, we

had been quite impressed with the measures has been taken in their psycho, mental

health, and of course, there is always the improvement for the government to

monitor and maintain those measures in the future as well. As you all have noticed

the topic of sexual and reproductive health gain quite a little bit attention in your

reporting process and during discussion.

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 Can I commend the government for the effort is made in this area since 2011? I

think they are accentuated. Having said that, there are still areas where

improvement is required. And we saw various views expressed by various groups.

For me, this is a sign of a very healthy democracy and a healthy debate. And you

should be very proud that conversation is happening in your country. With that

said, we are urging the government to think about reviewing the existing program,

whether improving it to ensure that it effectively addresses the sexual, and its

health needs of all children, while us taking into account the concerns of children

and the very scripts involved, health professionals, children identified has been

lesbian, gay, bisexual or transgendered (LGBT), and also, children have

disabilities. That's it. You must be commended for your efforts across eerie areas.

In your willingness to take on board everything back and engage a contracted

dialog. As I said, it has been an amazing experience and I'm very grateful to be

part of it. Thank you.

Jakob (Jaap) Egbert Doek:

Thank you, Mr. Tobin. Mrs. Karp.

Judith Karp:

Good morning. For me, coming here to Taiwan was a gift, honor and pleasure.

Because I wonder which kind of society I will find here. I come from an old and

new country, which is Israel. And Taiwan is also an old and new society. So I feel

here very much at home. I was very impressed with the vibrant society. And to

me, meeting your children was a great experience. And I am having concerns that

they know a way, what do they feel, what they need and how much they convince

them to give them in order to develop properly by more citizens in society.

My feel...I would like to speak a little bit about education. And education is a place

where trustful convention is implemented. We listen to the children. And we have

learned that they need a kind of a reform and approach to their school life. And of

course, there is stress that they have and is about to say attendance of academic.

Life is very inflexible curricular. And the time that they have spent in studies

without any time for pleasure and rest. Without having repetition to study, the

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 thing that they are interested in. At needs, at grade, reform is a concept and when

and where that the government is working on changing the curricular in order to

make it more flexible and give their children a lot of activities of their own in

changing it and giving them more time, more freedom and time for more creation.

This is very important to make them happy.

We have other recommendation within the framework with school, like the

question of disciplinary measures, corporal punishment, the right to file

complaints and they have independent committee. And only on our

recommendation are to make the children feel that they are subject of rights. I

don't want to go into details, and you'll find it in the recommendations. But I want

to add to it, wanting the committee deliberate comment about. And this is age of

maturity for children, not on a scope of a well limited, not a scope of intervention.

So we don't have the comment or the recommendation with regard to the problem

of young people with age of 18 and 20. So may pass about that capacity under the

head of committee.

I would like to say that there are some problems in the age of majority and I think

that here, the society, can show commitment for their convention by an

implementing, the principle of the right of the child to be heard. Listen to your

children. What they think, and what they want about the life seriously make their

right decision without their ability to participate in young age as preparation to be

a good citizen. Thank you.

Jakob (Jaap) Egbert Doek:

Thank you, Mrs. Karp.

Finally, some information concerning our Concluding Observations on the large

cluster, Special Protection Measures. It's relatively large cluster reflecting the

fragment in each society in this world that are quite a number of vulnerable

children that needs protection. Although the convention of the rights of the child

is not just on protection, but also on the empowerment of children by having their

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voices heard, by allowing them to take action, by themselves, in the field of civil

right and freedom. But there is also a serious need for protection of vulnerable

children. So, it's not a surprise that you'll find that some finding on indigenous

children, working children, drug-abusing children, children that are victims of

sexual exploitation and sexual abuse.

First, so we march on the abuse of drug by children. We welcome and commend

the government for the many measures taken for try to prevent the use of drug by

children and if they do it to provide the necessary treatment. One question here is

which we didn't find the evaluation of all those measures in terms of how effective

are they and do they need some changes and order in order to become more

effective. And for the sexual exploitation also, there is a civil, of child and youth,

sexual exploitation prevention act. And there are provisions dealing which the

protection of children and victims of sexual exploitation of abuse are witnesses in

criminal law proceeding the strongly recommended the government to look into

assisting the provision.

And consisting international standards, particularly the one in article page of the

optional protocol, on the sake of children, child prostitution, child pornography by

the way the country amends it, we'd very much like the government to adopt. But

in that article, and also in a resolution of the united nation, that's on children, both

are consuls, and very important for this. So, we rely the government to pay

attention and amend the law as much as necessary.

The last part and there's others. The last part is Juvenile Justice. We commend the

government of Taiwan for a well-structured Juvenile Justice is well- provided with

representatives of the revision down with all kind of information. And also the

structure puts together, beautiful, organic, round, that shows how the system

works. A problem with the system is, that it has..., a number of age categories, that

are quite confusing.

There is an age category of 7-12. There's a kid category of 6, 12, and 13. And the

minimum age of general responsibilities is 14. The simple recommendation, for

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that's more easy to implement, is to deal with children, who commits offenses,

below the age of 14, not in the context of children law. The links are in the context

of the child, youth rights and welfare act. And to focus when it comes to the

measures uttered in the Juvenile Justice on the children 14 and over.

There are other recommendations, maybe in the context too, of the justice related

to, for instance, the deprivation of liberty and the twig of children in who are

deprived of liberty. We received some worrying reports, mistreatment. They need

to be addressed. Those cases have to be investigated and brought to an appropriate,

the arrest of the perpetrators to justice. So, that is when it comes to the Juvenile

Justice system and finally although there are some indicated that the justice

systems do a dozen of crises with witness children without taking them to court.

It's not clear how the system works and whether it's free. At the children's

recommendation is to an explore for the government, explore the possibility of

introducing restorative justice and to promote a genuine divergent measure which

occurred before for the divergent is a concept that implied that you go for the court.

And what we earth was a divergent is handled by court. So, one of those

recommendations, but overall, I think you will find true article Concluding

Observations. Many paragraphs that start with the committee welcome the

measures legislated from others and there are still concerns that you find in the

Concluding Observations. And the review committee very much hopes that those

recommendations are key enough for you in terms of "so we know what we should

do". And of course, if they are not clear, and I have been working with some other

Concluding Observations in my life. And for me, they may make mistakes,

committees are not clear. Well, let us know. Because it doesn't help to see the

concluding recommendation not know what to do. Find out what we want you to

do if not clear.

We also hope very much that the Concluding Observations will be discussed in

your parliament and also, further give a follow-up in consultation withstand the

government organization and children. It chose in this meeting this week that the

515

 implementation of the rights of the child is collective responsibilities in which

each of the promptness in the process have their own responsibilities. They often

play with collectively, the civil society children included, and the government, are

for full respect, protect and fulfillment the rights of children. So we wish you a lot

of wisdom, a lot of strength, and a lot of money to do it. Thank you very much.

MC:

Thank you so much for the insights of all committee members. And now that the

committee members have share their feedback would like to invite the chairmen

of the committee, Mr. Jakob Egbert Doek, to the front, to hand the report of the

Concluding Observations to the head of the R.O.C. government delegation Mr.

Lin, Wan-I. Let's have a look at the camera in front of you. And also, we are going

to have another photo. For that, I would like to invite all of the committee members.

Would you also please come to the front and join us for the group photo? And we

would also like to invite the deputy head of R.O.C. government delegation,

Deputy Minister of House and Welfare, Pau-Ching Lu, to the front.

Now, please take your seats once again on the stage. Next, we are going to take

questions from the press and also the NGOs. And now we would like to take

questions from the press and also from the NGOs. And if you want to raise

questions, please raise your hand and also identify yourself before you ask. Any

questions?

Representative from Taiwan NGOs For CRC:

On behave the C.R.C. Watch, I would like to thank the 5 committee members.

Chairman Doek, members of the committee, on behave of Taiwan NGOs for CRC.

Thank you for your comprehensive and clear Concluding Observations. We also

thank you for pointing out very specifically the problems we currently have in our

alternative care, education, and juvenile systems. We would also like to take this

opportunity to urge the government to implement and follow up on these

observations as soon as possible in the coming years.

516

 So that refers this week constructive dialog can be truly realized for our children.

Thank you.

MC:

Thank you so much. Any more questions? Or comments? Yes, in the back.

Representative from ITW:

Okay. I'm a member of ITW and I have a question about allowing little children

whey they are easily to be formed by wrong ideas, to be allowed to adopted by

sexually obedient people. The minority in the society and to foster kids that might

have bad influence on them and they might have a hard time to get into the great

majority of the society harder in the later years. I don't think that's a good idea to

allow those sexually deviated people to foster care those kids. So for the best

benefit, we should not allow this kind of risky policy to be recommended. So,

please try to impose your own idea on our good society. Thank you.

Nigel Cantwell:

I'd like to respond by asking question of the gentlemen who posed the question is

by sexually deviant. Does it mean sexually offenders gets children? Does he mean

we file the offenders?

Representative from ITW:

Of course, including those criminals, and also including those.. Ahh..Their sexual

behavior are quite different from the normal society. They are minority. So please

impose the minority concept on our society.

Nigel Cantwell:

So, that is a question affectively that Taiwanese society has to discuss and act

upon a consensus or majority view that emerges from the discussion. And

certainly, not one that we would attempt to influence this option in relation to

Concluding bservations on the conventional rights of a child. There are countries,

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 which accept the fact that all of us can adopt, can care for children in their foster

care relationship, regardless of the sexual orientation. There are countries, which

are not ready for that. In those countries which they really oppose it. Taiwan will

decide which country you will be. But, yeah, on the basis of the best interest of

children growing up in the society.

Secretary General from Taiwan Alliance to Promote Civil Partnership Rights:

I'm Ji-Jet Jen, from the partnership promotion in NGO in Taiwan. Thank you for

acknowledging that there are LGBT children and young people in Taiwan. And

thank you for putting out that there is gap in the gender equality education act.

And sometimes information of these act faces a position from some members in

the society. In the schools, LGBT students sometimes find it oppressed when they

try to express their opinions. I think you mention that.

And you also mention that parents have to receive educations about expressing

sexuality, or sexual health, or reproductive health. Parents, in fact, have to be

educated with this knowledge that meets in 21th century. I think from the gentle's

statement we can't. Until that, LGBT children and LGBT families are facing some

kind of statements like that still, in Taiwan. And after the Judicial Yuan's

interpretation this May, we still see that LGBT parents or children are unable to

receive equal benefits because these same sex couples are not recognized legally.

So the children legally have only one parent in the family. And the other is not

recognized as a legal parent or a guardian of the children.

But according to the Grand Justice's interpretation, the marriage right is protected.

and guaranteed. But the family right is not protected. And so far, the government

has not made commitment as to how law is going to be amended in order to

guarantee that children can have 2 legally acknowledged parents. And it's

regrettable that the committee members do not include this in your

recommendations. And I wonder whether there is any response from the

committee members on this issue.

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Jakob (Jaap) Egbert Doek:

Well, there is, of course, an issue, in terms of what constitutes a family, and how

do you define that cell? And it's a kind of decisive factor, the gender of the

members of that family. The committee, on the rights of a child, and they are also

interviewed in the meeting, doesn't have a particular...Well, they may have a

particular view. None of you in per cell in the very creative recommendation to

this, to the government of child. As Mr. Cantwell explained, it is better in the

international human rights arena is a measure that this left to the country to decide

whether and how they want to define a family.

There is a family that is traditional family, a man, a woman, and the children. And

there are around the world currently and increasingly alternative family that

doesn't require fertility, but they have equal rights, and not necessarily man and

woman. The core issue here is whether that particular family has been dissented,

and it's in the best interest of the child that is dissented in a way that the

conventional variety of the child is based from everybody cares for children. But

as Mr. Cantwell said, and in line with the UNCC committee, the review committee

ongoing to tell the government, "You should have family A, B, or C, or issue the

law, all families, A, B, C, etc.". It's a very important issue, but it's an issue left to

the government, and that's why we don't make any specific recommendation.

MC:

In the interest of time, I think we can accept another 3 questions. The one back

there.

Contributor/writer of Children Alternative Report:

Dear committee members, distinguished guests, ladies and gentlemen, good

morning.

There are 13 children's reports and I drafted one of the reports. Because I have an

examination on Monday in school. And school doesn't really attach importance to

this, a review, for I couldn't ask for a leave to be here on Monday. So my questions

519

 is as follows:

First of all, for transgender students, how can school protect their rights? Can they

go to the toilet they want to go based on their gender? They would not have to be

forced to come out of the closet. I wonder what your recommendations are for

transgender students. Because currently in Taiwan, there are no active procedures

to protect transgender or sex-minority students in Taiwan. There're procedures

right now are passive. I'm a transgender female, but I'm forced to live in male

dormitory and I want to transfer to a female dormitory. But it seems that the school

regard me as a potential rapist if I would be transferred to the girls’ dormitory.

John Tobin:

Thank you for your question. You rise a very important issue. That's an issue that

is adapted by my own country (Australia) at the moment. The issue gives arise to

questions about nondiscrimination, the issue around identity of a child, and also

seek a child's right to health. We haven't addressed that in the observations

specifically. But our encourage about you and the government delegation to

examine the ways of your concerns given to the government and to the school

authorities in a way which ensures protection against discrimination, protection

your right of identity, and protection the right of your health. So in the

observations, they actually do address all of those issues and we're asking the

government to create system and process that allow for all children, especially

bottom all children, such as children where transgendered to be able to in

confidence and safely raise their concerns, we, government officials, school

authorities, in a way can resolve these issues.

So we'd encourage you personally to seek the systems from your colleagues at

school and your parent or project that are being encouraging amendments for this

educations to be thinking about how to address this issue. As I said it to recently

my own country and my own university and we're still crumbling with how to do

at best. And so, I'll encourage all into the parties to adopt them to ensure the

responses that does affect our life for the effective protections and respect, and

promotion of the rights of young people identified being LGBTI. So thank you for

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 raising the very important question. Thank you.

Participant:

All the people at that sides are with calls to questions.

MC:

Well, mister. This one goes first. Would you please wait? Thank you.

Representative of Children:

Hi, I'm a children representative. I want to thank all the committee members for

producing this concrete list of recommendations and observations to encourage

the government to do more. It seems that in societies, some people oppose to the

right to expression of children and this recommendations for our government to

make some changes. But we hope that the governments would be able to integrate

the children into the discussions in the future changes. Will the future discussion

on such potential changes?

Minister without Portfolio, Executive Yuan, Lin Wan-I:

Currently, there are already some children and juvenile representatives taking part

in the curriculum review meetings. And we have invited these child

representatives to express their views on the dress code for students. But exactly

who are eligible representatives of children and youth? This is an issue we have

to think about further.

Participant:

You don't look like a teenager. You don't like a young person eligible to speak on

behave of the youth.

Representative of Children:

My point is, after all, I hope that at the national government level, children

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 opinions can be heard. I'm 17 years old and I'm a senior high school student, so

I'm under 18.

MC:

Please, please. I ask that young man to speak first. He raises his hand very early

on. Please. Please also identify yourself.

Participant:

I'm a parent. Speaking on the rights and welfare of youth and children, I think

parents are left out in discussions. It seems that only a handful of groups that

dominate discussions and debates in this regard. After all, to foster healthy

children, parents have to play their roles. Parents would bear the greatest

responsibility. So I do encourage schools and authorities to invite parents to be

involved when they discuss matters relating to children and youth. Thank you.

MC:

In case of the parent association from the NGO sectors. I'm sorry, we don't have

sufficient time to accommodate all the questions from the floor. Thank you for

your understanding.

Representative from Mothers Shield Alliance:

I speak on behave of the parent association. I would like to thank the review

committee for paying attention to the sex education and the sexual health of our

children. Especially, you draw our attention to the depression among teenagers

and high suicide rate. I think maybe all these problems can be attributed to family,

background, relationship with parents. So we recommend the government should

formulate a national action of plan in relation to protection children and youth.

Especially there should be a family-centered policy formulated by a specific

dedicated agency within thin the government. It would be in the interest of all

families and children and youth.

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Participant:

I'm sorry. You already said I could speak.

MC:

I'm sorry. I know that all of you here are very concerned about the right of children

and rights of youth. And we do respect each one of you...

Participant:

Please keep your promise. You just said I could speak. You gave me your word.

Please let me finish.

MC:

Okay. This is going to be the final question, Okay? So we will receive no more

questions after this one. Please the final question. Please be concise in the interest

of time. Thank you.

Participant:

Once again, we agree for all the members of the review committee and I think the

review meeting should not be constructed as a way to make demands on our

government.

In fact, some of the other delegation is talked about the Grand Justice's

interpretation of our constitution. But actually, there were procedural flaws in that

particular interpretation. So to sum up, the interpretation No. 748 is

unconstitutional because of its procedural flaws. However, many groups leverage

that interpretation to demand the government remain laws. However, this has

infringed upon the civil liberty of many citizens of our country in term of the

general principles. One of them talked about how we resolve the resistance to the

implementation of gender equality education act.

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 Resistance? What does that mean? After all, a society should welcome different

opinions if you consider different opinions as a force of wisdom, then I think we

are really avowed of anti-discrimination principle. What is discrimination? If you

consider people who disagree with you as people who discriminate against you,

then there's no tolerance of different opinions in our society. In that ways, there is

no way we can substantiate our democratic values. Rather, now, laws and the

regulations are used to crane down on different opinions. So how do we protect

the rights of the people to a freedom speech?

Minister without Profolio, Executive Yuan, Lin Wan-I:

The issue of a handful of experts or of child representatives dominating the

discussion in the national curriculum review meeting. I don't think it's a fair

statement. Because all of these representatives, adults or juvenile, have been

approved by a legal procedure. Therefore, I don't think we can negate the

eligibility or qualification of representatives based on your personal opinions.

As for the debate, arising from the curriculum guidelines, I believe we have to

raise issues through the existing procedures. After all, the conclusion represents

the opinions of those attending the review meetings. And I had think through this

week: we have heard the opinions expressed by both parents, children and youth

representatives. So please trust in the government and the review committee as we

all in to protect better protection for our youth and children. And I don't think we

need to burden our committee members our certain domestic issues that we are

yet to find consensus on. We need to find reasonable solution for these differences.

They are in our society. I think that pretty much come close to this conference.

Participant:

However our questioned are not answered.

Minister without Portfolio, Executive Yuan, Lin Wan-I:

We do have representatives from different government agencies in the ministry.

So they will stay on to answer your questions. But I think our committee members

524

 have another appointment at the Presidential Office. So, we hope we will have the

opportunities to talk to people from the presidential office. I'm sure that

communication will do a lot of good for our children. Thank you very much.

MC:

I already said we would not entertain any other questions for now. Once again,

with a round of applause that thanks members of the review committee.

Throughout this week, they have been working so hard. In fact, one year before

this week, they have spent a lot of time reviewing reports. I would like to thank

all of our committee members once again. We would like to thank you for your

feedback and insights. And maybe that's why that we have so much discussion to

them. So thank you so much. It's very good to raise questions, raise discussions.

So we would like to thank all about the committee members.

Once again for your great work for your great efforts.

Ladies and gentlemen, thank you so much for you participation. We thank you so

much for your questions. We think that's very though provoking. We thank you

so much for your inputs. Thank you again. And for that, we are going to wrap up

the press conference today. Thank you. Thank you once again to our interpreters.

Thank you. Great job done. Thank you so much. Thank you.

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 中華民國（臺灣）兒童權利公約首次國家報告國際審查會議

結論性意見（定稿）

壹、前言

1. 中華民國（臺灣）立法院於 2014 年 6 月通過《兒童權利公約施行法》 （下

稱《CRC 施行法》 ），並於同年 11 月 20 日開始施行，作為《CRC》在臺

灣實施之國內法化架構；2016 年 4 月 22 日立法院通過加入《CRC》條約

案，總統於 2016 年 5 月簽署加入書。

2. 行政院依據《CRC 施行法》，於 2016 年 11 月發表首次國家報告，並於

2017 年 3 月完成英文版。中華民國（臺灣）政府邀請 5 位獨立國際兒權

專家組成國際審查委員會（下稱委員會）審查首次國家報告。5 位專家分

別為 Jaap Doek（主席） （荷蘭），Judith Karp（以色列）

，Nigel Cantwell（英

國/瑞士） ；Laura Lundy（北愛爾蘭）以及 John Tobin（澳洲）。

3. 委員會審查了臺灣於 2017 年 3 月提交之首次國家報告，並收到來自包含

兒童團體組織等公民組織團體的替代報告及兒少報告。委員會於 2017 年

6 月提出問題清單，於同年 9 月收到書面詳細回復。委員會也收到公民組

織對於問題清單之意見以及政府回應。

4. 委員會於 2017 年 11 月 20 日與公民組織成員兒少舉行列入審查會議之不

公開會議。另於 2017 年 11 月 21 日及 22 日與政府代表舉行公開會議，

於 2017 年 11 月 24 日通過並發表本結論性意見。

5. 委員會了解臺灣政府認真且努力的實踐《CRC》 ，並相當感謝相關部會及

政府機構派員出席會議，與委員會進行建設性對話。公民組織之積極參

與，尤其是兒少參與，亦對審查過程至關重要。

6. 委員會感謝衛生福利部（特別是《CRC》幕僚單位）提供實質協助與後勤

支援。

貳、承認之國際人權公約

7. 委員會欣見臺灣除《CRC》外，亦接受下列國際人權公約：

（1）《經濟社會文化權利國際公約》 ；

（2）《公民與政治權利國際公約》；

（3）《消除對婦女一切形式歧視公約》；

（4）《身心障礙者權利公約》 。

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參、關切重點與建議

一般執行措施（第 4、42、44（6）條）

 立法

8. 委員會讚賞中華民國（臺灣）毫無保留地接受《CRC》 ，且制定特別法施

行《CRC》

。委員會建議政府於檢視國內法律是否與《CRC》規定一致時，

應進行兒少權利影響評估。

9. 委員會建議應修正《CRC 施行法》，明定國內法律與《CRC》牴觸時，優

先適用《CRC》。

10. 委員會鼓勵政府接受《關於兒童捲入武裝衝突問題之兒童權利公約任擇

議定書》及《關於買賣兒童、兒童賣淫和兒童色情問題之兒童權利公約任

擇議定書》。

 全面性國家行動計畫

11. 委員會建議政府制定並實施全面性國家行動計畫以實踐《CRC》

，且納入

地方政府、公民組織、相關專家、兒少及家長之參與。

 協調

12. 委員會欣見設立協調與推動兒少福利及權益保障政策的團隊，也欣見行

政院設立兒童及少年福利與權益促進小組。委員會建議政府確保上開團

隊以及小組具有充分的權力，並配有足夠的人力和財力資源，以執行職

務。

13. 委員會建議立法院應成立兒童委員會。並於制定影響兒少及其人權之法

案時，由委員會諮詢兒少、專業團體和公民團體的意見。

 獨立監督

14. 委員會注意到且關心中華民國（臺灣）尚未成立獨立國家人權機構。

15. 委員會建議應儘速依照聯合國兒童權利委員會第 2 號一般性意見

（2002）

，

成立國家人權機構並內設監督兒童權利的專責單位；或是成立兒童監察

使辦公室；或是設置兒童權利委員。該組織應依循巴黎原則設立，特別是

以一種使申訴兒童感受到隱私不受侵害並能受到保護的方式下，受理、

調查、處理針對所有公私部門的兒童權利申訴事件。

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 申訴程序

16. 委員會讚賞並注意到在教育、社會福利、醫療以及少年司法領域事項，皆

有提供兒少申訴機會的資訊。

17. 委員會建議讓所有兒少都能得知申訴管道以及申訴程序的資訊。政府應

確保該程序對兒少友善，提供兒少適足的支持（在適當情形下包括家長

或 NGO 的支持）

，並保護兒少隱私。委員會進一步建議，政府應採取必

要措施，保護提出申訴之兒少或代表兒少申訴者，免於報復、恐嚇或其他

負面影響。申訴程序應為獨立審查。

 資源分配

18. 委員會建議政府提出第一份兒少預算，並建議兒少預算應依據聯合國兒

童權利會關於公共預算的第 19 號一般性意見（2016），以一種與包含兒

少在內公開對話，確保透明及參與的方式編製，並建立監督與評估各級

政府資源分配及使用適切性、有效性和公平性的機制。

 數據蒐集

19. 委員會讚揚政府提供家庭環境與替代性照顧、健康與福利、教育及特別

保護措施等方面落實兒童權利的統計資料。

20. 依據聯合國兒童權利委員會關於一般執行措施的第 5 號一般性意見，委

員會建議政府進一步改善數據蒐集系統，並考慮增設中央數據蒐集單位。

所蒐集的資料應涵蓋公約所有層面，依性別、年齡、城鄉、原住民及種族

背景分類數據，在相關及適當的情形下，並依身心障礙、國籍和性取向分

類。

 認知提升與教育訓練

21. 委員會注意到中央政府各部會和地方政府均有辦理兒童權利教育訓練。

然而，委員會關切缺乏訓練品質及成效的資訊，且訓練似乎主要集中於

公務人員。

22. 委員會建議政府確保所有從事兒少工作的專業人員，如教師、社會工作

人員、醫療專業人員、住宿型單位與寄養照顧專業人員，以及兒少特別保

護措施領域的警察、法官、檢察官及其他少年司法工作人員等，均接受兒

童權利教育訓練，所有訓練中，應特別著重《CRC》的一般性原則，包括

禁止歧視、優先考量兒少最佳利益、生命、生存及發展權、兒少表意權，

以及符合各發展階段能力原則。所有訓練均應持續監測及評估。父母亦

應透過學校、地方政府、福利機構、醫療院所及媒體，了解兒童權利。

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 與公民社會及商業部門合作

23. 委員會讚揚政府與公民團體組織的正向關係和開放式對話，並鼓勵此種

合作，以進一步落實臺灣兒少權利。

24. 參考聯合國兒童權利委員會第 16 號一般性意見（2013）所提示商業部門

對兒童權利之影響及國家義務，委員會建議政府制定和實施相關規定，

確保商業部門遵守兒童權利，特別是在兒少就業和工作條件、媒體（包括

社群媒體與網路）以及環境保護方面。

兒少之定義

25. 委員會注意到臺灣的成年年齡是 20 歲，而委員會審查對象僅限於未滿 18

歲之兒少。惟仍需提醒， 《CRC》於臺灣施行，可能產生是否適用於 18 歲

或 19 歲青年的一些不一致和混淆的問題。

26. 委員會表達讚賞並注意到，政府承諾啟動修法，使目前的最低結婚年齡

一致，並依據國際條約機構的建議，男女均以 18 歲為準。

一般性原則

 禁止歧視（第 2 條）

27. 委員會注意到並讚賞政府針對弱勢兒少，如原住民兒少、LGBTI 兒少、

身心障礙兒少和無國籍兒少，已訂有預防及保護其不受歧視的相關法規。

然而，委員會關注，上述法規落實缺乏實際成效資訊及針對《性別平等教

育法》執行阻力缺乏因應方案。

28. 委員會建議政府持續諮詢兒少、從事兒少工作之專業人員及公民團體，

提倡並支持禁止歧視弱勢兒少之意識提升活動，並採取必要措施落實各

項禁止歧視兒少的法規。

 兒少最佳利益為優先考量（第 3 條第 1 項）

29. 委員會注意到，有關保護兒少之立法和民法，皆要求法院或其他單位的

決定應以兒少最佳利益為基礎。委員會建議此權利如下：

（1） 符合聯合國兒童權利委員會第 14 號一般性意見有關兒少最佳利益的

解釋；

（2） 在所有立法、行政和司法訴訟程序與決定，以及和兒童相關並對其產

生影響的所有政策、方案和計畫，包括移民和少年司法的法律、法規

中，整全性並一貫地落實。

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 生命、生存及發展權（第 6 條）

30. 委員會注意到國家承認兒少的高自殺率及自殺企圖，並建議政府評估及

處理導致兒少自殺的因素，且加強現行降低兒少高自殺率的努力。

 兒少表意權（第 12 條）

31. 委員會欣見學校及地方政府委員會納入兒少代表，尤其讚賞課綱審議會

納入兒少參與。然而，委員會關注持續限制兒少在家庭、學校及社區自由、

安全地發聲的社會文化氛圍。

32. 委員會摯盼政府關注聯合國兒童權利委員會第 12 號一般性意見所列兒少

陳述意見的權利，並建議政府依據第 12 條公約採取措施，以加強落實該

權利。委員會建議政府：

（1） 進行研究，確認對於兒少最重要之議題，以及在各種場合如何使兒少

意見被聽取；

（2） 針對父母、教師、社工、法官及其他從事兒少工作者，辦理教育訓練

及認知提升活動，以有效促進兒少在家庭、學校及社區的參與；

（3） 於立法決策階段建立兒少表意機制，藉此強化國家層級的兒少參與；

（4） 採取有效的法規措施，包含告知兒少有陳述意見的權利、保障兒少有

意義地行使該權利等，以確保兒少於行政及立法程序陳述意見之權

利。

公民權與自由

 取得國籍權（第 7 條第 1 項）

33. 委員會欣見政府作出努力，讓更多未被收養的無國籍兒童取得中華民國

（臺灣）國籍。委員會關注到在某些報告中，提及生父不詳且外籍生母已

返回原屬國之兒少的權利及身分問題，並建議政府採取適當措施，確保

這些兒少不會淪為無國籍人，也不會無法享有與臺灣兒童相同的社福利

益。

 表現自由（第 13 條）

34. 委員會關注部分報告提及表現自由在實踐上可能受到限制，尤其在校園

中，因為成人對此抱持消極態度且兒少害怕受到懲罰。委員會建議政府

確保兒少在所有情形下都能享有表現自由，並促進支持之，例如促進支

持在校內外發行散布報紙、刊物或其他出版品。

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 集會結社及和平集會自由（第 15 條）

35. 委員會關切未滿 20 歲的兒少及青年無法自行成立團體，只能在父母或監

護人同意下加入現存團體。此與兒少結社自由權不符，也缺少對兒少發

展能力的尊重。

36. 委員會建議政府採取立法及其他必要的措施，確保兒少依據其年齡、成

熟度及發展能力，享有不受任何歧視的結社自由、和平集會的自由並包

括和平抗議的自由。

 隱私權（第 16 條）

37. 委員會關切有報告提到，老師以不是法律所規定的理由，搜查學生個人

物品，甚而洩漏學生的秘密。委員會建議政府採取一切必要措施，避免學

生隱私受到非法、恣意的侵犯。老師們應該被告知這類保障隱私的法令，

而且當老師們違反法令時，必須受到懲處。

 不受酷刑或其他形式殘忍、不人道或有辱人格待遇或處罰之權利（第 37 條

第 1 項（a）款）

38. 委員會亦關切在矯正機構及其他住宿型單位中，使用單獨監禁和身體約

束措施，並建議政府確保規定單獨監禁的實施及要件的法令，符合公約

第 37 條及《聯合國保護被剝奪自由少年規則》（

《哈瓦那規則》） （第 67

段），並採取一切遵守規範的必要措施。此外，委員會建議政府檢視身體

約束措施的相關法令，以確保符合《哈瓦那規則》 （第 63 段和第 64 段）

的標準。

家庭環境與替代性照顧(第 5 條、第 9 至第 11 條、第 18 條第 1 及 2 項、第 20

條、第 21 條、第 25 條及第 27 條第 4 項)

 家庭支持

39. 委員會欣見有各種支持父母履行扶養責任的措施，包括經濟及其他面向

的支持，但也注意到報告指出，單親家庭（包括離婚後）和一些低收入、

高風險家庭可能無法獲得足夠支持。委員會敦促政府採取一切可行措施，

擴大這些家庭取得適當和必要支持服務的管道。

 非法移轉兒少或使其無法返國返家（第 11 條）

40. 委員會指出關於非法移轉兒少的通報並非強制性，且通報可能只反映非

法移轉受害兒少的部分數量。此外，現行相關法條似乎不足以防止這種

移轉。

41. 委員會建議臺灣政府接受 1980 年《國際兒童拐帶公約》

，作為處理兒少

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 遭非法移轉和（無法）返國返家案件的約束性文件。

 無法在家庭環境中成長的兒少及替代性照顧（第 9 條第 1 項及第 20 條）

42. 委員會對於安置機構的使用及其組織方式表達關切，並注意到政府已採

取措施，降低因為已經或者必須與父母/家人分開，而被安置在機構裡之

人數。委員會同時注意到，在接受機構安置的兒少人數並沒有顯著下降

情形下，被安置在非公立機構的人數卻持續增長。委員會擔心，根據目前

的設立許可、查核及評鑑制度，可能無法有效保障服務品質。委員會了解

目前提供給私立機構的資源，可能無法使其招聘和保留足夠數量的合格

工作人員。委員會擔心，過剩的機構數可能誘發兒少被安置在機構中，而

不是接受家庭照顧。委員會建議政府檢視其原因，並確保資源有效分配，

並依據《聯合國兒童替代性照顧準則》 ，給予需要替代性照顧之兒少最適

當的安置。

43. 委員會欣見政府設定目標，提高兒少接受正式親屬照顧之比率。委員會

建議政府評估能否透過放寬親屬照顧者的申請資格及補助門檻，促進親

屬照顧持續增加。

44. 委員會欣見政府促進寄養政策，包括對有特殊需求兒少的照顧，以及對

寄養家庭的培訓和支持，並建議政府持續及加強這項政策。

45. 委員會建議政府依據《聯合國兒童替代性照顧準則》 ，制定全面且划算的

策略，將替代性照顧體系去機構化。其策略諸如支持及強化家庭功能降

低安置需求、推動提倡以家庭環境為主的替代性照顧，特別是親屬照顧。

46. 委員會並建議政府立法確保所有替代性照顧的兒少安置均由家事法庭裁

定之、安置期限由法律規定、延長安置由法院依照法定標準裁定之。委員

會特別關注在沒有法院介入評估安置是否必要及是否符合兒少最佳利益

下，卻允許父母可自行安置子女。

47. 委員會指出，受到不當對待、立即面臨嚴重風險的兒少可以進行長達 72

小時的保護安置，且經法院裁定後，可以重複延長 3 個月。委員會也關

切主管機關只有在兒少於緊急安置機構停留 2 年仍無法返家時，才會制

訂長期處遇計畫。

48. 委員會建議政府依據《CRC》第 25 條及《聯合國兒童替代性照顧準則》

，

建立有效體系，定期審查所有替代性照顧之兒少安置。應該特別注意緊

急安置和機構安置，至少每年一次，以兒少最佳利益為考量，評估兒少是

否仍有必要安置，及/或能否將兒少安置於以家庭環境為主的替代性照顧。

政府也應採取必要措施，防止兒少頻繁轉換安置處所。

49. 最後，依據《聯合國兒童替代性照顧準則》 ，委員會強調為準備離開替代

性照顧體系的兒少設定有效且適當的計畫及方案至關重要，這些計畫與

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 方案協助兒少（適當時，包含家屬）做好離開替代性照顧體系的準備，且

在適當時期內提供所有必要的支持性服務。

 國內及跨國境收養（第 21 條）

50. 委員會注意到，國內兒少收養之年度人數低於外國收養臺灣兒少之人數，

也注意到近親及繼親收養終止比率偏高。委員會建議政府分析上述終止

收養的原因，採取降低比率的補救措施，致力確保所有兒少獲得適當照

顧。委員會瞭解國內收養人通常不願意承擔照顧有特殊需要兒少（包括

身心障礙兒少和年齡較大的兒少）的責任，因而唯有尋求跨國收養，但仍

敦促政府提高問題意識，倡導內國收養。

51. 委員會關切政府監看跨國收養程序層級及成效的不足，包括對私立收養

機構的權限和監督。委員會建議臺灣採用海牙會議《跨國收養合作及兒

童保護公約》

（1993 年）作為具法律效力之文件，以處理臺灣跨國收養案

件。

暴力侵害兒童（第 19 條，第 24 條第 3 項，第 28 條第 2 項，第 34 條，第 37 條

（a）項和第 39 條）

52. 委員會欣見政府為防範對兒少施暴所採取的各種措施，特別是體罰及霸

凌，也欣見政府為高風險兒少及 6 歲以下弱勢兒童提供之服務方案。

53. 委員會建議政府：

（1） 參考聯合國兒童權利委員會第 13 號一般性意見（2011 年）提出的指

引及建議，繼續加強現行及其他措施，並制定及施行一個預防及保護

兒少在所有環境（包含家庭）免受一切形式暴力的長期性國家綜合行

動計畫；

（2） 為有助於達成聯合國永續發展目標（目標 16.2）所列在 2030 年前結

束對兒少一切形式暴力的國家、地方及 NGO 行動計畫提供必要的人

力和財力資源。

54. 委員會欣見政府施行《校園霸凌防制準則》 ，但關切欠缺實施情形、受害

者等人無效力通報及後續處理機制的具體資訊。委員會因此建議政府：

（1） 經由徵詢兒少意見，重新檢視監督機制和通報程序，以確保其成效；

（2） 提高師生對「霸凌在受害兒少及學校社群所生負面影響」的認知和意

識；

（3） 加強教師建構安全教室的能力，鼓勵被害人和目擊者通報霸凌案件；

（4） 為霸凌案件的被害人、加害人及其他受霸凌影響的兒少，提供有效的

輔導及修復。

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 55. 在網路霸凌方面，委員會建議政府應督促平台供應商發展及強化合宜的

預防及申訴服務及機制。

56. 委員會欣見已經立法禁絕在學校和機構內有體罰兒少之情事。然而家內

體罰並未被禁止，且學校內仍持續發生體罰的情事。

57. 委員會建議政府：

（1） 依據《CRC》第 8 號一般性意見，明文禁止家內體罰；

（2） 倡導體罰與任何羞辱人格處遇所生負面影響的認知及教育活動並提

供足以替代體罰之正面積極作為的資訊；

（3） 採取一切適當措施，確保公私立學校及機構所有的工作人員不使用

體罰；

（4） 教育所有從事兒少服務的專業人員，使其了解向主管機關通報疑似

對兒少施暴案件的重要性。

身心障礙、基本健康與福利（第 6 條、第 18 條第 3 項、第 23 條、第 24 條、第

26 條、第 27 條第 1 至第 3 項和第 33 條）

 身心障礙兒少權利（第 23 條）

58. 委員會敦促政府執行《身心障礙者權利公約》審查委員會的建議。並進一

步建議政府確保身心障礙兒少準確分類數據的蒐集，以採取適當措施使

身心障礙兒少：

（1） 可在鄉村獲得適當的教育；

（2） 完成學業後從事具有意義的工作；

（3） 有機會享受具有意義的遊戲、休閒和娛樂，如建造共融遊樂場；

（4） 自己及家人受到適當的支持服務。

59. 委員會關切住在機構內身心障礙兒少的數量居高不下。委員會欣見政府

採取 5 年策略（計畫）

，增加身心障礙兒少在社區生活的人數，並提供身

心障礙兒少進入主流學校接受融合教育的機會。

 健康權（第 24 條）

60. 委員會關切兒少不論能力如何，均須徵得父母同意才能接受醫療的情況，

此與聯合國兒童權利委員會的觀點不一致。兒童權利委員會認為，凡是

具備充分理解能力之兒少，縱使父母不同意，仍可以自主接受醫療。

61. 委員會建議政府修改相關法律，使兒少接受醫療所需同意之規定符合

《CRC》，特別是第 5 條和第 12 條。亦建議政府實施聯合國兒童權利委

員會第 12 號一般性意見（第 102 段）之制度，規定兒少取得同意權的特

定年齡。

62. 委員會欣見政府努力為兒少提供專家們的心理健康服務，包括社區心理

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 健康門診、心理健康專科和熱線服務。不過，委員會關切因為兒少心理健

康所產生的意外事故，特別是高自殺率以及所提供服務的實效性。

63. 委員會建議政府：

（1） 持續蒐集有關兒少心理健康情況和少年自殺的數據，在可行且適切

的前提下，根據性質、年齡、性別、城鄉分布、原住民身分和性傾向

等項目分類；

（2） 監測和評估所提供給兒少服務的實效性，包括透過專線尋求協助兒

少轉介率及成效；

（3） 確保心理健康服務（包含對兒少友善的預防性服務）可以被使用、可

以被親近並且可以被接受，且服務品質符合聯合國兒童權利委員會

有關健康權利的第 15 號一般性意見；

（4） 根據《CRC》第 12 條，積極徵詢兒少意見，以協助發展、實施及監

測兒少心理健康服務。

64. 委員會欣見政府為解決兒童肥胖問題所採取的一系列措施，但建議：

（1） 政府評估及監測這些措施的成效；

（2） 在學校量測兒童體重時應審慎進行，確保過程保護兒童隱私且不會

使兒童受到羞辱。

65. 委員會指出，政府自 2011 年起採行逐步全面性推動兒少性教育及生育保

健教材。委員會亦指出，多個 NGO 對該教材成效及合宜性表達強烈關切，

性傳染病發生率仍高、部分疾病發生率正在增加，且仍有相當比例的青

少年懷孕。

66. 委員會建議政府檢討現行教材內容，評估是否需修訂以改善其成效及確

保其合宜性。檢討過程應諮詢所有利害關係人，包括兒少、家長團體、衛

生專業人員和教育工作者。

67. 委員會進一步建議審查評估現行的性健康和生育保健課程是否：

（1） 與經濟社會和文化權利委員會第 22 號一般性意見（關於少年性健康

與生育保健） 、聯合國兒童權利委員會第 4 號一般性意見（關於少年

健康與發展）及第 20 號一般性意見（關於兒少權利）的內容一致；

（2） 適齡且具實證基礎；

（3） 旨在保護所有兒少的性健康和生育保健權，包括 LGBTI 兒少及身心

障礙兒少；

（4） 符合《CRC》第 12 條規定，於方案設計、實施及評估時納入兒少意

見；

（5） 在兒少發生性行為之前，提供兒少親密關係應互相尊重等相關資訊，

並培養兒少對於性行為的正確觀念；

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 （6） 為懷孕少女提供適當的資訊及支持服務；

（7） 教導父母瞭解兒少的性健康及生育保健相關權利。

68. 委員會聽到兒少代表對環境品質以及可能損害其健康的擔憂。委員會建

議政府採取措施監測環境對兒少健康的影響，也建議政府建立相關制度

或流程，使兒少得以向政府表達對環境或其他兒少健康議題之關切，並

參考聯合國兒童權利委員會繼 2016 年關於兒少權利與環境之一般性討論

所提出的建議，將兒少所表示的意見納入適當的立法或行動中。

教育休閒與文化活動（第 28 條至第 31 條）

 教育權（第 28 條、第 29 條）

改善就學負擔差距

69. 委員會欣見 6 至 15 歲的義務教育免收學費。然而，委員會關切越來越多

私立高中職學生須申請貸款才能負擔學費、其他學習費用及生活開支。

70. 委員會建議教育部全面檢視私立高中職收費情形，並建立審查機制，以

保護經濟弱勢學生免受私立學校過度收費。委員會進一步建議政府推行

適當計畫，協助無力償還貸款的學生。

學前教育

71. 委員會對於公立和非營利幼兒園不足、就讀私立幼兒園帶給家長的沉重

經濟負擔表達關切。委員會亦關切地方主管機關需要額外的人力和經費，

才能落實《幼兒教育及照顧法》第 7 條。

72. 委員會欣見《擴大幼兒教保公共化計畫（2017 年至 2020 年）》的實施，

協助地方政府增設更多公立幼兒園，為更多家長提供平價優質的教保服

務。

73. 委員會鼓勵政府根據以下項目評估實施前述計畫的成效：公立幼兒園數

量增加、受過專業訓練的幼教老師等比增加，並修訂工資以改善高流動

率。委員會建議政府以公立幼兒園免學費、私立幼兒園收費可負擔為目

標。

偏鄉地區教育經費分配

74. 委員會肯定政府為偏鄉兒少分配更多教育資源的決心。然而，委員會仍

然關切目前分配資源尚不足以確保偏鄉兒少的教育品質。委員會建議政

府持續為偏鄉教育提供額外資源，並採取措施以監測偏鄉兒少享有《CRC》

第 28 條和第 29 條所訂教育權的程度。

536

兒童權利與公民教育

75. 委員會建議無論何種形式或層級的教育課程（包含國民教育），均須納入

人權（尤其是兒童權利）教育。委員會進一步建議，應為各年齡層和不同

能力的兒少製作適宜教材，教師亦須接受兒童權利的知識和培訓。委員

會另建議，教育部應支持公民教育中培力兒少的相關活動。

學生參與校務

76. 委員會肯定《高級中等教育法》催生學生自治組織，但關切該法未被有效

落實。委員會建議教育部監督所有學校（包括私立學校）的學生自治組織，

確保沒有學校人員介入該組織的選舉或功能行使。委員會進一步建議，

學生自治組織應有效參與學校所有處理校務及攸關學生受教利益的委員

會。

課綱改革

77. 委員會關注考試導向、過分強調學業表現造成學生壓力，加上課程缺乏

彈性，學生難以追求個人的學習興趣。委員會欣見教育部正在進行課綱

審查，期使課綱更具彈性，更符合學生興趣並減輕學生壓力。委員會鼓勵

教育部在學生的有效參與下繼續審查課綱。

中輟生

78. 委員會擔心協助中輟生的相關服務未經整合，建議政府整合所有服務，

確保中輟生得以分配到足夠資源。

懲處措施

79. 委員會擔心各校自行制定學生懲處規定，可能使兒少遭受連坐罰等不當

和違法的懲罰。委員會建議政府公開並提供學校相關指引，明列合乎兒

童權利的懲處措施。

80. 委員會關切並建議軍訓教官應盡快全面退出校園。

體罰

81. 委員會關切校園禁止體罰之規定未獲徹底執行，亦未經妥適監督。委員

會建議教育部採取一切必要措施，確保有效執行禁令，並適當懲戒使用

體罰的教師。

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申訴機制

82. 委員會關注現行申訴程序處理學生申訴的成效，並建議政府建立一套獨

立、保密且安全的申訴通報機制，個別處理針對各類學校不當行政決策

或措施的申訴案件，包括私立學校、輔育院、矯正學校及中途學校。學生

應有權在此種申訴評議委員會中陳述意見，並選任包括非政府組織在內

的獨立代表。

 兒少休息、遊戲、休閒權（第 31 條）

83. 委員會深切關心兒少留在學校裡或在其他校外教育機構時間極長，也注

意到政府已對國家考試制度進行改革，希望可以減輕兒少的學業壓力。

84. 委員會建議政府檢視學生上學的結構並且明白加以規定，確保學校提供

兒少適當且規律的自由活動時間。此外，建議政府教育家長和老師，睡眠、

遊戲及休閒時間不足，對兒少的學習、發展及身心健康均有不良影響。

85. 委員會讚賞政府努力提供兒少安全的遊樂場所，增加都市兒少的遊樂場

域，並強調政府應確保包括身心障礙兒少在內的所有兒少都能參與遊戲，

且均有享受自然環境的權利。參考第 17 號一般性意見（2013，兒少享有

休息和休閒、從事遊戲和娛樂活動、參加文化生活和藝術活動的權利），

委員會建議政府（含地方政府）採取措施以確保兒少享有休息、休閒與參

與適齡遊戲及娛樂活動之權利，包括持續投入充足資源，推行遊戲與休

閒相關政策。委員會建議政府在規劃、設計及監督社區、地方、國家層級

的遊戲與休閒相關政策和活動執行時，應讓兒少充分參與。

86. 委員會注意到政府在確保所有兒少都能學習多元文化（包括原住民文化

和語言）上所做的努力，並鼓勵政府諮詢兒少、家長和少數群體，以檢討

成效並擴大推廣相關活動。

特別保護措施（第 22 條、第 30 條、第 32 條、第 33 條、第 35 條、第 36 條、

第 37 條(b)至(d)項、第 38 條和第 38 至第 40 條）

 原住民兒少（第 30 條）

87. 委員會欣見政府為保護原住民兒少權利採取的許多措施，以及原住民族

委員會扮演的重要角色。

88. 委員會建議政府持續與原住民族（包括兒少）合作，共同執行、監督和評

估原住民兒少權利特別保護措施的成效。委員會並建議政府應：

（1） 推動降低原住民嬰兒死亡率的措施；

（2） 提供合格師資教授原住民兒少原住民族語言；

（3） 提供原住民兒少從偏鄉至都市求學所需的協助；

538

 （4） 與部落合作創辦幼兒園，包括適切分配資源以及讓原住民參與幼兒

園的建設、人力配置與營運；

（5） 在原住民社區安排符合文化民情的替代性照顧；

（6） 提供符合原住民文化的親職教育和支持服務。

 童工（第 32 條）

89. 委員會注意到部分報告指出，兒少（包含幼童）經常長時間工作，且/或

處於可能對其健康與發展有害的工作環境。委員會建議政府：

（1） 調查從事勞動的兒少人數，並依據工作性質、年齡、性別、是否具

原住民身分及城鄉背景分類統計；

（2） 採取適當措施以保護這些兒少的權利。

 藥物濫用（第 33 條）

90. 委員會欣見政府已採取各種防止藥物濫用的措施，例如地方政府設立毒

品危害防制中心、辦理「向毒品說不」

（反毒健康小學堂題庫教學）計畫，

並指定醫療機構治療吸毒兒少。然而，委員會關切目前缺乏數據證明這

些措施的成效。

91. 委員會建議政府定期評估這些措施是否有效落實，並讓吸毒兒少參與，

以便在必要時調整或加強措施力度。此外，委員會建議政府視使用毒品

為健康問題而非犯罪。

 性剝削及性虐待（第 34 條）

92. 委員會欣見 2015 年通過《兒童及少年性剝削防制條例》（2017 年 1 月 1

日生效） ，以及防制兒少性交易與強化性犯罪調查的相關計畫。不過，委

員會擔心，針對性剝削或性虐待受害兒少的緊急安置可以延長很長一段

時間，但不清楚延長的理由是什麼。此外，委員會關切在性虐待受害兒少

作證指控犯罪嫌疑人的司法（刑事）程序中，相關保護措施並不總是完全

符合國際人權標準及建議。

93. 委員會建議政府以法律明定延長性剝削或性虐待受害兒少緊急安置的理

由，並於必要時審查及修正保護受害兒少於司法程序作證的現行規定，

以符合《關於買賣兒童、兒童賣淫和兒童色情問題任擇議定書》第 8 條

及聯合國經濟及社會理事會關於兒童被害人兼證人之司法問題的第

2005/20 號決議。

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 拘留條件（第 37 條）

94. 委員會對被剝奪自由的兒少遭受不當對待的報告感到關切，並建議政府

採取有效措施，以確保：

（1） 完全遵守公約第 37 條和《聯合國保護被剝奪自由少年規則》

（《哈瓦

那規則》）

；

（2） 教育所有與被剝奪自由兒少工作者是類兒少應有的權利；

（3） 充分調查所有被剝奪自由兒少遭受不當對待之指控。

 少年司法（第 40 條）

95. 委員會表達讚賞並注意到政府為防止少年犯罪所採取的措施，並根據《少

年事件處理法》建立結構良好的少年司法體系。然而委員會關切的是：

（1） 《少年事件處理法》使用不同的年齡限制和類別，導致少年（犯罪）

司法統計數據出現 7-12 歲的兒童，且因最低刑事責任年齡（MACR）

為 14 歲，使 12 歲和 13 歲的少年統計數據不明確；

（2） 將兒少偏差行為視為犯罪，使其在刑法中成為虞犯；

（3） 對觸犯刑罰法令的兒少在整個少年司法程序中缺乏事實上所需要

法律或其他協助，此乃導因於法律上的協助，在大多數情況下，都

是需要付費的。

96. 根據聯合國兒童權利委員會第 10 號一般性意見，有關司法兒少之權利，

委員會建議政府將少年司法系統與《CRC》及其他相關標準充分一致。委

員會特別建議政府：

（1） 依《兒童及少年福利與權益保障法》 、而非《少年事件處理法》處理

14 歲以下觸犯刑罰法令的兒少，並通過必要的立法程序讓其生效；

（2） 廢除虞犯，並透過《兒童及少年福利與權益保障法》提供有偏差行

為之兒童必要的支持與保護；

（3） 確保觸犯刑罰法律之兒少，從司法程序一開始以及在整個程序中，

皆受到合格且獨立的法律協助條文之保障；

（4） 由法律規定法院/法官必須定期檢視審前拘留，以兩週審查一次為佳，

以確保審前拘留不會超過絕對必要的期間；

（5） 確保剝奪自由之刑罰為最後手段。

97. 委員會注意到少年司法體系缺乏修復式司法機制，且轉向措施有限。委

員會建議政府研討引進修復式司法措施以及審前轉向措施的可能性。

宣傳

98. 委員會建議以國內各種語言廣為宣傳首次國家報告、問題清單書面回應

及本結論性意見。

540

 CONCLUDING OBSERVATIONS ON THE FIRST REPORT OF THE REPUBLIC OF

CHINA/TAIWAN ON THE IMPLEMENTATION OF THE UN CONVENTION ON THE

RIGHTS OF THE CHILD

I. Introduction

1. In June 2014, the Legislative Yuan of the Republic of China (Taiwan) passed the

Implementation Act of the Convention on the Rights of the Child

(‘Implementation Act’). The Act came into force on 20 November 2014 and

provides the framework for domestic harmonization of the CRC. On 22 April

2016 Taiwan’s Legislative Yuan passed a Bill to support the adoption of the CRC

paving the way for the President to sign the Instrument of Accession to the CRC

in May 2016.

2. The Executive Yuan, according to the Implementation Act, published the initial

State report in November 2016 and its English version was made available in

March 2017. In order to review its initial State report, the Government of Taiwan

invited five independent international children’s rights experts to form an

International Review Committee (‘Review Committee’). They were Jaap Doek

(Chairperson) (The Netherlands), Judith Karp (Israel), Nigel Cantwell (United

Kingdom/Switzerland); Laura Lundy (Northern Ireland) and John Tobin

(Australia).

3. The Review Committee examined the initial report of Taiwan which was

submitted to the Review Committee in March 2017. The Review Committee

received reports from civil society organizations including children’s

organizations and groups of children. The Review Committee submitted a List

of Issues to Taiwan in June 2017 and received detailed written replies in

September 2017. The Review Committee also received a number of additional

reports from civil society in response to the List of Issues and the State’s replies

to the List of Issues.

4. As part of the review on 20 November 2017, the Review Committee held private

meetings with children and members from civil society. On 21 and 22 November

2017, the Review Committee engaged in a public dialogue with the Government

delegation. The Review Committee adopted the present Concluding

Observations and presented them on 24 November 2017.

541

 5. The Review Committee acknowledges the serious and sincere efforts of the

Government of Taiwan to implement the CRC. The Review Committee greatly

appreciates the constructive dialogue with the Government during the review,

which was attended by representatives from all relevant Ministries and

government bodies. The active participation of civil society and in particular

children was also essential to the review process.

6. The Review Committee expresses its appreciation to the Ministry of Health and

Welfare, and particularly its CRC team, for providing the Review Committee

with substantive and logistical support.

II. Recognition of International Human Rights Treaties

7. The Review Committee welcomes the decision of Taiwan to adopt not only the

CRC but also the following international human rights treaties:

(a) International Covenant on Economic, Social and Cultural Rights;

(b) International Covenant on Civil and Political Rights;

(c) Convention on the Elimination of All Forms of Discrimination against

Women; and

(d) Convention on the Rights of Persons with Disabilities.

III. Main areas of concern and recommendations

A. General measures of implementation (arts. 4, 42 and 44 (6))

Legislation

8. The Review Committee notes with appreciation that the CRC was accepted

without reservations and that a special Act was adopted for the implementation

of the CRC. The Review Committee recommends that the Government undertake

a process of child rights impact assessment as it continues to review its domestic

laws with a view to harmonizing them with the provisions of the CRC.

9. The Review Committee recommends that the Implementation Act should be

amended to provide a clear statement that the provisions of the CRC prevail in

the case of a conflict with domestic legal provisions.

10.The Review Committee encourages the Government to adopt the Optional

Protocols to the CRC on the Involvement of Children in Armed Conflict and on

the Sale of Children, Child Prostitution and Child Pornography.

542

Comprehensive national plan of action

11.The Review Committee recommends that the Government develop and

implement a national and comprehensive plan of action for the implementation

of the CRC, with the involvement of regional and local authorities, civil society

organizations, relevant professionals, children and parents.

Coordination

12.The Review Committee welcomes the establishment of the Promotional Team

for Children and Youth Welfare and Rights tasked with coordination and

promotion of policies regarding the rights and welfare of children and youth, and

of the Executive Yuan’s promotional group for Child and Youth Welfare and

Rights. The Review Committee recommends that the Government ensure that

these groups have sufficient power to execute their tasks and are provided with

adequate human and financial resources.

13.The Review Committee recommends that a children’s committee be established

in the Legislative Yuan. This committee should consult with children, relevant

professional bodies and civil society in the development of proposals for

legislation that affects children and their human rights.

Independent monitoring

14.The Review Committee notes with concern that Taiwan has not yet established

an independent National Human Rights Institution (‘NHRI’).

15.The Review Committee recommends the establishment without delay of either

an NHRI with a dedicated division for the monitoring of the rights of the child

or a children’s ombudsman’s office or children’s rights commissioner, in

accordance with the recommendations made by the CRC Committee in its

General Comment No 2 (2002). This body should comply with the Paris

Principles and, in particular, be able to receive, investigate and address

complaints notified by or on behalf of children, relating to the public and private

sector, in a child-sensitive manner, ensuring the privacy and protection of

complainants.

Complaints procedures

16.The Review Committee notes with appreciation the information provided on the

opportunities for children to make complaints in the settings of education, social

543

 welfare, health and juvenile justice.

17.The Review Committee recommends that all children receive information about

the opportunities and procedures for making complaints. The Government

should ensure that the procedures are child-friendly, that the child is provided

with adequate support (including where appropriate by parents or competent

NGOs) and that the privacy of the child is protected. Furthermore, it recommends

that the Government take the necessary measures to protect children who make

complaints, and those who do so on behalf of a child, from retaliation,

intimidation or other negative repercussions. The complaints procedure must be

subject to independent review.

Resource allocation

18.The Review Committee commends the Government for introducing its first

Child Budget. It recommends that, in line with the Committee on the Rights of

the Child’s General Comment No. 19 on Public Budgeting (2016), the

Government ensure transparent and participatory budgeting through public

dialogue, including with children, and establishes mechanisms to monitor and

evaluate the adequacy, efficacy and equitability of the distribution and use of

resources, including at the level of local authorities.

Data collection

19.The Review Committee appreciates the provision of statistical information

regarding the implementation of the rights of the child in areas such as family

environment and alternative care, health and welfare, education and special

protective measures.

20.In the light of the Committee on the Rights of the Child’s General Comment No.

5 on General Measures of Implementation, the Review Committee recommends

that the Government further improves its system of data collection and considers

establishing a central data collection unit. The information collected should cover

all areas of the Convention and be disaggregated by gender, age, urban/rural, and

indigenous and ethnic backgrounds, as well as, where relevant and appropriate,

disability, nationality and sexual orientation.

Awareness-raising and training

21.The Review Committee notes the training on children’s rights provided at the

central level by various ministries and at the local level. However, the Review

544

 Committee is concerned at the lack of information on the quality and

effectiveness of training and that the focus appears to be mainly on civil servants.

22.The Review Committee recommends that the Government ensure training in

children’s rights for all professionals working with or for children such as

teachers, social workers, medical professionals, professionals working in

residential and foster care and in the field of special protective measures for

children, police, judges and prosecutors and others working in the field of

juvenile justice. In all training, special attention should be given to the general

principles of the CRC, the right to non-discrimination, the best interests of the

child as a primary consideration, the right to life, survival and development, and

the right to be heard, as well as the principle of evolving capacities. All training

should be monitored and evaluated on an ongoing basis. Parents should also

receive information about children’s rights through schools, local government,

welfare and health services, and through the media.

Cooperation with civil society and the business sector

23.The Review Committee commends the positive relationships and open dialogue

between the government and civil society organizations. It encourages this

cooperation as a means of furthering the realization of children’s rights in

Taiwan.

24.With reference to the CRC Committee’s General Comment No. 16 (2013) on

State Obligations Regarding the Impact of Business on Children’s Rights, the

Review Committee recommends that the Government establish and implement

regulations to ensure that the business sector complies with the rights of the child,

particularly in the area of children’s employment and working conditions, media

(including social media and the internet) and protection of the environment.

B. The definition of the child

25.The Review Committee notes that the age of majority in Taiwan is 20. The

Review Committee’s mandate is restricted to persons under the age of 18.

However, it wishes to highlight the fact that the implementation of the CRC in

Taiwan may generate some inconsistencies and confusion on the applicability of

rights to youth 18 or 19 years old.

26.The Review Committee notes with appreciation that the Government has

committed to enacting legislation which will harmonize the current minimum

545

 ages for marriage, setting them for both boys and girls at 18 in accordance with

the recommendations of international treaty bodies.

C. General Principles

Non-discrimination (art. 2)

27.The Review Committee notes with appreciation the information provided on

various legal provisions for the prevention and protection against discrimination

of especially vulnerable children such as indigenous children, LGBTI children,

children with disabilities and stateless children. However, the Review Committee

is concerned at the lack of information on the effectiveness of the policies and

programmes to ensure the implementation of these provisions and to address

resistance to the implementation of the Gender Equity Education Act.

28.The Review Committee recommends that the State continue, in on-going

consultation with children, professionals working with or for children and civil

society, to promote and support awareness-raising campaigns on the right to non-

discrimination of especially vulnerable children, and to take the necessary

measures to ensure the full implementation of the various legal provisions

prohibiting discrimination of children.

The best interests of the child as a primary consideration (art. 3, para.1)

29.The Review Committee notes that legislation related to the protection of children

and the Civil Code requires that decisions by courts or other authorities should

be based on the best interests of the child. The Review Committee recommends

that the Government ensure that this right is:

(a) interpreted consistently with the Committee’s General Comment No 14 on

the best interests of the child; and

(b) integrated and applied consistently in all legislative, administrative and

judicial proceedings and decisions and in all policies, programmes and

projects that are relevant to and have an impact on children, including

immigration and juvenile justice laws and regulations.

The right to life, survival and development (art.6)

30.The Review Committee notes that the State acknowledges the high rate of

suicides and attempted suicides among children and recommends that it assess

and address the causes of suicide among children and youth and extend its current

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 efforts to reduce the very high levels of child suicide.

The right of the child to be heard (art. 12)

31.The Review Committee welcomes the steps that have been taken to include

children as members of school and local government committees and commends

in particular the inclusion of children in the review of the National Curriculum

guidelines. However, the Review Committee expresses its concern that

sociocultural attitudes continue to restrict children from freely and safely

expressing their views in the home, in schools and in the wider community.

32.The Review Committee draws the Government’s attention to the CRC

Committee’s General Comment No. 12 on the right of the child to be heard and

recommends that it take measures to strengthen the implementation of this right

in accordance with article 12 of the Convention. It recommends that the

Government:

(a) undertake research to identify the issues that are most important to children

and how their views might be best heard on those issues in all settings;

(b) undertake training programmes and awareness-raising activities with parents,

teachers, social workers, judges and others working with or for children, to

promote the meaningful and empowered participation of all children within

the family, schools and community;

(c) strengthen the participation of children at the national level by establishing a

mechanism that will allow for the views of children to be heard in the

legislative and policy making process; and

(d) take measures to ensure the effective implementation of legislation,

recognizing the right of the child to be heard in relevant administrative and

legal proceedings, including by ensuring that children are informed of their

right to be heard and are supported to exercise it meaningfully.

D. Civil rights and freedoms

The right to acquire a nationality (art. 7, para.1)

33.The Review Committee welcomes the efforts of the government to enable more

stateless children who are not adopted to acquire the nationality of the Republic

of China/Taiwan. The Review Committee has noted in particular reports of

problems associated with the entitlements and status of children born to migrant

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 mothers and unknown fathers when the mother returns to her home country

without the child. The Review Committee recommends that the Government take

all appropriate measures to ensure that these children are not left stateless or

deprived of any services and benefits to which other children in Taiwan are

entitled.

The right to freedom of expression (art. 13)

34.The Review Committee is concerned at reports that exercise of the right to

freedom of expression may be restricted in practice, particularly in schools, due

to negative attitudes on the part of adults and the children’s fear of punishment.

It recommends that the Government ensure that children can enjoy their right to

freedom of expression in all settings, and promote and support e.g. the production

and distribution of student newspapers or bulletins or other publications in and

outside schools.

The right to freedom of association and to freedom of peaceful assembly

(art.15)

35.The Review Committee notes with concern that children and young people

below the age of 20 cannot establish their own association and can only become

a member of an existing association if they have the permission of their parents

or guardians. This position is not consistent with the child’s right to freedom of

association and fails to respect the evolving capacities of the child.

36.The Review Committee recommends that the Government take the necessary

legislative and other measures to ensure that children, in accordance with their

age, maturity and evolving capacities, can fully enjoy, without any

discrimination, their right to freedom of association and to freedom of peaceful

assembly, including the right to peaceful protest.

The right to privacy (art. 16)

37.The Review Committee notes with concern reports that teachers have carried out

searches of students’ personal belongings for reasons other than those stipulated

by law, and have released children’s confidential information. The Review

Committee recommends that the Government take all necessary measures to

protect children from such unlawful and arbitrary interference with their right to

privacy. Teachers should be informed of the relevant regulations and be subject

to disciplinary proceedings when they violate these regulations.

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The right not to be subjected to torture or other cruel, inhuman and

degrading treatment (art. 37 (a))

38.The Review Committee also expresses concern about the use of solitary

confinement and restraints in correctional and other residential facilities. It

recommends that the Government ensure that the regulations governing the use

of solitary confinement and the conditions under which it is carried out are in full

conformity with article 37 of the Convention and the UN Rules on the Protection

of Juveniles Deprived of Liberty (‘Havana Rules’) (para 67) and to take all

necessary measures to guarantee respect for those regulations. Furthermore, it

recommends that the Government review the regulations governing use of

restraints to ensure that they correspond to standards set out in the Havana Rules

(paras 63 & 64).

E. Family environment and alternative care (arts. 5, 9 – 11, 18, para 1 and 2. 20,

21, 25 and 27 b, para 6)

Family support

39.While welcoming the various measures in place to support parents in their

childrearing responsibilities, financially and otherwise, the Review Committee

notes reports that single-parent households (including following a divorce) and

some low-income, high-risk households may not be able to access adequate

support. The Review Committee urges the Government to take all feasible

measures to widen access to appropriate and necessary support to include all such

households.

Illicit transfer and non-return (art. 11)

40.The Review Committee notes the information that reporting of illicit transfer of

a child is not mandatory and that the number of reports may reflect only part of

the number of children who are victims of illicit transfer. Furthermore, the

legislative provisions seem insufficient for preventing such transfers.

41.The Review Committee recommends that Taiwan adopt The Hague Convention

on Civil Aspects of International Child Abduction (1980) as a binding document

for dealing with cases of illicit transfer and (non-) return of children.

Children deprived of family environment and alternative care (art. 9, para.1

and 20)

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42.The Review Committee is concerned about the use of residential care and the

way it is organized. It notes that measures have been taken by the Government

to reduce the placement in residential care facilities of children who are or have

to be separated from their parents/family. It also notes that the number of children

in residential care is not falling significantly while the number of non-State

residential care providers continues to grow. The Review Committee is

concerned that quality assurance may not be effectively carried out under the

present system of authorization, inspection and audits. The Review Committee

understands that resources currently made available to private facilities may not

enable the latter to recruit and retain qualified staff in adequate numbers. The

Review Committee is concerned that overcapacity may create an incentive to

place children in residential care facilities instead of family based care. The

Review Committee recommends that the Government examine the reasons for

this overcapacity and allocate resources in ways that ensure the most appropriate

placement of children in need of alternative care, consistent with the UN

Guidelines for the Alternative Care of Children.

43.The Review Committee welcomes the Government’s target of increasing the

proportion of children in formal kinship care. The Review Committee suggests

that the Government examine the extent to which an ongoing increase in kinship

care can be facilitated by alleviating certain onerous requirements regarding

eligibility and access to subsidies for potential kinship carers.

44.The Review Committee also welcomes the Government’s policy to promote

foster care, including in relation to caring for children with special needs and the

increased training and support for foster carers that this implies. The Review

Committee recommends that the Government continue and strengthen this

policy.

45.The Review Committee recommends that, in line with the UN Guidelines for the

Alternative Care of Children, the Government draw up a comprehensive and

costed strategy to deinstitutionalize the alternative care system by, among other

things, supporting and strengthening families in order to prevent the need for

placements, and promoting and facilitating the use of family-based alternative

care, in particular kinship care, for these children.

46.Furthermore, the Review Committee recommends that the Government take the

necessary legislative measures to ensure that all placements of children in

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 alternative care are based on a decision of the family court, that the term of such

placement is set by law and that extending the duration of the placement should

be a decision of the court and meet criteria set by law. A particular concern of the

Review Committee is that parents can arrange the placement of their children

without any involvement of the court in assessing whether the placement is

necessary and in the best interests of the child.

47.The Review Committee notes that children who are maltreated and face

imminent and serious risk can be put in protective placement for up to 72 hours,

and that this placement can be extended repeatedly for 3 months by a decision of

the court. The Review Committee is concerned that only after a stay of 2 years

in an emergency residential facility are the authorities required to make a long-

term treatment plan if the child cannot return to her/his family.

48.The Review Committee recommends the Government establish an effective

system of regular review of all placements of children in alternative care in

accordance with article 25 of the CRC and the UN Guidelines for the Alternative

Care for Children. Special attention should be given to the review of placements

in emergency centres and residential facilities by assessing, at least every year,

whether the placement is still necessary in the best interests of the child and/or

whether the child can be placed in a family-based form of alternative care. The

Government should also take the necessary measures to prevent the frequent

moving of children from one alternative care setting to another.

49.Finally, in line with the UN Guidelines for the Alternative Care of Children, the

Review Committee emphasizes the importance of having in place an effective

and suitable policy and programme for children leaving the alternative care

system, preparing them (and, where applicable, their families) for the leaving

care process and providing all necessary after-care support for an appropriate

period.

Domestic and intercountry adoption (art. 21)

50.The Review Committee notes that the annual number of domestic adoptions is

lower than that of adoptions of Taiwanese children abroad, but notes with

concern the high rate of terminations of intra-familial and step-parent adoptions.

The Review Committee recommends that the causes of these terminations be

analysed, that remedial action be taken so as to reduce their rate, and that all

necessary efforts be made to ensure appropriate care for any child involved.

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 While the Review Committee recognises that domestic adopters may often be

unwilling to take responsibility for children with special needs (including those

with disabilities and older children) and that intercountry adoption may therefore

be seen as the only solution for the latter, it urges the Government to raise

awareness and promote the adoption of these children domestically.

51.The Review Committee is concerned about the level and effectiveness of the

Government’s oversight of the intercountry adoption procedure, including the

authorisation and monitoring of private adoption agencies. It recommends that

Taiwan adopt The Hague Convention on Protection of Children and Cooperation

in Intercountry Adoption (1993) as a binding document for dealing with cases of

intercountry adoption from and into Taiwan.

F. Violence against children (art. 19, 24, para. 3, 28 para. 2, 34, 37 (a) and 39)

52.The Review Committee welcomes the various actions taken by the Government

to address violence against children, in particular related to corporal punishment

and bullying, and the programmes providing service to high-risk children and

youth and to disadvantaged children aged 6 or under.

53.The Review Committee recommends that the Government:

(a)continue and strengthen these and other activities and develop and implement,

taking into account the guidance and recommendations of the CRC

Committee in its General Comment No 13 (2011), a multi-year

comprehensive national plan of action for the prevention of and the protection

of children against all forms of violence in all settings, including the family;

and

(b)provide the necessary human and financial resources for the implementation

of this plan of action which include national and local and NGO activities that

contribute to ending all forms of violence against children by 2030, a goal of

the Sustainable Development Goals (target 16.2.).

54.The Review Committee welcomes the Guidelines for Prevention of Bullying on

Campus, however it is concerned at the lack of concrete information about their

implementation and the ineffective reporting by victims or others and follow-up

mechanisms. The Review Committee recommends that the Government:

(a) review its monitoring and reporting processes in consultation with children

to ensure they are effective;

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 (b) enhance the understanding and awareness of both teachers and students of

the negative impact of bullying on the child victim and the school community;

(c) reinforce teachers’ ability to create safe classrooms and encourage victims

and witnesses to report incidents of bullying; and

(d) provide effective counselling and restorative practices for children who are

victims, perpetrators, and other children who may be affected by bullying.

55.In relation to cyberbullying the Review Committee recommends that the

Government urge platform operators to develop and strengthen appropriate

services and mechanisms for handling prevention and cyberbullying complaints.

56.The Review Committee welcomes the information that corporal punishment has

been prohibited by law in schools and institutions. However corporal punishment

in the family setting has not been prohibited and the use of corporal punishment

in schools continues.

57.The Review Committee recommends that the Government:

(a) adopt an explicit prohibition on corporal punishment in the home, consistent

with the CRC Committee’s General Comment No 8;

(b) conduct awareness-raising and educational campaigns on the negative impact

of corporal punishment and other forms of degrading and humiliating

treatment and provide information on alternative methods for promoting

positive behaviour;

(c) take all appropriate measures to ensure that all people working in public and

private schools and institutions refrain from the use of corporal punishment;

and

(d) educate all professionals working with or for children on the importance of

reporting all suspected incidents of violence against children to the

appropriate authorities.

G. Disability, basic health and welfare (arts. 6, 18, para.3, 23, 24, 26, 27, paras.

1-3 and 33)

The rights of children with a disability (art.23)

58.The Review Committee urges the Government to implement the

recommendations of the Review Committee for the Convention on the Rights of

Persons with a Disability. It further recommends that the Government ensure the

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 collection of accurate disaggregated data on children with a disability and take

appropriate measures to ensure that such children:

(a) can access appropriate schooling in rural areas;

(b) transition into meaningful employment after the completion of their

schooling;

(c) enjoy access to meaningful play, leisure and recreation opportunities by, for

example, the development of all-abilities playgrounds; and

(d) receive appropriate support services for themselves and their families.

59.The Review Committee is concerned at the high number of children with

disabilities living in residential facilities. It welcomes the fact that the

Government has adopted a 5 year strategy to increase the number of children

with disabilities living in community based settings and having access to

mainstream inclusive schools.

The right to health (art 24)

60.The Review Committee is concerned that all children must obtain the consent of

their parents in order to receive medical treatment, irrespective of their capacity.

This position is inconsistent with the view of the Committee on the Rights of the

Child which has explained that a child of sufficient understanding is capable of

providing consent to medical treatment including in circumstances where her/his

parents are unwilling to provide consent.

61.The Review Committee recommends that the Government amend the relevant

laws to ensure that the consent required for medical treatment of a child is

consistent with the CRC, especially articles 5 and 12. It also recommends that

the Government consider the implementation of the recommendation of the CRC

Committee in its General Comment No 12 (para 102) that states adopt legislation

which provides for a fixed age at which the right to consent transfers to the child.

62.The Review Committee welcomes efforts by the Government to provide

specialist mental health services for children, including the provision of

community mental health clinics, specialist mental health professionals and

hotlines for children. However, the Committee is concerned about the incidence

of children experiencing problems with their mental health, especially the high

suicide rate and the effectiveness of the services provided.

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63.The Review Committee recommends that the Government:

(a) continue to collect data on children with mental health conditions and youth

suicide which, where possible and appropriate, is disaggregated according to

the nature of the condition, age, gender, rural/urban location, indigenous

status, and sexual orientation;

(b) monitor and evaluate the effectiveness of the services provided to children,

including data on the referral rate and outcomes of children who access

helplines;

(c) ensure mental health services, including child-friendly preventative services,

are available, accessible, acceptable and of appropriate quality consistent

with General Comment No 15 on the Right to Health of the CRC Committee;

and

(d) actively seek the views of children, consistent with article 12 of the CRC, to

assist with the development, implementation and monitoring of mental health

services for children.

64.The Review Committee welcomes the range of initiatives adopted by the

Government to address the issue of childhood obesity. However, it recommends

that:

(a) the Government evaluate and monitor the effectiveness of such initiatives;

and

(b) exercise caution when weighing children in schools, to ensure that this

process is undertaken in a way that protects a child’s right to privacy and does

not subject a child to humiliation.

65.The Review Committee notes that, since 2011, the Government has adopted a

progressive programme to deliver education on sexual and reproductive health

to children. It also notes that significant concerns are held by various groups with

respect to the effectiveness and appropriateness of this programme; that the

incidence of sexually transmitted diseases remains high and is increasing for

some diseases and that there are still a significant number of teenage pregnancies.

66.The Review Committee recommends that the Government review the current

programme to evaluate whether any amendments are required to improve its

effectiveness and ensure its appropriateness. This review should consult all

interested parties including children and adolescents, parent groups, health

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 professionals and educators.

67.The Review Committee further recommends that the review assess whether the

current sexual and reproductive health programme:

(a) is consistent with the recommendations of the Committee on Economic

Social and Cultural Rights regarding adolescents in its General Comment 22

on Sexual and Reproductive Health and the recommendations of the CRC

Committee in its General Comments on Adolescent Health and Development

(GC 4) and the Rights of Adolescents (GC 20);

(b) is age appropriate and evidence based;

(c) is designed to protect the right to sexual and reproductive health of all

children, including children who identify as LGBTI and children with a

disability;

(d) accommodates the views of children in the design, delivery and evaluation of

the programme, consistent with article 12 of the CRC;

(e) includes information on respectful relationships and measures to empower

children before they engage in sexual activity;

(f) provides appropriate information and support services to a girl who becomes

pregnant; and

(g) educates parents to understand a child’s right to sexual and reproductive

health.

68.The Review Committee heard concerns from children with respect to the quality

of the environment and the potential for this to harm their health, and

recommends that the Government take measures to monitor the impact of the

environment on children’s health. The Review Committee also recommends that

the Government develop systems or processes that enable children to express

their concerns to the Government regarding the environment or other matters

relevant to children’s health, and address these concerns with adequate

legislative and other actions, taking into account the recommendations of the UN

CRC Committee following its 2016 Day of General Discussion on Children’s

Rights and the Environment.

H. Education, leisure and cultural activities (art. 28 – 31)

The right to education (art 28-29)

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Closing the gap

69.The Review Committee welcomes the fact that compulsory education between

the ages of 6 and 15 is free of tuition fees. Nevertheless, the Review Committee

is concerned with the growing need of students at private vocational and senior

high schools to apply for loans to pay tuition and other learning costs and living

expenses.

70.The Review Committee recommends that the Ministry of Education (‘MOE’)

undertake an overall review of the tuition rates of private vocational and senior

high schools, and establish a review system in this regard to protect economically

disadvantaged students from being charged excessively by private schools. The

Review Committee further recommends that the Government introduce

appropriate programmes to assist students who experience difficulties in the

repayment of their debt.

Preschools

71.The Review Committee is concerned at the shortage of public and non-profit

preschools and the high financial burden for parents enrolling their children in

private preschools. The Committee is also concerned by the need of local

authorities for additional human and financial resources to enable them to

comply with Article 7 of the Early Childhood Education and Care Act.

72.The Review Committee welcomes the Maximizing the Public Education and

Care Services Project (2017-2020) to assist local governments to establish more

public preschools enabling more parents to access high-quality education and

care for their children at a fair cost.

73.The Review Committee encourages the Government to evaluate the effectiveness

of the implementation of this project with regard to the increase in the number

of public preschools and the proportional increase in the number of trained

preschool teachers, and to revise their wages to address the high staff turnover

rate. The Review Committee recommends that the Government aim to achieve

free tuition for public preschools and affordable tuition for private preschools.

Budget allocation for education in remote and rural areas

74.The Review Committee acknowledges that the Government is committed to

allocating additional resources to the education of children in remote and rural

areas. However, the Review Committee remains concerned that the allocation of

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 these resources may not always be sufficient to ensure a quality education for

children in these areas. The Review Committee recommends that the

Government continue to provide additional resources for rural and remote

education and adopt measures to monitor the extent to which children enjoy their

right to education, consistent with articles 28 and 29 of the CRC.

Children’s rights and civic education

75.The Review Committee recommends that human rights and, in particular, the

rights of the child be made a mandatory part of the curriculum in all forms and

at all levels of education, including the National Curriculum. The Review

Committee further recommends that accessible materials be produced for all ages

and abilities of children, and that knowledge and training in children’s rights be

a prerequisite for teachers. The Review Committee further recommends that the

MOE support activities concerning children’s empowerment in civic and

citizenship education.

Student representation in school affairs

76.The Review Committee acknowledges that the High School Education Act

provides for the creation of self-governing students organizations, but it is

concerned that the Act is not effectively implemented. The Review Committee

recommends that the MOE monitor the establishment of self-governing student

organizations in all schools, including private schools, without the intervention

of school personnel in their elections or functions. The Review Committee

further recommends that self-governing organizations be effectively represented

in all school committees dealing with school affairs and students’ educational

interests.

Reform of the curricula guidelines

77.The Review Committee is concerned about the stress caused to students as a

result of the pressure for high academic attainment, where a strong emphasis is

placed on examinations and the curriculum lacks flexibility, leaving students

with limited scope to pursue their own educational interests. The Review

Committee welcomes the ongoing review by the MOE of the curricula with a

view to making it more flexible, more compatible with students’ interests and

less stressful for students. The Review Committee encourages the MOE to

continue this review process with the effective participation of students.

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 Dropout students

78.The Review Committee is concerned that not all services for students who drop

out of school are integrated. The Review Committee recommends that the

Government integrate these services and ensure the sufficient allocation of

resources to support such students.

Disciplinary measures

79.The Review Committee notes that schools can draw up their own guidelines for

the discipline of students and is concerned that this could expose children to

arbitrary and unlawful disciplinary measures such as collective punishment. The

Review Committee recommends that the Government provide and publicise a

directive to schools which outlines those disciplinary measures which are

compatible with children’s rights.

80.The Review Committee is concerned at the employment of military training

officers in schools and recommends that this practice be phased out as

expeditiously as possible.

Corporal punishment

81.The Review Committee is concerned that the ban on corporal punishment in

schools is not adequately monitored and enforced. It recommends that all

necessary measures be taken by the MOE to ensure the effective implementation

of the ban, and that teachers who use this measure be appropriately sanctioned.

Mechanism of appeals

82.The Review Committee is concerned with the effectiveness of the existing appeal

procedures for students’ complaints. It recommends that the Government set up

an independent mechanism providing a confidential and safe reporting process

to address individual appeals on wrongful administrative decisions or measures

taken by all schools, including private, reform, correctional, and transition

schools. Students should be entitled to be heard in such hearings and receive

independent representation. including from NGOs.

The child’s right to rest, play, leisure (art. 31)

83.The Review Committee is deeply concerned about the very long hours that

children spend at school or in other formal educational settings outside school.

It notes that the Government has reformed the state examination system in the

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 hope that this may reduce the pressure on children in relation to academic

attainment.

84.The Review Committee recommends that the Government review and regulate

the structure of the school day in order to ensure that schools provide children

with adequate and regular periods of free time. Furthermore, it recommends that

the Government undertake measures to educate parents and teachers about the

harmful effects of a lack of adequate sleep and of access to play and leisure on

children’s learning and development and physical and mental health.

85.The Review Committee commends the Government’s efforts to increase

children’s access to play space in urban environments through the provision of

safe playgrounds. It stresses that the Government should ensure that all children,

including children with disabilities, have access to play and that children should

be able to enjoy that right in the natural environment. With reference to General

Comment No. 17 (2013) on the right of the child to rest, leisure, play, recreational

activities, cultural life and the arts, the Review Committee recommends that the

Government, as well as local authorities, implement measures to guarantee the

right of the child to rest and leisure and to engage in play and recreational

activities appropriate to the age of the child, including by adopting and

implementing play and leisure policies with sufficient and sustainable resources.

The Review Committee recommends that Government fully involve children in

planning, designing and monitoring the implementation of play policies and

activities relevant to play and leisure, at the community, local and national levels.

86.The Review Committee notes the existing efforts to ensure that all children can

learn about diverse cultures, including indigenous cultures and languages. It

encourages the Government to review and extend these activities in consultation

with children, their families and minority communities.

I. Special protection measures (arts. 22, 30, 32, 33, 34, 35, 36, 37 (b), (d) and 38

– 40)

Indigenous children (art. 30)

87.The Review Committee welcomes the numerous measures taken by the

Government to protect the rights of indigenous children and the important role

played by the National Council of Indigenous Peoples.

88.The Review Committee recommends that the Government continue to

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 implement, monitor and evaluate the effectiveness of special measures to protect

the rights of indigenous children in collaboration with indigenous communities

including children from such communities. The Review Committee further

recommends that the Government pay special attention to:

(a) measures to reduce the infant mortality rate among indigenous children;

(b) the ability of indigenous children to receive instruction in their indigenous

language by appropriately qualified teachers;

(c) the assistance provided to indigenous children when they move from rural to

urban areas to undertake education;

(d) measures to support the development of preschools by tribal co-operatives,

including the allocation of adequate resources and the involvement of

indigenous community members in the development, staffing and operation

of such preschools;

(e) supporting customary alternative care arrangements in indigenous

communities; and

(f) the provision of culturally appropriate parenting education and support

services.

Child labour (art. 32)

89.The Review Committee notes with concern reports that children, including

younger children, are working in conditions that often involve long hours and/or

may be harmful to their health and development. The Review Committee

recommends that the Government:

(a) collect data on the number of children working, disaggregated according to

the nature of the work, age, gender and whether the child comes from an

indigenous, rural or urban background; and

(b) take appropriate measures to protect the rights of such children.

Drug abuse (art. 33)

90.The Review Committee welcomes the various measures taken to prevent drug

abuse, such as the establishment of local Abuse Prevention Centres and the

project “say-no-to-drugs”, and the designation of medical treatment institutions

for the treatment of children addicted to drugs. However, the Review Committee

is concerned at the lack of information on the effectiveness of these measures.

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 91.The Review Committee recommends that the Government regularly conduct

evaluations of the implementation of these measures and their effectiveness with

the involvement of child and adolescent drug users, in order to adjust or

strengthen these measures where necessary. In addition, the Review Committee

recommends that the Government treat the use of drugs as a health problem and

not as a crime.

Sexual exploitation and sexual abuse (art. 34)

92.The Review Committee welcomes the adoption in 2015 of the Child and Youth

Sexual Exploitation Prevention Act, which entered into force on 1 January 2017,

and the related plans for the prevention of sex trade involving children and for

the reinforcement of sex crimes investigations. However, the Review Committee

is concerned that an emergency placement of a child victim of sexual exploitation

or sexual abuse can be extended for a long period of time while it is not clear

what the grounds for the extension are. Furthermore, the Review Committee is

concerned that the protection of a child victim of sexual abuse as a witness in a

judicial (criminal) proceedings against the alleged perpetrator is not always in

full compliance with international human rights standards and recommendations.

93.The Review Committee recommends that the Government specify by law the

grounds for the extension of an emergency placement of a child victim of sexual

exploitation or sexual abuse, and that it review and amend, where necessary, the

existing provisions on the protection of child victims as witnesses in judicial

proceedings in order to comply with the rules set in article 8 Optional Protocol

on the Sale of Children, Child Prostitution and Child Pornography and the

recommendations in Resolution 2005/20 of the UN Economic and Social

Council on Justice in Matters involving Child Victims and Witnesses of Crime.

Conditions of detention (art. 37)

94.The Review Committee is concerned by reports of the mistreatment of children

while deprived of their liberty and recommends that the Government take

effective measures to ensure:

(a) full compliance with article 37 of the Convention and the UN Rules on the

Protection of Juveniles Deprived of their Liberty;

(b) that all staff working with children deprived of their liberty are informed

about the rights of such children; and

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 (c) that all allegations of mistreatment of children deprived of their liberty are

fully investigated.

Juvenile justice (art. 40)

95.The Review Committee notes with appreciation the measures taken by the

Government to prevent juvenile delinquency and the establishment, based on the

Juvenile Delinquency Act, of a well-structured juvenile justice system. However,

the Review Committee is concerned with:

(a) the use of different age limits and categories in the Juvenile Delinquency Act

which lead to the appearance of children aged 7 to 12 in the juvenile (criminal)

justice statistics, and the lack of clarity regarding children aged 12 and 13 due

to the fact that the minimum age of criminal responsibility (MACR) is set at

14;

(b) criminalizing problematic behaviour of children by including such behaviour

in the criminal law as status offences; and

(c) the de facto lack of legal or other assistance to children and juveniles in

conflict with the criminal law throughout the juvenile justice proceedings,

due to the fact that legal assistance has to be paid for in most instances.

96.In light of the CRC Committee’s General Comment No 10 on Children’s Rights

in Juvenile Justice, the Review Committee recommends that the Government

bring the juvenile justice system fully into line with the CRC and other relevant

standards. In particular, the Review Committee recommends that the

Government:

(a) deal with children below the age of 14 who have been alleged as, accused of

or recognized as having infringed the criminal law, under the Protection of

Children and Youth Welfare and Rights Act and not under the Juvenile

Delinquency Act, and undertake the necessary legislative and other measures

to that effect;

(b) abolish status offences and provide children with problematic behaviour with

the necessary support and protection in the context of the Protection of

Children and Youth Welfare and Rights Act;

(c) ensure the provision of qualified and independent legal aid to children in

conflict with the criminal law from the beginning, and throughout the legal

proceedings;

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 (d) require by law that pre-trial detention is reviewed regularly by a court/judge,

preferably every two weeks, in order to ensure that pre-trial detention does

not last any longer than is strictly necessary; and

(e) ensure that sentences involving deprivation of liberty are a measure of last

resort.

97.The Review Committee notes that no restorative justice mechanism is in place

within the juvenile justice system and there are limited diversionary measures.

The Review Committee recommends that the Government explore the possibility

of introducing restorative justice measures and promote genuine diversionary

measures which occur before court proceedings.

J. Dissemination

98.The Review Committee recommends that the initial report, the written replies to

the list of issues and the present concluding observations be made widely

available in the languages of the country.

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八、歡送午宴

日期﹕106 年 11 月 24 日（星期五）

地點﹕總統府

總統府吳釗燮秘書長設宴款待國際審查委員，感謝其近日的辛勞，以及對

於我國兒童權利相關政策的寶貴建議。

565

肆、光碟附錄文件

一、第一屆行政院兒少福利與權益推動小組成員

二、第二屆行政院兒少福利與權益推動小組成員

三、兒童權利公約首次國家報告國際審查諮詢會議議程與紀錄

四、兒童權利公約首次國家報告問題清單分工會議

五、政府部門對問題清單之回應

六、國際審查秘書組幕僚

七、非政府組織（NGO）與會相關訊息及注意事項說明會議程與紀錄

八、與會名單

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