DPP Legislators Hold Remote Area Teacher Support Platform Forum, Hope to Resolve Resource Matching and Other Challenges
DPP legislators held a forum on a remote area teacher support platform, advocating for a national-level support platform to systemize resource allocation and address issues like teacher shortages and resource matching in remote areas. They seek to expand services to include diverse support units and both official and substitute teachers.
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- 📰 Published: May 11, 2026 at 20:03
- 🔍 Collected: May 11, 2026 at 20:32 (28 min after Published)
- 🤖 AI Analyzed: May 11, 2026 at 22:30 (1h 58m after Collected)
Central News Agency (Reporter Wang Yang-Yu, Taipei, 11th) - Democratic Progressive Party (DPP) Legislator Wu Pei-Yi and other legislators today held a forum on a remote area teacher support platform, discussing how to establish a national-level support and service matching platform to make resource allocation and distribution more systematic. They also hope that this platform will include diverse logistical support units and cover both official and substitute teachers as beneficiaries.
Deputy Minister of Education Chang Liao Wan-Chien, who was invited to attend the forum, said that the K-12 Education Administration is currently compiling a talent pool list for schools and teacher support systems in remote areas. He hopes that through professional classification, demand assessment, resource matching, and feedback mechanisms, it can assist remote schools in finding suitable resources. He also stated that he will continue to listen to opinions from all sectors to ensure that the institutional design is more aligned with the needs of frontline teachers.
DPP Legislators Wu Pei-Yi, Lin Yueh-Chin, Chang Ya-Lin, Chen Pei-Yu, and Kao Chin-Su-Mei (represented by her office) held this forum today at the Legislative Yuan, inviting representatives from relevant groups and government agencies, hoping to create a better and more friendly educational environment for teachers and children in remote areas through the exchange of different experiences.
Wu Pei-Yi stated that teachers in remote areas face severe teaching environments and high turnover rates. She hopes to provide a remote area teacher support platform, which should not just be a talent database but should include diverse logistical support units and serve diverse beneficiaries, including both official and substitute teachers, and asked the Ministry of Education to conduct research.
Wu Pei-Yi mentioned that some groups observe that the operation of remote area education centers could be more closely aligned with on-site needs. She hopes that after the platform is established in the future, it can provide more assistance to existing remote area education centers.
Kao Chin-Su-Mei, Convenor of the Legislative Yuan's Education and Culture Committee, announced that she will review the amendment draft of some articles of the "Remote Area School Education Development Act" at the end of June, hoping to further resolve the challenges faced in recent years through this revision.
The Yingguang Education Association stated that what remote area schools need is not more scattered projects, but a support system that can help schools organize resources into a development path.
Chang Liao Wan-Chien pointed out that after the amendment, the Ministry of Education has invested more resources in remote areas, such as funding subsidies, establishment of educational resource centers, and incentive measures for those who volunteer to serve in remote area schools. However, as legislators and groups have stated, although there are many supporting resources, they may be dispersed in different systems, making it difficult for schools and teachers to find the most suitable services. Therefore, establishing a clearer, more convenient, and continuously updated resource matching platform is an important direction. (Editor: Lin Ke-Lun) 1150511
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Deputy Minister of Education Chang Liao Wan-Chien, who was invited to attend the forum, said that the K-12 Education Administration is currently compiling a talent pool list for schools and teacher support systems in remote areas. He hopes that through professional classification, demand assessment, resource matching, and feedback mechanisms, it can assist remote schools in finding suitable resources. He also stated that he will continue to listen to opinions from all sectors to ensure that the institutional design is more aligned with the needs of frontline teachers.
DPP Legislators Wu Pei-Yi, Lin Yueh-Chin, Chang Ya-Lin, Chen Pei-Yu, and Kao Chin-Su-Mei (represented by her office) held this forum today at the Legislative Yuan, inviting representatives from relevant groups and government agencies, hoping to create a better and more friendly educational environment for teachers and children in remote areas through the exchange of different experiences.
Wu Pei-Yi stated that teachers in remote areas face severe teaching environments and high turnover rates. She hopes to provide a remote area teacher support platform, which should not just be a talent database but should include diverse logistical support units and serve diverse beneficiaries, including both official and substitute teachers, and asked the Ministry of Education to conduct research.
Wu Pei-Yi mentioned that some groups observe that the operation of remote area education centers could be more closely aligned with on-site needs. She hopes that after the platform is established in the future, it can provide more assistance to existing remote area education centers.
Kao Chin-Su-Mei, Convenor of the Legislative Yuan's Education and Culture Committee, announced that she will review the amendment draft of some articles of the "Remote Area School Education Development Act" at the end of June, hoping to further resolve the challenges faced in recent years through this revision.
The Yingguang Education Association stated that what remote area schools need is not more scattered projects, but a support system that can help schools organize resources into a development path.
Chang Liao Wan-Chien pointed out that after the amendment, the Ministry of Education has invested more resources in remote areas, such as funding subsidies, establishment of educational resource centers, and incentive measures for those who volunteer to serve in remote area schools. However, as legislators and groups have stated, although there are many supporting resources, they may be dispersed in different systems, making it difficult for schools and teachers to find the most suitable services. Therefore, establishing a clearer, more convenient, and continuously updated resource matching platform is an important direction. (Editor: Lin Ke-Lun) 1150511
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The text, images, and videos on this website may not be reproduced, publicly broadcast, publicly transmitted, or used without authorization.