教育公平及教育機會均等是國民重要權益，但教育制度、資源投入、實施過程及結果應用，皆會影響教育產出，決定教育功能的展現。尤其是技職教育受到社會價值觀的影響，不論是技職教育體系內或與同層級學校間，都存在著種種差異或不公平現象，其具體內涵與指標定義之建構乃有其必要性。本研究以文獻與文件分析及三次焦點座談，析述技職教育政策內涵，彙整至公平理論架構模式之橫軸背景、輸入、過程及結果面向；再藉由公平理論架構模式縱軸之社會結構、法律制度、個別差異、補償措施及適性發展面向，予以檢視及分析建構，共計獲得20項指標及82項具體內涵指標，做為探討我國技職教育公平之基礎，並供政府及技職學校人才培育之參考。

Equity of education and equality of educational opportunities are important civic rights. However, they are easily affected and limited by factors such as educational system, resource-input, implementation process, and application of educational results, especially in technological and vocational education (TVE). Traditionally, the importance of TVE is downgraded by social values. Accordingly, the unequal situations within TVE are more serious than any other kinds of education in Taiwan. In order to improve the situation, this study aimed to investigate and construct the equity indicators for TVE. Based on the theoretical framework of educational equity, this study constructed the equity indicators of TVE through analyzing the unequal phenomena of TVE status quo in Taiwan. Employing the methods of literature review and document analysis, the study examined the current TVE policy contents in terms of context, input, process, and product along the horizontal axis. Then those contents were examined in terms of social structure, legal system, individual differences, indemnifying measures, and adaptive development along the vertical axis. Furthermore, the initial indicators of equity in TVE domain were provided for three focus group discussions, after which 20 indicators and 82 sub-indicators were developed.