本研究採取歷史制度論的觀點，檢視原住民族教育政策十年來執行變遷動力。本研究嘗試勾勒原住民族教育執行之路徑，及其過程中可能影響政策變遷關鍵進行詳細的說明。從歷史制度論點的角度來看，原住民族教育政策受到外生因素影響，造成發展路徑呈現二次間斷選擇。研究顯示：一、原住民族教育應在一般教育與民族教育中取得均衡發展的機會；二、原住民族教育應培養原民學子專業知能使其保有競爭力；三、原住民族教育應建構原住民族共同生長的土地認同，進而創造在地轉化文化的特色。

This Research from the perspective of historical institutionalism reviewed the dynamic of change in implementing aboriginal education policy over the past ten years. This Research depicted the path that aborigine education policy has executed and also detailed the critical factors by which policy changes have been influenced in the process. From the viewpoint of historical institutionalism, the external factors impacting on the aboriginal education policies have contributed to our significant choices during two interim periods in the developing path. In the second interim period, the government demonstrated respects and supports regarding aboriginal education policies, thereby diversifying the development of the policy. The result suggested that: 1. Indigenous education should achieve a balanced development opportunity in general education and national education; 2. Indigenous education should cultivate the profession knowledge of the original students to keep them competitive; 3. Indigenous education should construct a sense of recognition to the homeland to which each student’s community belongs, thereby creating the feature of transforming local culture.