當下探討有關地方教育審議委員會的研究，其主題可說是炒冷飯，從1999年《教育基本法》發布實施至今（2022年），僅在全國博碩士論文資訊網有九篇碩士論文，期刊論文只有三篇，以及2000年由國立中正大學教育學研究所舉辦的一場研討會中，專題探討地方教育審議會的組織與運作。何以依據有教育憲法之稱的《教育基本法》所成立的各縣市教育審議委員會，在教育研究領域中，從眾人引頸期盼下誕生，卻在近23年來相關研究議題乏人問津？研究聲量的低迷，某些方面也反映出在教育改革願景中，期待地方教育治理能跳脫傳統政府機關運作模式，發展出更專業、自主的教育機構，引領地方教育健全發展的訴求和實踐結果少有人關注。地方教育審議委員會何去何從？是本研究的核心問題。緣此，本研究採用文件分析法，從立法院相關檔案中釐清地方教育審議委員會的立法意圖，再從各縣市教育審議委員會的設置辦法描述其現況，藉此瞭解其差異情形。研究結果顯示，意圖去政治化的地方教育審議委員會，反被政治化的立法過程所限制。當設置的法源依據從法律層級降為命令後，終究還是隸屬於教育行政機關單位的附屬組織，侷限於有名無實的地位。不過，藉由目前國內獨立機關（地方選舉委員會）的組織型態和運作方式，可提供具體的參考實例。而在地方教育審議委員會的法治地位未定之前，目前解決方案可從代表性、穩定性、專業性、專門性及問責性五大面向著手，修改地方教育審議委員會設置辦法的內容，期使地方教育治理能突破現有框架，回應《教育基本法》的立法意旨。

Research concerning the Local Education Committee has been scanty. Since the promulgation of Educational Fundamental Act in 1999, there have been only 9 master’s theses included in the National Digital Library of Thesis and Dissertation in Taiwan and only 3 journal articles in NCL Taiwan Periodical Literature website. In 2000, a conference was held by the Graduate Institute of Education of National Chung Cheng University to discuss the organization and operation of the Local Education Committee. Why was there so little interest in studying the Local Education Committee, which was established based on the Educational Fundamental Act, known as the education constitution in the field of education research in the past 23 years? Where should the Local Education Committee go? This is the core question of the present study. This study uses the document analysis method to clarify the legislative intent of the Local Education Committee from the relevant files of the Legislative Yuan, and then describes the status quo of the county and city Education Committees to understand their differences. The results of the study show that the Local Education Committees, which are intended to be depoliticized, are nevertheless constrained by the politicized legislative process. When the legal status of the setup is reduced from a legal level to an order, it might still be an affiliated organization of the educational administrative agency but it is reduced to a nominal status. However, through the current organization and operation methods of the independent agency (the local election committee), specific reference examples can be provided. Before the legal status of the Local Education Committee is achieved, possible solutions can be sought on the basis of the five aspects of “representativeness”, “stability”, “professionalism”, “specialization”, and “accountability” to improve the local educational governance, break through the existing framework, and respond to the legislative intent of the Educational Fundamental Act.