永續發展是有關「符合現今需求，又不犧牲未來世代需求」的理念。際陸續針對環境、都市、建築之未來發展發表宣言，積極召開與永續、生態、健康建築相關的國際研討會，我國「永續校園」計畫從2002年六月開始推動，至今將屆四年多，培訓出許多相關專業人員，成立輔導團協助學校執行專業技術，每年申請的學校數量，從九十一年度的23所、九十二年度的119所，到九十三年度的562所，三年以四倍以上速度成長，這些驚人的大幅成長，說明有越來越多的學校積極想要加入永續校園的行列。美國、德國、日本、荷蘭、與北歐等先進國家對於綠建築的實行已有亮麗的表弄，由於臺灣地理環境氣候的相異於上列的先進國家，在合的經濟成植的前提下，保護環境的同時也能兼顧學生使用的便利、提升其學習效能、提供教師教學資源，取得家長與社區支持，擷取上述各國的經濟，發展本地特色，達到永續校園發展方案的指標，實有必要。本文探討永續校園的意涵、發展方案內容執行過程與評估指標、並以美國加州州立大學Pomona分校附屬中學與我國深坑國小作永續校園執行成果比較，期待能給我國永續校園的政策執行和發展一些新的思維方向。

Sustainable development is regarding to a perspective to meet the needs to the present time without scarifying our next generation in the future. Countries all over the world are making a declaration of environmental, civil, and architect’s future development in succession. They convened a series of international conferences for sustainable, ecological, green building issues aggressively. Ever since June 2002, “Sustainable School Program” in Taiwan has been promoted, a lot of experts have been trained, an association made to assist schools implements specific techniques, and the number of schools participating this program have raised rapidly four times than it used to be. The pogrom’s major improvement accounts for that more and more schools are willing to join it. The United States, German, Japan, Netherlands, Northern Europe, and other developed countries had great performances of green building’s implementation. Because the environment and climate in Taiwan are different from those countries mentioned above, we must consider both their implementation experiences and our local characteristics when we implement the. “Sustainable School Program.” In addition, economic efficiency has to be taken into consideration during the program’s implementation process. As a result, we can have a win-win situation of achieving the goals of environmental protection and assuring convenience for students’ usage. In this way, students’ learning effectiveness can be enhanced, in addition to provide teaching resources and to gain supports from parents and communities. Obviously, the importance of the goals of the sustainable School Program’s should not be ignored. This article mainly reveals the nature and contexts of the implantation of the developmental plan, and its evaluation indicators for the sustainable schools. In order to inspire Taiwan’s policy implementation and Taiwan is indispensable, i.e., an analysis is in depth between an affiliated senior high school of California State University, Pomona in the State and Shekeng elementary school’s sustainable school in Taipei county, in terms of their implementation performances.