我國自民國八十五年《教育改革總諮議報告書》具體出現「回流教育」字樣之後，就大力推動此政策。值此十年光景，實需階段性針對我國回流教育的政策制定與執行情形，進行回顧與檢討。在政策制定方面，我國的回流教育發展可分為「政策隱含期」與「政策形成期」：前者的回流教育活動雖有實施，但多限制於特定團體，其精神是合併於社會教育與終身教育的相關法令來施行；後者則逐步落實到具體的政策文件中，並立法來正式實施。至於政策執行方面，由教育部總其成，下轄社教司等單位主導的補習體系、技職司推動的技職體系、高教司規劃的高等體系，以及由中教司主事的教師專業體系，形成我國回流教育政策豐富之多元形貌。雖說如此，我國回流教育的實施仍面臨了公平性、整合性、市場化、學習品質低落以及參與窄化等困境。據之，本文提出強化評鑑、政策統合、觀念扭轉、部門整合、品質把關、積極配套，以及全面參與等具體建議，期使人民提高學識智能與職業技術，連動社會競爭力的提升，形成國家、企業，以及民眾三贏的最終目標。

The term “Recurrent Education” first showed up in 1995 and the goverment has been promoting the policy since then. Ten years have passed, and it is about time to review the policy and the practice. As for the establishment of policy, it combined both the hidden period and the period of formation. In the first period, the practice was only for some particular groups. The implementation was put together with the related law for the the education and lifelong education. While in the second period, it was put into pratice in a concrete policy that is legally authorized. As for the establishment of policy, it combines major affairs of four departments: Department of Social Education, Department of Technoloy and Vocational Education, Department of High Education and Department of Secondary Education. The Ministry of Education diversified the policy by combing all the practices. However, the Recurrent Education faces the dilemma of fairness , integration, market demand, poor quality and low participation of learning. In this article, the author offers these concrete suggestions: emphsizing evaluation, policy integration and concept transit, department integration, quality control, positive integration and overall participation. The goal of Recurrent Education is not only to enhance the intelegence and the technology skill of people, but also to promote the ability of competition.