近年來，推動終生學習，邁向學習社會已成為一項重要的世界潮流。包括我國在內的許多國家，均積極致力於制訂各種終生教育的法規和政策，研擬鼓勵全體民眾不斷終生學習。然而，迄今為止，國際上並無一套完整的指標，可以用來評估學習社會的發展程度。如果沒有指標的評估，我們將無法得知一個社會是否已經發展成為一個成熟的學習社會。 本研究的主要目的，是要依據學習社會的概念，參酌國內外各種教育及終生學習指標，應用「背景－輸入－過程－產出」（Context-Input-Process-Products）的CIPP模式，建構出一套可以評估學習社會發展程度的指標和理想指數。然後蒐集近四年的教育統計資料，應用這一套指標和指數作一分析，試圖瞭解臺灣地區自「邁向學習社會」白皮書發布以後（即1999年以後）教育投入、過程與產出的一些表現，並且探討這一套指標和指數對我國政府在教育決策上有何重要啟示，作為未來政府教育施政上之參考。

During recent years, the promotion of lifelong learning and the development of a “learning society” have become important goals for Taiwan and many other countries. However, we do not yet have development indicators and ideal index systems which can be used to gauge a society’s degree of “development” in this regard, and thus to judge whether a society has in fact become a “learning society.” The purpose of this study is therefore to construct development indicators and ideal indices for a learning society according to the learning-society conceptual framework and a Context-Input- Process-Products (CIPP) model. Literature review, focus groups, and questionnaire investigation are the three main methods used. The analysis of 4 years of educational statistics (1999-2002) reveals that in Taiwan most educational developments in the direction of a “learning society” do not come up to the expected ideal indices.