本文旨在討論督導各級學校性別平等教育的教育主管機關以及學校如何具體實踐性別主流化。文中先介紹性別主流化和性別平等教育的概念，以及教育體系中推動性別主流化的方式，然後以教 育現場的實際情形為例，探討如何進行具性別主流化精神的性別平等教育。 性別主流化和性別平等教育都是打造性別平等社會的具體作法，性別主流化的工具可用以協助教育機構進行性別平等教育時更縝密的思考。在教育體系中推動性別主流化，可先檢視出哪些既有 政策、規定、作為、活動等是不符合性別平等原則的，列出有輕重緩急之分的實施工作項目，逐步改善，而後進一步擬定積極促進性別平等的法規或政策。 性別觀點的主流化不是一蹴可及的，推動學校性別主流化，教育主管機關剛開始時可以規模小的實驗方案提出，修正改善後，再將之以漸進的方式擴大，會收到較優良的成效，學校也有他校經驗可做參考。如果上級單位不是「指示」學校進行性別平等教育，而是將增能的概念和性別關懷置於政策設計中，也許較有可能說服學校將性別平等的基本價值化為行政作業的具體行動，更積極地朝向性別平權和多元文化的目標前進。

The purpose of this article is to explore the practice for mainstreaming gender into the education sector, both the formal education sector of the municipal government and county level, and schools. Concepts of gender mainstreaming and gender equity education are introduced, followed by the discussion of how to implement gender-sensitive teacher training programs, and how to involve the gender equity education committee of the school in mainstreaming gender into every aspect of schooling. Gender mainstreaming is a globally accepted strategy for promoting gender equality and gender equity. Mainstreaming ensures that gender perspectives and attention to the goal of gender equality are central to the design, implementation, monitoring and evaluation of policies and programs. Tools for gender mainstreaming include gender-disaggregated statistics, equality indicators, engendered budgets, gender-impact assessments, monitoring and evaluation gender audit, and visioning. Education is central to the pursuit of gender equity and is important in addressing gender in education policy. According to the manual “Gender Mainstreaming in Education,” several important elements in the mainstreaming of gender in education are: 1) make explicit the importance of gender along with race/ethnicity and social class as a factor for consideration in the process of education; 2) ensure gender equity in access studies which lead to better careers and job opportunities; 3) overcome structural barriers which may influence the access and participation of either sex in educational offerings; 4) increase the awareness of the active role which women can and do play in development; and 5) increase the participation of women in the decision-making procedure in the management and implementation of education. Gender mainstreaming is a widely used term, but has been a partially understood and precariously executed concept. Many educational staff is aware of their lack of expertise and professional training to make gender mainstreaming happen to a high and meaningful standard. This calls for special attention for mainstreaming into four areas, including conceptual clarity, appropriate organizational arrangements and processes for the implementation of mainstreaming, gender tools and staff skilled in their application, and the building of capacity to facilitate the participation and empowerment of women.