Please use this identifier to cite or link to this item:
The Construction of Social Justice Indicators for Technical and Vocational Education Policy
the social justice indicators
the technical and vocational education policies
The purpose of this research was to develop and construct the social justice indicators of the technical and vocational education which are adapted to Taiwan. This research interviewed 6 experts& scholars who formulated the policy of the technical and vocational education. Moreover, The study investigated 83 technical and vocational colleges and universities and 263 skill-based senior high schools and general senior high schools with affiliated vocational program divisions by the "The Construction of Social Justice Indicators for Technical and Vocational Education Policy" questionnaire. The study sent subtotal 652 questionnaires and the effective ones are 392, and the recovery rate is60.12%. The study use factor analysis to extract 5 facets, "policy orientation", "formulate procedure", "resource assist", "student study", and "future vision". This research discovered the scores of five facets of the social justice indicators of the technical and vocational education from high to low are "policy orientation", "student study", "future vision", "formulate procedure", and "resource assist". Furthermore, The study found the indicators of the questionnaire from high to low in every facet： (1) "Policy orientation" facet –"The policy needs to be planned based on the structure of current and future human supply and demand " and "The policy needs to consider the value of technical and vocational education". (2) "Student study" facet –"The policy needs to establish instructional objective for cultivating students' cross-domain learning ability and soft power" and "The policy needs to establish multiple evaluation methods (such as hands-on skills, the ability to innovate, etc.)". (3) "Future vision" facet –"The policy needs to establish a professional license system that meets the needs of the government and industry", "The policy needs to establish standard operating procedure for the transformation and exit of technical and vocational schools", "The policy needs to establish a digital promotion for technical and vocational education, and supply future with clear approaches (such as making junior high school teachers understand the technical and vocational education during their pre-service training)" and "The policy needs to establish a quality assurance mechanism suitable for technical and vocational schools, which is different from general education evaluation". (4) "Formulate procedure" facet–"The policy-making personnel must have technical and vocational education background or literacy", "Relevant meetings or public hearings in the policy-making process require the participation of stakeholders (such as teachers, parents, students, etc.)" and "The participation of the enterprises is required in policy-making process". (5) "Resource assist" facet–"The policy needs to establish a mechanism that combines society's strength (such as enterprises) to reduce the burden of education funding for disadvantaged families" and "The policy needs to establish assistance measures with different needs to reduce the financial burden of students". Social justice has been an ideal goal pursued by every area. The future policy formulators will make a new milestone of the technical and vocational education if they implement the standard of social justice indicators in the process.
|Appears in Collections:||學位論文|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.