建教生權益保障法改善建教合作職場實習問題之探析－以美容科為例
No Thumbnail Available
Date
2016-09-??
Journal Title
Journal ISSN
Volume Title
Publisher
國立台灣師範大學工業教育學系
Department of Industrial Education, NTNU
Department of Industrial Education, NTNU
Abstract
建教合作可達到建教生、學校與建教合作單位三贏之局面，利用工作現場施教，得到實際工作的經驗，在高職階段的多種建教合作方式中以輪調式為最多。然近年建教生勞動權與受教權被剝削的案例，受到社會關注，民國102 年政府為健全建教合作制度，保障建教生權益，提升職業教育品質，公布「高級中等學校建教合作實施及建教生權益保障法」；本文運用訪談法與文件分析法，探討建教專法是否能改善建教合作職場實習問題。研究發現建教專法提供學生有系統的教育訓練及學習環境、訂定合理薪資及福利、加強建教生的生活及技能輔導與協助學生適性的生涯發展，但仍有職場銜接問題、超時工作及工作報酬的落差狀況，建議職場安置機制宜更為彈性、職場工作超時宜由法制面更嚴格的進行監督、職場工作報酬多寡可再多方商議。本研究依據建議提供給行政機關、學校及建教合作職場參考，讓此領域之專業人才培育能夠永續進行。
Cooperative education was an education creating win-win outcome for the students, school, and the cooperating units. The former just offers simulated experience while thelatter provides practical experience by means of the cooperative education, which teaches students on working places. In spite of many high-leveled ways of cooperativeeducation, “taking turns” was the commonest. The case regarding the working and learning rights of student participants were being exploited attracted attention of thepublic. The government published “The Act of the Cooperative Education Implementation in Senior High Schools and the Protection of Student Participants’Right” in 2013. This Act was enacted to overhaul the cooperative educational system, to protect student participants’ right, and to enhance the quality of vocationaleducation.This study applys interviews and document analysis method to discuss the Act which Improves the Cooperative education’s problems at workplaces.This Act provides systematic training and learning surroundings, legislate rational salary and welfare. On the other hand, it pays much attention to students’ lifemanagement, strengthen their skills and help them find proper future jobs. But there are still problems in the workplace placement mechanism, overtime work, and pay gap.Recommended workplace placement mechanism should be more flexible, working time should be supervised by the legal system, remuneration for work can be multi-negotiated. This study was based on the recommendations provided to the administrative offices, schools and cooperative education’s workplace regulations make this education system continue.
Cooperative education was an education creating win-win outcome for the students, school, and the cooperating units. The former just offers simulated experience while thelatter provides practical experience by means of the cooperative education, which teaches students on working places. In spite of many high-leveled ways of cooperativeeducation, “taking turns” was the commonest. The case regarding the working and learning rights of student participants were being exploited attracted attention of thepublic. The government published “The Act of the Cooperative Education Implementation in Senior High Schools and the Protection of Student Participants’Right” in 2013. This Act was enacted to overhaul the cooperative educational system, to protect student participants’ right, and to enhance the quality of vocationaleducation.This study applys interviews and document analysis method to discuss the Act which Improves the Cooperative education’s problems at workplaces.This Act provides systematic training and learning surroundings, legislate rational salary and welfare. On the other hand, it pays much attention to students’ lifemanagement, strengthen their skills and help them find proper future jobs. But there are still problems in the workplace placement mechanism, overtime work, and pay gap.Recommended workplace placement mechanism should be more flexible, working time should be supervised by the legal system, remuneration for work can be multi-negotiated. This study was based on the recommendations provided to the administrative offices, schools and cooperative education’s workplace regulations make this education system continue.