我國技職教育政策社會正義指標建構之研究
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2020
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本研究之研究目的為建立適用於我國技職教育政策之社會正義指標。本研究邀請6位實際制訂及執行技職教育政策之專家學者進行訪談，並針對教育部及教育部所屬107學年度83所技專校院及263所技術型高中及設有專業群科的普通高中發出「我國技職教育政策社會正義指標建構」之調查問卷，合計共發出652份問卷，有效問卷392份，回收率60.12%。研究者使用因素分析方法萃取出「政策定向面」、「制定程序面」、「資源扶助面」、「學生學習面」及「未來願景面」五大構面。
研究發現，就「我國技職教育政策社會正義指標建構」各構面來看，其平均分數高低順序為「政策定向」、「學生學習」、「未來願景」、「制定程序」及「資源扶助」。另各構面指標依據平均數高低順序在「政策定向」構面為「政策需依據現行及未來人力供需結構做規劃」、「政策需思考技職教育的價值」；在「學生學習」構面為「政策需建立培養學生跨域學習力及軟實力的教學目標」、「政策需建立多元評量方式（如動手實作及創新研發等）」；在「未來願景」構面為「政策需建立符合政府及產業需求的專業證照制度」、「政策需建立技職學校轉型及退場的標準作業程序」、「「政策需建立技職教育數位宣導通路，提供未來明確進路（如讓國中教師在職前教育課程中瞭解職業教育的內涵）」、「政策需建立適合技職學校的品質保證機制，與普通教育評鑑做一區別」；在「制定程序」構面為「政策的制定人員需有技職教育背景或素養」及「政策制定過程中的相關會議或公聽會需有利害關係人的參與（如教師、家長及學生等）」、「政策制定過程中需有企業界的參與」；在「資源扶助」構面為「政策需建立結合社會力量（如企業），減輕弱勢家庭教育經費負擔機制」、「政策需建立不同需求的弱勢助學措施，降低學生的經濟負擔」等指標
社會正義一直是各界追求的理想目標，未來的政策制定者，如果能將社會正義的理念或標準落實在政策制定的過程中，定會開展技職教育的新頁。
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.
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.
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Keywords
社會正義, 社會正義指標, 技職教育政策, Social justice, the social justice indicators, the technical and vocational education policies