台灣與新加坡職業教育發展之比較研究

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2017

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本研究旨在探討面對全球化浪潮、知識經濟興起、資訊科技革命以及環境變遷等趨勢,曾淪為殖民地的台灣與新加坡,其職業教育政策如何配合經濟發展,改變國家整體發展。透過貝瑞岱比較研究法,比較臺灣與新加坡教育史與經濟發展的關係;利用文件分析法,分析臺灣與新加坡職業教育改革;透過深度訪談法,了解兩國人民對政府提倡職業教育與對職業教育之看法等,最後擷取訪談結果與文件分析比對、三角檢測後,根據研究發現提出以下結論: 一、兩國職業教育發展依據歷史演變配合經濟政策。 二、兩國政府均積極改革職業教育。 三、新加坡職業教育搭配政策發展,政府主導偏實務導向;台灣職業教育自由多元,學生創意無限、多面向發展。 四、兩國皆有主管職業教育相關業務機關,新加坡政府資訊發達、整合力強;台灣相關業務機關零星分散,申請手續不友善。 五、臺灣職業教育學制多元體系完整,新加坡重視與社會連結之務實課程。 六、新加坡課程內容重視務實致用、產學合作與海外實習,但台灣以升學為導向。 七、台灣人民對職業教育教育接受度提高;新加坡人民仍舊視職業教育教育為次等教育。 八、兩國教育均面臨學生來源不足;然新加坡善用地理環境與國際化條件,注重人力資源,目前尚無學生來源不足問題。 九、兩國職業教育改革推動單位與目標相同,但推動方式與作法不同。
This study was designed to investigate the Taiwan and Singapore in facing the trend of globalization, the rise of the knowledge-based economy, information technology revolution, and environmental change and so on, both countries that had been colonized before, their vocational education policy how to meet the economic development to change the country's overall development. The relationship between the history of education and economic development in Taiwan and Singapore was compared by adopting Bereday’s comparative research method. By using document analysis, the vocational education reform between Taiwan and Singapore was analyzed. We can understand the views of vocational education between the people of Taiwan and Singapore via depth interview. Based on the findings, after compare the result of interview and the document analysis, as well as triangulation method, it has the following conclusions: 1.The development of Vocational Education in both countries is based on the historical evolution, and collocation with economic policy. 2.Both governments have a positive attitude towards the vocational education reform. 3.Singapore Vocational Education collocation with the development of policy, government leading practice-oriented tends. Vocational Education in Taiwan is pluralistic freedom, students have unlimited creativity, more development-oriented. 4.Both countries have related business agencies in charge of Vocational Education; the Singapore government has advanced information technology and well integration. Taiwan related business is sporadic, and the application procedures are not friendly. 5.Vocational Education school-system in Taiwan is multivariate and integrated as well. Singapore emphasizes on useful pragmatic courses. 6.The course content of Singapore emphasis on practical and pragmatic, industry-academy cooperation and overseas Internship. Taiwan emphasis on further studies oriented. 7.Taiwanese people have increased acceptance with Vocational Education. Singaporean still regard Vocational Education as a second-class education. 8.Both countries’ education is facing with the problem of lack of students. Singapore makes good use of the geographical environment and international conditions, and emphasize on human resources, so it doesn't have the problem of insufficient students. 9.Both countries have the same promote unit and goals in Vocational Education reform, but different in promote ways and practices.

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技職教育, 技術教育, 職業教育, 知識經濟, 比較研究, Technical and Vocational Education, Technical Education, Vocational Education, Knowledge-based Economy, Comparative Research

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