十二年國民教育之政策論述

Abstract

延長國民教育年限成為我國長久以來的教育規劃目標，本研究從論述基礎、歷史脈絡、政策文本等三個方向論述十二年國民教育。國民教育是現代性的產物，在「教育可以提升人力素質，有利國家社會發展」的前提下，第二次世界大戰以後，各國積極地進行教育擴張，延長國民教育年限。從德國、法國、美國、英國、日本等五個主要國家的國民教育發展可知，國民教育的發展可以分成四個階段，分別是基礎建構階段、制度建立階段、規模擴張階段與素質提升階段。 在各國教育發展的軌跡中，從「初等教育全民化」演變到「中等教育全民化」，再轉換到「高等教育全民化」，進而發展到「終身教育全民化」。因此我國自1968年推動九年國民教育後，歷經10位教育部長都曾提出不同形式的延長國民教育政策，用以解決升學問題與提高人力素質，而1990年代以後我國推動普設高中政策，亦讓我國後期中等教育已經呈現「準義務教育」的樣貌。 本研究以1990年至2007年的「十二年國民教育」為主要政策文本，探究整個十二年國民教育的發展脈絡、政策理念與規劃完成之政策架構。當前的「十二年國民基本教育」政策文本從2003年形成雛形，到2007年2月27日正式提出，此政策經本研究歸納出，乃是「非義務、低學費、邁向免試」的國民教育。

Extending the length of compulsory education in Taiwan has been an objective of educational policy for a long time. This research discloses the Twelve-Year Compulsory Education from three directions, foundation of discourse, historical context, and texts on policy. Compulsory education is a result of modernization. Based on the premise that education can promote the quality of manpower and assist in the development of a country and its society, after World War II, many countries actively expanded education, and prolonged thelength of compulsory education. The development of compulsory education of Germany, France, the U.S., Britain, Japan, can be divided into four stages, including foundation laying, establishment of institutional rule systems, scale expansion, and quality improvement. The track of the development of education starts from elementary education for all, to secondary education for all, then transforms into higher education for all and finally develops life-long education for all. Thus, ten ministers of the Ministry of Education in Taiwan proposed various policies to extend the length of compulsory education after the Nine-Year Compulsory Education policy was launched in Taiwan in1968. The goal of these policies is to reduce the stress of entrance examinations and to promote the quality of manpower. Since 1990, the policy of setting more senior high schools and upper secondary education in Taiwan became quasi-compulsory. The main research materials are policy texts of twelve-year compulsory education from 1990 to 2007, and this research focuses on analyzing its context, ideas and structures. The draft of the Twelve-Year Compulsory Education policy was first proposed in 2003, and then formally drafted on February 27, 2007. The basis of the policy is non-obligation, low tuition, and exemption from entrance examinations of upper secondary education.