高中教師參與勞動權益課程培訓之研究

Abstract

新北市勞工局與教育局共同辦理外加式的高中職勞動權益課程，2013年率先推動個體勞動權益課程，2018年再推行集體勞動權益課程，其課程目的為增進青少年勞動權利與義務的認知，以及避免求職受騙。 本研究欲探討新北市高中職勞動權益課程種籽師資培訓營的課程目標、課程架構、課程資源，以及課程運作。以深度訪談法整理種籽教師、前勞工局局長與業務承辦人的經驗。 新北市勞動權益課程培訓的研究結果與建議如下： 1.在課程目標部分，求職防騙與勞動條件範圍廣泛，建議培訓課程明確列出兩堂入班的課程大綱，以及培訓目標參考教師篩選的勞動教育指標。 2.在課程架構部分，基礎與回流教育無法滿足教師的入班需求，建議基礎教育增加法條導讀與解析，回流教育增加勞動法實務交流，以及依據學校類型與有無入班經驗調整教學實務課程。 3.在課程資源部分，教學資源平台尚未系統性整理，建議加強培訓講義、教師手冊與學生手冊的連結性，以及系統性整理既有的教學資源平台。 4.在課程運作部分，師資培訓與入班宣導之間需要磨合，建議匿名提問單增加講師與學員之間的互動，以及結合108課綱設計主題式的選修課程。

The Labor Affairs Department and Education Department of New Taipei City Government had held add-on Labor Rights Courses for the senior high and vocational schools together. In 2013, they first launched Individual Labor Rights Courses in Taiwan, and then advanced Group Labor Rights Courses in 2018. The objective was to help adolescents to develop the awareness of labor rights and obligation, so they may not be trapped by job scams when seeking their jobs. This study aims at investigating the course objectives, structures, resources and operations of the seed teachers training camp of New Taipei City Government Labor Rights Training Courses for the senior high and vocational schools. Organize the experiences of seed teachers, former director of Labor Affairs Department of New Taipei City Government and case officers by conducting in-depth interviews with them. The research conclusions and suggestions for the New Taipei City Government Labor Rights Training Courses are below: 1. For the course objectives, the range of being trapped by job scams and working conditions is too extensive. The writer suggests to list the two courses’ outlines clearly and the training objectives should refer to the measurement of the labor education which teachers are selected by. 2. For the course structures, fundamental and recurrent education can’t satisfy the in-class needs of teachers. The writer suggests to add the guidance and analysis of the acts on the fundamental education. Increase practical communications on the recurrent education and adjust practical teaching courses based on the types of schools and whether there’s an in-class experience or not. 3. For the course resources, the teaching resource platform hasn’t been organized systematically yet. The writer suggests to strengthen the connection between the training handouts and handbooks for teachers and students and organize the existing teaching resource platform systematically. 4. For the course operations, teacher’s training and in-class publicity programs should run in. The writer suggests to increase the interactions between speakers and seed teachers with the anonymous question sheets and design thematic elective courses combining the 108 course outline.