澳洲專科與技術教育（TAFE）系統分析之研究

本研究係在瞭解澳洲職業與技術教育（VTE）之實施狀況，並對其最重要的公立技職與進修教育（TAFE）深入探討。澳洲VTE頗負盛名，而其又以TAFE為VTE的主要培訓類型，因此澳洲TAFE幾乎等同於VTE，此系統係於1970年代中期所發展出來的，在其發展過程中TAFE歷經不同的階段，而面對這些問題TAFE也適時的轉型。本研究之研究目的如下：一、瞭解澳洲VTE系統之概況。二、探討澳洲VTE系統之下，TAFE所面臨的困境及其轉型的背景，並對轉型因素加以探討。三、瞭解TAFE的學制與目前實施的狀況。四、針對以上對TAFE的研究與分析，希望能提出具體的結論與建議。針對VTE系統下TAFE的實施狀況，本研究所得之結論如下：一、課程彈性且多元化。二、學成後就業率高。三、證書受認可，升學管道暢通。四、師資及教學專業化。五、與企業界密切的合作關係。在建議方面擬以下列幾點作為國內技職教育發展趨勢之參考：一、強化技職教育與普通教育之轉換與銜接。二、重視學生未來的升學及就業問題。三、側重師資培育之實務導向。四、加強技職教育訓練與產業之合作。五、推廣完善的技職教育證照制度。六、倡導技職教育的教學目標與經營理念。七、重視教育之國際化與管理。

關鍵字

技職與進修教育；澳洲；職業與技術教育

並列摘要

This research is to understand the implementation state of Australia’s Vocational and Technical Education (VTE), and probe into its the most important public education, Technical and Further Education (TAFE). Australia’s VTE is quite well-known. TAFE is a main training type of VTE, so TAFE is nearly equal to VTE. TAFE has been through different stages since it was developed from the middle of 1970s. The system has adapted different measures to solve the problems originated from its different development stages. The proposes of this research are as follows: First, to understand the operation way of VTE system in Australia. Second, to understand the predicament of TAFE under Australia’s VTE system, and the background of its transition, and to discuss the factors that affect the transition. Third, to probe the education system and implementation state of TAFE. Fourth, through the above research and analysis of TAFE, conclusions and suggestions are provided. By searching and analyzing the overall implementation of VTE system, this research concludes the following: First, the course is flexible and pluralistic. Second, student, after completing the TAFE courses, have higher employment rate. Third, TAFE certificates are wildly recognized and are accepted by tertiary education. Fourth, the teachers and teaching are professional. Fifth, The TAFE education is coordinated with industries. The followings are suggested for developing VTE education of Taiwan: First, strengthening conversion and link-up of Technical Education and General education. Second, emphasizing students’ further tertiary education and employment. Third, making training of teachers more practical. Fourth, strengthening the cooperation between the training of Technical Education and industries. Fifth, promoting the integrated qualification system of Technical Education. Sixth, advocating the teaching objectives and the management principals of Technical Education. Seventh, emphasizing international education and management.