由OECD對技術人才培育之倡議談技術型高中培育職場學習力

A Discussion on Developing Learning Ability on Workplace at Technical High Schools Based on the OECD-proposed Technician Training Program

許全守(Chuan-Shou Hau) ； 李光耀(Kuang-Yao Li)

《教育研究與發展期刊》 12卷3期 (2016/09) Pp. 1-23

https://doi.org/10.3966/181665042016091203001

摘要

本文基於先進科技產業高層次技術人力培育之發展取向，探討技術型高中奠定核心基礎能力與作為。基於OECD自跨世紀以來關注職場人力培育，陸續提出《為工作而學》和《超越學校的技能》的回顧報告，綜攬會員國之後期中等教育和後中等教育之特點、劣勢與建議，凸顯先進國家因應國際化和高端科技之競爭，後中等教育成為職場人力培育的平台，建構連結、銜接這一平台的進路，成為關注的焦點。本文企圖透過文件分析，綜理OECD上述報告之意涵，反思我國面臨高科技和國際化接軌之衝擊，技術型高中培育職場多元實務人才應有的思維。綜上，獲致以下結論：（一）核心職能成為VET機構培育技術人力之基礎；（二）學習力為培育高層次及異質人才之要件；（三）暢通、便捷參與VET機構之學習進路，成為厚植職場經濟實力之優先工程；（四）營造產業合作交流機制，以靈活反映產業訊息、彌補或提升多元專業師資之能量。相對地，研擬如下之建議：（一）技術型高中宜以職場導向之核心職能發展育才課程；（二）技術型高中宜對準群科之職場特質，為學生備妥職場之學習力；（三）校本位課程為技術型高中實現適性揚才、營造辦學特色之根本；（四）簡化職場人員參與VET的要件，以優化勞動人力品質。

關鍵字

職能 ； 超越學校的技能 ； 高端科技 ； 高層次技術人力

並列摘要

This study, through the document analysis, aims and intends to generalize, explain and interpret the meanings of the above-mentioned OECD reports to reflect on what we should think and do to develop, educate and train multi-merit workforce at technical high schools in Taiwan, when facing the shock or impact of high technology and international connection. In summary, the following conclusions are reached include that: (1) Core competence should be built and developed as the foundation for cultivating and developing technicians at various VET (Vocational Educational Training) organizations; (2) Learning ability on workplace should be the chief or basic requirement for developing high-level and diverse-multi-skilled talents or experts; (3) Smooth paths should be made or mapped out to access to or enter the learning programs at are reached VET organizations thus being adopted and implemented as priority strategy to advance and boost the economic power at workplace; (4) A communication mechanism of industrial cooperation and exchange should be built to acutely and flexibly reflect industrial information, to complement or make up, or raise or elevate the energy of professional multi-tasked or skilled teachers or trainers. To echo the above suggestions, it is therefore proposed for making the following recommendations: (1) Technical high schools be designed as career- or workplace-oriented with career development training as their core course; (2) Technical high schools should focus on the cluster subjects or divisions featured by workplace merits to improve or advance the learning ability on workplace of students to help prepare them ready for their future jobs; (3) School-based or focused curriculum should be so designed to reveal or show the basic characteristic trait of technical high schools for developing and training suitable talents and technicians; (4) The main requirement should be simplified for workplace personnel to be admitted to enter or attend the VET programs to heighten the quality of labor workforce.

並列關鍵字

competence ； skills beyond school ； high-end technologies ； high-order workplace

參考文獻

Fazekas, M., & Field, S. (2013a). A skills beyond school review of Germany, OECD reviews of vocational education and training. Retrieved from http://dx.doi.org/10.1787/9789264202146-en

Musset, P., & Field, S. (2013). A skills beyond school review of England, OECD reviews of vocational education and training. Retrieved from http://dx.doi.org/10.1787/9789264203594-en.

OECD. (2014b). Skills beyond school: Synthesis report. Retrieved from http//dx.doi.org/10.1787/9789264214682-en.

教育部（2015）。近年大專校院延修生人數。取自https://stats.moe.gov.tw/files/main_statistics/deferred.xls

行政院經濟建設委員會（2010）。人才培育方案。臺北市：作者。