- 學位論文
產業界參與我國高等技職教育政策形成歷程之探究－以技職教育再造計畫為例
Industry Participation in Policy-Making Process of Higher Technical and Vocational Education in Taiwan: Using the Program for Rebuilding Technical and Vocational Education as an Example
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摘要
本研究以技職教育再造計畫為例，探討產業界參與我國高等技職教育政策形成歷程之角色及運作策略，並綜整教育主管機關之因應及評價。以文件分析、訪談等方式蒐集資料，探究產業界如何影響政府的議程設定、讓偏好的議程及替選方案進入首要位置，以及政府如何擇定替選方案。研究結果發現：（1）產業界參與我國高等技職教育政策形成歷程之態度，從被動轉向主動促進者角色。產業公協會蒐集產業現況及實際需求等相關資訊，並在過程中扮演多元角色，包含整合者、建言者、中介者、諮詢者、監督者，影響政府政策形成與決策；（2）產業界運用多元策略參與政策形成歷程，如把握發聲的機會、研提產業的政策主張、製造接近政府的機會、借助媒體力量等策略。產業以理性互惠的策略影響政府決策，而不採取激烈、衝撞體制之方式進行。產業在不同政策形成階段所運用之策略並不相同，政策企業家、政府關鍵決策者及時間點為影響策略成效之關鍵；（3）教育主管機關研擬高等技職教育政策係接收總統府、行政院指示，並本於職權依法行政，參採多元意見後制定政策。教育主管機關會參考產業所提訴求，並據以調整政策方向與內容，產業界亦會追蹤其訴求受政府採納的情形；（4）教育主管機關認為產業界參與政策形成過程，能增進產業對於我國高等技職教育的認識，並從中發現技職教育經費不足、學用落差的問題。產業界呼籲政府應正視技職教育、學用落差之問題，並給予技職體系更多的經費挹注；（5）產業界向政府提出訴求與建言，內容涵蓋教育部、經濟部、勞動部等部會的權責，促使政府建立跨部會平臺，增進部會間的橫向聯繫及資源整合，以縮短產官學之間的落差；（6）產業參與政府政策形成歷程亦有負面限制，其主要原因係基於產業追求獲利，期待高等技職教育政策能與產業需求相符應，卻忽略人才培育的宗旨，進而可能動搖教育的核心價值；（7）我國產業作為壓力團體在多元主義的運作下，產業意見呈現多元且分歧的樣態，可能使得政府行政能量耗弱，而降低政府效能。依據研究結論，對中央主管機關、產業界及後續研究者提出具體建議。
並列摘要
Using the Program for Rebuilding Technical and Vocational Education as the case for analysis, the study aims to investigate three research questions: the role that industry plays in policy-making process of higher technical and vocational education in Taiwan, the strategies that industry manipulates to influence higher technical and vocational education policy, and how the Ministry of Education reacts to the policy pressure from industry. Qualitative research methods such as document analysis and interview were employed for addressing the research questions. The major findings are as follows: (a) Industry shifts from the passive to an active facilitator. Industry plays multiple roles in the policy-making process, such as integrators, advocates, moderators, consultants, and monitors. (b) Industry uses multiple strategies to participate in the policy-making process, such as talking to government officials when possible, proposing the industrial appeals, taking the chance to approach the government officials, speaking in the media. Industry influences the government's decision-making by the rational and reciprocal strategies instead of violent ones. Policy entrepreneurs, key government decision makers and perfect policy window are the critical factors affecting the effectiveness of the strategies industry uses. Policy entrepreneurs, the main government decision makers and perfect policy window are the crucial factors to affect the effectiveness of the strategies industry applies. (c) The Ministry of Education follows the orders of the Office of the President and the Executive Yuan while making policies. Moreover, the Ministry of Education collects the opinions from the industry upon shaping education policies. Industry also tracks the status of government acceptance for its appeals. (d) The Ministry of Education considers the participation of industry in policy making a plus because it allows the industry to deeply understand higher technical and vocational education system, and comprehend the difficulties of higher technical and vocational education, such as insufficient funding for higher technical and vocational education and mismatch between education and employment market. The Ministry of Education takes the industrial appeals very seriously. (e) Government establishes a cross-ministerial platform and increases the links among government departments to respond to industrial appeals and shorten the gap between industry and government. (f) There are some limitations for industry participation in policy-making process. Industry cares most about profiting. Industry expects higher technical and vocational education policy to meet its needs. However, the core value of education is often neglected. (g) Industry as a pressure group under pluralism might affect the operation of the Ministry of Education and reduce government effectiveness. Based on the conclusions of this study, concrete suggestions are proposed for the Ministry of Education, industry, and future researchers.
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