教育部駐外人員核心職能及其選用培訓之研究

因應全球化時代及國際情勢變遷，為對外有效交涉國際事務、提升外交實力，有別於過去以外交人員統籌處理國際事務，我國係以各部會派駐國外方式，可提升國際事務交流的多元性，並可結合各業務專業性，發展多元及多軌的互動模式。教育部設有國際事務專責單位，並於海外重要館處設有教育組、派駐教育人員，推動跨國教育交流事宜，大專校院亦多設有國際事務處，以規劃協助大專校院學子參與國際事務，顯見教育部門對推動國際教育交流的重視。本研究期能探討教育部駐外人員所需的核心職能面向，並以職能觀點提出用人選才之建議，轉化應用為未來駐外教育人才選用與培訓之參考，提升我國國際教育交流及合作成效。本研究採用質性研究，探究駐外教育人員核心職能及其選用培訓，研究對象為教育部現任或曾任駐外教育人員，透過立意取樣方法，本研究共計訪談10位，採取行為事例訪談法及訪談法進行。本研究結果發現：（一）駐外教育人員所需的核心職能，依冰山職能模型分成自我概念、人格特質、動機、知識、技能，共5面向19個項目。（二）選用培訓機制及核心職能的篩選及發展，包括經由高等考試筆試進用篩選國際事務職能、教育部內部轉任或派任篩選教育專業職能、國際事務主管單位服務提升國際事務知能、選用管道篩選核心職能項目不一、培訓面向尚有未足。（三）核心職能的強化策略，包括因應推動教育交流合作重點儲備部屬機關館所人才、透過多元測驗型式用人選才、提供系統培訓協助人員接軌駐外教育事務。依據本研究發現，對教育部選用、培訓機制與駐外教育人員提出具體建議。

關鍵字

核心職能；考選制度；培訓制度；教育部駐外人員

並列摘要

Taiwan has developed a system in which different ministries and government agencies assign representatives to foreign countries, which is a departure from past practices of assigning diplomats to process all international affairs. The system is created in response to the era of globalization and changes in international trends to effectively process international affairs and enhance diplomatic ties. It increases the diversity of exchanges in international affairs and creates diverse and multi-track interactions with the professional competencies of different government agencies. The Ministry of Education (MOE) has established dedicated units for international affairs. It set up Education Divisions in important consulates and offices in foreign countries and assigns education personnel to take charge of promoting international education exchanges. Most universities have established an Office of International Affairs to plan and help university students take part in international affairs. The education sector has evidently placed emphasis on promoting international education exchanges. This study aims to discuss the necessary core competencies of MOE personnel on diplomatic missions and propose recommendations on talent selection from the perspective of competencies. The results may be used as reference for the selection and training of future education personnel on diplomatic missions to improve the effectiveness of international education collaboration and cooperation for Taiwan. This study is based on qualitative research which explores the core competencies of education personnel on diplomatic missions and their selection and training. The subjects of the study are current or former education personnel on diplomatic missions of the Ministry of Education. The study adopted purposive sampling and conducted 10 interviews based on the behavioral event interview method and the interview method. The study results are: (I) The necessary core competencies of education personnel on diplomatic missions, according to the iceberg model, cover 19 items in five aspects, which are self-image, traits, motives, knowledge, and skills. (II) The selection and development of training mechanisms and core competencies include recruitment for competencies in international affairs by written senior civil service examination, recruitment for education competencies by MOE internal transfer or appointment, and improvement of international affairs knowledge and skills through services at international affairs oversight departments. The core competencies screened in recruitment channels are inconsistent and recruits often lack training. (III) Strategies to strengthen core competencies include building up a talent pool by supporting key areas of collaboration in education; finding and hiring talents through a diverse range of examinations; and providing systematic training to help personnel transit smoothly to education affairs on diplomatic missions. The study results offer specific recommendations for the Ministry of Education for its selection and training mechanisms as well as education personnel on diplomatic missions.