臺灣國家資歷架構建置課題之研究

A Study of Issues for Establishing National Qualifications Framework in Taiwan

李致柔(LEE Chih-Rou)

指導教授 ： 胡茹萍

國立臺灣師範大學/科技與工程學院/工業教育學系/碩士(2022年)

https://doi.org/10.6345/NTNU202201417

摘要

為瞭解臺灣建置國家資歷架構之目的，並瞭解其他國家建置及推動資歷架構所遭遇之問題，以供臺灣政策規劃借鏡，再探討臺灣建置國家資歷架構應注意之問題，本研究整理歐盟、東協、英國、澳洲及南非之資歷架構，及臺灣目前遭遇之問題，編製調查問卷，並採用模糊德懷術之方式，邀請13位專家學者，評估臺灣建置國家資歷架構相關課題之重要性，以提出臺灣未來規劃國家資歷架構之建議。
臺灣國家資歷架構建置課題，包括三個面向及二十個重要課題，根據研究結果，提出本研究之主要結論，如下：
一、臺灣建置資歷架構之主要目的為達成跨國資歷互認，促進人才流動，並確保產業與技職教育之連結，以達成終身教育之目標。
二、我國於政策規劃時，宜借鑒其他國家建置及推動資歷架構所遭遇之課題，如政策供應導向不明、主管機關間之權責未整合及資歷架構過於複雜。
三、臺灣建置國家資歷架構之首要解決課題，為相關業務主管機關多，亦無專責機關及法源依據，整合不易。
承上，提出本研究具體建議，分為三個部分，包括政策層面、政府相關部門及產業層面，說明如下：
一、政策層面：國家資歷架構目的應同時考量國內產業需求及各國資歷架構之內涵、應建立法源基礎、應輔以配套措施及整合現行相關機制。
二、政府相關部門：應先建立跨部會協作機制，或設置專責機關，並透過宣導以增加國人對資歷架構之認識。
三、產業層面：應就資歷架構及其內涵形成共識後，俾使政策符應所需。

關鍵字

國家資歷架構 ； 技職教育 ； 模糊德懷術

並列摘要

This study seeks to understand the purpose of constructing a National Qualifications Framework (NQF) in Taiwan as well as the problems other countries have encountered in constructing and promoting their NQFs, thereby offering lessons for Taiwan’s policy planning. Further, the issues that Taiwan should pay attention to in constructing its NQF are investigated. This study summarizes the NQFs of the European Union, the Association of Southeast Asia Nations, the United Kingdom, Australia, and South Africa, and outlines the problems currently confronting Taiwan. For this purpose, a questionnaire was developed, and the Fuzzy Delphi Method was adopted. Thirteen specialists and scholars were invited to evaluate the importance of the issues related to the establishment of an NQF in Taiwan and propound recommendations for Taiwan’s future NQF planning.
The topic of constructing an NQF in Taiwan includes three dimensions and twenty important issues. Based on the research results of this study, the following main conclusions are put forward:
1. The principal purpose of constructing an NQF in Taiwan is to obtain the mutual recognition of transnational qualifications, facilitate talent flows, and ensure the linkage between industries and technical-vocational education, thereby achieving the goal of lifelong education.
2. In policy planning, Taiwan should learn from other countries with regard to the problems they have experienced in constructing and promoting NQFs, such as ambiguities in the orientation of policy supply, lack of integration of powers, and responsibilities among competent authorities, and excessively complex NQFs.
3. The top priority issue to be resolved in constructing an NQF in Taiwan is the difficulty with integration due to the existence of multiple relevant competent authorities and a lack of designated authorities and legal basis.
Based on the aforementioned conclusions, this study proposes the following concrete recommendations, which comprise three dimensions, namely, the dimensions of policies, relevant government agencies, and industries.
1. Policies: In terms of the purpose of constructing an NQF, the needs of Taiwan’s industries and the contents of the NQFs adopted by other countries should be simultaneously taken into account. Additionally, its legal basis should be established with supporting measures introduced and existing related mechanisms integrated.
2. Relevant government agencies: A mechanism for interagency collaboration should first be established, or a designated authority should be installed. Moreover, advocacy efforts should be made to increase the Taiwanese public’s understanding of NQFs.
3. Industries: A consensus should be fostered regarding the NQF and its content in order to align policies with needs.

並列關鍵字

national qualifications framework ； vocational and technical education ； fuzzy delphi method

參考文獻

Thompson, P. J. (1995). Competence-based learning and qualifications in the UK. Accounting Education, 4(1), 5-15. https://doi.org/10.1080/09639289500000002

壹、中文部分

Robert W. Howe（2000）。能力本位學程。教育大辭書。取自http://terms.naer.edu.tw/detail/1308742/

于承平（2010）。我國國家資歷架構之建置及其可能性之影響（未出版之碩士論文）。國立政治大學，臺北市。

于承平（2020）。臺灣欲建立國家資歷架構之內外在驅力及現況分析。臺灣教育評論月刊，9（6），11-18。