從入學到就業：高等技職教育學用落差之研究-以科大烘焙管理職群為例

From Admission to Employment -A Study on Educational Mismatch of Bakery Skill Specialization in University of Technology

林靖文(Jing-Wen Lin)

指導教授 ： 詹盛如

國立中正大學/教育學院/教育學研究所/碩士(2014年)

摘要

根據教育部102學年度統計我國技職院校總校數有91所，培育的學生數為641,530人（教育部，2014），擁有專業技術的人才眾多，產業界卻認為，雖然學生數很多，合用的卻很少，所學與所用有落差。為探究其問題所在，研究者藉由個案研究法探討學生學習、教師教學、課程規劃及產業發展需求四面向探究其內涵，瞭解學生、教師及產業間三方的需求是否有落差存在。研究發現學生從入學到就業有期望落差、學習落差、學用落差及能力落差的問題。針對落差問題本研究發現學生、教師及業界三方皆應負起責任。根據研究的結果，建議如下：
一、對學生而言：要有積極學習的態度，並加強創新思考能力。
二、對教師而言：教學前要備課並融入新資訊，提升教學能力。
三、對課程而言：因應個別差異設計課程，增加產業所需知能。
四、對產業而言：投入培育新進員工成本，重視學生管理能力。

關鍵字

學用落差 ； 高等技職教育 ； 核心能力

並列摘要

According to official statistics, in 2014 there are 91 Technological and Vocational schools with 641,530 students in Taiwan. Although we have sufficient amount of graduates that are with university or college qualification, business employers experience a lot of dissatisfaction over the training outcomes.
The aims of this research are to understand the perceptions among students, university teachers and employers with regard to educational mismatch. To fulfill these goals, a case study is conducted from four perspectives, which are learning, teaching, programme development and employer’s needs. By analyzing these issues, this research then finds that, to a considerable extent, important differences lie in many aspects, such as expectations for training programmes and employment, learning outcomes and skills. Also the mismatches between the demand for human resource and the supply are easily recognised.
This research then concludes and suggests that:
1.Students should have positive attitude towards learning and show originality in thinking;
2.Teachers should be fully capable of teaching and gaining new information;
3.Training programme should be developed under careful consideration of individual difference and employers’ needs;
4.Employers should invest in nurturing new employees and focus on developing their abilities of management.

並列關鍵字

Education-Employment gap ； Technical and Vocational education in higher level ； core competencies

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