美國柏金斯職業與應用科技教育法案之計畫方案與實施成效--兼論國內技職教育改革的省思

Programs and Effects of the

本文的研究目的，在探討美國一九九０年《柏金斯職業與科技教育法案》有關的技職教育之目的、經費授權、計畫方案、實施成效，以及其對國內教改的啟示。本文的主要研究方法，包括文獻調查、檔案資料分析，以及比較研究三種方法。擬將運用此等方法，而獲得的主要研究結果， 分述如次：1. 美國一九九０年《柏金斯職業與應用科技教育法案》的主要目的，質言之，為：＜促使美國在世界經濟上更具有競爭力。＞ 2. 上述一九九０年法案的經費授權，自 10 億美元增至 16 億美元，並藉延續、改組及創新的方式而擴大計畫方案的項目。 3. 上述法案的重大變革，包括：(1) 技術預備教育之類的創新計畫方案，及(2) 有關績效責任的表現性標準與量尺。 4. 上述法案自實施以後，在技職教育的就學機會、學校提供的支授服務，以及畢業後的工作機會三方面上，未對於特殊族群學生造成不利的效應。 5. 全國學區就上述法案有關的十八個項目進行成效評估，其中有十六項受到五成以上的學區予以肯定。最受肯定而有強烈共識者為：(1) 增進整合學術與技職學科之作法，及(2) 增進學區學程改進之努力。 6. 根據上述發現，本文為國內技職教育的改革問題提供了若干參考建議。

The principal objective of this study is to investigate the “Carl D. Perkins Vocational and Applied Technology Education Act，” passed by U.S. Congress in 1990. The main topics included in this study are the aim of vocation-technical education， the funds authorization， the najor programs authorized， the actual changes occurred in vocational-technical education， and the implications to educational reform in Taiwan， R.O.C. Three major research methods anr used in this study—literature survey， documentary analysis， and comparative study. some significant results which are secured from the application of these methods， are stated as follows: 1.The purpose of this Act is to make the United States more competitive in the world economy by developing more fully the academic and occupational skills of all segments of the population. 2.There are authorized to be appropriated $1，600，000，000 for the fiscal year 1991 and such sums as may be necessary for each of the fiscal years 1992， 1993， 1994 and 1995 for this Act. 3.Among important changes in vocational-technical education are: (1) creation of tech prep education program， and (2) accountability-related performance standards and measures. 4.During early 1990s， there were no adverse effects on participation of vocational-technical education， support services offered by high schools， and work opportunities after high school graduation fro the special group students. However， there were some disadvantages in entering 2-year and 4-year colleges to this group of students.