我國技職教育政策之社會正義指標建構

The Construction of Social Justice Indicators for Technical and Vocational Education Policy in Taiwan

本研究主要目的在回應長期以來技職教育地位低落所形成之社會正義問題，期建構適用於我國技職教育政策之社會正義指標，或有助於促進技職教育之地位提升與價值定位。本研究邀請六位實際制定及執行技職教育政策之專家學者進行訪談，編碼分析後擬定「我國技職教育政策之社會正義指標」初稿。再依據指標初稿，以「我國技職教育政策之社會正義指標建構」問卷調查83所技專校院及263所技術型高中，合計發出652份問卷，回收有效問卷392份，經驗證性因素分析，萃取「政策定向」、「制定程序」、「資源扶助」、「學生學習」及「未來願景」五大構面共26項指標。各構面指標之平均數較高者分別為在「政策定向」之「政策需依據現行及未來人力供需結構做規劃」；「學生學習」之「政策需建立培養學生跨域學習力及軟實力的教學目標」；「未來願景」之「政策需建立符合政府及產業需求的專業證照制度」；「制定程序」之「政策的制定人員需有技職教育背景或素養」；「資源扶助」之「政策需建立結合社會力量（如企業），減輕弱勢家庭教育經費負擔機制」。此外，不同「服務年資」、「工作性質」、「主管職別」、「區域學校」之技職教育行政主管及技職校院教育人員，對指標的認知並無顯著差異。但不同「學校類型」之技職教育行政主管及技職校院教育人員，對指標的認知有顯著差異，私立技術型高中主管及師長對「未來願景」的期盼顯著高於公立學校，可見私立技術型高中對落實政策正義的殷殷期盼。

The purpose of this research was to develop and construct social justice indicators applicable to Taiwan’s technical and vocational education policy. This research interviewed six experts and scholars who formulated the policy of the technical and vocational education. Moreover, this study investigated 83 technical and vocational colleges and universities and 263 skill-based senior high schools and general senior high schools with affiliated vocational program divisions by “The Construction of Social Justice Indicators for Technical and Vocational Education Policy” questionnaire. 652 questionnaires were sent and 392 valid responses were obtained, with a recovery rate of 60.12%. The study used factor analysis to extract five facets: “policy orientation,” “formulation procedure,” “resource assistance,” “student study,” and “future vision.” The scores of the five facets of the social justice indicators of the technical and vocational education, from high to low, were “policy orientation,” “student study,” “future vision,” “formulation procedure,” and “resource assistance.” Furthermore, the study found the indicators of the questionnaire from high to low in every facet: (1) “Policy orientation” facet: “The policy needs to be planned based on the structure of current and future human supply and demand.” (2) “Student study” facet: “The policy needs to establish instructional objective for cultivating students’ cross-domain learning ability and soft power.” (3) “Future vision” facet: “The policy needs to establish a professional license system that meets the needs of the government and industry.” (4) “Formulation procedure” facet: “The policy-making personnel must have technical and vocational education background or literacy.” (5) “Resource assistance” facet: “The policy needs to establish a mechanism that combines society’s strength (such as enterprises) to reduce the burden of education funding for disadvantaged families.” Social justice has been an ideal goal pursued by every area. The future policy formulators will make a new milestone of the technical and vocational education if they implement the standard of social justice indicators in the process.