荷蘭中等職業教育國定課程發展機制之探討

An Exploration of the Mechanism of National Curriculum Development for Secondary Vocational Education in the Netherlands

荷蘭的職業教育成效良好，近年亦成為英國取經的對象，考量其產業結構與臺灣相近，地理條件與人口分布上亦有十分類似之處，因此，就政策學習的社會脈絡而言，其教育政策的作為、課程的發展、支持系統的建立與實施等方面，值得作為我國在新一波的教育改革中之參考對象。本文藉由文獻探討，瞭解荷蘭整體教育架構及中等職業教育的發展與現況、中等職業教育課程發展的理念與做法、課程綱要訂定之組織與程序、課程實施之支持系統等內涵。獲致國定課程由常設性機關發展，有助於確保課程品質；前期中等職業教育之國定課程為共通性之課程目標，培養共同基本能力；後期中等職業教育國定課程之職業分類，具彈性與多元特色；後期中等職業教育之國定課程重視終點檢測，強調能力本位課程；國定課程支持系統體系完備，有利於課程實施之落實等五點結論。

The performance of the Netherlands’ vocational education has been impressive and become an object of study in England. As far as the social context in policy learning is concerned, the educational policies, curriculum development, and the establishment and implementation of supporting systems are worthy of study during the educational reforms in Taiwan. This article, therefore, approaches the issues through literature exploration to better understand the content and its relationship to the overall educational structure in the Netherlands, the development and current status of secondary vocational education, ideas and approaches for the development of secondary vocational education curriculum, organizations and procedures for curriculum outlines, and supporting systems for curriculum implementation. Ultimately, this article arrives at the following five conclusions: National curriculums are developed by standing authorities which ensure the quality level of curriculum. National curriculum of lower secondary vocational education should possess the commonalities of curriculum objectives, which intend to cultivate common and basic abilities. The category of vocational clustering of national curriculum in upper secondary education is characterized by flexibility and adaptability. National curriculum in upper secondary education should possess abilities of destination detection and emphasize merits of competency-based curriculum. And the supporting system for national curriculums facilitates curriculum implementation.