高等技職教育政策精進研究──以臺灣教改後之重大政策為例

Research on Higher Technological and Vocational Education Policy: Taiwan’s Major Policies after the Education Reform as an Example

臺灣自 1994 年後正式踏上了近 30 年的教育改革之路，教育部陸續提出推動多個與時俱進之教育政策，並挹注高等技職教育相當龐大的計畫經費，對臺灣高等技職教育學校各個層面的影響至今仍餘波盪漾。有鑒於此，本研究採文件分析法，針對「教學卓越計畫」、「典範科大計畫」、「技職再造計畫」與「高教深耕計畫」四大重大計畫之公部門相關公開資料逐一進行分析，除對政策之背景與內涵進行完整的探討外，亦針對理念宗旨、政策定位、審查機制、經費資源、績效成果等面向進行分析與討論，根據結果提出以下四點結語：一，重大技職教育政策應掌握教育核心價值，以系統觀點長期規劃；二、重大技職教育政策應視申辦計畫內涵要求學校增加自籌款比例，使學校能獨立辦學發展特色，並能配合政策目標之達成；三、重大技職教育政策計畫執行後應建立轉置內化機制；四、重大技職教育政策計畫的審查與成果績效的評估，宜更加透明公開。期能豐富技職教育領域研究內涵，亦可提供政府機關研擬推動高等技職教育政策參酌。

Taiwan has formally embarked on the road of nearly 30 years of education reform since 1994. The Ministry of Education has successively proposed to promote a number of educational policies that keep pace with the times, and injected considerable project funds for higher Technological and vocational education. The impact of all levels of technological and vocational education schools is still rippling. In view of this, this research adopts a document analysis method to focus on the four major projects of 'University Teaching Excellence Project', 'Exemplary University of Science and Technology Project', ' Reengineering Project of Technological Vocational Education ' and 'Higher Education Sprout Project'. The relevant public information of the public sector is analyzed one by one. In addition to the complete discussion and analysis of the background and connotation of the four major policies of higher technical education after Taiwan's education reform, it also focuses the discussion of the result of the document analysis on the concept, purpose, policy positioning, review mechanism, funding resources performance results, etc., and the following four conclusions were put forward: 1. Major technical and vocational education policies should master the core values of education and long-term planning from a systematic point of view; 2. Major vocational and technical education policies should require schools to increase the proportion of self-finance based on the content of the application plan, so that schools can organize their own studies, develop their own characteristics, and cooperate with the realization of policy goals; 3. After the implementation of the major technical education policy plan, a transposition internalization mechanism should be established; 4. The review of policy plans and the evaluation of results and performance should be more transparent and open. It can enrich the research content of the technical and vocational education field, and can also provide government agencies to promote higher technical and vocational education policy considerations.