德國、奧地利及瑞士師徒制教育 對台灣技職教育之借鑑

Apprenticeship Training Systems in Germany, Austria and Switzerland: Implications for Taiwan’s Vocational Education

技職教育已在我國培養出各種職類優秀的專業人才，在台灣經濟起飛的里程中扮演著相當重要之角色。但隨著全球性競爭及大量自動化生產，促使我國的產業必須轉型升級。近年來產業結構迅速轉變，技專校院畢業生就業困難，使得高等技職教育體系面臨更多挑戰；相較之下，德國、奧地利及瑞士採行現代師徒制職業教育，成功地締造雙軌技職教育，成功的經驗享譽全球並為各國競相效仿。因此本文透過重要文獻探討德國、奧地利及瑞士師徒制的主要特色與相關配套措施，並在檢視當前台灣技職教育現況後，提出4點啟示：1.落實技術與職業教育法，保障學生權益與約束合作企業。2.合作企業課程規劃宜由行業公會、公司企業與技職學校共同協商與規劃，並建立監督職業訓練的內容和品質，以符合產業的需求。3.公司企業提供設備並負擔訓練所需費用，增強學徒的學習意願及向心力，營造企業公司、受訓學徒與國家社會三贏的局面。4.職業教育應重視個別專才、職業性向與學習轉換暢通的多元管道，以建構終身職業教育體系等四大方向，以作為我國技職教育革新之參考。

Germany, Austria and Switzerland have adopted modern apprenticeship training systems in vocational education and have successfully established the dual system vocational training education for decades. This study aims to explore the important characteristics and supporting measures of the apprenticeship training systems among these countries. Four suggestions are made. (I) The Skill and Vocational Education Law should be fulfilled to protect the apprentices’ rights and restrict the operations of the partner companies. (II) The training curriculum should be negotiated and planned by industry associations, partner companies and vocational schools togethe. (III) The partner company should offer the equipment and support the cost for training to enhance the apprentices’ learning willingness and the centripetal force to the partner company. (IV) Attention should be paid to individual professionals, career aptitude and to make the conversion of learning paths easily and then to construct a lifelong-learning education system.