臺灣家庭生活教育專業化之回顧與評析

Reviws and Assessment of the Professionalization of Family Life Educatuion in Taiwan

本文以專業化五大步驟：一、開始出現專業工作；二、培育學校的興起；三、專業組織的形成；四、爭取法律的保障與支持；五、專業倫理守則的建立，回顧臺灣家庭生活教育專業化之發展歷程。採用六個專業化標準：理論體系、專業組織、人才培育、專業證照、專業倫理、社群認可，檢視臺灣家庭生活教育專業化程度。發現：家庭生活教育知識體系雖已具規模，但缺乏本土性內容；已成立3個全國性專業組織，但缺乏人力物力；培育學校有8所，但專業人員基本能力分歧；工作模式以增能為取向，但專業倫理規章付之闕如；家庭教育專業人員資格遴聘及培訓辦法已頒布施行，但認證制度尚未運作；一般民眾已肯定家庭生活教育具有其功能，但尚未得到學術社群認可。在台灣家庭生活教育專業化過程中，建議：一、釐清家庭生活教育與其他學術領域的分野，建立臺灣家庭生活教育本土化知識體系；二、建議教育部及早委託推展家庭教育之機構、團體辦理家庭教育專業人員證，並建立家庭教育專業人員資料庫；三、研議對未具資格之現職人員理檢定考試，並辦理家庭教育機構認證；四、研究執照制(licensure)、認證制(certification) 以及認可制(accreditation )三種模式的差異性及在台灣實施的適切性；五、催生家庭教育專業人員倫理守則。

This study reviews the development process of the professionalization of family life education in Taiwan through the five main steps of(1)the first apperaence of professional work,(2)the emergence of training insitiutions,(3)the formation of professional organizations,(4)the seeking of legal safeguards and supports, and(5)the establishment of professional ethics and rules. Adopting six criteria of professionalization, namely theoretical system, professional organization, personnel training, professional certification, professional ethics, and public accreditation to examine this process, it makes the following findings: First, although knowledge of family life education is quite well developed, it takes local content; second, although three national professional organizations have been established, they lack human and material resources; third, while eight colleges and universities provide preparatory courses for family life educators, there are disparities in the basic competence of their instrutors; fourth, while work are geared toward improving rules of professional ethics are neglected; fifth, while qualification requirements ad training methods have been ordained and put into effect, no certification system has been put into operation; and sixth, while the general population recognizes the function of family life education, it has still not received the approval of the academic community. In view of these findings, we put forward five suggestions as follows:(1)Clear distinction should be drawn between family life education and other fields of study, to promote the establishment of a body of localized knowledge on the subject;(2)the Ministry of Education should as soon as possible commission an appropriate institution or organization to conduct an officiål certification system for family life education professionals, and set up a database of qualified professional;(3) make an examination for nowadays worker to get an official certification;(4)studies should be conducted on the differences between licensure, certification and accreditation models to determine which is the most suitable for implementation in Taiwan; (5)action should be taken to expedite the introduction of a code of ethics for family life education professionals.