PISA-VET的推動與我國因應策略之芻議

A Preliminary Discussion on the Implementation of PISA-VET and Taiwan’s Strategic Responses

本文探討OECD倡議之「國際學生能力評量計畫—職業教育與訓練」（PISA-VET）推動內涵，並提出我國可行之因應策略。PISA-VET旨在建構初級VET課程學習成果之標準化評估機制，促進跨國比較與標竿學習，預計自2023年至2032年透過「開發—試行—推廣」三階段推動。初期評估著重在五個職業領域：汽車技師、電工、商業與行政管理服務群、醫療/護理助理及飯店接待員。除職業專業能力之外，亦評量學生在通用就業能力（如讀寫、計算、問題解決、任務表現及協作能力）的熟練程度。然其推動面臨多項挑戰，包括各國VET背景與現況不同、數位環境落差、運用數位化工具進行技能評估之準備度不一，以及多元職種評估工具開發的技術難度等。儘管推動初期面臨不少挑戰，我國仍應預作準備，提高未來參與可行性。可努力的方向包括：蒐集並分析PISA-VET試行的各項資料及資訊、運用PISA-VET公布之評估工具進行研究、試行PISA-VET數位模擬與實作評量、強化學生職業情境之通用就業能力、完備學校數位學習環境並增進學生數位素養等。透過前瞻性研究與策略準備，可深入掌握PISA-VET在我國實行之可行性，釐清我國參加評比的優勢和劣勢，並藉由跨國資料交流與資訊分享，與其他國家合作及標竿學習，進而促進我國VET課程、教學及產學合作機制之整體提升。

This study explored the framework and implementation of the OECD’s PISA-VET and proposed feasible strategies for Taiwan’s response. PISA-VET aims to establish a standardized assessment mechanism for learning outcomes in initial vocational education and training (VET), fostering cross-national comparison and policy benchmarking. From 2023 to 2032, the OECD plans to advance PISA-VET through three phases—development, pilot testing, and dissemination—to construct a standardized and internationally comparable framework for evaluating foundational VET programs. The initial assessment focuses on five occupational domains: automotive technicians, electricians, business and administrative services, healthcare/nursing assistants, and hotel receptionists. In addition to technical competencies, PISA-VET evaluates students’proficiency in a range of generic employability skills, including literacy, numeracy, problem-solving, task performance, and collaboration. Nevertheless, the implementation of PISA-VET faces multiple challenges, such as cross-national differences in VET structures and contexts, disparities in digital infrastructure, uneven readiness for using digital tools in skill assessment, and the technical complexity of developing valid assessment instruments for diverse occupational fields. Despite these challenges, Taiwan should begin preparatory work to assess the feasibility and potential benefits of future participation in PISA-VET. Recommended areas of effort include collecting and analyzing data and information from the PISA-VET pilot phase, conducting local research using OECD-developed assessment tools, experimenting with digital simulation and performance-based assessments, strengthening students’generic employability competencies in authentic vocational contexts, and improving schools’digital learning environments alongside students’digital literacy. Through proactive research and strategic preparation, Taiwan can better assess the advantages and limitations of participating in PISA-VET, enhance collaboration and benchmarking with other countries, and ultimately promote the advancement of VET curricula, instruction, and industry–education collaboration.