德國培訓教師制度之法制化建構及其挑戰與變革

The Developing Role of Supervisor in Germany: Legal Issues, Challenges and Reforms

本研究透過文件分析法探究德國培訓教師制度。在德國，企業已在雙元制職業教育中居於主導地位，而培訓教師又是負責學徒培訓的靈魂人物。早在1972年，德國即已通過全世界第一部規範培訓教師資格的法律—《培訓教師資格條例》（Ausbilder-Eignungsverordnung），並在1999年將所有行業納入適用範圍，以致許多企業退出學徒培訓的行列，因而停止適用該條例五年。2009年再修正並重新頒布《培訓教師資格條例》，降低考試難度，且又頒布更高級別的資格考試，兼顧企業之高培訓品質與降低培訓門檻。如此使得愈來愈多教師投入培訓行列，但他們當中僅有少數具備培訓教師資格，因而衍生出法律實效性的問題。且在高等教育擴張、職業教育學術化趨勢下，影響了培訓教師的發展。為能提高職業教育的吸引力，德國模仿學術性高等教育，建構高等職業教育三級學位，惜未獲得多數產業界支持。

In this study, document analysis was used to investigate the developing role of supervisors in Germany. The industry plays a key role in dual system of vocational education and training, in which students receive apprentice-style training under an experienced supervisor. Germany passed the world’s first law regulating the qualifications of apprenticeship supervisors in 1972, and it had been expanded to cover all sectors of the economy by 1999. However, many companies found the qualifications too demanding, and ceased participating; as a result, these regulations had been suspended for five years. A revised set of regulations, the Regulations on Supervisor Qualifications, were adopted in 2009, reducing the difficulty of the entry-level examination, while adding an exam for qualifying as a supervisor at a higher level. At the same time, more supervisors have been appointed, but few were fully qualified, which raised the issue of legal effectiveness. Moreover, the continuing expansion of higher education and academicization of vocational education have impacted the supervisory system. In order to attract more students, the vocational education system in Germany has been made more academic and has begun awarding degrees at three levels. Yet, these modifications have not been received by many companies.