研究生: |
李致柔 LEE, Chih-Rou |
---|---|
論文名稱: |
臺灣國家資歷架構建置課題之研究 A Study of Issues for Establishing National Qualifications Framework in Taiwan |
指導教授: |
胡茹萍
Hu, Ru-Ping |
口試委員: |
李隆盛
LEE, Lung-Sheng 林俊彥 LIN, Chin-Yen 胡茹萍 HU, Ru-Ping |
口試日期: | 2022/07/13 |
學位類別: |
碩士 Master |
系所名稱: |
工業教育學系 Department of Industrial Education |
論文出版年: | 2022 |
畢業學年度: | 110 |
語文別: | 中文 |
論文頁數: | 165 |
中文關鍵詞: | 國家資歷架構 、技職教育 、模糊德懷術 |
英文關鍵詞: | national qualifications framework, vocational and technical education, fuzzy delphi method |
研究方法: | 德爾菲法 |
DOI URL: | http://doi.org/10.6345/NTNU202201417 |
論文種類: | 學術論文 |
相關次數: | 點閱:131 下載:10 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
為瞭解臺灣建置國家資歷架構之目的,並瞭解其他國家建置及推動資歷架構所遭遇之問題,以供臺灣政策規劃借鏡,再探討臺灣建置國家資歷架構應注意之問題,本研究整理歐盟、東協、英國、澳洲及南非之資歷架構,及臺灣目前遭遇之問題,編製調查問卷,並採用模糊德懷術之方式,邀請13位專家學者,評估臺灣建置國家資歷架構相關課題之重要性,以提出臺灣未來規劃國家資歷架構之建議。
臺灣國家資歷架構建置課題,包括三個面向及二十個重要課題,根據研究結果,提出本研究之主要結論,如下:
一、臺灣建置資歷架構之主要目的為達成跨國資歷互認,促進人才流動,並確保產業與技職教育之連結,以達成終身教育之目標。
二、我國於政策規劃時,宜借鑒其他國家建置及推動資歷架構所遭遇之課題,如政策供應導向不明、主管機關間之權責未整合及資歷架構過於複雜。
三、臺灣建置國家資歷架構之首要解決課題,為相關業務主管機關多,亦無專責機關及法源依據,整合不易。
承上,提出本研究具體建議,分為三個部分,包括政策層面、政府相關部門及產業層面,說明如下:
一、政策層面:國家資歷架構目的應同時考量國內產業需求及各國資歷架構之內涵、應建立法源基礎、應輔以配套措施及整合現行相關機制。
二、政府相關部門:應先建立跨部會協作機制,或設置專責機關,並透過宣導以增加國人對資歷架構之認識。
三、產業層面:應就資歷架構及其內涵形成共識後,俾使政策符應所需。
This study seeks to understand the purpose of constructing a National Qualifications Framework (NQF) in Taiwan as well as the problems other countries have encountered in constructing and promoting their NQFs, thereby offering lessons for Taiwan’s policy planning. Further, the issues that Taiwan should pay attention to in constructing its NQF are investigated. This study summarizes the NQFs of the European Union, the Association of Southeast Asia Nations, the United Kingdom, Australia, and South Africa, and outlines the problems currently confronting Taiwan. For this purpose, a questionnaire was developed, and the Fuzzy Delphi Method was adopted. Thirteen specialists and scholars were invited to evaluate the importance of the issues related to the establishment of an NQF in Taiwan and propound recommendations for Taiwan’s future NQF planning.
The topic of constructing an NQF in Taiwan includes three dimensions and twenty important issues. Based on the research results of this study, the following main conclusions are put forward:
1. The principal purpose of constructing an NQF in Taiwan is to obtain the mutual recognition of transnational qualifications, facilitate talent flows, and ensure the linkage between industries and technical-vocational education, thereby achieving the goal of lifelong education.
2. In policy planning, Taiwan should learn from other countries with regard to the problems they have experienced in constructing and promoting NQFs, such as ambiguities in the orientation of policy supply, lack of integration of powers, and responsibilities among competent authorities, and excessively complex NQFs.
3. The top priority issue to be resolved in constructing an NQF in Taiwan is the difficulty with integration due to the existence of multiple relevant competent authorities and a lack of designated authorities and legal basis.
Based on the aforementioned conclusions, this study proposes the following concrete recommendations, which comprise three dimensions, namely, the dimensions of policies, relevant government agencies, and industries.
1. Policies: In terms of the purpose of constructing an NQF, the needs of Taiwan’s industries and the contents of the NQFs adopted by other countries should be simultaneously taken into account. Additionally, its legal basis should be established with supporting measures introduced and existing related mechanisms integrated.
2. Relevant government agencies: A mechanism for interagency collaboration should first be established, or a designated authority should be installed. Moreover, advocacy efforts should be made to increase the Taiwanese public’s understanding of NQFs.
3. Industries: A consensus should be fostered regarding the NQF and its content in order to align policies with needs.
壹、中文部分
Robert W. Howe(2000)。能力本位學程。教育大辭書。取自http://terms.naer.edu.tw/detail/1308742/
于承平(2010)。我國國家資歷架構之建置及其可能性之影響(未出版之碩士論文)。國立政治大學,臺北市。
于承平(2020)。臺灣欲建立國家資歷架構之內外在驅力及現況分析。臺灣教育評論月刊,9(6),11-18。
于承平、林俞均(2011)。歐洲終身學習成就認證之探討。教育研究與發展期刊,7(3),215-240。
于承平、高安邦、林俞均(2010)。英國、澳洲及歐盟資歷架構發展經驗對我國的啟示。教育資料集刊,47,213-244。
王文科、王智弘(2020)。教育研究法(增訂第十九版)。臺北市:五南圖書出版股份有限公司。
王令宜(2017)。主要國家學資歷架構發展現況分析及建構我國高等教育資歷架構之可行策略研究。國家教育研究院研究計畫(編號:NAER-106-12-C-2-05-00-1-12),未出版。
王令宜(2020)。我國建立高等教育資歷架構之可行策略。臺灣教育評論月刊,9(6),30-37。
丘昌泰(2008)。公共政策:基礎篇(第三版)【HyRead版】。取自https://ntnu.ebook.hyread.com.tw/bookDetail.jsp?id=18278。
外交部(2022)。南非共和國。取自https://www.mofa.gov.tw/CountryInfo.aspx?CASN=2&n=163&sms=33&s=156。
朱敏(2008)。南非終身學習政策的發展與問題。中國遠程教育,2008(10),74-78。
行政院經濟建設委員會人力規劃處(2010)。讓卓越人才開啟臺灣競爭力綜論《人才培育方案》(2010-2013)。Taiwan Economic Forum,8(9),11-38。
余致力、毛壽龍、陳敦源、郭昱瑩(2008)。公共政策【HyRead版】。取自https://ntnu.ebook.hyread.com.tw/bookDetail.jsp?id=3883。
吳定(2003)。公共政策。臺北市:國立空中大學。
吳定(2013)。公共政策辭典(四版)。臺北市:五南圖書出版股份有限公司。
呂依蓉(2019)。澳洲資歷架構經驗:現況與更新。評鑑雙月刊,75,18-21。
呂依蓉、唐慧慈(2019)。東南亞國協品質保證及資歷架構之發展現況與區域合作。評鑑雙月刊,77,41-44。
李隆盛(2008)。未來我國發展國家資歷架構之探討與建議。就業安全,7(1),4-8。
李隆盛(2013)。建立資歷架構 促進資能統合。評鑑雙月刊,43,1-1。
李隆盛(2017年8月10日)。建立國家資歷架構 開始就不遲。經濟部人才快訊電子報。取自http://itriexpress.blogspot.com/2017/08/blog-post.html。
李隆盛、李信達、陳淑貞(2010)。技職教育證照制度的回顧與展望。教育資料與研究,93,31-52。
李隆盛、陳麗文(2020)。臺灣資歷架構需要什麼樣的層級描述?。臺灣教育評論月刊,9(6),38-42。
林水波(2007)。公共政策析論。臺北市:五南圖書出版股份有限公司。
林俊彥(2020)。發展臺灣資歷架構宜審慎為之。臺灣教育評論月刊,9(6),43-46。
林俊彥、郭宗賢(2007)。德、澳、日、美技職教育發展對我國學校行政之啟示。學校行政,47,131-150。doi:10.6423/HHHC.200701.0131。
侯永琪(2009)。亞太各國建構資歷架構的發展。評鑑雙月刊,19,41-44。
侯永琪(2019)。資歷互認及資歷架構之國際發展與趨勢:臺灣資歷架構之建構與展望。評鑑雙月刊,82。取自http://epaper.heeact.edu.tw/archive/2019/09/01/7226.aspx。
侯永琪、呂依蓉、唐慧慈(2019a)。臺灣資歷架構建置草案:國際人才交流新契機。評鑑雙月刊,81,44-45。
侯永琪、呂依蓉、唐慧慈(2019b)。資歷互認及資歷架構之國際發展與趨勢:臺灣資歷架構之建構與展望。評鑑雙月刊,82,39-43。
侯永琪、呂依蓉、唐慧慈(2020)。從國際觀點初步建構臺灣高等教育資歷架構。臺灣教育評論月刊,9(6),1-10。
侯永琪、楊瑩、林劭仁、池俊吉、周華琪、呂依蓉、唐慧慈、許品鵑、蔡景婷(2019)。我國高等教育資歷架構分析。臺北市:財團法人高等教育評鑑中心基金會。
洪子鑫(2013)。我國終身學習體系建構之研究(未出版之博士論文)。國立暨南國際大學,南投縣。
洪瑜珮(2020)。加強中小學教師評量專業能力以奠定國家資歷架構能力訴求。臺灣教育評論月刊,9(6),51-53。
香港教育局(2009)。學術及職業資歷評審條例草案。取自http:// www.hkqf.gov.hk/media/doc_05.11.11_2.pdf。
翁福元(2008)。二十一世紀初期英國高等普通暨技職教育改革主要趨勢。教育資料集刊,40,103-130。
馬扶風(2020)。臺灣與澳洲高等教育品質保證制度之比較研究。比較教育,89,99-142。
張秀娟(2007)。南非成人基本教育之發展脈絡與省思。國際文化研究,3(2),57-79。
張基成、蔡政緯(2012)。以網路模糊德懷術與模糊層級分析法發展數位化學習歷程檔案之知識管理行為量表。教育資料圖書館學,50(1),103-133。
張瑞娥(2011)。建立我國職能標準架構之研究。台灣經濟論衡,9(8),38-65。
產業創新條例(2022年2月18日)。
莊謙本、黃議正(2013)。澳洲資歷架構對台灣技職教育借鏡與啟示。教育與發展,29(2),53-63
郭生玉(2012)。心理與教育研究法。新北市:精華。
陳怡如(2021)。英格蘭國家資歷架構運作機制與實施現狀之探討。教育研究與發展,17(2),37-81。
童國倫、潘奕萍(2010)。研究資料如何找?Google It!。臺北市:五南圖書。
黃有傑及羅紹麟(2001)。模糊德爾菲法在林業行政管理上之應用—以林務局企業精神指標之研究為例。林業研究季刊,23(4),57-72。
黃政傑、沈珊珊(2000)。國際比較教育學。新北市:正中書局
黃國彥(2000)。文件分析法。教育大辭書。取自http://terms.naer.edu.tw/detail/1303274/.
經濟部(2020)。新加坡職業教育體系與特色(上)。產業人才發展資訊網,取自https://www.italent.org.tw/ePaperD/7/ePaper20200700011。
葉重新(2017)。教育研究法(第三版)。臺北市:心理出版社。
靳知勤(2014)。台灣所需優先解決的科學教育問題—科學與科學教育學者的觀點。香港中文大學教育學報,42(1),53-76。
蔣之敏(2006)。參訪澳洲技能檢定制度及實施方式。行政院勞委會,未出版。
鄭淑真(2021)。影響科技大學產學合作因素之研究(未出版之碩士論文)。國立臺北教育大學,臺北市。
蕭綺蓉(2003)。教育民營化發展趨勢及其在我國中小學實施之可行性研究(未出版之碩士論文)。私立淡江大學,新北市。
賴若函(2021年9月)。未來人才調查:5大發現 預見2030。Cheers雜誌,236。取自https://www.cheers.com.tw/article/article.action?id=5100141。
鍾欣儒(2007)。臺北縣公立高級中等學校公辦民營經營型態評估研究(未出版之碩士論文)。國立政治大學,臺北市。
顏百鴻、歐陽誾(2018)。國小高年級學生行動學習準備度量表內涵建構之初探。教育學誌,39,1-53。
羅志成(2013)。英國技職教育改革成效之評估----2011年《渥夫報告》分析。教育資料集刊,59,85-104。
鐘琳惠(2010)。澳洲職業訓練與資歷架構制度之研究。行政院勞工委員會專題研究出國報告。(編號:C09903507),未出版。
貳、英文部分
Allais (2007). Why the South African NQF Failed: lessons for countries wanting to introduce national qualifications frameworks. European Journal of Education, 42, 523-547.
ASEAN (2020). ASEAN Qualifications Reference Framework (AQRF) Referencing Guideline. Retrieved from https://asean.org/wp-content/uploads/2017/03/AQRF-Referencing-Guidelines-2020-Final.pdf.
Asia-Pacific Economic Cooperation [APEC] (2015). Towards an APEC Qualifications Reference Framework. Philippines: The Author.
Australian Qualifications Framework (2020). Addendum No. 4 to AQF Second Edition January 2013. Retrieved from https://www.aqf.edu.au/announcements/additional-aqf-qualification-undergraduate-certificate.
Australian Qualifications Framework Council (2011). Australian qualifications framework council, Australian qualifications framework first edition. Canberra, Australia: National Library of Australia.
Australian Qualifications Framework Council (2013). Australian qualifications framework council, Australian qualifications framework second edition. Canberra, Australia: National Library of Australia.
Bateman, Andrea, & Mike Coles. (2015). ASEAN Qualifications Reference Framework and National Qualifications Frameworks: State of Play. Jakarta: SHARE-ASEAN Secretariat. Retrieved from http://asean.org/storage/2018/03/Guiding-Principles-for-Quality-Assurance-and-Recognition-of-Competency-C….pdf.
Cedefop (2018). National qualifications framework developments in Europe: analysis and overview 2015-16. Luxembourg: Publications Office. Cedefop research report, No 65. https://data.europa.eu/doi/10.2801/349835
Chakroun, B. (2010). National Qualification Frameworks: from policy borrowing to policy learning. European Journal of Education, 45: 199-216. https://doi.org/10.1111/j.1465-3435.2010.01425.x.
Dalkey, N. C. (1969). The Delphi method: An experimental study of group opinion. Santa Monica, Calif: Rand Corp.
Dearing, R. (1996). Review of qualifications for 16-19 year-olds: Summary report. School Curriculum and Assessment Authority.
Delbecq, A. L., Van de Ven, A. H. and Gustafson, D. H. (1975). Group Techniques for Program Planning: A Guide to Nominal Group and Delphi Processes. Scott, Ill: Foresman Glenview.
Department of Education, Skills and Employment (2022). Australian Qualifications Framework (Governance). Retrieved from https://www.aqf.edu.au/about/governance
Department of Education, Skills and Employment (2022). Australian Qualifications Framework (AQF levels). Retrieved from https://www.aqf.edu.au/framework/aqf-levels
Dunn, William N. (1994). Public Policy Analysis: An Introduction. Englewood Cliffs, N.J.: Prentice-Hall.
European Commission (2016). Proposal for a Council Recommendation on the European Qualifications Framework for lifelong learning and repealing the Recommendation of the European Parliament and of the Council of 23 April 2008 on the establishment of the European Qualifications Framework for lifelong learning. Retrieved from: https://ec.europa.eu/home-affairs/sites/homeaffairs/files/what-we-do/policies/european-agenda-migration/proposal-implementation-package/docs/20160713/proposal.
European Commission (2018). The European Qualifications Framework: supporting learning, work and cross-border mobility. Retrieved from https://ec.europa.eu/ploteus/sites/eac-eqf/files/eqf_brochure_en.pdf.
European Union (2021). The European Qualifications Framework. Retrieved from https://europa.eu/europass/en/european-qualifications-framework-eqf.
European Union (2022). Description of the eight EQF levels. Retrieved from https://europa.eu/europass/en/description-eight-eqf-levels
Faherty, V. (1979). Continuing Social Work Education: Results of a Delphi Survey. Journal of Education for Social Work, 15(1), 12-19.
Franchak, S. J, Desy, J., & Norton, E. L. (1984). Involving Business, Industry, and Labor: Guidelines for Planning and Evaluation Vocational Education Programs. Columpus, Ohio: The National Center for Research in Vocational Education.
Hanekom, S. X. (1987). Public Policy. South Africa: Johannesburg.
Holden, M. C. & Wedman, J. F. (1993). Future issues of computer-mediated communication: The results of a delphi study. Educational Technology Research and Development, 41(4),5-24.
Hsu, Y. L., Lee, C. H., & Kreng, V. B. (2010). The application of fuzzy Delphi method and fuzzy AHP in lubricant regenerative technology selection. Expert Systems with Applications, 37(1), 419-425.
James Keevy (2013). The National Qualifications Framework in South Africa: 1995 to 2013. International Journal of Continuing Education and Lifelong Learning, 6(1), 19-35.
Jarvis, D. S. L. (2014). Regulating higher education: Quality assurance and neo-liberal managerialism in higher education - A critical introduction. Policy and Society, 33(3), 155-166.
Linstone, H. A., & Turoff, M. (1975). The Delphi Method: Technique & Applications. Reading, Massachusetts: Addison-Wesley Publishing Company, Inc.
Mari, E. (2015). Developing policy instruments for education in the EU: the European Qualifications Framework for lifelong learning. International Journal of Lifelong Education, 34(6), 710-726.
McMillan, J. (2008). Educational Research. Fundamentals of the Consumer (5th ed.). Virginia Commonwealth University. NY: Pearson Education Inc.
Mohd Fahmi, Z., Balasingam, U., & Laguador, J. M. (2019). ASEAN Qualification Reference Framework: Harmonization of ASEAN Higher Education Area. In A. Idris & N. Kamaruddin (Eds.), ASEAN Post-50: Emerging Issues and Challenges (pp. 101-134). Singapore: Springer Singapore.
Nachmias, David and Chava Nachmias (1979). Public Policy Evaluation: Approaches and Methods. New York, NY: St. Martin's Press.
Phillips KPA Pty Ltd (2018). Contextual research for the Australian qualifications framework review: Final report. Retrieved from https://docs.education.gov.au/documents/contextual-research-australian-qualifications-framework-review.
Potolea, D., & Toma, S. (2019). European Qualification Framework (EQF) - responsibility and autonomy domain; meanings and implications. The European Proceedings of Social and Behavioural Sciences, 67, 1-9. doi:10.15405/epsbs.2019.08.03.1.
Republic of South Africa (2002). Report of the Study Team on the Implementation of the National Qualifications Framework. Pretoria, South Africa: Departments of Education and Departments of Labour.
Republic of South Africa (Act No. 58 of 1995) South African Qualifications Authority Act (Pretoria, Government Gazette).
SAQA (2005). National Qualifications Framework Impact Study. Report 2. Establishing a Baseline against which to Measure the Progress of the NQF (Pretoria, SAQA).
SAQA (2022). NQF History and Objectives. Retrieved from https://www.saqa.org.za/nqf-history-and-objectives-full
Thompson, P. J. (1995). Competence-based learning and qualifications in the UK. Accounting Education, 4(1), 5-15. https://doi.org/10.1080/09639289500000002
Tuck, R. (2007). An introductory guide to national qualifications frameworks: Conceptual and practical issues for policy makers. Geneva, Switzerland: International Labour Office. Retrieved from https://www.ilo.org/wcmsp5/groups/public/@ed_emp/@ifp_skills/documents/instructionalmaterial/wcms_103623.pdf.
United Nations Educational, Scientific and Cultural Organization (2017). Global inventory of regional and national qualifications frameworks 2017. Retrieved from https://www.cedefop.europa.eu/files/2221_en.pdf.
Upen, M. (2018). Difference between text and discourse. Retrieved from http://pediaa.com/difference-between-text-and-discourse/