摘 要
終身學習發展，促使各種非傳統學習的方式與教育服務對象受到重視。如成人學習者、部份時間學習者、非校園學習者、跨機構學習者等，逐漸成為教育體系的主要關切核心。在一九七三年，全美非傳統學習委員會(the U.S. Commission on Nontraditional Study)提出一種觀點，認為終身學習不僅是一種制度，更是一種態度，將學生視為第一，機構視為第二。鼓勵個人學習機會多樣性，而非一致性，不再只強調時間、空間、甚至於課程這些基本要求，進而要求給予學習者更多彈性與支持。這種以學習者為學習社會核心的觀點，在一九七六年以後廣為聯合國教科文組織所接受並推廣之。明顯的，因為多樣性的學習方式與對象，建立各種學習成就的認可，尤其是校園之外學習成就的認可，成為發展學習社會最緊急、重要的事情之一。各類經驗的學習受到重視，認為應授予應得學分，繼續教育課程、非學院課程成就也受到認可，並獲得學分的推薦、累積和轉換。這種新的認可理念，增加終身學習的變異性，擴大人們對於學習的參與，加強學習的彈性，賦予各種學習成就應得的價值，打破傳統的學習障礙。
從許多文獻的探究瞭解，認可學習成就主要是由學校教育系統，尤其是大專以上學校系統扮演最主要角色，因此以大專校院為主體，認可校外學習成為推動終身學習重要的一項措施。所謂校外學習成就認可，是指在大專校院中，學習者透過不同學習管道，在入學前與在學間，於校外從事的工作成就、職業訓練、研究發展、自我學習等活動，都有獲得認可的機會。在探究校外學習成就的認可工作時，有兩種取向，一種以個別學習者為中心，另一種以校外學習課程為焦點，本研究所探究的是一種針對個別學習者提供學習成就認可的工作。預期達致的目的有：一、探討校外終身學習成就認可的概念與理論基礎，以瞭解其意義、特質與價值。二、探討歐美先進國家校外學習成就認可的起源與現況運作，以瞭解其歷史發展、形成背景與採行的方案模式。三、分析我國推動校外學習成就認可的有關政策與方案，瞭解規畫與建立校外學習成就認可的各項要素。四、調查分析我國學界及行政界專家對推動校外學習成就認可的意見，包含一般理念、評量標準、學習活動、評量方法、行政事務等各類看法。五、根據研究結果，提出我國推動校外學習成就認可的可行建議，作為政府及大專校院推動的借鏡與參考。
為探究我國校外學習成就認可的推動與規畫，本研究採用分析研究法，針對歐美先進國家經驗，經由文獻的分析探討，歸納出我國推動校外學習成就認可的規畫應注意議題，並以此為參考，編製「我國推動校外學習成就認可調查問卷」，採用德惠法研究，由十五位學者專家及主管教育行政人員進行二次填答，經過統計與分析，以及參考文獻探究所得，提出研究發現與結論，並根據所得結論提出對實務規畫推動與未來研究之建議。
本研究的研究發現與結論歸納如下：
首先，結論方面：
一、 從理論基礎探究校外學習成就認可的理念與發展方面
（一） 在知識社會中，高等教育、知識與社會的關係改變，知識本質也有所改變，高等教育對不同來源的知識與學習應予以認可
（二） 高等教育在終身學習社會中將扮演核心與促進發展新角色，需要新的學歷證明理念
（三） 成人成為校園不可忽視的服務群，成人學習具有自己的特性，需要不同的學習支持服務與認可方式
（四） 經驗對成人學習的意義重大，應賦予價值，給予認可
（五） 學習評量產生變革，成人學習需要多元的評量與認可
二、 從歐美先進國家推展經驗探究校外學習成就認可的實務運作方面
（一） 政策的訂定、推動的力量與方式因應著國情不同，而有不同的發展
（二） 校外學習成就認可應用於高等教育的入學與學分累積，以及獲得職業資格的認證兩方面
（三） 歐美先進國家對於校外學習成就認可的學習活動包含經過認證或資格檢定的學習以及個別的經驗學習兩大類
（四） 歐美先進國家對於校外學習成就認可的評量方法包含標準化測驗、非標準化測驗、個別性評量方法三種類別
三、 從我國相關政策與方案探究校外學習成就認可的規畫方面
（一） 衡諸我國各項發展，已有發展及推動校外學習成就認可的條件與需要
（二） 我國教育政策提供校外學習成就認可的發展基礎
（三） 我國推動校外學習成就認可，是一種整合高等教育、技職教育、與社會教育的發展趨勢
四、 我國推動校外學習成就認可的規畫要素分析方面
（一） 在終身學習成就認可理念方面，強調人們可以從生活及工作經驗中學習，而獲得知識與技能，各種學習獲得的認可學分，應可以累積與轉換
（二） 在校外學習成就認可評量方面，強調學習者對於學習的時間、地點、方式與內容擁有決定權，能夠參與學習成就的評量與認可工作，學習成就認可的學習範圍包括符合學科、符合社會所需能力與增進自我發展的學習
（三） 在校外學習成就認可學習活動方面，包含參與結構式課程學習、具備證照與檢定證明、參與非結構式課程學習、進行自我學習等，這些非屬大專校院的學習活動，所學的知識技能，經適當評量後能給予學分
（四） 在校外學習成就認可評量標準方面，強調認可的學分應符合大專校院內學科要求的標準，由學科專家評量，要避免相同學習重複給學分，認可的政策與程序需公開，評量認可事務需受監督，以保持學術品質
（五） 在校外學習成就認可評量方法方面，強調標準化測驗、非標準化測驗與具體成就表現的實作、作品評量方法
（六） 在校外學習成就認可行政事務方面，包含認可的政策與法規、執行評量與認可單位、相關服務、參與人員的支援與訓練、品管與監督等方面
（七） 校外學習成就認可學分用途、與其他認證機構所推薦學分關係、學分有效採認期間、採計學分數與認可學分收費等方面，部份意見分歧
其次，建議方面：
一、 對校外學習成就認可實務規畫與推動之建議
（一） 加強成人學習、成人評量、終身學習認可之相關研究，以建立適合我國學習認可的理論基礎
（二） 加強教育組織推動的力量，強化民間的共識
（三） 政策的訂定有強調的願景與理念，保留彈性給各校發展特色
（四） 評量的標準宜更為具體化，形成共同的執行綱要，獲取認同以利累積與轉換
（五） 學習成就評量與認可不可過度功利導向，對非職業、人文性的知識也應該尊重與肯定
（六） 創造個人需要與品質管制的雙贏策略
二、 對未來研究之建議
（一） 因應著不同領域、學科，校外學習成就認可應有不同的方法、取向，值得進一步研究
（二） 對於個別性評量方法的應用與發展應深入研究
（三） 對於學校的老師、行政人員、學習者與社會大眾，應進行進一步理念與態度的調查，瞭解其中的差異，作為推動的參考

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