| 摘要: | 國家走向工業化的重要關鍵在於人力資源的提供，職業教育是培育技術人才的主要方式，而建教合作是謀求人力資源「質」的提高與「量」的擴充的最佳選擇。日治時期在殖民統治的政治環境下建構建教雛型，建教模式係配合殖民統治者國家政策而訂定，採用「以場為校」的工讀式、實習式與代訓式培育工業技術勞力，俾利汲取台灣經濟資源，戰後至中華民國政府播遷來台期間，建教制度受限於政府財力匱乏的情況下欲振乏力，反而呈現職業教育與國家建設脫節的「建教不合作」失衡現象。
美援來台，為振興經濟發展工業，提升工業技術人力水準，建議推動建教制度，一方面援助國營企業擴充設備、另一方面改革工職教育提供實習設備器材，建構八大省工與國營企業建教聯繫平台，催生建教制度，協助八大省工與生產業界建立實習式、合作選拔式、代訓技工養成班、實用技能訓練中心與奬學金式之建教關係，八大省工之中又以中工、雄工及南工三所工職學校在美援的協助與督導之下，推動建教工作最具成效。透過美援推動建教工作，改善建教雙方合作模式，在美援終止後，台灣持續開發建教合作新模式，不但有效開發人力更提升技術工人技術能力以振興經濟。
;The most important factor for a country to improve its industrialization level is its ability to provide rich enough human resource for vocational education, which is the main way to build up a base to develop technical talents. The goal of cooperative education is to seek the best choice to improve both the "quality" of human resource and "quantity" of expansion. Under Japanese colonial period, the colonial government designed the prototype of cooperative education, which was coordinated with the colonial policy, using “work-study”, “internship” and “train-for” patterns of labor training to foster skilled workers in “factories as schools”, in order to exploit Taiwan′s economic resources. After the World War II, due to the republic government’s financial difficulty, cooperative education in early post-war Taiwan declined accordingly. As a result, vocational education and nation-building became disconnected with each other.
Since the United States began to aid Taiwan, it has been recommended to reconstruct the system of cooperative education, in order both to revitalize the industrial economic and to enhance the level of industrial technology manpower. Therefore, on the one hand, state-owned enterprises could be helped to buy more equipment, and on the other hand, the reform of vocational education could be caught up to offer study-workers significant resources. Besides, a bridge for communication or contact platform between eight provincial industrial high schools (IHSs) and state-owned enterprises could be built. Meanwhile, it delivered the cooperative education, assisted eight provincial IHSs to connect with the structure of industrial production by developing new cooperative-education relationships, which included building up a system of internship, cooperative selection, train-for team, practical skill center, and fellowship or scholarship. Among the eight provincial IHSs that had been assisted with and supervised under US Aid, Taichung IHS, Kaohsiung IHS, and Tainan IHS, showed themselves more successful than the rest, in terms of their cooperative-educational task. With US Aid’s assistance, cooperative education in Taiwan became more improved in cooperative patterns. After the US Aid went to an end, Taiwan continues to develop new cooperative education model which not only effectively improves human resource but also enhances the ability of skilled workers’ technical capacity to revitalize the economy. |
