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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/69230

    Title: 美援與建教合作 --以中工、雄工、南工為例;nonq
    Authors: 苗延萍;Miao,Yen-ping
    Contributors: 歷史研究所在職專班
    Keywords: 工業化;八大省工;台中高工;高雄高工;台南高工;industrialization;eight provincial industrial high schools;Taichung Industrial High School;Kaohsiung Industrial High School;Tainan Industrial High School
    Date: 2015-10-22
    Issue Date: 2015-11-04 17:51:51 (UTC+8)
    Publisher: 國立中央大學
    Abstract: 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。
    ;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.
    Appears in Collections:[歷史研究所碩士在職專班 ] 博碩士論文

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