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| Title: | 我國推動學習成就認證之研究
我國推動學習成就認證之研究
A Study on Promoting the Accreditation of Learning Achievements in Taiwan
A Study on Promoting the Accreditation of Learning Achievements in Taiwan |
| Authors: | 彭致翎
Peng,Chih-Ling |
| Contributors: | 秦夢群
湯志民
彭致翎
Peng,Chih-Ling |
| Keywords: | 非正規學習
非正規學習
學習成就認證
學習成就認證
non-formal learning
non-formal learning
accreditation of learning achievements
accreditation of learning achievements |
| Date: | 2005 |
| Issue Date: | 2009-09-14 11:17:36 (UTC+8) |
| Abstract: | 本研究主要目的為：一、析論學習成就認證的意涵、取向、原則、評量與效力等重要概念；二、探討學習成就認證的學理基礎與國外相關制度之運作情形；三、探討我國學習成就認證之實施現況；四、評估並建構我國學習成就認證之可行途徑。研究方法採文獻探討與文件分析，透過質化與量化的研究，包括訪談、德懷術之應用。
本研究主要發現如下：
一、推動學習成就認證的理念，分別為：（一）不同管道的學習成就經過適當評量，應給予認可憑證；（二）學習不一定完全依賴特定的正式情境，其有權利透過認證並賦予價值；（三）透過終身學習方式以因應知識創新；（四）學習者之學習成就，若符合大學校院學門或學科內容，應予認證並核頒給學分證明；（五）透過生活及工作經驗學習也可獲得相同的知識與技能；（六）有助滿足學習者不同的需求，提高其參與不同學習的興趣；（七）學習者之學習成就，若符合當前社會所需各項能力，應予認證並核頒學分證明；（八）從生活與工作經驗中獲取知識、技能，其價值相當於大學校院所獲取之知識技能的價值。
二、學習成就認證的目的，分為（一）社會層面共有九項：1.促進正規、非正規的教育活動，且彼此產生交流，讓不同型態的教育，結合成一個緊密有機體系；2.激發全民參與學習活動，建立終身學習社會；3.結合不同教育資源，以減少投資浪費並發揮最大效益；4.協助並提供弱勢群體或個人提升競爭力；5.補充正規教育不足；6.創造不同需求與價值，促進人力資源整合；7.提升並厚植公民關鍵能力或素質；8.促進社會融合，以涵養具主動參與特質的公民；9.培育民眾積極人生觀，建立社會核心價值；（二）個人層面共有七項：1.讓不同管道習得之知識技能可銜接轉換，與正規教育體系相融合；2.鼓勵學習者由各種管道累積學分，進而獲致文憑或資格；3.肯定自我價值，激發內在學習動機，促進永續學習；4.促進個人多元化成長；5.彰顯知識技能可預見性，瞭解個人的能力與擁有的證明相契合；6.建立勞力市場技能的可攜帶性價值，有利於就業、升遷或生涯轉換；7.強化知識技能，以提升職業競爭力。
三、學習成就認證的取向方面，就途徑言，為以結合機構、課程及個人之整合取向認證，且採類似南韓的學分銀行、澳洲的國家資格認證的模式。
四、學習成就認證的範疇方面：（一）學分內涵包括結構性的課程、學力檢定考試通過之證明、證照與檢定證明、職場實務工作所獲取之經驗學習；（二）課程認證內涵則包括職業、生涯進階、博雅及配合個人發展任務取向課程。
五、學習成就認證的原則方面：（一）一般性原則為品質保證、客觀公平與具自願性、充足的資訊、作業流程簡捷、輔以適切的輔導與諮詢、漸進式實施、內容彈性多元、利害關係人參與多元化及收費低廉；（二）與正規教育連接轉銜，課程認證須具有同等正規教育之水準與內容，過程允許持續改變或改進。在品質、名稱、時間、歷程及內容上須符合學術規範，師資、設備等亦應作同等要求，由學科領域專家來認證學習成就，認證允許不同之成就可相互比較評量，且認證學習領域範圍應廣泛多元。
六、個人取向之學習成就認證原則有五項考量，（一）要求學習者提供學習成就紀錄檔案或能力證明外，且須反思與自我評核；（二）無論參與那一種形式的學習均能獲得認證；（三）學習者先前的學習成就透過評量後予以採認並轉化成學分，可獲正規教育的採計承認；（四）學習者應享有自主選擇權；（五）學習者應享有參與學習成就評量與認證工作之權利。
七、學習成就認證的評量方面：（一）評量方法包括：實作技能評量、學習檔案（紀錄）、相關課程考試、標準化測驗、論文（報告寫作）、面談（口試）；（二）紀錄檔案，以認證單位保存為主。
八、學習成就認證的運作：（一）由中央主管教育行政機關訂定認證法源、程序、實施內容、學分累積，以及轉換機制等，交由專責機構執行；（二）認證單位，主要為中央政府機關、政府捐資設立之財團或社團法人、政府機關委託之大學校院；（三）政府為政策規劃、監督及鼓勵推動者之角色，主導規劃制度；大學校院、民間機構團體為夥伴參與、技術規劃及訂定自律規範者之角色。
九、學習成就認證的效力方面：（一）作為專業繼續教育憑證、和正規教育接軌轉銜、取得某項重要能力分級證明、對個人授予特定學位及升遷考核或加薪依據；（二）與正規教育銜接，作為大學校院入學錄取參考、抵免通識、選修課程、專業課程必修學分，以及作為研究所入學錄取參考條件、抵免選修、專業課程必修學分；（三）學分有效期限多以五至十年內有效，然意見仍屬紛歧。
十、學習成就認證可能面臨的問題，包括：（一）非正規學習成就認證的標準訂定困難；（二）不同學習系統和學習成就整合連結困難；（三）社會各界不瞭解非正規學習成就認證相關事宜；（四）社會各界不放心非正規學習成就認證品質；（五）大學校院不具採認意願；（六）社會大眾不認同非正規學習所獲得之能力，認為會降低學術研究水準；（七）大學校院採認非正規學習成就認證，造成學雜費短收，影響學校經費運用；（八）技能認證雖有利於實務導向，亦可能強化技術致用的功利之風。
本研究之主要結論為：一、建構學習成就認證刻不容緩，以落實終身學習；二、學習成就認證之理念，強調透過終身學習方式，以因應知識創新外，並透過不同管道的學習成就適當評量，給予認可憑證；三、學習成就認證旨要建立正規與非正規教育之等價銜接轉換機制；四、學習成就認證連接不同教育資源，發揮有限資源之最大效益；五、推動學習成就認證具有社會深層價值的涵泳；六、推動學習成就認證具有強化個人多元的機會；七、學習成就認證之範疇包括課程、證照及經驗學習，並兼顧認知、情意與技能；八、學習成就認證兼重品質、自主、多元及創新原則；九、從非正規學習特色發展評量與認證方法，應能自成一體系；十、政府應主導規劃學習成就認證，並由民間機構團體與大學校院合作參與；十一、學習成就認證效力，包括與正規教育接軌轉銜、授予特定學位及作為升遷考核或加薪依據；十二、學習成就認證之學分有效年限至少為五至十年，然不同學門間差異仍大，有待進一步累積共識；十三、各界對學習成就認證瞭解不夠影響認同度，有待強化宣導對話；十四、建構我國學習成就認證之可行途徑：以個人為主體之整合取向，以學分銀行模式建立正規與非正規教育之等價銜接轉換機制，並應能自成一體系。
本研究建議如下：
一、對中央主管教育行政機關之建議：（一）有效協調並整合相關機制與資源，以開創學習成就認證新局；（二）應積極建立學習成就認證之相關標準或判準，力求全面提升品質；（三）積極成立學習成就認證專責單位；（四）提升學習成就認證客觀地位，納入法令中務實規範；（五）藉由標竿學習讓制度具循序與連貫性，並增加大學校院等多元管道試辦與實驗的空間；（六）取法南韓等學分制度之優勢，整合相關配套措施；（七）加強社會各界之溝通與宣導，達到全民體認與接受的初步共識；（八）運用終身學習卡紀錄學習經驗，讓學習管道暢通無礙。
二、對大學校院、民間機構團體之建議，主要有下列兩項：（一）發展不同的學習組織型態，讓學習成為必然；（二）發展各組織間合作與策略聯盟的關係，破除組織隔閡與障礙。
三、對未來研究之建議：（一）針對實施進行檢討，並探究其相關成效；（二）可採大規模的意見調查；（三）學習成就認證之指標建立；（四）針對學習傳媒、數位學習認證等，進行相關探究。
The main purpose of this study is as follows: 1) to expound important concepts, such as meaning, orientation, principles, assessments and effects of accreditation of learning achievements; 2) to probe the basic theories concerning accreditation of learning achievements and some implementation conditions in some foreign countries; 3) to probe the current situations of accreditation of learning achievements promoted in Taiwan; 4) to evaluate and construct the feasible prototypes. Document analysis, interviews and Delphi Technique are adopted in this research.
The major findings and discussion of this study are as follows:
1. The idea of accreditation of learning achievements— the urgent need to construct and promote accreditation of learning achievements to implement lifelong learning and to emphasize that accordance with knowledge constant innovative change through lifelong learning, and learning achievements of different channels should offer the evidence of approving through the proper assessment.
2. The purpose of accreditation of learning achievements from social and individual aspects— building up the equivalent transferring mechanism between formal, non-formal learning and to combine different educational resources to the greatest benefit.
3. The approach of accreditation of learning achievements—the adoption of the integrated approach which combines the features of organization, course and personal accreditation and the adoption of the model similar to S. Korean credit bank model, Australian national qualification accreditation.
4. The category of accreditation of learning achievements— the inclusion of curriculum, certificates and experience and consideration for cognitive, affection and technical ability.
5. The principles of accreditation of learning achievements—consideration for quality, autonomy, pluralism and innovative.
6. The principles of accreditation of personal learning achievements—the development of the system of non-formal learning and its own evaluation.
7. The evaluation of learning achievements—the methods (including assessment of technical ability, learning records and portfolios, correlated curriculum examination, standardization tests, thesis or report, and interview) and learning achievement accreditation records and portfolios should be saved by the accreditation organization.
8. The operation of accreditation of learning achievements— the government playing the leading role in cooperation with the institutes, foundations, folk organizations and higher education.
9. The effects of accreditation of learning achievements-- integration with regular education, awarding a specific degree, the identification graded as obtaining a certain important ability, evidence to get promotion. There is discrepancy in the length of the credit validity within five to ten years.
10. The problems of accreditation of learning achievements—the lack of understanding accreditation of learning achievements resulting in resistance to the system, and worries for reducing the academic research level, and for the shortage of the sources of the tuition and incidental expenses.
Based upon the results mentioned above, several suggestions are made to the authorities concerned, the institutes, folk organizations, higher education, and other interested researchers.
Key words: non-formal learning, accreditation of learning achievements |
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| Description: | 博士
國立政治大學
教育研究所
89152505
94 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0891525052
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| Data Type: | thesis
thesis |
| Appears in Collections: | [教育學系] 學位論文
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