英格蘭14-19歲教育改革－朝向終身學習的國民教育

The 14-19 Education Reform in England-Toward Lifelong Learning

10.6384/CIQ.200807.0017

詹寶菁(Pao-Jing Chan)；黃文定(Wen-Ding Huang)

教育改革 ； 英格蘭 ； 十二年國教 ； 終身學習 ； 14-19 education reform ； England ； the 12-year education ； lifelong learning

課程與教學

11卷3期（2008 / 07 / 01）

17 - 43

繁體中文

臺灣目前正在進行十二年國民教育改革，希望藉由延長全體國民的受教年限，而非以義務教育的方式，以均衡校際間、城鄉間、不同軌之間的不均等現象，從而提昇國家競爭力與實現社會公義的理想。在英格蘭，橫跨義務教育階段前後的教育改革已進入計畫與逐步執行的階段，其目的在提昇青少年於義務教育後繼續接受教育或訓練的參與率，進而達成國家經濟發展與社會正義雙重目標。臺灣與英格蘭兩國教育的改革，無論在方式和目的皆有相似之處。因此，本文著重於分析英格蘭14-19歲教育改革中有關課程與證書的規劃，進而反思臺灣十二年國民教育的規劃。為達成該目的，本文將分析英格蘭14-19歲教育改革的背景、相關課程的計畫與實施、及預期的困難與挑戰，最後基於前述英格蘭的經驗反省臺灣十二年國民教育的規劃。

In Taiwan, the reform of 12-year education system is being undertaken and will be put in practice in 2009. This reform aims to balance the inequality between schools, areas, and tracks by promoting youngsters' involvement in post-compulsory education or training rather than by making education compulsory for the upper secondary learning stage. A similar reform of the 14-19 education age-group is being undertaken in England in a similar way to that in Taiwan is currently in the implementation stage. This paper aims to analyse the background of this education reform in England, to examine the plan and its implementation in relation to the curriculum, and to discuss potential difficulties and challenges. Based on this examination, this paper will conclude with reflections on the Taiwan's reform of 12-year education.

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