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題名:全球化影響終身教育發展之研究-理論分析模式之初構與應用
作者:許雅惠 引用關係
作者(外文):Carolyn Ya-Huei Hsu
校院名稱:國立高雄師範大學
系所名稱:成人教育研究所
指導教授:蔡培村
學位類別:博士
出版日期:2003
主題關鍵詞:全球化終身教育成人教育理論分析模式建構應用終身學習globalizationlifelong educationadult educationtheory analysismodelconstrctionapplicationlifelong learning
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本研究以「全球化作用與終身教育發展的關聯研究」為主題並以「全球化三層作用理論分析模式的建構與應用」為研究焦點。從現象形成動機,由於動機的滿足是有步驟性及優先順序的,研究課題優先序的考量乃形成了本研究的目的,以基礎性的方法論建構和試探性應用為主要考量。研究結果已達成預定研究目的,依序為:完成探討全球化的發展脈絡及意涵;澄清全球化與終身教育體系發展之關係;探究全球化影響終身教育的相關理論基礎;辨析全球化影響終身教育的作用路徑、機制與效應;建構一個全球化作用的理論分析模式;應用理論分析模式進行國家個案研究;評析理論分析模式的應用價值;提出模式建構與應用的相關結論與建議等。經文獻分析及理論探索已完成全球化作用的理論分析模式建構及個案應用,並已獲致研究成果。以下從研究目的、研究架構操作的達成情形,將主要結論及建議,要述如後。
本研究主要結論如下:
有關澄清全球化之發展脈絡及意涵方面,包括:
一、教育研究對全球化的理解必需兼顧實務影響與哲理思辨的平衡。
二、全球化透過政治、經濟、科技全球化而形成影響終身教育的超國家路徑。
三、全球化概念的使用及問題的推論需從不同哲學立場加以辨析。
有關全球化相關理論的探索方面,包括:
一、經濟取向的全球化理論指出全球化因應機制是市場,透過勞動、就業及教育市場間的協調而形成回應。
二、政治取向的全球化理論指出全球化的因應穖制是國家,透過國際政治參與、政治結構及政策選擇而形成回應。
三、科技文化取向的全球化理論指出全球化的因應穖制是個人,透過科技應用/就業/技能更新而形成回應。
有關全球化與終身教育關聯性的探索方面,包括:
  一、全球化形成普世終身教育文化與以全球為架構的終身教育願景。
  二、全球化引發國家終身教育體系變革顯示教育因應策略的重要。
三、全球化引發終身教育財政取向/競爭取向/平等取向的改革。
四、全球化引發博雅取向與職業取向的終身教育發展之衝突。
  五、全球化影響終身教育之教學與個人學習型態產生新的研究課題。
有關全球化影響終身教育理論及分析模式建構方面:
一、現象論/意識型態論形成分析模式之路徑方向與層次性並符應教育的集體/個別雙元性。
二、資本主義世界體系理論/國家理論/知識經濟論指出終身教育政治經濟分析的重要。
三、學習社會論/文化性社會連帶理論指出社會文化觀點的成人學習探究有必要性。
有關分析模式應用於國家個案研究方面,包括瑞典與台灣:
  一、瑞典部分
    (一) 瑞典終身教育受全球化的影響以經濟-教育路徑作用力最大,政治-教育路徑次之。
(二) 瑞典多黨結構/福利意識型態市場干預/市民社會參與使教育體系因應機能表現較佳。
(三) 瑞典的終身教育發展與全球化經濟課題有密切關聯及對應。
二、台灣部分
     (一)台灣終身教育因島國經濟特性,受全球化影響以經濟-教育路徑作用力最大,科技-教育路徑次之。
   (二)台灣在地化社會發展終身教育偏向個人主義模式,欠缺機制整合的支持性系統學習。
     (三)台灣全球化過程中長期相對獲利的結果使終身教育政策對全球化課題的回應不明顯。
有關全球化理論分析模式初構的應用價值方面:
一、以全球化概念作為理論分析之路徑要素,呈顯出終身教育規劃及研究需考量並深化對國家外在環境的理解 。
二、以全球化理論建構出理論分析之機制要素,可整合不同層次的研究課題。
三、以全球化與終身教育之關聯性作為理論分析之效應要素,可改善研究的片斷化並形成體系化觀察。
四、多元理論基礎使模式的建構產生適切的釋解力。
本研究主要建議如下:
對台灣終身教育發展的整體建議方面:
一、政府、教育機構、及國民個人必需深入理解全球化作用,積極因應競爭並預防全球化課題的負面影響。
二、優先探究並策略因應加入世界貿易組織後的教育市場開放問題。
三、發展本土文化認同的終身教育策略以維護公民在全球化發展中兼具適應性及自主意識。
對教育行政機關的建議方面:
  一、教育部門與勞動部門強化整合終身教育規劃以回應全球化課題。
二、成人學習機會擴張模式的終身教育規劃有必要修正調整。
三、成立/鼓勵全球化終身教育策略議題規劃之科際整合研究。
  四、預防科技所產生之社會排除,宜優先提升科技及國際語文能力並規劃教育優先對象。
對終身教育組織及機構的建議方面:
一、以全球教育市場為組織發展之參照範圍並整合區域資源形成競爭規模
  二、優先進行組織在全球結構中的角色功能分析以形成全球觀點的終身教育供給策略
三、提供全球通用知能、全球生活知能及全球職業知能教育服務
對教育研究單位的建議方面:
一、探究全球化影響需兼顧實務/哲理以及博雅/職業取向的平衡。
  二、開展以全球化路徑、回應機制、效應為分析焦點的整合性研究。
三、發展終身教育政治經濟分析及社會文化觀點的成人學習研究。
對後續研究及模式應用的建議方面:
一、深入探究全球化超國家路徑作用轉化為終身教育政策之歷程及各種路徑間的交互關係。
二、深入探究並澄清在地政治作用相對於全球化作用的影響。
  三、發展多國比較分析模式的簡化模式以利國際比較研究。
四、應用模式進行完整的單一國家個案研究。
The dissertation describes and explores a study which sough to construct a model that can be applied to illustrate the influence of globalization uopn the lifelong education development on a national scheme. In particular it examined the three levels of globalization influence, namely, the supra-national route level, the mechanism level and the impact level. Apart from the construction of theoretical analysis model, this research also aims to evaluate the applicablility of the model developed and applied the model to conduct two national case studies-Sweden and Taiwan.
The potential effects of globalization are far-reaching due to the scale and nature of the phenomenon. Based upon theoretical and phenomenal analysis, a three level model was constructed and it illustrates how globalization has affected lifelong education development. In the route level, the origins of the globalization influence comes from the supra-national routes by economic-educational, political-educational and technological-educational dimensions. In the mechanism level of exploration, the supranational globalization forces arouse reaction mechanisms constructed by the state, market and the adult learners within the nation. In the impact level, three aspects of effects shows the outcome and reaction of the three mechanism, they are national policy aspect, educational organization aspect and learner’s aspect.
Theme themes that have been discussed and observed in the three level analysis are:
- The changes in the national structure of industries and due to the globalization of international trade.
- The effects and contribution to the national lifelong education policy of the supra-national educational strategies promoted by the supranational or international organization.
- The globalization of information technology and its appplication in education.
- The changes and response in labor markets and educational shstems due to the emerging demand for workforces capable of the production the global markets need.
- The adjustment by the government to reform a lifelong educational system.
- The learners reaction mechnism works through the renew of the employability.
- The widespread adoption of information technology in educational organization and schools to extend educational oppertunities to new target groups.
- The lifelong education policies related the unemployment, competitiveness, labor market and IT development issues which ensued after globalization.
The application of the three-level model in the case study of Sweden shows that the Swdish lifelong education has been affected mainly by the economic-educational force and political-educational force as minor. Meanwhile, the Swedish welfare ideology and multi-party politics forms the sensitive state/market/learniers mechanism and has better educatinoal policy/practice reaction.
In the case of Taiwan, the application of model shows that eventhough Taiwan has been affected by economic globalization but remains grouth in international trade and that impairs the reaction of educational department to prevent and set the strategies for globalization issues. As a result, Taiwan lifelong education development has been characterized as an individual model.
The model constructed and evaluated has reached a better understanding of the validity of education in its theoretically and empirically observed specific dimensions and help in defining appropreate strategies for future lifelong education. It can be further employed and developed for both single nation case study and international comparitive studies.
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