本文以臺北工業學校學生的就學與就業為中心，析論臺灣近代工業教育在共學制度實施後的變化。1920 年代以降，日本標舉「內地延長主義」的同化政策為治臺方針，教育政策改行中等學校以上共學制度。共學制度排擠臺人進入原屬臺人教育機構的機會，此在前人著作中已多論述。然則，不同性質的教育機關其具體狀況，仍有進一步闡明之必要。共學制度實施之前，在臺人學生平等競爭下，臺灣人工業學校的錄取率與日本國內同性質學校錄取率相近，亦即此時錄取率為正常合理的入學篩選。但是差別化的教育內容與學制，使臺人無法與日人平等競爭。共學制度實施後，工業學校臺籍學生數與錄取率皆大幅降低。不過，平等化的制度與教育內容，使畢業於五年制工業學校的臺灣人，擁有與日人平等競爭的立足點，他們亦展現追求平等對待與發揮專業的企圖心。在就業方面，戰爭動員時期對公私機構實施畢業生採用限制的法令、學徒動員等措施，影響工業學校實習與就業的自然趨勢。戰爭動員體制下的相關規範，則使工業學校學生與畢業生成為軍需工場機動調度的熟練工或技術人員。

This paper examines the education and employment of students in technical schools of Taipei under the integrated education policy introduced by the Japanese colonial government since the 1920s. With the aims to extend the inland of Japan and to assimilate the colonial subjects, the integrated education policy was implemented in educational institutions from middle schools and above. In the literature, there has been much discussion on how Taiwanese were deprived of the opportunity to enter Taiwanese schools under the integrated education system. However, the changes experienced by educational institutions of different nature also varied. Prior to the integrated education system, Taiwanese students could still enjoy equal competition with their Japanese counterparts. Their rate of admission to domestic technical schools approximated that to similar educational institutions in Japan; implying a reasonable selection process for school entrance. Nevertheless, under the differentiated education system, Taiwanese faced unequal competition with the Japanese, and the admission rate of Taiwanese students to technical schools dropped substantially. On the other hand, under the equalized education system, Taiwanese graduates from technical schools could enjoy equal footing and fair competition with the Japanese. They also exhibited their ambitions in pursuit of equal treatment and professional development. During the Second World War, restrictions were imposed on both public and private institutions for employing graduates of technical schools and measures of apprentice mobilization were enforced, thus affecting the natural trend of practice and employment for technical school gradates. As a result of wartime mobilization, most students and graduates of technical schools became the journeymen and technical staff in military supply factories.