本文透過理論分析，以期對臺灣的技職教育進行反思與建構。由 於學制上的區分，遂將高等教育劃分為技職司管轄的技職教育與高教 司管轄的大學教育兩個體系，因而技職教育被凸顯為就業導向而實施 於特定學校，其容易局限學生的未來長遠發展，故本文進而從學生整 全發展的觀點，主張將技職教育融入於各教育階段中，而成為學生生 涯發展的一部分。為建構此一理念，乃從「全人教育」、「生涯發展」、 「職業導向」、「社會變遷」四個面向來說明技職教育理念，進而推 衍出「專業開展」、「職涯發展」、「能力導向」三個核心內涵，並 進一步建構出大學校院實施技職教育的任務是要讓學生獲得專業導向 的職涯發展能力。

This paper aims to analytically reflect and theoretically construct the Technological and Vocational Education (TVE) in Taiwan. Since the division of higher education into two systems with TVE under the Department of Technological and Vocational Education and university education under the Department of Higher Education may limit the students of TVE from further development, this paper advocates holistic development. TVE should be integrated into all stages of education and becomes a part of students’ career development. For this purpose, this paper illustrates the implications of “holistic education”, “career development”, “vocation-oriented” and “social change” in the construction of the ideal of TVE. The key meaning of “professional unfolding”, “profession career” and “competency-based” are discussed. Furthermore, this paper argues that the mission of TVE in university is to develop students to acquire the competencies of professional career.