| Summary: | 博士 === 國立臺北科技大學 === 技術及職業教育研究所 === 101 === The aim of this research was to assess the effects about the enforcement of the policy-- 12-year Basic Education on the development of vocational high school. Besides, this research discusses the corresponding strategies for educational administration institutions and vocational high schools. This research achieves its aim by adopting analysis of documents, in-depth interviews, and interview with the target groups. By Studying and analyzing the collected data and information reach the following seven conclusions reached as follows:
The literature review concluded the outlines for 16 administration representatives and experts from educational administration institutions as well as public and private vocational high schools. Based on their feedback, the effects and aspects about the enforcement of 12-year Basic Education on the development of vocational high school were generalized. A total of 13 private vocational high schools and directors of public vocational high schools were invited to participate in the interview with the target groups twice.
To realize the corresponding strategies for educational administration institutions and vocational high schools. Finally, the conclusions of the research were as follows.
1. The integral effect on the aspect of recruiting students: It includes the planning for the priorities of open admission, which affects students’ will for choosing vocational high schools as well as confuses the orientation of Special Examination Admissions. Besides, it is hard for vocational high schools to put this policy into practice and vocational high schools may fail to conduct Special Examination Admissions. Furthermore, it may cause negative impression on open admission, raise the values of traditional scholar officials, and affect student recruiting for vocational high schools.
2. The integral effect on the aspect of administration: One of the effects is that the evaluation of school affairs can improve the school constitution, the results of evaluation, and certification for quality schools. Other effects may include the limited school choices for students, the increasing of pressure for promoting school performance and developing school features, and more workload for student recruiting as well as school promoting.
3. The integral effect on the aspect of teachers: It may motivate teachers to rethink and change their teaching. Besides, it will become harder for teachers to teach and counsel students. Also, teachers will face challenges about multi evaluation as well as class management.
4. The integral effect on the aspect of students: It will meet students’ adaptive development and students will be better able to show their multi abilities. However, it may weaken students’ motivation toward learning, make students learn negatively, and decrease their competitive strength.
According to the conclusions the suggestions of the corresponding strategies for educational administration institutions and vocational high schools along with problems for further research were proposed.
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