| Summary: | 博士 === 國立中正大學 === 社會福利研究所 === 107 === In recent years, due to the problem of school bullying and juvenile delinquency, the problem of drop out students has drew attention of the public. The government has effectively reduced the number of drop out students by modifying the relevant regulations on compulsory education and student guidance, and by hiring a large number of teacher-counselor and professional counselors in junior high schools. However, this comprehensive and thorough student guidance only regards the drop out students as a problem in the junior high school stage, and does not look at the student's overall life development process. It is easy for the drop out students to respond with a negative attitude.
Through the perspective of the German life course approach, this paper reorganizes the policies related to national compulsory education, social welfare and juvenile delinquency prevention from the perspective of institutional and developmental perspectives, and explores the evolution of the junior high school students / drop out students from education to employment. It is found that national compulsory education is not only a tool for the stability and legitimacy of state political power, but also a demand for the transformation of social and economic development. At the same time, the purpose of national compulsory education has also been changed to "children". The thorough and institutionalization of forced enrollment and drop out student guidance for junior high school students has led to the reorganization of the life trajectory model of the schoolchildren, the continuous extension and homogenization of childhood, and the restriction of schoolchildren's activity space.
Under the neoliberalism politics, the traditional compulsory education system cannot respond to the changes of economic and social structure, the interaction between the labor market elasticity and the expansion of higher education, leading to the discontinue from compulsory education to employment.Therefore, the government provides a flexible and multi-educational strategy to strengthen the link from education to employment. However, the government has neglected the social exclusion of underclass by institutional design, resulting in restriction of flexible opportunities’ choice and unequal resource allocation.
Finally, we will re-examine the institutionalization of the welfare state from the axis of education, welfare, and public security (judicial) policy development, It has been found that the axis is gradually integrated into counseling or psychotherapy, a seemingly softer but more oppressive way to regulate childhood.At the same time, reminding school social workers to create the "place sense" from of the drop out school students' life domain when they are working in the service; or to regard the drop out students as different groups and to create their own unique trajectory of life course.
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