原住民職業訓練成效影響因素之探討-以新北宜蘭花蓮地區為對象

Abstract

原住民的就業問題是我國政府重視的議題，勞動部為輔導原住民順利就業，推動了諸多就業輔導措施，其中也包含了針對原住民開設職業訓練專班，提供技能培訓和訓後就業輔導。過去研究大多認為原住民職業訓練成效不如預期，本研究試圖找出影響原住民職業訓練成效的因素，期能藉此做為日後規畫或執行原住民職業訓練的參考。\n本研究以勞動部勞動力發展署北基宜花金馬分署辦理之原住民專班為研究範圍，採用次級資料分析法，針對職業訓練資訊管理系統2017年至2018年原住民專班結訓學員資料進行分析，並以深度訪談法訪談16名相關人士，從中歸結出影響原住民職業訓練成效的因素。\n本研究發原住民職業訓練成效影響因素共有十六項，包含五項參訓者個人因素及十一項訓練因素。個人因素包含：參訓者是否具家庭經濟壓力、對於職涯是否具有規劃、是否為請領職業訓練生活津貼重複參訓、是否願意離開部落求職，以及課程是否符合個人期待；訓練因素則包含：課程辦理方式、訓練內容、訓練時數、授課老師、授課方式、訓練教材與設備、班務管理、提供學習誘因、承訓單位招生能力、承訓單位甄選學員的能力、就業輔導的獎勵與處罰機制等十一項。是以，對現行原住民職業訓練制度面、規劃面及執行面，提出建議如下：\n一、對於原住民職業訓練制度面之建議：修正補助班次訓練時數不得超過300小時之規範、增列補助班就業率未達門檻之懲罰條款、重新評估原住民職業訓練生活津貼的發放機關及發放方式、建置原住民職業生涯訓練體系。\n二、對於規劃面之建議：北基宜花金馬分署應慎選訓練計畫、強化或修正部分職類課程內容。\n三、對於執行面之建議：承訓單位應強化招生能力及學員甄選能力、辦理課程說明會、建置不適任師資退場機制。

The employment of indigenous people is a topic that government attaches great importance to. The Ministry of Labor has promoted many employment counseling measures to guide the smooth employment of indigenous people, including vocational training courses for indigenous people, providing skills training and post-training employment counseling. In the past, most studies believed that the effectiveness of Aboriginal vocational training was not as good as expected. This study attempts to find out the factors that affect the effectiveness of Aboriginal vocational training, hoping to use it as a reference for future planning or implementation of Aboriginal vocational training.\nThis research takes the aboriginal classes run by the Taipei-Keelung-Yilan-Hualien-Kinmen-MatsuRegional Branch of the Ministry of Labor’s labor force development agency as the research scope, and uses secondary data analysis to focus on the vocational training information management system 2017 to 2018. Conducted an analysis and interviewed 16 relevant persons by means of in-depth interviews, and concluded from the factors affecting the effectiveness of the vocational training of the indigenous people.\nIn this study, there are a total of 16 factors affecting the effectiveness of vocational training for indigenous people, including five personal factors for trainees and eleven training factors. Personal factors include: whether the trainees have family financial pressure, whether they have a career plan, whether they want to apply for vocational training living allowance for repeated training, whether they are willing to leave the tribe to apply for a job, and whether the course meets personal expectations; training factors include: Course management method, training content, training hours, teaching teacher, teaching method, training materials and equipment, class management, providing learning incentives, enrollment capacity of training units, ability of training units to select students, rewards and punishments for employment guidance Mechanism and other eleven items. Therefore, the following suggestions are made for the current aboriginal vocational training system, planning and implementation:\n1.Recommendations for the vocational training system for aboriginal people: revise the standard that the number of training hours for subsidized shifts should not exceed 300 hours, add penalty clauses for the employment rate of subsidized classes that do not reach the threshold, re-evaluate the issuing authority of the aboriginal vocational training and living allowance, and Distribution methods and establishment of a career training system for indigenous people.\n2.Recommendations for planning: The Taipei-Keelung-Yilan-Hualien-Kinmen-MatsuRegional Branch should carefully select training plans and strengthen or revise the content of some professional courses.\n3.Recommendations for the implementation: the training unit should strengthen the enrollment and student selection capabilities, handle course briefings, and establish a mechanism for unqualified teachers to leave the field.