在台湾地区经济发展的过程中,技职教育一直扮演着人才培育的重要角色;技职教育所培育之各级专业技术人力,促进了充分就业,促进了经济增长(林金田,2000)。台湾技职教育的宗旨在于协助学生探索职业性向与兴趣,教授职业知识与技能,培养职业道德,养成健全之技术,并辅助其生涯规划与就业准备(台湾省政府教育厅,1994)。其技职教育包含三种阶层:高级职业学校、专科学校以及技术学院与科技大学。职业学校学制分为日间部、夜间部、建教合作班、实用技能班、特殊教育实验班、综合高中职业学程及补校等。专科学校学制分为二年制、三年制及五年制三种。二、三年制同时设有夜间部,其修业年限比日间部至少增加一年。技术学院/科技大学学制分为学士班、硕士班、博士班。学士班又分二年制、四年制,均设有进修部在职班。此外,在国民中学阶段则透过技艺教育方案的办理,将技职教育向下扎根,希望能让中学生及早进行职业性向、兴趣的试探、陶冶。台湾技职教育从中学的技艺教育开始,衔接高职、五专、技术学院、科技大学,到研究所阶段尚有硕士班、博士班;所提供的类科高职、专科都在百种以上,以提供社会经济建设所需之多元化人才(江文雄,1999;杨朝祥,1991)。本文纵向分析了自1949年以来,台湾地区技职教育政策与实务执行之发展历史,探讨了技职教育体制与政策发展之转型、衔接及其成果;同时探讨了近50年来台湾各个不同社会经济发展年代中,技职教育与社会经济互动的关联性。 In the process of economic development in Taiwan, technical and vocational education has always played an important role in cultivating qualified personnel. Professional and technical personnel at all levels, trained by technical and vocational education, have promoted full employment and promoted economic growth (Lin and Jin 2000). The purpose of technical education in Taiwan is to help students explore professional interests and interests, teach professional knowledge and skills, develop professional ethics, develop sound skills and assist in their career planning and employment preparation (Department of Education, Taiwan Provincial Government, 1994). Its vocational education consists of three levels: advanced vocational schools, technical colleges and technical colleges and universities of science and technology. Vocational school academic system is divided into daytime department, night ministry, building cooperative classes, practical skills classes, special education experimental class, comprehensive high school career and school and so on. College academic system is divided into two years, three years and five years of three. Two or three years at the same time with the Department of the night, the duration of their studies than the Department at least one year increase. Technical College / University of Science and Technology is divided into bachelor, master’s, doctoral classes. Bachelor’s degree is divided into two-year system, four-year system, are equipped with the Department of Continuing Education. In addition, in the national secondary school stage, through technical education programs, the technical and vocational education has taken root in the hope of enabling middle school students to engage in early career exploration and interest cultivation. Vocational and technical education in Taiwan starts from art education in secondary schools, linking higher vocational schools, technical secondary schools, technical colleges and universities of science and technology to Master’s and Ph.D. classes at the institute level. In order to provide the diverse talents needed for social and economic construction (Jiang Wenxiong, 1999; Yang Chaoxiang, 1991). This paper analyzes the history of the development of technical and vocational education policies and practices in Taiwan since 1949, and discusses the transformation, convergence and achievements of the system of technical and vocational education and its development. At the same time, it discusses the various social and economic issues in Taiwan in the past 50 years In the developing age, the correlation between technical education and social economy interaction.