Vocational Training Programs for Physically and …jldd.jp/gtid/acmr_18/pdf/32.pdfVocational...

Vocational Training Programs for Physically and Mentally Challenged Persons

in Taiwan

Liou Houy-Jane

Tsao Han Fu-Jong

Taipei Physical Education College

Abstract

This is a study on vocational training for adult physically and mentally challenged

workers in Taiwan. The purpose is to understand vocational training institutions,

vocational training classifications, enrollment, courses of training, quality of training,

placement after training and problems the physically and mentally challenged persons

facing after the training. The research time was from July, 2006 to December, 2006,

and was mainly done by questionnaires. In quantitative research, the subjects of

research were physically and mentally challenged adults in training institutions which

were authorized agents of Bureau of Employment and Vocational Training, Council of

Labor Affairs, Executive Yuan. The qualitative research was done by several visits to

the subjects mentioned above, workplaces and trainees for further reference. The

study interviewed forty-five vocational training institutions, seventy-two vocational

training classes and 772 trainees. The conclusions are as followed:

1. Vocational training institutions should conduct assessment of employment

market demand and plan goal-oriented training programs.

2. Implement competency-based individual teaching and training programs and

make plans for employment transition and employment counseling assessment.

3. Provide accessible facilities and equipment for special needs students at training

places.

4. Training institutions should take the initiative in searching for suitable

employment opportunities and contact or be associated with the employers.

5. Consider the needs of trainees; implement employment counseling and

employment placement program mode.

6. Establish files and document of employment counseling for trainees; keep track

of employed students and give assistance if needed.

7. Suggestions of administrative matters.

Keywords:

Physically and mentally challenged persons; vocational training; employment

格式化:不加底線





transition; vocational assessment

Introduction

Motivations and purposes

According to the United Nations’ “Convention on the Rights of Persons with

Disabilities,” all countries in the world recognize the rights of physically and mentally

challenged individuals’ rights and freedom. In Article 27, Work and Employment,

emphasizes the right of persons with disabilities to work, on an equal basis with

others; this includes the right to the opportunity to gain a living by work freely chosen

or accepted in a labor market and work environment that is open, inclusive and

accessible to persons with disabilities. A study by Chien-Hui Lin (1996) indicated

many physically and mentally challenged persons hope that through education,

vocational training, vocational rehabilitation, they can enhance or restore their ability

to work and enjoy the fun, reputation and position of work.

At the end of 2006, according to the research statistics released by the Ministry

of the Interior, Republic of China , the number of the persons who met the regulation

of “Physically and Mentally Disabled Citizens Protection Act” and owned the

Handbook for Physically and Mentally Challenged Persons was 981, 015. In the 2005

Taiwan Physically and Mentally Challenged Labor Force Survey (Council of Labor

Affair, Executive Yuan, 2006), the number of persons who aged fifteen and above and

had government issued Handbook for Physically and Mentally Challenged Persons

was 859,000, including 158,000 employed (18.4%), 27,000 unemployed (3.1%) and

674,000 non-labor force population (78.5%). Aged fifteen and above labor force

population with physically and mentally challenged, the employment rate is 85.5%,

and 14.5% for unemployment rate. In 2002, Executive Yuan's Council of Labor

Affairs Vocational Training Council (VTC) established training institutions for

physically and mentally challenged persons to promote the employment service. VTC

actively promoted vocational training for physically and mentally challenged persons,

and also authorized related institutions to process and develop training courses in

order to increase self-confidence and employment stability of physically and mentally

challenged person.

In 2006, VTC authorized forty-five institutions for vocational training courses:

Food-related categories (with baking, cooking, fast food making and bar service),

cleaning-related (including indoor cleaning, automobile cosmetics, store cleaning and

gardening services) and computer classes (including word processing, web design,

programming, design and computer graphics), hoping to combine vocational training

with community living experience, and let physically and mentally challenged

persons live independently after the training.

This study attempts to understand the status of post-school adult vocational

training, training institutions, training categories, training staff, training process, the

quality of training and problems they face.

Research Questions

Due to the motivations and purposes mentioning above, the questionnaire

survey and interviews were designed to examine the status of post-school adult

vocational training for physically and mentally challenged persons. The research

statistics and data can be references for training institutions to increase the quality of

training and employment rate of trainees in the future. The questionnaire included the

following topics:

(1) What are the circumstances of the demand assessment for vocational training

institutions, training plans, training implementation, employment transition services

and administrative matters?

(2) What are the suitable employment categories for physically and mentally

challenged adults and the problems they face with these employments?

(3) Do government-authorized vocational training institutions improve the

circumstances of employment for physically and mentally challenged adults?

Research design

The questionnaire survey of the research started from July, 2006 to December,

2006. The research subjects were The Executive Yuan's Council of Labor Affairs

Vocational Training Council authorized physically and mentally challenged

vocational training institutions and training staff. The information of institutions was

provided by the Council of Labor Affairs and interviews were done by purposive

sampling. The study interviewed forty-five vocational training institutions,

seventy-two vocational training classes and 772 trainees.

The designed of the questionnaire was based on VTC’s “2006 Physically and

mentally challenged persons vocational training employment plan,” and the

interviews included field visits, questionnaire survey and trainees’ interviews. Each

visit of the institution was done by four interviewers, including a special education or

counseling experts, a vocational training or employment counseling experts, a

member from the work team and an official from the VTC. The interviewees were

staff in vocational training institutions; all institutions had to complete interview

forms as regulated and provided supporting data for verification. Data were collected

by the questionnaire survey for increasing the quality of training institutions and for

further authorizing reference. Data was collected as followed:

Table 1 : Number of the institutions, recruitment categories, training classes,

expected and the actual number of enrollment

Institution

Number

Recruitment

categoriesTraining categories Class size

Training

period

(months)

110801Hearing-impaired and mentally

challengedChinese Cooking 15 6

Cleaning 10 6

110802

Mentally challenged, listening,

multiple, language, limb

impaired, mental illness and other

disabilities Baking 10 6

110903

Mentally challenged, mental

illness and multiple handicapped

(mainly mentally challenged)

Cleaning services 15 6

110904 Mentally challenged Food services 15 6

111105Visually impaired persons with

technician certificates class C

Massage-job training

classes10 6

111406 Mentally challenged

Cleaning services,

agricultural and

horticultural

15 11

111407 Mentally challenged Cleaning services 15 6

111508 Mentally challenged priority Cleaning services 6 6

Mainly mentally challenged Car cleaning 5 4.5

111509Mentally challenged

Environmental

cleaning10 6

111510 Open - Computer skills 15 6

111611Hearing-impaired and mentally

challenged

Environmental

cleaning8 6

111612 All except visually impaired Food Baking 6 11.5

111613Mentally challenged or multiple

handicappedFood Cuisine 10 11.5

111714

Mainly mentally challenged,

facial injury, listening impaired,

mental illness, multiple

handicapped and inability of

main organs minor; priority to

non-wheelchair physical

challenged persons

Food Baking 10 11.5

111715

physical challenged, spinal

injury, facial injury, and main

organs dysfunction persons

Internet multimedia

marketing applications10 6

Persons with handbook for

physically and mentally

challenged

Web design programs 15 6

111716Persons with handbook for


challenged

Computer graphics and

web design15 9

111717



challenged

Stores and sanitation

services12 6

Visually impairedThe visually impaired

massage10 11.5

Mainly physical challenged Web Design 10 10112018

Mainly mentally challengedCar wash and

environment cleaning10 6

112019 Mental illness Food Baking 12 6

Web Design -- first

phase11 6

Web Design -- second

phase11 6

Computer application

-- first phase10 6

112120Spinal injury and physical

challenged

Computer application 10 6

-- second phase

Food Cuisine 10 6

Baking 10 6112121 Mental illness

Food services 10 6


112123 Mental illness Composite Baking 16 6


112325 Mentally challenged and other Fast Food and services 3 6

Mentally challenged Food 5 11.5112326

Mentally challenged Organic vegetables 5 11.5

Mentally challenged Cleaning services 15 6

Mentally challenged Food service, Baking 15 11112327

Open - Cleaning services 10 5.5

Car maintenance 6 6

Food Baking 10 11.5112328



challenged (except mental

illness)

Environmental

cleaning6 6

112729Mentally challenged, brain

injuries and multiple handicappedDessert Baking 10 11.5

112730

Mainly physical challenged,

hearing and speech handicapped

and mentally challenged

Car wash 13 4.6

112831 Open -Remote individual

computer skills20 6

Internet multimedia

design and marketing

applications (1)

6 6

112832

Physical challenged, organs

dysfunction, speech and hearing

impaired, facial injury and rare

diseases

Internet multimedia

design and marketing

applications (2)

8 6

Cleaning – phase 1 10 4112933

All except vegetables, visually

impaired and dementia persons Cleaning – phase 2 10 4

112934 Visually impaired Massage form (1) 10 11.5

Massage form (2) 10 11.5

112935

Mainly mentally challenged,

mental illness, physical

challenged and multiple

handicapped

Environmental

cleaning and

horticulture

10 11

120136 Mental illness Cleaning 14 10

120137 Mentally challengedFood service and

baking (Kaohsiung)15 11.5

Environmental

cleaning (1)16 5.5

120438 Mental illnessEnvironmental

cleaning (2)16 5.5



challenged

Computer applications 10 6

120439Persons with handbook for


challenged

Computer applications

(Evening studies)10 3

Food services 10 6

Cleaning services 10 6

Agriculture 10 6

Food services 6 6

120740 Mentally challenged priority

Baking 10 6

120741 Visually impaired Massage form 12 11.5

Visually impaired Basic massage classes 15 11.5120842

All except mental illness Food services 10 11.5

Bar services 10 6120743

Mentally challenged, physical

challenged and mental illness Dessert baking 10 11.5

120844 Mentally challenged

Cars and

environmental

maintenance

3 6

Car wash 6 6120845 Mental illness

Food cuisine 10 6

772 People

TotalTotal number of

classes : 72 classes

Total number of

students

Average enrolled

number in each class

10.7 People

Average training

period on 7.35

Structure of the questionnaire

The questionnaire includes three parts:

A. Self-assessment of the training institutions. The self-assessment questionnaire was

completed by the training institution, which contained (1) basic information of the

training institution; (2) the specific description in each column of the

questionnaire completed by respondent; (3) the assessment and suggestions

completed by the interviewers on the same visit day.

B. Opinions of the interviewed trainees; the content includes: (1) the opinion form --

training institution conducted survey of the trainees and handed the opinion forms

to the interviewers on the visit day. (2) Interviews of the trainees: the interviewed

trainees were randomly selected from the trainees’ opinion forms by the

interviewers on the visit day.

C. Basic information of the trainees.

Results and Discussion

1. The statistics of this data

(1) Evaluation of the demand assessment

Table 3 -2-1 Evaluation of “demand assessment” of the authorized vocational

training institutions

MAIN Details

Self-assessment

consistent with

the visit

Inconsistent

assessment Rate

(A) Demand

analysis for the

case training

(1) demand analysis

of employment

market

33 12 73.3%

(2) survey on the

needs of the

trainees

28 16 64.4%

Overall assessment Apply unitsDemand

Assessment

Overall average

assessment score 1.89 45

Training plan

Table 3 -2-2 Evaluation of “training plan” of the authorized vocational training

institutions

MAIN Details

Self-assessment

consistent with the

visiting

Inconsistent

assessment Rate

(1) training classes consistent with the

reported human power allocation

training plan

44 1 97.8%1. Human

power resource

status of the

staff(2) training staff also in charge of other

business40 4 90.9%

(1) enrollment and the source

of trainees

Receiving

N = 45

Social service referrals : 12

School referral : 10

Training institutions’

enrollment :44

Labor institutions

recommendation:13

Other institutions: 10

2.

Recruitment

Others : 3

42 3 94.0%

(2) trainees are in education institutions,

social service agencies, hospitals,

Community Rehabilitation Centers

or sheltered workshops

44 0 100%

3. assessment

before the

(1) the use of assessment tools (e.g.

situation assessment, pencil and

44 1 97.8%

paper tests or interviews).

(2) completed the evaluation before

training

41 4 91.1%

(3) the completeness of evaluation

records

42 3 93.3%training

(4) suitable evaluators 43 2 95.6%

(1) the plan of individual vocational

training was based on the results of the

evaluations

38 6 86.4%

(2) the completeness of individual

vocational training plan

30 14 68.2%

(3) the curriculum, teaching materials

and teaching aids meet the demand of

trainees

35 10 77.8%

4. individual

vocational

training plan

(4) career plan for trainees in the

program

33 12 73.3%

(1) Training place are the same as

reported43 1 97.7%

(2) appropriate size of training spaces

are

44 0 100%5. Usage of

training places

(3) the compliance of accessibility 41 3 93.2%

Overall

assessment

Apply unitsThe assessment

of training

project

The overall average assessment scores

2.16 45個

(3) implementation of training

Table 3 -2-3 Evaluation of “implementation of training” of the authorized vocational


MAIN Details

Self-

assessment

consistent

with the

Inconsistent

assessment Rate

visiting

(1) standards of selecting teacher

in the training institutions

43 2 95.6%

(2) on-the-job training for the

trainers

41 3 93.2%

(3) apply supervising system for

the trainers

43 1 97.8%1. teachers

(4) 2006 annual training

teachers and professionals (see

Appendix)

(1) the appropriateness of the

training materials (the context

is clear, complete and suitable

for the needs and learning

levels of students )?

34 11 75.6%

2. materials

(2) record students’ learning status

based on individual vocational

training plan

36 9 80%

(1) the usage of effective teaching

methods based on the courses

and students’ levels

37 8 82.8%

3. teaching

method(2) adjust training methods based

on individual student’s learning

progress (examine individual

training plans progress)

30 15 66.7%

(1) Do teachers attend class

regularly?

45 0 100%

(2) Do they fill out teaching log

daily and record some special

circumstances?

43 2 95.6%

(3) Do teacher follow the syllabus? 43 2 95.7%

4. conduct

training

depending on

the syllabus,

and complete

teaching log

(4) Are outdoor training places

safe?

32 2 97.0%

(5) Do they teach in special class

(if not, please describe the

situation)

44 0 100%

(6) Can students practice operate

things when needed?

45 0 100%

(1) Are the equipments enough? 43 1 97.7%

(2) Are the equipments too

ancient?38 6 86.4%

(3) Do institutions put VTC

subsidy equipment into

property management?

32 2 94.3%

(4) the indication of VTC subsidy

of the equipments and the

usage of equipment

34 1 97.2%

5. usage of

training

equipment

and aids

(5) equipments for special need

trainees

33 5 86.8%

(1) Do the trainers establish

individual student’s file?

44 1 97.8%

(2) Do students sign in, punch in or

being taken the attendance?45 0 100%

(3) Do trainers record trainees’

absent days?

44 1 97.8%

6.students

attendance

management

(4) Do institutions sign the

vocational training contract

with trainees as regulated?

45 0 100%

(1) Evaluation of related files

(includes assessment data,

individual training plans,

teaching log, absent records

and counseling records, etc.)

43 2 95.6%

7. internal

supervisory

system

(2) meetings for staff 43 2 95.6%

8. students’

living and

(1) Do institutions hold meeting

with students regularly?

42 3 93.3%

(2) Are institutions in contact with

students’ families?

42 2 95.5%

(3) Do institutions hold activities

or growth group?

40 4 90.9%

interpersonal

counseling

(4) Do institutions provide medical

assistance if needed?

42 2 95.5%

Overall

assessment

Apply unitsThe training

project

assessment

The overall average assessment

scores2.22 45個

(4) Employment Transition Services

Table 3 -2-4 Evaluation of “Employment Transition Services” of the authorized

vocational training institutions

MAIN Details

Self-asses

sment

consistent

with the

visiting

Inconsiste

nt

assessmen

tRate

(1) Do institutions provide

employment counseling plan and

employment placement mode for

students?

33 11 75%

(2)Do institutions establish

employers name list?

42 2 95.5

%

(3) Do institutions regular contact

the employers?

40 4 90.9

%

(4) Do institutions provide students’

employment follow-up data

(including last year)?

42 2 95.5

%

(5) Does the payment for trainees

meet the basic wages?

40 4 90.9

%

1. employment

services

(6) Does the employment related to

the training content?

42 1 97.7

%

刪除: "

刪除: "

2. employment

transition

Do institutions provide

employment transition service after

the vocational training?

37 7 84.1

%

Overall

assessment


project

assessment


scores2.09 44個

(5) Related administrative matters

Table 3 -2-5 Evaluation of “Related administrative matters” of the authorized


Table 3 -2-5 Evaluation of “Related administrative matters” of the authorized


MAIN Details

Self-asses

sment

consistent

with the

visiting

Inconsis

tent

assessm

entRate

(1) the usage of training funds 44 0 100%

(2) Do institutions give students

vocational Training living

allowance as regulated?

43 0 100%

(3) dietary supplement,

transportation and

accommodation subsidy

payments to students

43 0 100%

(4) Do students pay for the costs? 41 1 97.6%

1. expenses

(5) Does the training process

derivative income? How do

institutions handle it?

41 1 97.6%

(1) satisfaction survey for trainees 44 0 100%2.satisfaction

survey (2) satisfaction survey for parents 37 5 88.1%

(3) satisfaction survey for

employers

33 10 76.7%

(4) analysis of survey results 27 15 64.3%

(5) application of the findings 23 19 54.8%

(1) familiar with the operation 43 0 100%3. the usage of

second

generation

physically and

mentally

challenged

persons

vocational

training

management

system

(2) complete relevant information

(including the drop outs,

counseling records and other

information on the employment

situation)

41 2 95.3%

4. accept other

commission

The situation of training

institutions receiving other

government agencies subsidy or

authorization

45 0 100%

Overall

assessment


project assessment


scores2.11 45

II. comprehensive analysis

There were five indicators of this visit: demand assessment, training plans, training

implementation, employment transition services and related administrative matters.

The maximum score of each indicator was three, and the training institutions which

scored from 13 to 15, were the models for other training institutions. Benchmarking

institutions contained the following characteristics:

(1) Experienced in vocational training

The benchmarking institutions have long history of vocational training, and

response rapidly in the change of market. They understand the difficulty of vocational

training and have solutions for problems. Those training institutions also hold reviews

on training categories and provide suitable training opportunities. They have complete

刪除: Second,

establishment of individual plans and data, and have also complete records of training

evaluation plan. The training institutions have substantial courses with a variety of

teaching materials and hardworking teachers. The teachers keep detailed records of

training and have sheltered workshop for students to experience the actual workplace.

These benchmarking institutions take the suggestions of previous visit seriously and

also improved themselves in data collecting as well as other administrative matters.

(2) Focus on employment counseling

The training institutions focus on employment counseling and implementation

plan of employment counseling; they also use various ways to upgrade the

effectiveness of employment counseling. When enrolling students, they have the

concept of employment transition and the training location is closely linked with

future work place. They have well-establisked employment counseling and follow-up

services, and thus are able to provide sustained employment counseling for students

who are unemployed.

(3) The understanding of trainees

In accordance with the characteristics and needs of physically and mentally

challenged trainees, a curriculum is designed for students with psychological and

cognitive development, and it emphasizes on self-management and spontaneous

learning. It allows students to find out problems and to solve the problem during

learning. They also focus on the development of personality. Small group training was

adopted (6 students); after the training, students exhibited a high employment rate and

it showed that the training was effective and outstanding. They used a variety of

teaching methods during the training process, and provided counseling to students in

life skills and maintain complete records. They also used structured teaching, which

the students could engage in practical operation under the graphics card, and thereby

enhanced the effectiveness of learning.

(4) Professional team work

The service center is well-established, the trainers are qualified in these training

institutions and can help with family support and job transition. Vocational trainer,

who is also a full-time instructor, has experience of baking and mentally illness

people. A trainer with experiences of counseling and has Class B license for teaching;

there are also three employment service workers and two controllers. Controllers have

the qualification of advanced vocational training assessment and can help with

刪除: complet

evaluation and suggestions in many aspects. Occupational therapists, physical

therapists, speech therapists and other treatment team can also provide advice and

recommendations. Qualified vocational counseling assessment staff can help trainees

with vocational assessment and suitable employment placemen. Benchmarking

institutions have well-established training plans, counseling courses, execution ability,

and a complete supervisory system and are experienced in vocational training.

Conclusions and recommendations

Conclusion

1. Vocational training institutions should conduct assessment of employment market

demand and plan goal-oriented training programs.

2. Implement competency-based individual teaching and training programs and make

plans for employment transition and employment counseling assessment.

3. Provide accessible facilities and equipment for special needs students at training

places.

4. Training institutions should take the initiative in searching for suitable employment

opportunities and contact or be associated with the employers.

5. Consider the needs of trainees; implement employment counseling and


6. Establish files and document of employment counseling for trainees; keep track of

employed students and give assistance if needed.


The suggestions

(1) to enhance the quality of vocational training, the following action is

recommended

1. Design vocational training curriculums according to the development of

service personnel and employment market opportunities in the community.

Integrate public sector employment market opportunities, such as the annual

survey of the Ministry of the Interior, “employment status for physically and

mentally challenged persons and human power demand study,” electronic

newspaper done by county government and data in job banks. Through

experts’ analysis and records of the employment demand for the trainees, the

employment information will be more accessible for the trainees.

2、Agential institutions should have more explicit description about the

enrollment content. This will not only let trainees and their parents

understand meaning and purpose of the training and to cooperate with the

institutions, but also improve the efficiency of agential institutions

assessments and recruit suitable students.

3、Social worker and employment service workers should participate in planning

individual training and transition plan. They can also assist trainers in

conducting individual teaching in order to help students overcome obstacles,

and increase learning efficiency as well as the employment rate.

4. Implement employment transition plan, strengthen career counseling

assessment and provide post-employment services. Increase students’

understanding of the work personality and employment stability.

5. The authorized vocational training policy is on the right track; however, in

order to increase the employment rate, the government should promote

vocational training in a complete and long-term-development way.

(2) suggestions for enhancing the employment rate of trainees

1. Establish individual cases of employment transition plan and vocational

counseling assessment in the beginning of the training, and keep monthly

records. Amend transition plan according to the results of the evaluations.

Start employment transition one month before the end of the training by

evaluating trainees’ physical condition, personality, client expectations,

analysis of resistance and assistance of employment, and give employment

advice for trainees.

2、Establish manufacturers list, collect and update information of employers and

have close interaction with them. Reach a consensus in both sides, and

arrange meetings with the employers or the previous participants to share

their experience in job-seeking in the latter part of the training.

3、Establish employment counseling records of the students in order to help

them with the employment adaptation period. Keep track of trainees’

employment status regular and provide assistance if needed. In intensive

follow-up period, keep track of the trainees at least once a week. After three

months counseling by vocational training group, students may then be

transferred to employment service group. Those who are with higher limited

disabilities can be transferred to the employment service group and be given

community-based employment support.

4、Consider students’ interests, aptitudes, personalities, abilities and needs and

provide a wide variety of possible employment placement mode. If limited

by employment characteristics and the employers and cannot provide

various job placement, then the institutions can work with community

employment services depends on trainees' wishes and place them in the

community after the training.

(3) Proposal for the Vocational Training Council

1. Handle practical work problems raised by VTC and put them together as

written documents for further explanation.

2. Different types of disability students receive same vocational training courses.

Should there be a distinction of training period (or can the training period be

flexible)? For example, for mentally and physically challenged students,

baking courses can be set with different training period in order to increase

the efficiency of vocational training into workplaces.

3. Prize training teachers who contribute special dedication regularly or

irregularly and it will also enhance the quality of training.

4. Conduct meetings for “upgrading the quality of vocational training” program,

this will not only promote interaction and communication between

institutions, but effectively upgrade the performance of institutions.

5. When doing skills assessment, implementing services for disabled students.

(Such as academic and practical examination are both been given sign

language interpreters; the time of Level C test for Chinese cuisine can be

prolonged depends on the disabilities.).

7、Establish data of living allowance, and let the trainees (and their parents)

understand unqualified reasons. Meanwhile, the qualification for allowance

should be listed explicitly on the vocational training handbook.

8、Due to the price fluctuations caused by climate change (e.g., skyrocketing

fruit and vegetable prices after typhoons), material fees cannot cover all the

costs; therefore, the subsidy should be discussed regularly.

刪除: practival

9 It is suggested to allocate the training funds in advance otherwise it cannot be

coordinate with the teaching.

10. If the training institutions charge fees from the trainees, especially the

training deposit fees or other derivative fees (for example, product selling,

Internship with award or salary), it should be regulated or supervised in order

to reduce the misunderstanding with students (and parents).

格式化:階層 1,縮排:第一行:4字元,行距:固定行高 20pt

























刪除: 2006 年臺灣地區身心

障礙者職業訓練實施現況研

究

本研究係探討臺灣地區，辦理

離校後成年身心障礙者接受

職業訓練的現況，以瞭解臺灣

地區身心障礙者離校後辦理

職訓單位、訓練職種、辦理人

數、訓練期間、訓練品質及遭

遇困難等相關問題。研究期間

為 2006 年 7 月至 12 月，主要

使用問卷調查設計。在量的部

分：就行政院勞委會職訓局所

委託辦理台灣地區身心障礙

者職業訓練機構為調查對

象，全面進行普查。在質的部

分：就前述調查對象、就業地

點、參加學員，進行實地訪

問，作為資料驗證及撰寫調查

結果的參考。本次調查計有

45 個訓練單位，72 訓練班

別，訓練學員約 772 人。

根據所得結論：

訓練單位進行就業市場需求

評估，再據以規劃成目標導向

之訓練課程。

針對學員實施能力本位個別

教學與訓練，規劃就業轉銜及

職業輔導評量。

訓練場地依學員特殊需求提

供無障礙設施與設備。

訓練單位主動爭取適當就業

機會，與相關業主之團體聯

繫、結盟。

綜合考量學員需求，落實就業

輔導計畫與就業安置模式。

建立學員就業輔導紀錄，定期

追蹤學員就業情形並給予必

要協助。

相關行政建議事項。

關鍵詞：身心障礙者、職業訓

... [1]

第 21頁: [1]刪除 m 2007/9/30 9:41:00 PM

2006 年臺灣地區身心障礙者職業訓練實施現況研究

本研究係探討臺灣地區，辦理離校後成年身心障礙者接受職業訓練的現

況，以瞭解臺灣地區身心障礙者離校後辦理職訓單位、訓練職種、辦理人數、訓

練期間、訓練品質及遭遇困難等相關問題。研究期間為 2006 年 7 月至 12 月，主

要使用問卷調查設計。在量的部分：就行政院勞委會職訓局所委託辦理台灣地區

身心障礙者職業訓練機構為調查對象，全面進行普查。在質的部分：就前述調查

對象、就業地點、參加學員，進行實地訪問，作為資料驗證及撰寫調查結果的參

考。本次調查計有 45 個訓練單位，72 訓練班別，訓練學員約 772 人。

根據所得結論：

訓練單位進行就業市場需求評估，再據以規劃成目標導向之訓練課程。

針對學員實施能力本位個別教學與訓練，規劃就業轉銜及職業輔導評

量。

訓練場地依學員特殊需求提供無障礙設施與設備。

訓練單位主動爭取適當就業機會，與相關業主之團體聯繫、結盟。

綜合考量學員需求，落實就業輔導計畫與就業安置模式。

建立學員就業輔導紀錄，定期追蹤學員就業情形並給予必要協助。


關鍵詞：身心障礙者、職業訓練、就業轉銜、職業輔導評量

Vocational Training Programs for Physically and Mentally Challenged

Persons in Taiwan

Abstract

This is a study on vocational training for adult physically and mentally

challenged workers in Taiwan. The purpose is to understand vocational training

institutions, vocational training classifications, enrollment, courses of training, quality

of training, placement after training and problems the physically and mentally

challenged persons facing after the training. The research time was from July, 2006 to

December, 2006, and was mainly done by questionnaires. In quantitative research, the

subjects of research were physically and mentally challenged adults in training

institutions which were authorized agents of Bureau of Employment and Vocational

Training, Council of Labor Affairs, Executive Yuan. The qualitative research was

done by several visits to the subjects mentioned above, workplaces and trainees for

further reference. The study interviewed forty-five vocational training institutions,

seventy-two vocational training classes and 772 trainees. The conclusions are as

followed:

Vocational training institutions should conduct assessment of employment


Implement competency-based individual teaching and training programs

and make plans for employment transition and employment counseling assessment.

Provide accessible facilities and equipment for special needs students at

training places.

Training institutions should take the initiative in searching for suitable


Consider the needs of trainees; implement employment counseling and


Establish files and document of employment counseling for trainees; keep

track of employed students and give assistance if needed.


Keywords:

Physically and mentally challenged persons; vocational training;

employment transition; vocational assessment

緒論

Introduction

研究動機與目的

Motivations and purposes

依據聯合國「身心障礙者權力公約」，世界各國締約共同確認身心障礙

者權益與自由。其中第二十七條工作與就業，強調身心障礙者享有與其他人平等

基礎上工作權益，包括有權在開放、具有包容性和對身心障礙者不構成障礙的勞

工市場和工作環境，自由選擇或接受工作機會並以此謀生。依據林千惠（1996）

的研究，許多身心障礙者希望藉由教育、職業訓練、職業復健，以增進或恢復其

工作能力，享受工作的樂趣、聲譽、職位等。

According to the United Nations’ “Convention on the Rights of Persons

with Disabilities,” all countries in the world recognize the rights of physically and

mentally challenged individuals’ rights and freedom. In Article 27, Work and

Employment, emphasizes the right of persons with disabilities to work, on an equal

basis with others; this includes the right to the opportunity to gain a living by work

freely chosen or accepted in a labor market and work environment that is open,

inclusive and accessible to persons with disabilities. A study by Chien-Hui Lin (1996)

indicated many physically and mentally challenged persons hope that through

education, vocational training, vocational rehabilitation, they can enhance or restore

their ability to work and enjoy the fun, reputation and position of work.

2006 年底內政部的統計資料，符合中華民國「身心障礙者保護法」規

定領有身心障礙手冊者計有 98 萬 1,015 人。2005 年臺灣地區身心障礙者勞動力

調查〈行政院勞工委員會，2006〉，年滿十五歲以上且領有政府機關發給之身心

障礙手冊者計 85 萬 9 千人，其中就業人數 15 萬 8 千人〈18.4﹪〉、失業者 2 萬

7 千人〈3.1﹪〉、非勞動力 67 萬 4 千人〈78.5﹪〉，年滿十五歲以上具有勞動力

之身心障礙者，就業率達 85.5﹪、失業率 14.5﹪。2002 年起，我國身心障礙的

就業服務工作由行政院勞委會職業訓練局〈以下簡稱：職訓局〉成立身心障礙者

就業訓練組專責部門，推動身心障礙者就業相關事務，培養身心障礙者就業技

能。積極推動身心障礙者職業訓練工作，委託相關單位辦理養成及訓練班次，目

的在建立身心障礙者自信與增加穩定就業。2006 年職訓局委託臺灣 45 個單位，

開辦的職訓職類大致有：餐飲相關類（有烘焙、廚藝、速食餐飲製作、吧台服務）、

清潔相關（有室內清潔、汽車美容、賣場清潔、園藝服務等）、電腦類（有文書

處理、網頁設計、程式設計、電腦美工）等，期望就業職類結合社區生活經驗，

增進離校後身心障礙者獨立生活能力。

At the end of 2006, according to the research statistics released by the

Ministry of the Interior, Republic of China , the number of the persons who met the

regulation of “Physically and Mentally Disabled Citizens Protection Act” and owned

the Handbook for Physically and Mentally Challenged Persons was 981, 015. In the

2005 Taiwan Physically and Mentally Challenged Labor Force Survey (Council of

Labor Affair, Executive Yuan, 2006), the number of persons who aged fifteen and

above and had government issued Handbook for Physically and Mentally Challenged

Persons was 859,000, including 158,000 employed (18.4%), 27,000 unemployed

(3.1%) and 674,000 non-labor force population (78.5%). Aged fifteen and above labor

force population with physically and mentally challenged, the employment rate is

85.5%, and 14.5% for unemployment rate. In 2002, Executive Yuan's Council of

Labor Affairs Vocational Training Council (VTC) established training institutions for

physically and mentally challenged persons to promote the employment service. VTC

actively promoted vocational training for physically and mentally challenged persons,

and also authorized related institutions to process and develop training courses in

order to increase self-confidence and employment stability of physically and mentally

challenged person.

In 2006, VTC authorized forty-five institutions for vocational training

courses: Food-related categories (with baking, cooking, fast food making and bar

service), cleaning-related (including indoor cleaning, automobile cosmetics, store

cleaning and gardening services) and computer classes (including word processing,

web design, programming, design and computer graphics), hoping to combine

vocational training with community living experience, and let physically and mentally

challenged persons live independently after the training.

本研究的目的在瞭解離校後成年接受職業訓練的現況，辦理職訓單位、

訓練職種、辦理人數、訓練期間、訓練品質、及遭遇困難。

二、研究問題

基於上述研究問題與動機，希望藉由此問卷調查與訪談探討離校後

身心障礙者接受職業訓練的現況，將本研究數據提供各訓練單位作為提升訓練品

質與提升結訓學員就業率的參考。本問卷內容主題為以下幾項：

辦理職業訓練單位之需求評估、培訓規劃、訓練實施、就業轉銜服務與

行政事項的執行情形？

成年身心障礙者適合從事的職業類別，及此職業類別所面臨的困境？

政府單位委辦的職業訓練是否有助於改善成年身心障礙者的就業現

況？

This study attempts to understand the status of post-school adult vocational

training, training institutions, training categories, training staff, training process, the

quality of training and problems they face.

Research Questions

Due to the motivations and purposes mentioning above, the questionnaire

survey and interviews were designed to examine the status of post-school adult

vocational training for physically and mentally challenged persons. The research

statistics and data can be references for training institutions to increase the quality of

training and employment rate of trainees in the future. The questionnaire included the

following topics:

(1) What are the circumstances of the demand assessment for vocational

training institutions, training plans, training implementation, employment transition

services and administrative matters?

(2) What are the suitable employment categories for physically and

mentally challenged adults and the problems they face with these employments?

(3) Do government-authorized vocational training institutions improve the

circumstances of employment for physically and mentally challenged adults?

研究設計

本研究問卷調查時間從 2006 年 7 月至 12 月，調查對象為接受行政院勞

委會職訓局委託辦理身心障礙養成暨進修職業之訓練單位及訓練人員。由勞委會

提供受訪單位資料，訪問方式採用立意抽樣方法。總共訪問 45 個訓練單位，72

訓練班別，訓練學員約 772 人。

Research design

The questionnaire survey of the research started from July, 2006 to

December, 2006. The research subjects were The Executive Yuan's Council of Labor

Affairs Vocational Training Council authorized physically and mentally challenged

vocational training institutions and training staff. The information of institutions was

provided by the Council of Labor Affairs and interviews were done by purposive

sampling. The study interviewed forty-five vocational training institutions,

seventy-two vocational training classes and 772 trainees.

本問卷調查依據職訓局「九十五年度身心障礙者養成暨進修職業訓練訪

視工作計畫」加以設計，訪視執行方式分實地訪視、問卷調查、學員訪談三部份。

每一訪問單位由四位訪問員組成進行訪視，各為一名特殊教育或諮商輔導專家，

一名職業訓練或就業輔導專家，一名工作小組隨行工作人員及一名職訓局長官。

由專家學者調查對象為職訓單位，受訪職訓單位依據訪視表冊之規定填寫，並就

內容準備相關佐證資料以資核對。藉由問卷調查的內容蒐集有關進一步輔導各訓

練單位並提昇訓練品質，作為日後委託業務之參考。資料收集如下：

The designed of the questionnaire was based on VTC’s “2006 Physically

and mentally challenged persons vocational training employment plan,” and the

interviews included field visits, questionnaire survey and trainees’ interviews. Each

visit of the institution was done by four interviewers, including a special education or

counseling experts, a vocational training or employment counseling experts, a

member from the work team and an official from the VTC. The interviewees were

staff in vocational training institutions; all institutions had to complete interview

forms as regulated and provided supporting data for verification. Data were collected

by the questionnaire survey for increasing the quality of training institutions and for

further authorizing reference. Data was collected as followed:

表一：受訪單位編號、招收障別、開辦班別、預定招生數與實際招生數

機

構

編

號

招收障別訓練職類

班

級

人

數

訓

練期

程

(月)

11

0801智障及聽障中餐烹調

1

56

清潔1

06

11

0802

智、聽、多重、語、肢、

精神及其他烘焙

1

06

11

0903

智障、精障及以智障為

主之多障清潔服務

1

56

11

0904智障餐飲服務

1

56

11

1105

領有丙級技術士證之視

障者按摩在職進修班

1

06

11

1406智障

清潔服務及農園

藝

1

5

1

1

11

1407智障清潔服務

1

56

11

1508智障優先清潔維護 6 6

智障為主汽車清潔 54

.511

1509智障環境清潔

1

06

11

1510不限電腦文書

1

56

11

1611智障及聽障環境整理 8 6

11

1612除視障以外之障礙類別食品烘焙 6

1

1.5

11

1613智障或多障餐飲廚藝

1

0

1

1.5

11

1714

以智障為主，顏面、聽

語、精障、多障、重器障次之，

肢障以非輪椅者優先

食品烘焙1

0

1

1.5

11

1715

肢障、脊髓損傷、顏面、

重器障

網際網路多媒體

行銷企劃應用

1

06

領有身心障礙手冊者電腦網頁程式設

計

1

56

11

1716領有身心障礙手冊者

電腦美工及網頁

設計

1

59

11

1717持有身心障礙手冊者賣場及清潔服務

1

26

視障視障按摩1

0

1

1.5

以肢障為主電腦網頁設計1

0

1

0

11

2018

智障為主手工洗車及環境

維護

1

06

11

2019精障食品烘焙

1

26

11

2120脊髓、肢障網頁設計第一期

1

16

網頁設計第二期1

16

電腦應用第一期1

06

電腦應用第二期1

06

餐飲廚藝1

06

烘焙1

06

11

2121精障

餐飲1

06

11


1

56

11

2123精障複合烘焙

1

66

11


1

56

11

2325智障及其他簡速餐飲及服務 3 6

智障餐飲 51

1.511

2326智障有機蔬菜 5

1

1.5

智障清潔服務1

56

智障餐飲服務烘焙1

5

1

1

11

2327

不限清潔服務1

0

5

.5

汽車清潔維護 6 611

2328

除精神障礙領有身心障

礙手冊者食品烘焙

1

0

1

1.5

環境清潔維護 6 6

11

2729智障、腦傷及多障點心烘焙

1

0

1

1.5

11

2730

以肢障、聽語及智障為

主洗車

1

3

4

.6

11

2831不限

遠距個別化電腦

技能

2

06

網路多媒體設計

及行銷應用(上)6 6

11

2832

肢障、器障、聽語、顏

面及罕見疾病網路多媒體設計

及行銷應用(下)8 6

清潔維護第一期1

04

11

2933

除植物人、視障及失智

者外清潔維護第二期

1

04

按摩養成(一)1

0

1

1.511

2934視障

按摩養成(二)1

0

1

1.5

11

2935

以智障為主，精障、肢

障及多障次之

環境清潔及農園

藝

1

0

1

1

12

0136精障清潔維護

1

4

1

0

12

0137智障

餐飲服務暨烘焙

(高雄)

1

5

1

1.5

環境清潔維護

(一)

1

6

5

.512

0438精障

環境清潔維護

(二)

1

6

5

.5

領有手冊之身心障礙者電腦應用1

06

12

0439領有手冊之身心障礙者

電腦應用(夜間

進修)

1

03

餐飲服務1

06

清潔服務1

06

農藝1

06

餐飲服務 6 6

12

0740智障者優先

烘焙1

06

12

0741視障按摩養成

1

2

1

1.5

視障視障按摩基礎班1

5

1

1.512

0842 除精神障礙以外之身心

障礙者餐飲服務

1

0

1

1.5

吧台服務1

06

12

0743智障、肢障及精障

點心烘焙1

0

1

1.5

12

0844智障汽車及環境維護 3 6

洗車清潔 6 612

0845精障

餐飲調製1

06

772人總

計

總開班

數：72班

總生人數

平均每班招

生人數10.7人

平均

受訓期間 7.35

月

Table 1 : Number of the institutions, recruitment categories, training

classes, expected and the actual number of enrollment

In

stitution

Number

Recruitment

categories

Training

categories

C

lass size

T

raining

period

(months)

1

10801

Hearing-impaired and

mentally challenged

Chinese

Cooking

1

56

Cleaning1

06

1

10802

Mentally challenged,

listening, multiple, language,

limb impaired, mental illness and

other disabilities Baking1

06

1

10903


mental illness and multiple

handicapped (mainly mentally

challenged)

Cleaning

services

1

56

1


Food

services

1

56

1

11105

Visually impaired

persons with technician

certificates class C

Massage-job

training classes

1

06

1


Cleaning

services,

agricultural and

horticultural

1

5

1

1

1


Cleaning

services

1

56

1

11508

Mentally challenged

priority

Cleaning

services6 6

Mainly mentally

challengedCar cleaning 5

4

.51


Environment

al cleaning

1

06

1

11510Open -

Computer

skills

1

56

1

11611

Hearing-impaired and

mentally challenged

Environment

al cleaning8 6

1

11612

All except visually

impairedFood Baking 6

1

1.5

1

11613

Mentally challenged or

multiple handicappedFood Cuisine

1

0

1

1.5

1

11714

Mainly mentally

challenged, facial injury, listening

impaired, mental illness,

multiple handicapped and

inability of main organs minor;

priority to non-wheelchair

physical challenged persons

Food Baking1

0

1

1.5

1

11715

physical challenged,

spinal injury, facial injury, and

main organs dysfunction persons

Internet

multimedia marketing

applications

1

06

Persons with handbook

for physically and mentally

challenged

Web design

programs

1

56

1

11716 Persons with handbook


challenged

Computer

graphics and web

design

1

59

1

11717



challenged

Stores and

sanitation services

1

26

Visually impairedThe visually

impaired massage

1

0

1

1.5

Mainly physical

challengedWeb Design

1

0

1

01

12018

Mainly mentally

challenged

Car wash

and environment

cleaning

1

06

1

12019Mental illness Food Baking

1

26

Web Design

-- first phase

1

16

1

12120

Spinal injury and

physical challenged

Web Design

-- second phase

1

16

Computer

application -- first

phase

1

06

Computer

application -- second

phase

1

06

Food Cuisine1

06

Baking1

06

1

12121Mental illness

Food

services

1

06

1


Cleaning

services

1

56

1

12123Mental illness

Composite

Baking

1

66

1


Cleaning

services

1

56

1

12325

Mentally challenged

and other

Fast Food

and services3 6

Mentally challenged Food 51

1.51


Organic

vegetables5

1

1.5

Mentally challengedCleaning

services

1

56

Mentally challengedFood service,

Baking

1

5

1

1

1

12327

Open -Cleaning

services

1

0

5

.5

Car

maintenance6 6

1

12328



challenged (except mental

illness)Food Baking

1

0

1

1.5

Environment

al cleaning6 6

1

12729


brain injuries and multiple

handicapped

Dessert

Baking

1

0

1

1.5

1

12730

Mainly physical

challenged, hearing and speech

handicapped and mentally

challenged

Car wash1

3

4

.6

1

12831Open -

Remote

individual computer

skills

2

06

Internet

multimedia design and

marketing

applications (1)

6 6

1

12832

Physical challenged,

organs dysfunction, speech and

hearing impaired, facial injury

and rare diseases

Internet

multimedia design and

marketing

applications (2)

8 6

Cleaning –

phase 1

1

04

1

12933

All except vegetables,

visually impaired and dementia

personsCleaning –

phase 2

1

04

Massage

form (1)

1

0

1

1.51

12934Visually impaired

Massage

form (2)

1

0

1

1.5

1

12935

Mainly mentally

challenged, mental illness,

physical challenged and multiple

handicapped

Environment

al cleaning and

horticulture

1

0

1

1

1

20136Mental illness Cleaning

1

4

1

0

1


Food service

and baking

(Kaohsiung)

1

5

1

1.5

Environment

al cleaning (1)

1

6

5

.51

20438Mental illness

Environment

al cleaning (2)

1

6

5

.5



challenged

Computer

applications

1

06

1

20439 Persons with handbook


challenged

Computer

applications

(Evening

studies)

1

03

Food

services

1

06

Cleaning

services

1

06

Agriculture1

06

Food

services6 6

1

20740

Mentally challenged

priority

Baking1

06

1

20741Visually impaired

Massage

form

1

2

1

1.5

Visually impairedBasic

massage classes

1

5

1

1.51

20842 All except mental

illness

Food

services

1

0

1

1.5

Bar services1

06

1

20743


physical challenged and mental

illnessDessert

baking

1

0

1

1.5

1


Cars and

environmental

maintenance

3 6

Car wash 6 61

20845Mental illness

Food cuisine1

06

772

PeopleT

otal

Total

number of classes :

72 classes

Total

number of students

Average

enrolled number in

each class

10.

7 People

Average

training period on

7.35

問卷設計架構

本次問卷主要分成三部分，分別為：

第一部份：訓練單位自評，自評表由受調查訓練單位填寫，內容包含(1)

訓練單

位基本資料、(2)受訪機構單位具體描述並條列說明問卷各欄內容與統

計表、 (3)訪視人員評核與建議意見，由訪視人員於訪視當日填寫。

第二部份：學員訪問學員意見蒐集，內容包含(1)學員意見表，由訓練

單位先針對受訓學員進行普查，並於訪視當日將學員意見表交由執行研究工作人

員帶回。(2)學員訪問：由訪視當日之訪視人員，依學員意見表隨機進行抽樣後

並進行。

第三部份：訓練學員基本資料。

Structure of the questionnaire

The questionnaire includes three parts:

Self-assessment of the training institutions. The self-assessment

questionnaire was completed by the training institution, which contained (1) basic

information of the training institution; (2) the specific description in each column of

the questionnaire completed by respondent; (3) the assessment and suggestions

completed by the interviewers on the same visit day.

Opinions of the interviewed trainees; the content includes: (1) the opinion

form -- training institution conducted survey of the trainees and handed the opinion

forms to the interviewers on the visit day. (2) Interviews of the trainees: the

interviewed trainees were randomly selected from the trainees’ opinion forms by the

interviewers on the visit day.

Basic information of the trainees.

結果與討論

Results and Discussion

一、本資料所獲得之數據

（一）需求評估評核

表 3-2-1 委託辦理職訓單位之「需求評估」評核表現

主項目細項

自

評與訪

視

一致

評

核不符

符

合率

(一)是否進行就業

市場需求分析

3

3

1

2

73

.3%一、辦理

本案訓練之需求

分析(二)是否實施學員

訓練需求調查

2

8

1

6

64

.4%

整體評核適

用單位數需求評

估總體評核平均得分

1.89 45

1. The statistics of this data

(1) Evaluation of the demand assessment

Table 3 -2-1 Evaluation of “demand assessment” of the authorized


MAIN Details

Self-ass

essment

consistent with

the visit

In

consistent

assessment

R

ate

(A)

Demand analysis

for the case

(1) demand

analysis of

employment market

33 127

3.3%

training (2) survey

on the needs of the

trainees

28 16 6

4.4%

Overall assessmentA

pply unitsDemand

Assessment

Overall

average assessment

score 1.894

5

（二）培訓規劃

表 3-2-2 委託辦理職訓單位之「培訓規劃」評核表現

主項目細項

自

評與訪

視

一致

評

核不符符合率

(一) 辦理本案訓練班次是

否與所報訓練計畫人力配置內容相

符

4

41 97.8%一、相關

工作人員之人力狀

況 (二)本訓練人員是否兼辦

其他業務

4

04 90.9%

(一)學員之招生及

來源情況

有

接受

N

=45

社政轉介： 1

2 所

學校轉介： 1

0 所

訓練單位自行招

生：

4

4 所

勞政單位推介： 1

3 所

二、

招生對象

其他機構： 1

0 所

4

23 94.0%

其他： 3

所

(二)學員是否同時具備教

育單位在校生、社政單位教養生或醫

政單位住院、日間留院、社區復健中

心與庇護工作坊等身分。

4

4

0 100%

(一)是否運用評估工具(如

情境評量、紙筆測驗或晤談)。

4

4

1 97.8%

(二)是否於開訓前完成評

估

4

1

4 91.1%

(三)評估紀錄是否完整 4

2

3 93.3%

三、訓練

前之職能評估

(四)評估人員是否妥適 4

3

2 95.6%

是否依據職評結果訂定個

別化職業訓練計畫

3

8

6 86.4%

個別化職業訓練計畫內容

是否完整

3

0

14 68.2%

課程、教材及教具之設計是

否符合特殊障別之需求

3

5

10 77.8%

四、個別

化職業訓練計畫

是否包含就業轉銜計畫 3

3

12 73.3%

訓練地點是否與所送建築

物及消防安全證明文件地址相符

4

31 97.7%

場地空間大小是否恰當 4

4

0 100%五、訓練

場地使用情形

無障礙環境是否符合規定 4

1

3 93.2%

整體評核適用單位數培訓計

畫評估總體評核平均得分

2.16 45個

Training plan

Table 3 -2-2 Evaluation of “training plan” of the authorized vocational


MAI

NDetails

Self-asses

sment consistent

with the visiting

Inc

onsistent

assessment

R

ate

(1) training classes consistent

with the reported human power

allocation training plan

44 197

.8%

1.

Human power

resource status

of the staff(2) training staff also in

charge of other business40 4

90

.9%

(1) enrollment and

the source of trainees

R

eceiving

N = 45

Social service

referrals :

1

2

School referral : 1

0

Training

institutions’ enrollment :

4

4

Labor institutions

recommendation:

1

3

Other institutions: 1

0

2.

Recru

itment

Others : 3

42 394

.0%

(2) trainees are in education

institutions, social service agencies,

hospitals, Community Rehabilitation

Centers or sheltered workshops

44 0 10

0%

(1) the use of assessment tools

(e.g. situation assessment, pencil and

paper tests or interviews).

44 1 97

.8%

(2) completed the evaluation

before training

41 4 91

.1%

3.

assessment

before the

training

(3) the completeness of 42 3 93

evaluation records .3%

(4) suitable evaluators 43 2 95

.6%

(1) the plan of individual

vocational training was based on the

results of the evaluations

38 6 86

.4%

(2) the completeness of

individual vocational training plan

30 14 68

.2%

(3) the curriculum, teaching

materials and teaching aids meet the

demand of trainees

35 10 77

.8%

4.

individual

vocational

training plan

(4) career plan for trainees in

the program

33 12 73

.3%

(1) Training place are the

same as reported43 1

97

.7%

(2) appropriate size of training

spaces are

44 0 10

0%

5.

Usage of

training places(3) the compliance of

accessibility

41 3 93

.2%

Overall

assessment

Apply unitsThe

assessment of

training project

The overall average

assessment scores2.16 45個

（三）訓練實施

(3) implementation of training

表 3-2-3 委託辦理職訓單位之「訓練實施」評核表現

主項

目細項

自

評與訪視

一致

評

核

不

符

符

合率

(一)訓練單位有無師資

遴選標準？

4

3

2 9

5.6%

一、師

資

(二)是否為訓練師安排

在職訓練？

4

1

3 9

3.2%

(三)是否提供訓練師之

督導機制？

4

3

1 9

7.8%

(四)2006年度訓練師資

及專業人員（請參見附錄）

(一)訓練教材是否恰當

（內容清晰、完整且適合學生學

習程度與需要）？

3

4

1

1

7

5.6%二、教

材(二)是否依據個別化職

業訓練計畫記錄學生學習情形？

3

6

9 8

0%

(一)是否依課程屬性與

學生程度規劃適當與有效之教學

方法？

3

7

8 8

2.8%

三、教

法 (二)是否依據學員個別

學習進度，調整訓練方式(檢視個

別化訓練計畫進度)？

3

0

1

5

6

6.7%

(一)授課教師之出席是

否正常？

4

5

0 1

00%

(二)教學日誌是否逐日

填寫，並適時紀錄特殊情形

4

32

9

5.6%

(三)是否依預訂課程表

進行教學

4

3

2 9

5.7%

(四)外出實習地點是否

安全

3

2

2 9

7.0%

(五)是否以專班方式授

課（如否，請說明狀況）

4

4

0 1

00%

四、依

預訂課程配當

表進行訓練，並

瞭解職訓教學

日誌填寫情形

(六)學員於術科課程是

否能充分實際操作

4

5

0 1

00%

(一)設備數量是否足夠 4

3

1 9

7.7%

(二)設備是否過於老舊 3

86

8

6.4%

五、訓

練設備及輔具

使用情形

(三)接受職訓局補助購

置之機具設備是否列入財產管理

3

2

2 9

4.3%

(四)是否依規定標明補

助字樣及使用情形

3

4

1 9

7.2%

(五)是否依學員之特殊

需求配置所需輔具

3

3

5 8

6.8%

(一)是否建立學員個案

文件資料(V36)

4

4

1 9

7.8%

(二)學員是否簽到、打

卡或點名

4

50

1

00%

(三)是否統計學員請假

日數

4

4

1 9

7.8%

六、學

員出席管理情

形

(四)是否依規定與學員

簽訂職業訓練契約書

4

50

1

00%

(一)相關紀錄是否陳核

（包含評估資料、個別化訓練計

畫、教學日誌、請假紀錄及輔導

紀錄等資料）

4

3

2 9

5.6%

七、內

部督導機制

(二)是否定期舉行相關

工作人員之聯繫會報

4

3

2 9

5.6%

(一)是否定期與學員會

談並紀錄

4

2

3 9

3.3%

(二)是否與學員之家庭

聯繫

4

2

2 9

5.5%

(三)是否舉辦學員團康

或成長團體活動

4

0

4 9

0.9%

八、學

員之生活及人

際輔導情形

(四)是否依需要提供醫

療協助

4

2

2 9

5.5%

整體

評核

適用

單位數訓練

實施評估總體評核平均得分

2.22 45個

Table 3 -2-3 Evaluation of “implementation of training” of the authorized


MAI

NDetails

Se

lf-

In

consistent

R

ate

assessment

consistent

with the

visiting

assessment

(1) standards of

selecting teacher in the training

institutions

4

3

2 9

5.6%

(2) on-the-job training

for the trainers

4

1

3 9

3.2%

(3) apply supervising

system for the trainers

4

3

1 9

7.8%

1.

teachers

(4) 2006 annual training

teachers and professionals (see

Appendix)

(1) the appropriateness

of the training materials (the

context is clear, complete and

suitable for the needs and learning

levels of students )?

3

4

1

1

7

5.6%

2.

materials

(2) record students’

learning status based on individual

vocational training plan

3

6

9 8

0%

(1) the usage of effective

teaching methods based on the

courses and students’ levels

3

7

8 8

2.8%

3.

teaching

method

(2) adjust training

methods based on individual

student’s learning progress

(examine individual training plans

progress)

3

0

1

5

6

6.7%

4.

conduct training

(1) Do teachers attend

class regularly?

4

5

0 1

00%

(2) Do they fill out

teaching log daily and record

some special circumstances?

4

32

9

5.6%

(3) Do teacher follow

the syllabus?

4

3

2 9

5.7%

(4) Are outdoor training

places safe?

3

2

2 9

7.0%

(5) Do they teach in

special class (if not, please

describe the situation)

4

4

0 1

00%

depending on

the syllabus,

and complete

teaching log

(6) Can students practice

operate things when needed?

4

5

0 1

00%

(1) Are the equipments

enough?

4

3

1 9

7.7%

(2) Are the equipments

too ancient?

3

86

8

6.4%

(3) Do institutions put

VTC subsidy equipment into

property management?

3

2

2 9

4.3%

(4) the indication of

VTC subsidy of the equipments

and the usage of equipment

3

4

1 9

7.2%

5.

usage of

training

equipment and

aids

(5) equipments for

special need trainees

3

3

5 8

6.8%

(1) Do the trainers

establish individual student’s file?

4

4

1 9

7.8%

(2) Do students sign in,

punch in or being taken the

attendance?

4

50

1

00%

(3) Do trainers record

trainees’ absent days?

4

4

1 9

7.8%

6.stud

ents attendance

management

(4) Do institutions sign

the vocational training contract

with trainees as regulated?

4

50

1

00%

(1) Evaluation of related

files (includes assessment data,

individual training plans, teaching

log, absent records and counseling

records, etc.)

4

3

2 9

5.6%7.

internal

supervisory

system(2) meetings for staff 4

3

2 9

5.6%

(1) Do institutions hold

meeting with students regularly?

4

2

3 9

3.3%

(2) Are institutions in

contact with students’ families?

4

2

2 9

5.5%

(3) Do institutions hold

activities or growth group?

4

0

4 9

0.9%

8.

students’ living

and

interpersonal

counseling (4) Do institutions

provide medical assistance if

needed?

4

2

2 9

5.5%

Overa

ll assessment

Apply

units

The

training project

assessment

The overall average

assessment scores2.22 45個

〈四〉就業轉銜服務

"4" Employment Transition Services

表 3-2-4 委託辦理職訓單位之「就業轉銜服務」評核表現

主項

目細項

自

評與訪視

一致

評

核不符

符

合率

(一)是否提供學員就業輔

導計畫及就業安置模式

3

3

1

1

7

5%

(二)是否建立雇主名單 4

2

2 9

5.5%

(三)是否經常與雇主聯絡 4

0

4 9

0.9%

一、就

業服務

(四)是否提供學員就業追

蹤資料(含上年度)

4

2

2 9

5.5%

(五)薪資是否符合基本工

資

4

0

4 9

0.9%

(六)就業職類是否與訓練

內容相關

4

2

1 9

7.7%

二、就

業轉銜

是否在職業訓練後進行

就業轉銜服務

3

7

7 8

4.1%

整

體評核

適用

單位數訓練

實施評估總體評核平均得分

2.09 44個

Table 3 -2-4 Evaluation of “Employment Transition Services” of the

authorized vocational training institutions

MAI

NDetails

S

elf-assess

ment

consistent

with the

visiting

I

nconsisten

t

assessmen

t

R

ate


employment counseling plan and

employment placement mode for

students?

3

3

1

1

7

5%

(2)Do institutions

establish employers name list?

4

2

2 9

5.5%

(3) Do institutions regular

contact the employers?

4

0

4 9

0.9%


students’ employment follow-up

data (including last year)?

4

2

2 9

5.5%

(5) Does the payment for

trainees meet the basic wages?

4

0

4 9

0.9%

1.

employment

services

(6) Does the employment

related to the training content?

4

2

1 9

7.7%

2.

employment

transition

Do institutions provide

employment transition service after

the vocational training?

3

7

7 8

4.1%

Ove

rall

assessment

Apply

unitsThe

training project

assessment

The overall average

assessment scores

2.09 44個

（五）相關行政事項

(5) Related administrative matters

表 3-2-5 委託辦理職訓單位之「相關行政事項」評核表現

Table 3 -2-5 Evaluation of “Related administrative matters” of the


主項目細項

自

評與訪視

一致

評

核不符

符

合率

(一)訓練經費使用情形 4

4

0 1

00%

(二)職業訓練生活津貼

是否依規定轉發學員

4

3

0 1

00%

(三)膳食補助費及交

通、住宿補助費是否依規定發給

學員

4

3

0 1

00%

(四)是否向學員收取相

關費用

4

1

1 9

7.6%

一、相

關經費發給及支

用情形

(五)訓練過程是否衍生

收入，如何處理

4

1

1 9

7.6%

(一)是否辦理學員滿意

度調查

4

4

0 1

00%

(二)是否辦理家長滿意

度調查

3

7

5 8

8.1%

二、滿

意度調查辦理情

形

(三)是否辦理雇主滿意

度調查

3

3

1

0

7

6.7%

(四)是否分析調查結果 2

7

1

5

6

4.3%

(五)是否應用調查結果 2

3

1

9

5

4.8%

(一)是否熟悉操作方式 4

3

0 1

00%三、第

二代身心障礙者

職業訓練管理系

統使用情形

(二)是否按規定填報相

關資料（含中途離退訓、輔導紀

錄及就業情形等資料）

4

1

2 9

5.3%

四、接

受其他委託

訓練單位接受其他政府

機關補助或委託類似方案之情形

4

5

0 1

00%

整

體評核

適用

單位數訓練實

施評估總體評核平均得分

2.11 45個

Table 3 -2-5 Evaluation of “Related administrative matters” of the


MAIN Details

S

elf-assess

ment

consistent

with the

visiting

I

nconsist

ent

assessm

ent

R

ate

(1) the usage of training

funds

4

4

0 1

00%

(2) Do institutions give

students vocational Training living

allowance as regulated?

4

3

0 1

00%

(3) dietary supplement,

transportation and accommodation

subsidy payments to students

4

3

0 1

00%

1.

expenses

(4) Do students pay for

the costs?

4

1

1 9

7.6%

(5) Does the training

process derivative income? How

do institutions handle it?

4

1

1 9

7.6%

(1) satisfaction survey

for trainees

4

4

0 1

00%


for parents

3

7

5 8

8.1%


for employers

3

3

1

0

7

6.7%

(4) analysis of survey

results

2

7

1

5

6

4.3%

2.satisfa

ction survey

(5) application of the

findings

2

3

1

9

5

4.8%

(1) familiar with the

operation

4

3

0 1

00%

3. the

usage of second

generation

physically and

mentally

challenged

persons

vocational

training

management

system

(2) complete relevant

information (including the drop

outs, counseling records and

other information on the

employment situation)

4

1

2 9

5.3%

4.

accept other

commission

The situation of training

institutions receiving other

government agencies subsidy or

authorization

4

5

0 1

00%

Ove

rall

assessment

Apply

unitsThe

training project

assessment

The overall average

assessment scores

2.11 45

二、綜合討論分析

本次訪視的五項指標分別為：需求評估、培訓規劃、訓練實施、就業轉

銜服務、相關行政事項。評估時每項最高得 3 分，得分在 13-15 分的訓練單位，

藉由標竿學習方式，成為其他單位效法之對象。歸納標竿單位具有下列特質：

Second, comprehensive analysis

There were five indicators of this visit: demand assessment, training plans,

training implementation, employment transition services and related administrative

matters. The maximum score of each indicator was three, and the training institutions

which scored from 13 to 15, were the models for other training institutions.

Benchmarking institutions contained the following characteristics:

（一）、辦理職業訓練經驗豐富

標竿單位辦理職訓歷史悠久，對職場的變化反應敏捷，了解職訓困難，

具有因應方案，每年均能檢討職訓類別，提供適切的培訓機會。個別化計劃與資

料建立完整，訓練評估計畫及內容均符合規定且文書紀錄完整。課程充實，備有

豐富教材，職訓老師輔導用心，紀錄填寫詳細，備有試行的庇護工場，讓學員感

受體驗真實職場情境。這些標竿單位對前次訪視建議事項認真檢討並改進，資料

檔案完整齊全，確實辦理相關行政事項。

(1) Experienced in vocational training

The benchmarking institutions have long history of vocational training, and

response rapidly in the change of market. They understand the difficulty of vocational

training and have solutions for problems. Those training institutions also hold reviews

on training categories and provide suitable training opportunities. They have complete

establishment of individual plans and data, and have also complete records of training

evaluation plan. The training institutions have substantial courses with a variety of

teaching materials and hardworking teachers. The teachers keep detailed records of

training and have sheltered workshop for students to experience the actual workplace.

These benchmarking institutions take the suggestions of previous visit seriously and

also improved themselves in data collecting as well as other administrative matters.

（二）、注重就業輔導

注重就業輔導，研訂就業輔導執行計畫，運用各種就業媒合管道，提昇

就業輔導成效。招生時即有轉銜概念及作為，實習地點與未來工作地點密切連

結；就業輔導與追蹤服務相當紮實與完整，能對未就業學員提供持續輔導。

(2) Focus on employment counseling

The training institutions focus on employment counseling and

implementation plan of employment counseling; they also use various ways to

upgrade the effectiveness of employment counseling. When enrolling students, they

have the concept of employment transition and the training location is closely linked

with future work place. They have well-establisked employment counseling and

follow-up services, and thus are able to provide sustained employment counseling for

students who are unemployed.

（三）、了解學員特性

針對身心障礙者特性及需求，配合學員身心和認知發展設計教學課程，

強調學員自我管理及自發性學習，在學習中發現問題、解決問題。重視工作人格

的培養，採小班制培訓(人數為 6 人)，結訓學員就業率很高，顯示訓用效率傑出。

訓練過程依學生能力運用多種教學方式，輔導學員生活適應且紀錄完整；利用結

構化教學，讓學員在圖卡提示下從事實務操作，進而提升學習效率。

(3) The understanding of trainees

In accordance with the characteristics and needs of physically and mentally

challenged trainees, a curriculum is designed for students with psychological and

cognitive development, and it emphasizes on self-management and spontaneous

learning. It allows students to find out problems and to solve the problem during

learning. They also focus on the development of personality. Small group training was

adopted (6 students); after the training, students exhibited a high employment rate and

it showed that the training was effective and outstanding. They used a variety of

teaching methods during the training process, and provided counseling to students in

life skills and maintain complet records. They also used structured teaching, which the

students could engage in practical operation under the graphics card, and thereby

enhanced the effectiveness of learning.

（四）、運用專業團隊合作

中心服務整體架構完善，職訓人員資歷完備，助於家庭支持及就業轉

銜。職業訓練師即專任導師，具有烘焙與帶領心智障礙者的經驗；兼任老師具有

多年輔導經驗及乙級證照的師資，就輔員三名及個管員二名；個管員具有進階職

評人員資格，能給予職評的多方協助評估與建議提供；職能治療師、物理治療師

及語言療師等治療團隊，提供諮詢及建議；合格職業輔導評量人員幫助學員做職

業輔導評量建議，以幫助學員能安置在適合的工作場所。標竿單位培訓規劃完

整，深具豐富經驗、團隊輔助課程與計畫執行能力，並有完善的督導機制。

(4) Professional team work

The service center is well-established, the trainers are qualified in these

training institutions and can help with family support and job transition. Vocational

trainer, who is also a full-time instructor, has experience of baking and mentally

illness people. A trainer with experiences of counseling and has Class B license for

teaching; there are also three employment service workers and two controllers.

Controllers have the qualification of advanced vocational training assessment and can

help with evaluation and suggestions in many aspects. Occupational therapists,

physical therapists, speech therapists and other treatment team can also provide advice

and recommendations. Qualified vocational counseling assessment staff can help

trainees with vocational assessment and suitable employment placemen.

Benchmarking institutions have well-established training plans, counseling courses,

execution ability, and a complete supervisory system and are experienced in

vocational training.

結論與建議

Conclusions and recommendations

結論

Conclusion

1、訓練單位進行就業市場需求評估，再據以規劃成目標導向之訓練課

程。

2、針對學員實施能力本位個別教學與訓練，規劃就業轉銜及職業輔導

評量。

3、訓練場地依學員特殊需求提供無障礙設施與設備。

4、訓練單位主動爭取適當就業機會，與相關業主之團體聯繫、結盟。

5、綜合考量學員需求，落實就業輔導計畫與就業安置模式。

6、建立學員就業輔導紀錄，定期追蹤學員就業情形並給予必要協助。


Vocational training institutions should conduct assessment of employment


Implement competency-based individual teaching and training programs

and make plans for employment transition and employment counseling assessment.

Provide accessible facilities and equipment for special needs students at

training places.

Training institutions should take the initiative in searching for suitable


Consider the needs of trainees; implement employment counseling and


Establish files and document of employment counseling for trainees; keep

track of employed students and give assistance if needed.


二、建議

The suggestions

(1) to enhance the quality of vocational training, the following action is

recommended

1、就服員開發、蒐集社區就業市場機會，據以設計規劃職業訓練課程。

統合公部門就業市場機會，如內政部各年度調查資料、縣市政府製作「身心障礙

者就業現況，人力需求研究調查」、電子報，以及人力銀行中的資料，請相關專

家協助掌握會員的就業需求等，加以分析、記錄，以把握市場需求現況，提升就

業訊息的流通。

1. Design vocational training curriculums according to the development of

service personnel and employment market opportunities in the community. Integrate

public sector employment market opportunities, such as the annual survey of the

Ministry of the Interior, “employment status for physically and mentally challenged

persons and human power demand study,” electronic newspaper done by county

government and data in job banks. Through experts’ analysis and records of the

employment demand for the trainees, the employment information will be more

accessible for the trainees.

2、委辦機關強化招生簡章內容，使案主及與家長能了解訓練的意義與

目的、需配合的事項，以增進委訓機關初評效率，並招收合適之學員個案。2.

Agential institutions should have more explicit description about the enrollment

content. This will not only let trainees and their parents understand meaning and

purpose of the training and to cooperate with the institutions, but also improve the

efficiency of agential institutions assessments and recruit suitable students.

3、社工員、就業服務員及早介入，參與訂定相關個別化訓練及轉銜計

畫，協助訓練師進行個別化教學，增進學員克服學習挫折，進而提高學習效果增

加就業率。

3. Social worker and employment service workers should participate in

planning individual training and transition plan. They can also assist trainers in

conducting individual teaching in order to help students overcome obstacles, and

increase learning efficiency as well as the employment rate.

4、落實就業轉銜規劃，強化職業輔導評量，提供就業後服務，增進工

作人格的瞭解，提升就業穩定性。

4. Implement employment transition plan, strengthen career counseling

assessment and provide post-employment services. Increase students’ understanding

of the work personality and employment stability.

5、身心障礙者職訓委外辦理的政策方向與成效可給予相當肯定。如欲

再提高就業率必須從職業重建體系整體性與長期發展的角度予以推動。

5. The authorized vocational training policy is on the right track; however,

in order to increase the employment rate, the government should promote vocational

training in a complete and long-term-development way.

（二）提昇結訓學員就業率之建議

(2) suggestions for enhancing the employment rate of trainees

1、開訓建立個案個別化就業轉銜規劃與職業輔導評量，逐月記載，並

依職評結果，修正轉銜規畫。結訓前一個月進行轉銜，評估學員身體機能、性格、

可媒合工作、案主期待，整理就業阻、助力分析，並做就業相關建議，利於當事

人參考。

1. Establish individual cases of employment transition plan and vocational

counseling assessment in the beginning of the training, and keep monthly records.

Amend transition plan according to the results of the evaluations. Start employment

transition one month before the end of the training by evaluating trainees’ physical

condition, personality, client expectations, analysis of resistance and assistance of

employment, and give employment advice for trainees.

2、建立廠商一覽表，經常蒐集、更新雇主資料並與雇主密切聯繫互動，

取得共識，於訓練後期時安排與雇主的座談會或請歷屆學員作求職經驗分享。

2. Establish manufacturers list, collect and update information of employers

and have close interaction with them. Reach a consensus in both sides, and arrange

meetings with the employers or the previous participants to share their experience in

job-seeking in the latter part of the training.

3、建立學員就業輔導紀錄，利於個案轉銜至社區時就業適應。定期追

蹤學員就業情形並給予必要協助，密集追蹤期每週至少追蹤一次。由職訓組輔導

三個月後，可再轉給就服組繼續協助。障礙限制較高者可轉給就服組，進行社區

化就業支持。

3. Establish employment counseling records of the students in order to help

them with the employment adaptation period. Keep track of trainees’ employment

status regular and provide assistance if needed. In intensive follow-up period, keep

track of the trainees at least once a week. After three months counseling by vocational

training group, students may then be transferred to employment service group. Those

who are with higher limited disabilities can be transferred to the employment service

group and be given community-based employment support.

4、綜合考量學員之興趣、性向、性格、能力、需求而提供多樣化之就

業安置模式。如限於障礙別的就業特性及業主雇用因素，難以提供多樣化安置

時，則可針對學員之意願，配合社區化就業服務方案實施，將職訓後學員銜接至

中心的社區化就業，作社區化的就業安置。

4. Consider students’ interests, aptitudes, personalities, abilities and needs

and provide a wide variety of possible employment placement mode. If limited by

employment characteristics and the employers and cannot provide various job

placement, then the institutions can work with community employment services

depends on trainees' wishes and place them in the community after the training.

（三）對職業訓練局之建議

(3) Proposal for the Vocational Training Council

1、辦理職業訓練單位常提出的實務問題，整理編訂為書面資料補充說

明之。

1. Handle practical work problems raised by VTC and put them together as

written documents for further explanation.

2、不同身心障礙類別者接受相同的職訓課程，訓練期限是否應有所區

分（或可彈性調整）。例如，烘焙課程，對智能與肢體障礙者，可分別設定受訓

期限，增進職業訓練效果順利推介至職場。

2. Different types of disability students receive same vocational training

courses. Should there be a distinction of training period (or can the training period be

flexible)? For example, for mentally and physically challenged students, baking

courses can be set with different training period in order to increase the efficiency of

vocational training into workplaces.

3、對特殊優良與奉獻之訓練教師可訂定表揚辦法，定期或不定期予以

表揚，以激勵士氣，提升訓練品質。

3. Prize training teachers who contribute special dedication regularly or

irregularly and it will also enhance the quality of training.

4、宜統合規劃辦理「提昇職業訓練品質」研習活動，促進辦理單位互

動及觀摩，有效提升各單位之辦理績效。

4. Conduct meetings for “upgrading the quality of vocational training”

program, this will not only promote interaction and communication between

institutions, but effectively upgrade the performance of institutions.

5、技能檢定時，落實身心障礙學員之考照服務或措施(例如：學科與術

科，均編列手語翻譯經費，配置手語翻譯人員；中餐烹調丙級檢定時間，能依據

障礙類別酌予延長等)。

5. When doing skills assessment, implementing services for disabled

students. (Such as academic and practival examination are both been given sign

language interpreters; the time of Level C test for Chinese cuisine can be prolonged

depends on the disabilities.).

7、編制統一請領生活津貼說明資料，使學員（及家長）瞭解不符合原

因，以免造成學員誤解權益受損。同時，將請領限制條件詳細條列於職訓工作手

冊中。

7. Establish data of living allowance, and let the trainees (and their parents)

understand unqualified reasons. Meanwhile, the qualification for allowance should be

listed explicitly on the vocational training handbook.

8、因氣候變化等造成物價波動(如：颱風過後蔬果價格大漲)，常造成

材料費不足支應，對於相關補助宜依據物價指數定期檢討。

8. Due to the price fluctuations caused by climate change (e.g.,

skyrocketing fruit and vegetable prices after typhoons), material fees cannot cover all

the costs; therefore, the subsidy should be discussed regularly.

9、建請研議提早撥付訓練經費，核撥較遲無法即時配合教學所需。

9. It is suggested to allocate the training funds in advance otherwise it

cannot be coordinate with the teaching.

10、訓練單位有代收費用，特別是職訓單位自行向學員收取受訓保證金

或其他衍生費用（例如，成品銷售、實習雇主提供獎金或工資）等，其列帳及運

用方式應予規範、督導或要求改善，減少學員（及家長）的誤會。

10. If the training institutions charge fees from the trainees, especially the

training deposit fees or other derivative fees (for example, product selling, Internship

with award or salary), it should be regulated or supervised in order to reduce the

misunderstanding with students (and parents).

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