台灣作為後進資本主義國家，在經歷現代化發展四十年後成為 新興工業化國家，甚至被譽為世界經濟奇蹟，但奇蹟背後的技能形成 （skill formation）過程卻較少被探究，特別是與經濟奇蹟密切相關的工業職業教育制度。在少數對於台灣技能形成的案例研究中多從發展型國家的角度出發，論述台灣等東亞新興工業化國家會積極規劃人力發展計畫以回應經濟發展各階段的需求。但這種發展型技能體制論述並沒有仔細探究工職課程的制定過程與內涵，而且也會忽略美援 在1950 年代對台灣職業教育制度建構的角色，以及後美援時代引進德制系統的工職教育改革實驗。因此本文主張要從「依賴發展」的角度出發，才有辦法清楚解釋台灣的技能形成體制。台灣依賴發展的技能形成經驗不僅可以幫助我們修正過往解釋東亞地區培育人力資本慣常採取的國家中心論（發展型國家）觀點，也能夠凸顯以先進工業民主國家為研究對象的歷史比較制度分析（資本主義／技能形成多樣性）在方法論上經常落入忽略國際因素的國族主義（methodological nationalism）盲點。

Taiwan, as a late comer to capitalism, has become a newly-industrialized country after 40 years of economic development. However, the skill formation behind the economic miracle is under-researched, with vocational industrial education particularly so. Some studies explain skill formation of Taiwan and other East Asian newly-industrialized countries from the perspective of developmental state and argue that human resources policy is a direct response to economic development. However, this argument does not pay enough attention to course curriculum development and it also neglects the roles of the US and Germany in shaping Taiwan's vocational industrial education. Therefore, this paper argues that the perspective of “dependent development” can better explain the skill formation system in Taiwan. This not only helps us revise the state-centered view that has been used to explain the cultivation of East Asia's human capital, but also highlights the bias of methodological nationalism lurking in historical and comparative institutional analysis (varieties of capitalism/skill formation) based on advanced industrial democracies.

職業教育、發展型國家、技能形成、建教合作、資本主義／技能形成多樣性

Vocational industrial education, developmental state, skill formation, work study program, and varieties of capitalism/skill formation