建教生權益之立法與建教生權益促進聯盟之倡議策略－以「高級中等學校建教合作實施及建教生權益保障法」為例

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題名:	建教生權益之立法與建教生權益促進聯盟之倡議策略－以「高級中等學校建教合作實施及建教生權益保障法」為例 A Study Between the Legislation for Student Participant’s Right and the Advocacy Strategy of TARWCE
作者:	吳嘉芸
貢獻者:	勞工關係學系
關鍵詞:	建教合作建教生權益促進聯盟倡議策略建教生 Cooperative Education TARWCE Advocacy Strategy Student Participants
日期:	2013
上傳時間:	2014-01-17 14:20:14 (UTC+8)
摘要:	建教合作制度自1969年實施，在建教專法未公告實施前已實行46年。2010年建教生勞動權與受教權被剝削的案例，受到社會輿論關注，突顯勞工主管機關與教育主管機關長期以來漠視建教生勞動權與受教權。由於建教合作制度法令位階不足，建教合作制度多以行政命令位階辦理，導致主管機關無法對違反規定的廠商進行處分，對學校則無權利義務來捍衛建教生權益，僅能透過勸導、扣減補助款或減班來予以改善。本文主要以建教生權益促進聯盟倡議策略為研究主軸，運用文獻分析法與深度訪談法，探討建教專法立法過程中，建教生權益促進聯盟的倡議策略與立法效果。研究發現建教生權益促進聯盟倡議的倡議策略主要運用聯盟策略、困窘策略、資訊策略與遲滯策略。倡議方式主要以召開記者會、公聽會、論壇，以及參與主管機關之研商會議…等方式。聯盟透過倡議方式，使社會大眾重視建教生長年以來遭漠視的權益問題，對建教專法的立法產生助力，並透過參與聯盟運作的歷屆立委黃淑英、林淑芬、吳宜臻與鄭麗君的努力，於朝野協商中將聯盟對部分法條堅持力守與退讓的底線發揮的淋漓盡致，終於在2012年12月14日三讀通過，2013年1月2日公告施行，為建教專法帶來甜美的成果。 The cooperative education system has been implemented since 1969, 46 years before the announcement and implementation of the Act of the Cooperative Education Implementation in Senior High Schools and the Protection of Student Participants Right. The case regarding the working and learning rights of student participants were being exploited attracted attention of the public, which indicated that the labor and education competent authorities have long-ignored student participants’ right. However, cooperative education system was mostly implemented with executive order due to the low rank of the Act. Consequently, the competent authorities couldn’t punish companies that violate regulations. Schools had neither right nor obligation to defend for the rights of student participants; they could only improve the situation through persuasion, deducting grants, and reducing the number of classes. This study definitions of advocacy strategies of public interest groups. Using the advocacy strategies of TARWCE as the main research topic, applying literature analysis and in-depth interviews, this study explores the advocacy strategies of TARWCE and its legislative effect during the legislative process. The result demonstrated that the advocacy strategies used by TARWCE are mainly coalition strategy, embarrassment strategy, information strategy, and delay strategy; and the major ways to advocate are to hold press conferences, public hearings, forums, and to attend meetings organized by competent authorities. Through above methods, TARWCE attracted the public’s attention to the long-ignored issue of student participants’ rights, which helped the enactment of the Act. With the effort of successive legislators Huang Shu-Ying, Lin Shu-Fen, Wu Yi-Zhen, and Zheng Li-Jun, Legislative Yuan has finally completed the third read of the Act on 14th-Dec., 2012, and announced and implemented on 2nd-Jan., 2013.
顯示於類別:	[勞動暨人力資源學系碩士班] 博碩士論文

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