University of Macau / Faculty of Social Sciences and Humanities / Department of Government and Public Administration

中正國防幹部預備學校自民國65年創校迄今33年，一直以男校辦學，招收陸軍預備生、海軍預備生、空軍預備生及政戰預備生，施以普通高中教育與軍官預備教育，目的在穩定陸軍軍官學校、海軍軍官學校、空軍軍官學校及國防大學政治作戰學院等校院正期軍官班優質學生來源。 隨著國軍實施組織精簡工程，兼以軍校辦學日愈獲得國人學子肯定，正期軍官班新生來源，漸以一般民間高中優質學生為主，中正預校畢業生為輔，加以近年來外在環境變化，國內部分公立高中男校實施招收女性學生，國外軍校高中招生亦大多男女兼收，民意代表則透過媒體報導及國會問政，籲請國防部以性別平等觀點開放中正預校招收女生，面對以上困境，規劃中正預校擴大招生，實為謀長遠永續發展之良策。 本研究係就兩性平權觀點、高中男女合校趨勢、國軍女性人力進用政策、中正預校現有教育資源及辦學成效等面向，蒐集國外軍校高中招生具體作法、國內選樣公立高中辦學現況、國防部辦理中正預校招收女生公聽會意見、中正預校辦學成效、三軍四校正期班新生入學素質等資料歸納分析結果如下：（一）公聽會與會人員對規劃中正預校招收女生政策大多持肯定觀點，或有反面意見，亦在為學生尋求保障措施；（二）就兩性平權觀點、高中男女合校趨勢及國軍女性人力進用政策而言，辦理女性軍官預備教育實有必要；（三）中正預校教育資源遠較一般民間高中豐富，足以供應招收女性學生所需；（四）95-97年中正預校應屆畢業生升讀正期軍官班者，大學學測平均成績優於來自一般民間高中學生，顯見中正預校具有提供三軍四校女性優質學生之辦學實力；（五）三軍四校薦送國外留學人數中正預校生約佔90%，顯示該校外語教學陣容堅強，足以吸引有志女性學生報考；（六）95-97年三軍四校正期班入學新生離退率分別為25%、21%、9%，而中正預生離退率分別為5%、3%、2%，展現較高的適應力與穩定度；（七）軍旅生涯發展分析發現中正預校生晉陞將級者約佔將軍比例8%，甚具傳承之時代意義。 審酌外在環境因素、中正預校現有教育資源、軟硬體設施及辦學成效等均符合推動優質女性軍官預備教育之要件，本研究建議開放中正預校招生女生以順應時代動脈；惟中正預校現有教學資源、教學設施、校園安全措施及生活設備均以男校辦學為前提規劃設置，開放招收女生須儘速檢整軟硬體設施、訂定招收女性入學門檻、招生數量及規劃將來未考取正期軍官班者之退場機制。

就我國與美國軍人之比例及對應兩國軍事教育體系及民間教育資源來看，實無必要浪費過多資源於大學及研究所教育中一般性之知識；因此，如能將國防軍事教育資源有效整合並擴大利用民間教育資源，使軍官教育多樣化，藉以刺激國軍僵化及單一之思維，相信必能大大節省國防部整體教育資源，並大幅提昇軍人素質。本研究發現在軍事教育資源整合及軍校簡併時，可能會遭遇到一些關鍵性問題亟待改進：如決策主官（管）權力過大且異動頻繁、參謀專業性及教育不足、教育資源重複投資、教育政策制訂過程欠週延及延續性、人才培育政策太過狹隘、經費來源受限、軍校傳統束縛、缺乏客觀之審查評估機制、未與國家教育體制接軌、師資無長遠規劃及欠多樣性、人為因素干擾教育政策、各校無明確教育目標與長遠計畫、未運用科學方法管控教育資源、課程缺乏多元化、軍事校院特色不足等。 研究者根據訪談結果分析與親身參與觀察的過程，經實證研究，提出研究建議： 壹、在執行軍事教育政策方面應：建立長遠軍事教育目標；充分授權各業務主管機關；嚴格限制軍事教育相關主官（管）任期與資格；密切結合人事經管政策；成立軍事教育政策指導委員會；與國家教育體制接軌並建立自我特色。 貳、在整合軍事教育資源方面應：運用現代化管理模式；建立機制控管與整合教育資源；軍事教育經費以固定比例編列；加強業管參謀之訓練與專業知能；著重全人教育與部隊實務的課程；師資多元並長期計劃培育；強化終身學習制度。 參、在簡併軍事校院方面應：簡併各軍事基礎校院，並檢討恢復ROTC之招募；整併同質性高之兵科學校，並將資源集中大量投入；重新構思深造教育模式，擴大施訓對象；大學部與研究所教育應明確區隔，並與民間共享資源。 / In terms of the proportion of soldiers’ number for Taiwan to US and in comparison of two countries military education system and civil educational resources, it is truthfully no needs to invest overmuch resource into university and graduate school for common knowledge. Therefore, if we could effectively integrate national defense educational resources and broadly employ civil educational resources to diversify the officer’s education for stimulating the armed forces rigid and single thought. Trustfully, it can widely save MND educational resources and largely enhance soldier’s quality. From the research findings, in the period of military educational resources integration and military academies consolidation process, some of the critical problems have been raised and waited for the improvements such as excessive authority and frequent transfer of decision-making superiors, insufficient staff’s profession and training, reduplicate investment of educational resources, the process of education policy-making lacks of well-consider and continuity, constrict talent people nurture policy, constraint budget resources, academies traditional burden, short of objective review and estimation mechanism, derailed from national education system, no faculty long-term planning and diversity, education policy affected by human factors, all academies short of categoric educational objective and long-term planning, not employ scientific method to control education resources, class objectives short of varieties, and military academies insufficient characteristics etc…. The researcher provided some suggestions as following by way of practical research according to the results of interviews. First, in execution of military education policy: to stimulate long-term military educational objective; fully empower to various units; strictly restrict the term period and prerequisite of related high superiors; closely joint all the manpower policies; to establish military education policy steering committee; to meet with national education system requirements and building self characteristic. Second, in integration of military education resources: to employ modernized management model; to establish mechanism to control and integrate education resources; to set up fix-proportion to plan the military education budgetary process; to reinforce the staff on-the-job training and professional knowledge; to focus on the courses related to all-respect education and troops affairs; diversified and long-term training plan on faculty; to intensify the perpetual learning system. Third, in streamlining the military academies: streamline all military basic academies and restore ROTC recruitment; consolidate the homogeneous professional military education school and invest in the collected resources; reconceive the advanced education model and enlarge the trainees’ background; categorically distinguish university education from graduate education and share the resources with other schools.