國家教育研究院

　　十二年國民基本教育強調適性揚才以及多元進路，總綱強調核心素養為課程發展之主軸。核心素養是指一個人為適應現在生活及面對未來挑戰，所應具備的知識、能力與態度。核心素養強調學習不以學科知識及技能為限，而應關注學習與生活的結合，透過實踐力行而彰顯學習者的全人發展。因此，瞭解高中、高職的畢業生是否具備適應現在生活及面對未來挑戰，所應具備的知識、能力與態度，自然是十二年國教重要的工作。
國民素養受到國家整體氣氛、家庭環境、學校教育以及個人特質所影響。由國家教育研究院成立之提升國民素養計畫方案計畫辦公室在執行提升國民素養方案時，以學校教育為思考核心，先探討接受十二年國民基本教育後的高中職學生所應具備的素養為何？再思考如何調查高中職的學生，在完成十二年國民基本教育之後，不論其接下來的生涯規劃是在高等教育裡發展專業知識技能和人文涵養，又或是在職場上接受過基本的職能訓練後投入工作，都能迅速地掌握所需的知識、技能及與人溝通合作的能力，迎接生活以及生涯的挑戰。

　　Twelve-year education emphasizes on developing and enriching the competencies of students, whose general program focus on the literacy which is the core of curriculum development. Competencies refer to the knowledge, ability, and attitude that one should possess for adapting for life and facing future challenges. It highlights that learning should be concerned on the combination with life rather than on the knowledges and skills of subject itself, then shows the various competencies of ones through acting on it. Therefore, figuring out whether the students indeed equip with such abilities does play a role in twelve-year education.
Competencies are affected by national atmosphere, family background, school education and personal traits. When the National Literacy-Improving project office established by National Academy for Education Research executes the Program of National Literacy-Improving, with the core of school education, think what kind of literacy students should have as their 12- year education are completed first, then comes how the program goes on in researching students’ equipped abilities no matter for receiving higher education or entering the workforce in the future.