澳洲職業教育與訓練的蓬勃發展，不僅為該國解決部分的經濟問題，更成為舉世矚目的職業教育與訓練系統，其中最具特色的當屬「技術及進修教育」（TAFE）制度的規劃與實施。研究者為探討TAFE的實施成效，首先分析整理TAFE的理念、架構、實施成效；再以問卷調查TAFE機構之行政與教學人員對於TAFE實施成效滿意度；又以訪談法，訪問聯邦政府負責職業教育與訓練的主管官員以及科技學院的教授，了解政府對於TAFE的規劃以及學者對於TAFE發展的看法。其後再以後設分析法，重新整理分析過去研究之結果再與本研究相比較；又以資料分析方法，運用變異數分析、吉尼係數測定法、多元回歸分析以及時間數列分析，客觀分析TAFE實施成效。研究發現TAFE之特點有融合傳統與創新的教育理念、彈性而多元的體系架構、獨樹一格的職業教育、漸次發展的教育實驗、機構人員對TAFE實施成效之滿意度有顯著差異、實施成效仍有不均等性之現象，以及TAFE確能促進經濟成長。依據研究發現，本研究之結論有七點：
（一）「能力」是教育與訓練的黏著劑
（二）政府積極任事是教育成功的關鍵
（三）均等目標是不易達成的教育任務
（四）教育促進經濟成長，經濟推動教育轉型
（五）堅持理念是教育永續發展的基石
（六）全球化與多元化是教育的未來趨勢
（七）TAFE成效備受國內外矚目

依據研究結論與發現，本研究提出TAFE對我國職業教育的啟示為明確定位技職教育、確立就業取向的VET、落實就業均等的觀念、規劃周延的能力本位課程、設定廣受認可的資格證書架構、採行終身學習的訓練模式、規劃回流教育、統整決策機制及進行系統性的調查研究，進而建議我國參考以下事項：

（一） 實施能力本位的訓練模式
（二） 明定以「就業」為導向的教育目標
（三） 高級職業學校與專科學校融入高中與技職校院
（四） 訂定資格證書認可架構
（五） 落實關鍵能力教學
（六）整合教育與訓練之權責機關

Technical and Further Education (TAFE) is the largest provider of post-secondary education in Australia. Eight different State and Territory of widely varying size and character administer TAFE systems. TAFE systems have a number of characteristics which distinguish them from other sectors of education. This study explores the development, structure, context of TAFE, and then to analyze the performance in three dimensions of education, society and economy. Five approaches are conducted in this research, literature-review, survey, field-interview, meta-analysis and data-analysis. At this research study concludes seven characteristics of TAFE, namely an innovation system of education with tradition, flexible delivery, unique VET structure, continuing educational experiment, different opinion for TAFE achievement among staff, social and educational inequity in TAFE, and TAFE promotes Australian workforce and economy. Result of this research, equity is hard to achieve on every aspect especially disable. In conclusion, six suggestions were made for Taiwan’s VET reformation:
1. Adopt competency-based training;
2. Declare employment-led VET;
3. Merge all Senior High Vocational Schools into Comprehensive High Schools;
4. Set Taiwan’s Certificate/Qualification Framework;
5. Carry out Key-Competency instruction;
6. Integrate authorities of educational and training.

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