就讀實用技能學程之學生大多來自單親家庭、原住民、隔代教養、父母期待不高等經濟及 文化弱勢之家庭，畢業後大多因為家庭狀況需幫忙負擔家計，因此進入職場之比例較高。本研 究主要目的在於探討如何提升高職實用技能學程美容科學生之專業能力，藉此以作為高職實用 技能學程，學生畢業後能順利融入職場增加就業競爭力。研究方法包括專家個別深度訪談、修 正式德菲法以及問卷調查法。研究對象包括美容相關產業具有實務經驗且年資10 年以上或職位 為組長級以上者為業界代表，高職美容科之專任教師為學界代表。研究結果顯示，美容業界視 為最重要之能力指標為工作態度與技術能力。美髮業界視為最重要之能力指標為技術能力與工 作態度。進ㄧ步比較學、業界看法之差異結果指出，學界在專業能力重視方面依序為工作態度、 知識能力、技術能力;而業界則為技術能力、工作態度、知識能力。因此，若以符合實務需求為 學校課程之調整導向，本研究建議學校應加強實作之相關課程，以提高學生就業競爭力。

The students who study in the practical skill program mostly come from economically or culturally disadvantaged families, including single-parent families, aboriginal families, grandparent-raised children, and children being seen as low achievement. After they graduate from vocational schools, a high proportion of them must take up an occupation in order to support their families. This thesis aims to probe into the approaches which might improve the professional abilities of the students in the practical skill program of the cosmetics division of a vocational school. Through this research, we hope to help this group of students to enter the workplace more successfully and to upgrade their competitiveness in the labor market. The research methods include expert interviews, a revised application of the Delphi Method and questionnaires. The research objects consist of representatives in the cosmetics field who possess over ten years of related work experiences and whose positions are as a group leader, and representatives in the educational field who teach full-time in a cosmetics division. According to the results of this research, working attitudes and professional abilities are viewed as the two most important elements in the field of cosmetics. Furthermore, if we compare the professional sphere to the academic one, there are some differences between them in the priority of the value of the elements. In the educational field, working attitude ranks as the most valued element, followed by professional knowledge, and then professional skills. However, in the professional field, the element of professional skills ranks first, followed by working attitude, and then professional knowledge. Therefore, if the school curriculum intends to accord with the demands of the practical workplace, we suggest that it should be adjusted to relate more to practical operations and thus promote students’ competitiveness when seeking employment.