本研究旨在探討德國技職教育與培訓制度所顯現的社會正義與適性發展之精神，並分析其當前興革，以作為改革臺灣技職教育制度之參照。職是之故，本研究首先評論各種解釋教育中的社會正義理論之優劣得失，凸顯了A. Sen能力取向的當代價值，以作為分析技職教育發展的理念基礎。其次，探討德國技職教育與培訓制度在其國內與國際上的發展狀況，以及探究其當前為暢通教育制度所實踐的興革措施，指出其對我國技職教育發展的實質意義。質言之，技職教育進路的多樣性、各種在技職教育、普通教育與學術教育之間的轉銜措施，以及企業承擔職業培訓的過程與成本，是德國鞏固雙元制技職教育和進一步暢通教育制度的基礎與關鍵，且在一定的程度上也實現了當代社會正義的理念；此外，發展國家資歷架構不僅有助於暢通教育制度，也能促進各種教育服務的擴張，同樣相當值得我國借鑑。

This study aims to explore social justice and capacity for self-development embedded in the German vocational education and training (VET) system and its current changes with a view to proposing recommendations for improving the technological and vocational education (TVE) system in Taiwan. First of all, this paper offers a brief review on relevant theories of social justice, finding that A. Sen’s capability approach is the most explicit theoretical framework for explaining the development of vocational education in a broad sense. Then, the paper moves to the analysis of the German VET system, its development, international expansion, as well as its current changes in the sense of “permeability” (i.e., freedom to choose). From this analysis, the following findings have been revealed: The ways of mutual transition between VET and academic education are various and diversified; The cooperation of VET and corporations is very tight, with the character of “permeability,” leading to actualize social justice and making it possible to develop the potentialities of all the individuals. Based upon the above-mentioned findings, the following suggestions are recommended for improving TVE system in Taiwan: expanding educational services and developing a national qualifications framework (NQF).