Appendix E Interview Questions

For use with personnel department staff at Central Bank of the Republic of China (Taiwan) and the Ministry of Economic Affairs.

1. What percentage of the employees in this agency have taken a SELPT as a promotion qualification?

本機關公務人員曾報考過標準化英語檢測的比例為何？

2. What percentage of the employees in this agency had taken an SELPT before it was recognized as a promotion qualification?

本機關公務人員在標準化英語檢測被視為陞遷標準之前即報考過相關測驗的 比例為何？

3. What are the key features of the policy to recognize SELPTs as a promotion qualification, and how does this policy affect your work?

公務人員英語檢測陞任辦法的為何？該辦法對你工作內容的影響為何?

4. In your opinion, what are the major impacts of the policy on employees of this agency?

你認為公務人員英語檢測陞任辦法的實施對於本機關人員最大的影響為何？

5. How did the employees in this agency react when the policy was introduced?

該辦法剛推出時，本機關人員多半有何反應？

6. How do employees of this agency currently view the policy?

本機關人員目前對該辦法多半持何種看法？

7. How important is English ability to employees of this agency?

英語能力對本機關人員的重要性為何？

8. How influential is passing an SELPT on an employee’s chance of promotion?

標準化英語檢測通過與否,對於一般公務人員時晉升有多大影響？

9. Does this agency recommend that its employees take a particular SELPT? Why or why not?

本機關是否有建議公務人員報考某種特定的標準化英語檢測？為什麼(不）?

10. How does your department communicate the details of this policy to the employees of your agency?

貴部門是如何跟機關內部人員討論該辦法的細節？

11. Have there been any problems associated with the policy at this agency?

公務人員英語檢測陞任辦法實施後，是否對本機關造成任何問題？

12. How could the policy be improved?

該辦法有何改善空間？

13. Would you say that the test policy is an effective way to encourage civil servants to improve their English?

你認為英語檢測陞任辦法的實施，是否能有效鼓勵公務人員提升個人的英語 能力？

14. Do you think that methods in addition to or instead of a test policy could produce an equal or greater benefit?

你認為是否有其他的辦法，也能帶來相同的效益？

‧

For use with Executive Yuan, Central Personnel Administration staff

1. What are the key features of the policy to recognize standardized English language proficiency tests (SELPT) as a promotion qualification?

公務人員英語檢測陞任辦法的要點為何？

2. What is the CPA’s role in the formulation, implementation, and administration of this policy?

行政院人事行政局在該辦法的規劃、執行及監督各方面扮演的角色為何？

3. What percentage of civil servants have taken an SELPT?

公務人員報考過標準化英語檢測的比例為何？

4. What were the initial goals of the policy?

該辦法所訂定的初期目標為何？

5. Has the policy had the expected impact?

該辦法是否已達到預期之成效？

6. What are the major benefits of the policy?

該辦法的主要效益為何？

7. What are its drawbacks?

該辦法的缺點為何？

8. Were there any difficulties in implementing the policy?

該辦法在執行階段時曾遭遇過何種困難？

9. Have the details of the policy been amended since it was first introduced?

該辦法在推行後是否曾修正過相關細節？

10. Are further revisions expected?

未來是否將會推出修訂版本？

11. How is the policy monitored and evaluated?

該辦法如何被監督及評估？

12. What information related to this policy does the CPA provide to other agencies?

行政院人事行政局如何提供各地方機關該辦法的相關資訊？

13. Were any non-testing measures such as regular, annual attendance of English courses considered as alternatives or supplements to recognizing an SELPT as a promotion qualification for civil servants?

除了標準化英語檢測，是否有其他管道，例如每年定期參加英語課程，可用 來做為公務人員陞遷的參考依據？

14. Do individual agencies have the option of modifying the terms of the policy to suit their specific needs?

各地方機關是否可以視實際情況而適度修改該辦法的內容，以符合該機關之 個別需求？

For use with Ministry of Education staff

1. What was the role of the Ministry of Education in establishing the standardized English language proficiency test (SELPT) policy in regards to its use as a promotion criterion for civil servants?

教育部在公務人員英語檢測陞任辦法的規劃階段中所扮演的角色為何？

‧

3. What were the key considerations when this policy was being formulated?

該辦法在規劃時的主要考量為何？

4. How were the SELPT selected?

本辦法如何挑選所採認的英語測驗？

5. Why was the CEFR chosen as a standard?

CEF 語言能力參考指標為何被選為參考標準？

6. Is the MOE likely to support the development of a localized foreign language proficiency standard in the future?

教育部日後是否有可能支持研發在地化的語言能力參考標準？

7. Was an effort made to bring a wide variety of viewpoints into discussions on the uses of SELPT as a promotion criterion? Were dissenting opinions raised, and how were these dealt with?

公務人員英語檢測陞任辦法實施前，是否曾廣納各方意見及看法並加以討 論 ？是否出現過反對聲浪？那些異議又是如何解決的？

8. What has been the MOE’s role in monitoring and evaluating this policy since it was implemented?

該辦法實施後，教育部在監督及評估方面扮演何種角色？

For use with Executive Yuan, Research, Development, and Evaluation Commission staff 1. Why is it important for civil servants to have the ability to communicate in English?

英語溝通能力對於公務人員的重要性為何？

2. How important is the E-Generation Manpower Cultivation Plan to Taiwan’s social and economic development and to its global competitiveness?

E 世代人才培育計畫對於台灣社會經濟發展以及國際競爭力的重要性為何？

3. Did the RDEC have a role in determining that passing a standardized English language proficiency test would be used as a promotion criterion for civil servants? What was the nature of that role?

在公務人員英語檢測陞任辦法規畫時期，行政院研究發展考核委員會是否曾 扮演過具有決策性的角色？該角色的本質為何？

4. How well does the standardized English language proficiency test policy support the goals of the Manpower Cultivation Plan?

公務人員英語檢測陞任辦法是否有助於人才培育計畫目標的實現？

5. How does the RDEC monitor the effectiveness of the individual components of the E-Generation Manpower Cultivation Plan, and how is feedback used?

行政院研究發展考核委員會如何監督 E 世代人才培育計畫各項目的成效？

如何運用監督評估的結果？

‧

CBC Various 20 7.1 7.9 20.2 CBC Financial stability 22 7.8 8.7 29.0 CBC Economic research 29 10.3 11.5 40.5 MOF Local tax agencies 25 8.9 9.9 50.4 MOF National level agencies 34 12.1 13.5 63.9 MOF Customs 23 8.2 9.1 73.0 MOEA Taiwan Power Company 27 9.6 10.7 83.7 MOEA Staff units 20 7.1 7.9 91.7 MOEA Administrative agencies 21 7.4 8.3 100.0

Total 252 89.4 100.0

Missing System 30 10.6

Total 282 100.0