Education is teaching our chi ldren to desire the right things. —Plato Mi n i s t r y of Educat i on Repub l i c of Ch i na 2025 2024
Education is teaching our chi ldren to desire the right things. —Plato Mi n i s t r y of Educat i on Repub l i c of Ch i na 2025 2024
An Overview 02 03 &%6$"5*0/ JO 5"*8"/ 41 Special Education 46 Sports Affairs 56 Teacher and Arts Education 52 Youth Development Affairs 23 Technical and Vocational Education 30 Higher Education 37 Lifelong Education 62 Digital, Technological and Environmental Education 68 Diverse Education 72 Study in Taiwan 79 Bilingual and International Education 81 Education Expenditures 82 Prospect 83 Statistics 04 An Overview 07 Educational System 16 Senior High School Education 11 Preschool and Compulsory Education
An Overview 04 05 An Overview AȢIntroduction As one of the Executive Yuan’s subordinate agencies, the Ministry of Education (MOE) is the highest supervisory body for Taiwan’s education. The MOE’s mission is to enhance education in the country (including preschool education, 12-year basic education, technical and vocational education, higher education, lifelong education, special education, teacher cultivation, arts education, digital education, science & technology education, environmental education, diverse education and international talent cultivation), as well as to promote sports and youth development affairs, and improve the general quality of education so as to increase competitiveness as a country. The MOE is led by the minister of education, who is supported by two political deputy ministers, one administrative deputy minister, and one chief secretary. The MOE compr ises eight depar tments, three administrations, along with the other subsidiary agencies. Together, they are commit ted to ensuring the quality of education in Taiwan. The MOE also supports municipal, county, and city governments in educational affairs. BȢSDG 4 “Quality Education” is the UN’s Sustainable Development Goal 4 (SDG 4) , which aims to ensure inclusive and equi table qual i t y education for all. SDG 4 is to make sure that by 2030, there will be equitable and high-quality education available to all children at the primary and secondary levels that generates learning outcomes regardless of gender, technical and vocational education that is equitable and affordable, no disparities between genders, and equal access to quality higher education. CȢMajor Education Policies at Present 1 Establishing the Ministry of Sports and Athletic Development The MOE plans to establish an independent, secondary-level ministry dedicated to sports and athletic affairs to promote matters related to sports and athletics. 2 10-Billion NTD Youth Overseas Dream Fund To encourage young people to broaden their international perspectives and develop skills related to globalization, the 10-Billion NTD Youth Overseas Dream Fund will be established. This fund will expand investment in higher education, vocational education development, international cooperation, and the cultivation of diverse industry talents. 3 Project of Strategies For Confronting the Low Birth of Our Nation To address the issues arising from Taiwan’s sub-replacement fer t i l i ty rate, reduce the financial burden on parents, and implement the policy of “Childcare Support for Children Aged 0-6,” the Executive Yuan on January 29, 2021, announced the amended “Project of Strategies For Confronting the Low Birth of Our Nation.” The revision includes three main pillars: “increasing affordable childcare slots,” “reducing educational expenses,” and “providing childcare subsidies.” These adjustments aim to expand assistance and achieve the goals of “increasing slots,” “reducing burden,” and “providing subsidies.” This represents the most significant support measure ever for child-rearing over the past years. 4 Curriculum Guidel ines of 12-year Basic Education The new curricula kick-started in SY2019 center on students and emphasize situated cognition, integration, exploration, and handson experience. Students are encouraged to take the initiative, engage the public, and seek the common good. With the vision in mind of “accomplishments for every child - nur ture by nature and l ifelong learning,” students will acquire the knowledge, competence, and attitude needed to adapt to life and handle challenges in the future. 5 Bilingual 2030 The Bilingual 2030 policy aims to cultivate bi l ingual talent domestical ly, enhance the international communication skills and global perspectives of Taiwanese talent, and elevate the international competitiveness of talent and industries. Measures include establishing bilingual benchmark academies and schools,
Educational System 07 06 establishing bilingual program teaching resource centers, promot ing EMI (Engl ish Medium Instruction) in various fields in secondary and primary schools, providing learning support for students in remote areas, and producing online English programs, among others. DȢFuture Prospects Ta l en t i s t he foundat i on o f a nat i on , and education is the cornerstone of talent development in Taiwan. To provide children with a sound educational environment, and enhance preschool educat ion as wel l as childcare, starting from January 2023, childcare subsidies wi l l not be restr icted based on wealth. Additionally, there will be continuous efforts to improve the quality of early childhood education. Starting from SY2023, the studentto-teacher ratio in kindergartens will gradually decrease. In secondary and primary schools, the implementation of the 2019 curriculum guidelines will continue steadily, and efforts to enhance digital learning programs will be ongoing. The pol icy of “Internet access in every classroom, a tablet for every student” will be implemented, and the second phase of the Higher Education Sprout Project will be launched. The Education Administration System Administration Line Guidance Line Executive Yuan (Cabinet) Ministry of Education County & City Governments Municipalities National Schools at All Levels Bureau/Department of Education Bureau of Education National Social Education Organizations County & City Schools at All Levels Municipal Schools at All Levels Private Universities, Colleges & Junior Colleges County & City Social Education Organizations Municipal Social Education Organizations Private Senior High Schools Private Junior High Schools, Primary Schools & Preschools Private Secondary Schools, Primary Schools & Preschools Educational System In Taiwan’s cur rent educat ion system, students may study for up to 20 years, which includes six years of primary school education, three years of junior high school education, three years of senior high school education, four years of bachelor education, one to four years for a master’s degree, and two to seven years for a doctoral degree. AȢPreschool Education In the past, preschool education consisted of “kindergartens” and “child care centers,” wh i c h we r e u n d e r t h e j u r i s d i c t i o n o f different competent authorities. Since 2012, kindergartens and child care centers have been consolidated into preschool, and children from the age of two to pre-elementary school are able to receive comprehensive education and care. The combination of preschool education and care into one administrative system allows for a strategy that centers on children and prioritizes children’s welfare. BȢCompulsory Education The nine-year compulsory education system, of which six years are for primary education and three years are for junior high school, was put into effect in SY1968. In order to offer more diverse development opportunities for junior high school students, technical education is included as well, in addition to the regular curriculum. Practical classes allow students to Ministry of Education SDG 4
Educational System 08 09 better understand vocational education and their future career choices. CȢSenior High School Education Senior high school education consists of three years of schooling and includes “general senior high schools,” “vocational senior high schools,” “comprehensive senior high schools,” and “specialty-based senior high schools.” DȢJunior College Education Junior college education can be classified according to admission requirements into fiveyear junior colleges and two-year junior colleges. Five-year junior colleges admit graduates of junior high schools, whereas two-year junior colleges admit graduates of vocational senior high schools. EȢTeacher Education The teacher education system is comprised of diversified, well-resourced, and selecting methods. Teachers who teach in preschools, pr imar y schools, junior high schools, and senior high schools are trained in universities that cultivate teachers. These institutions are also responsible for providing professional development and guidance for local educators. As of February 1, 2018, the training of teachers uses qual if ication tests before conducting internships and selects a necessary number of students through exams with just the right qual ities, thus implementing an education training system. FȢUniversity, College and Graduate School Education The maximum study period for bachelor’s degree candidates ( including universities, colleges, universities of science and technology, and technical colleges) is four years (the Postbachelor Second Specialty Program is one to two years, while the two-year bachelor’s degree program is usually two years), and internships can last half a year to two years depending on the needs of the subject. For master’s degree candidates, the study period is limited to one to four years, and for doctoral degree candidates the range is two to seven years. GȢSpecial Education Pre-tertiary level special education is divided into three stages : preschool , compulsor y education, and senior high school education. The special education stages provide education at corresponding stages and schools providing special education may set up special education classes. Independent special education schools may also be built to accommodate students with multiple disabilities that require special support. To best meet the educational needs of special education students, the education stages, assignment students to classes and grades, settings and ways of implementing education, courses, teaching materials, and teaching and assessment methods must always incorporate flexibility. And adaptability, individualization, socialization, accessibility, and inclusion must all be part of providing special education and associated service measures. HȢArts Education The goals of arts education are to cultivate ar tistic talent, enrich the spiritual l ives of ci t izens, and elevate cul tural levels. Ar ts education in Taiwan can be divided into School Professional Art Education, School General Art Education, and Social Art Education to Public. IȢSupplementary Education Supplementary education aims to supplement citizens’ factual knowledge about life, raise educational at tainment, transfer practical ski l ls, cul t ivate sound ci t izens, and help society to progress. This education system offers supplementary compulsory education, supplementary advanced education, and shortterm tutorial education: all citizens who are past school age but have not received the nine years of basic education shall receive supplementary compulsory education. Citizens who did receive the nine-year basic education may receive supplementary advanced education. Those who wish to improve their factual knowledge and life skills can also receive short-term tutorial education.
Preschool and Compulsory Education 11 10 6FKRRO $JH 1RUPDO $JH -XQLRU &ROOHJH 'HSW RI 0HGLFLQH 7HFK -U &RO (GXFDWLRQ 'RFWRUDO 3URJUDP 'HSW RI 'HQWLVW 0DVWHU 3URJUDP <UV 6SHFLDO (GXFDWLRQ 'LVWDQFH (GXFDWLRQ &RQWLQXLQJ 6XSSOHPHQWDU\ (GXFDWLRQ 'HSW RI $UFKLWHFWXUH 7HFKQLFDO &ROOHJH <UV <UV 8QLYHUVLW\ &ROOHJH &RQW &ROOHJH <UV 6XSS 3ULPDU\ 6FKRRO 3ULPDU\ 6FKRRO 3ULPDU\ 'HSW IRU 3RVW %DFFDODXUHDWH a <UV 6HQLRU +LJK 6FKRRO (GXFDWLRQ 6HQLRU +LJK 9RFDWLRQDO 3UHVFKRRO (GXFDWLRQ 3UHVFKRRO 3UHVFKRRO (GXFDWLRQ 3UHVFKRRO 6HQLRU +LJK 6FKRRO 0DVWHU 3URJUDP 'RFWRUDO 3URJUDP +LJKHU (GXFDWLRQ 2SHQ 8QLYHUVLW\ &RQW 6U 6HF (GXFDWLRQ 1LQH <HDU &RPSXOVRU\ (GXFDWLRQ -XQLRU +LJK 6FKRRO 1LQH <HDU &RPSXOVRU\ (GXFDWLRQ -XQLRU +LJK 6XSS -U +LJK 6FKRRO Note: The duration of master program is 1 to 4 years, doctoral program is 2 to 7 years. The duration of medicine school is shortened from 7 years to 6 years since S.Y. 2013. Including non-school mode of experimental education. The Current School System AȢGeneral Information The infrastructure of a countr y and the development of its economy are dependent on the country’s cultivation of manpower and talent. This requires long term, continued investment and needs to start from the very bottom. The government set the length of compulsor y education at nine years in SY1968. In accordance with current trends and to provide young children with good preschool education, the Early Childhood Education and Care Act was promulgated on June 29, 2011 and became effective on Jan 1, 2012. BȢPreschool and Compulsory Education Structure The Early Chi ldhood Education and Care Act is a revolutionary move in our preschool system. After the Act took effect on Jan 1, 2012, kindergar tens and chi ld care centers were redesignated “preschools,” in which children from the age of two onwards are given complete and thorough education and care until they Preschool and Compulsory Education
Preschool and Compulsory Education 12 13 K-12 Education Administration enter elementary school. This act integrates both the education and the care of young children into a single administrative system, putting into practice a toddler-centered strategy that focuses on the children’s best interests. Taiwan is also the first country in Asia to integrate the two systems. On April 26, 2017, the “Statute for Preschool Educators” was announced, clearly stating the rules for training, qualifications, rights and interests, administration, and appeals and dispute settlements in order to safeguard the rights of our country’s preschool educators. Kick-started in SY1968, Taiwan’s nine-year Compulsory Education system is mandatory, free, and obligatory. Citizens from the age of six to 15 are legally required to receive education. The compulsory education is divided into two stages — the first six years at the elementary school level and the latter three in a junior high school. CȢPreschool and Compulsory Education Policies In accordance with the “Action Plan to Address the Issue of Fewer Children” approved by the Executive Yuan, strategies such as “increasing affordable slots,” “reducing tuition fees,” and “providing childcare subsidies” are implemented to promote education and care for children under the age of six. These strategies are adjusted as needed to expand assistance and effectively implement the “Childcare Support for Children Aged 0-6” pol icy. Responding to parents’ calls for more slots at public kindergartens, from 2017 to 2023, a total of 3,295 classes (80,000 slots) were added, with the rate of class expansion being 2.2 times higher than the previous 17 years (2009 to 2022). Additionally, 203 classes were added in SY2023, bringing the total number of public slots to approximately 260,000. Together with 1,949 quasi-public kindergartens providing 228,000 slots, the total number of affordable slots reached 488,000 in SY2023. Furthermore, starting from August 2022, parents of children attending affordable kindergartens pay a maximum monthly fee of no more than NT$3,000, with additional discounts for second or subsequent chi ldren. Low to middle-income families are exempted from fees. For parents taking care of their children or sending them to private kindergar tens, they receive a monthly childcare subsidy or an NT$5,000 subsidy for children starting school at age 5, with additional subsidies for second or subsequent children. The enrollment rate for two-year-olds in SY2023 reached 49%, and the enrollment rate for children aged 3 to the age before entering primary school reached 90%, indicating a substantial reduction in parental burden and an increase in overall preschool enrollment rates. To enhance teach i ng ef fec t i veness at elementary and junior high schools and promote ef fect ive learning, the MOE cont inuousl y helps local governments improve the quality of curricula and professional development mechanisms for teachers. Through subsidies, local governments hold seminars for teachers, develop flexible courses at schools, helping schools implement curriculum guidelines while providing innovative teaching. Teachers are encouraged to join professional learning groups to reinforce teaching knowledge and skills. The MOE provides tuition and miscellaneous fee exemption, bursaries, stipends, and other measures to assist underprivileged students with enrollment and protect students’ right to education. It promotes study aids for elementary and junior high school students to reduce academic gaps. Additionally, through the six tasks of “competency teaching and assessment enhancement ,” “promot ing technological teaching and assessment,” “promoting student competency-enhancing learning activities,” “reinforcing help for underprivileged students,” “tracking and guiding students with lowered motivation,” and “international testing trend development,” the MOE hopes to increase students’ learning abilities, reinforce help for underprivileged students, and improve students’ ability to work with information. Social development has caused the population of the cities to grow, while businesses and people continue to move out of remote areas. The local economy in these areas has slowed down, jobs are hard to find, and children are often left to the care of grandparents. Education is where the values of social equity and social justice should be embodied. To enable each and every child to enjoy equal opportunities of adapt i ve devel opment , the pres i dent promulgated on December 6, 2017, the “Act for Education Development of Schools in Remote Areas.” The Act specifies the length of a full-time teacher’s service, a flexible mechanism for hiring acting teachers and contract-based teachers, rewards and incentives to encourage long terms of service, methods of recruiting teachers and guidance counselors where they are needed, the importance of simplifying the administrative burden on schools, professional development opportunities nearby for the teachers, a supply of diverse learning resources for the students, and the provision of necessary facilities and equipment to schools in order to safeguard the students’ right to education in remote areas.
Preschool and Compulsory Education 14 15 Interviewee: Professor Yeh Hsing-hua Department of Learning and Materials Design, University of Taipei (UT) Reflection on 8th anniversary of “Activating Teaching and Diversified Learning Program”: Autonomy and rural experience become main focuses It is eight years since the MOE implemented the “Activating Teaching and Diversified Learning Program.” The program emphasizes the “autonomy” of teachers and schools, with its effectiveness reflected in student learning. The program also serves as a bridge and suppor t, providing a stepping stone for schools, teachers, and students to move from basic to advanced levels. The current 2019 curriculum emphasizes the three principles of “spontaneity, interaction, and common good,” leading to changes in curriculum and teaching methods. Professor Yeh Hsing-hua from the Department of Learning and Materials Design at UT said the changes in junior high school are more pronounced compared to elementary schools. Moving away from the previous focus on entrance exams, there is now the inclusion of alternative learning, leading to the emergence of new types of courses, including guiding students toward autonomous learning and interdisciplinary exploration. The K-12 Administ rat ion also provides considerable support for teachers. Taking the refinement program as an example, Yeh said that while the guidance and resources provided by the Digital Learning Enhancement Plan may lead to some schools having insufficient resources, others may have stronger momentum, such as the pilot schools. Last year, the phased tasks of the pilot schools ended, but the K-12 Administration continues to assist schools willing to develop professionally, in order to reinvest into their own curriculum and teaching, making student learning more diverse. Yeh said the activated teaching program assists school teachers in revitalizing teaching by providing funding to support schools in continuous schooldeveloped curriculum improvement after basic learning. For example, schools in remote areas have close relationships with the community. The program can help integrate diverse teaching with local resources, promote community development, or preserve Indigenous culture. With the assistance of the program, schools have been exploring a number of fields. Over the past couple of years, they have also aligned with current events and SDG indicators, developing projects such as traf f ic safety educat ion, agricultural education, social-emotional learning, gender equality, and media literacy. For example, Dapu Junior and Elementary School in Chiayi County have planned edible campus landscapes and bui l t vegetable gardens to enhance teachers' agricultural knowledge and skills. In addition, teachers at Ma-Ling Elementary School in Keelung have integrated life education themes into the curriculum using picture books. They also review student community visit outcomes in alternative curriculum, allowing students to understand the contributions and importance of individuals to their families and society. Another focus of the MOE last year was to guide schools and teachers in conducting curriculum evaluations to enhance the quality and content of alternative curriculum. Through reflection, teachers are encouraged to engage in self-improvement and mutual interaction. Speaking of cross-school communities, Yeh said that teachers from different campuses come together through projects, especially teachers in subjects that are less common, or in remote areas, so they can find cross-district and crossschool partners to discuss and improve their profession. Teachers who teach more popular subjects can also gather together to discuss specific topics, exchange ideas, and collaborate. In addi t ion to providing resources and respecting teachers' needs and plans, the MOE also gives more flexibility and guides teachers to empower students. It encourages teachers par ticipating in projects to share their achievements, attracting more people to join cross-school communities. Yeh agrees with the openness and flexibility of community participation. Teachers can provide feedback to students after progressing, while others can use community resources to enhance their professionalism. The Activated Teaching and Diversified Learning Program emphasizes supporting rural education. In addition to the “mandated curriculum” and “school-developed curriculum,” extended learning also requires the injection of resources. Yeh said that students in rural areas lack opportunities to engage in diverse activities and learn skills after school compared with city school students. School s can ut i l ize projec t funds to hi re extracurricular activity instructors according to student needs or take students on field trips. To this end, the plan allocates more funds for rural students to organize a wide variety of extracurricular activities. These activities may be integrated with regular courses, including language-related activities such as writing and English speaking, or courses in arts, music, physical education, etc., allowing rural students to discover their talents and interests. Yeh said that schools in Taiwan vary in their characteristics, depending on whether they are in mountainous or coastal areas, and they therefore face different challenges. Over the years, the project has been dedicated to developing good practices at a variety of schools because these experiences are not merely theoretical but originate “from the ground up” at rural schools and have been practically verified, thus aiding other schools in learning from them. Yeh gave an example of some inherent challenges in rural areas, such as difficulties in sourcing teachers and having fewer students. Some primary schools in close proximity in Tainan have formed an alliance and take turns organizing activities. This approach allows them to collectively plan, hire teachers, and execute activities, thus reducing the burden and facilitating interactions among students. Teacher training and professional development should be organized similarly, allowing rural schools to share resources and knowledge. When faced with challenges, they can also seek assistance from experts. Yeh admitted that some problems are difficult to overcome, but through mutual learning, methods can be found to face difficulties together. This is also where the value of the project lies.
Senior High School Education 16 17 AȢ Supportive Measures for the Curriculum Guidelines of 12-Year Basic Education at the Senior High School Education Level 1 Legal Training and Education Policy Promotion A. The curriculum guidelines have been implemented since SY2019, with the continuous collection of opinions from various sectors. The guidelines will be regularly reviewed to better reflect the needs of teaching practices. B. In response to the t rend of digi tal learning, a total of 103 senior high schools have been enrolled in a program to promote digital literacy and knowledge o f techno l og y - re l ated sub j ec t s i n SY2023, assisting teachers in integrating digital tools into teaching practices and implementing the curriculum. 2 Course and Teaching Improvement A. Through the Senior and Vocat ional H i g h S c h o o l E n h a n c eme n t A i d Program, schools are provided with additional resources to encourage the establishment of professional teacher communities, enhance teachers' digital teaching exper tise and capabi l ities, foster students' core competencies and sel f-di rected learning abi l i t ies, and implement the spirit of the new curriculum. B. Through the promotion of junior high and high school curriculum “work circles” and cluster-based program centers, subsidies are provided to local governments to implement curriculum and teaching skill improvement plans. Organizations are established to develop teaching materials for the promotion of the curriculum, and professional teacher development communities are continuously organized nationwide. A mechanism is promoted for cross-regional expertise sharing in teaching plan preparation. This allows for better curriculum facilitation led by research teachers and seed teachers. 3 Faculty Size and Ability Acquirement A. The MOE continues to replenish the number of teachers to promote the 2019 curriculum guidelines so schools have enough teachers with specific expertise. B. According to the “Senior High School Organization and Staffing Standards,” the MOE approves the adequate number of faculty members and encourages schools to actively and flexibly recruit teachers according to actual needs. To enhance course qual ity and provide students with adaptive education measures and diverse learning opportunities, the MOE also subsidizes schools in remote areas for recruiting substitute teachers and administrative staff members, having teachers elsewhere review elect ive courses, and other purposes. 4 Facilities and Infrastructure A. In accordance with the implementation of the 2019 curriculum, schools are subsidized to enhance the teaching Sen i o r h i gh s choo l s a re de s i gned to cultivate the minds and bodies of the youth, to foster healthy civic awareness, and to lay a sound foundation for academic research and professional training in later years. Senior high schools in Taiwan include “general senior high schools,” “vocational senior high schools,” “comprehensive senior high schools,” and “specialized senior high schools.” Students who graduate from junior high school or have an equivalent education level can gain admission to senior high schools through methods such as open admission and specialty enrollment. Beginning from August 2014, the 12-year Basic Education is provided in two phases. The first phase is the 9-year National Education, which is based on the Primar y and Junior High School Act and Compulsory Education Act and applies to citizens aged six to 15. National Education is universal, obligatory, compulsory, free of charge, government-run in principle, school district-based, with open admission and single-type schools that offer general education. The second phase is the 3-year Senior High School Education, which his based on the Senior High School Education Act and applies to citizens aged 15 years or above. Senior High School Education is universal, voluntary and non-compulsory, free of charge, government- and private-run, with generally open admission and various types of schools that offer general and vocational education. This chapter focuses on Senior High School Education. Senior High School Education
Senior High School Education 18 19 and practical equipment for general subjects, professional subject groups, and internships, based on the equipment standards set for senior high schools and the “Directions Governing MOE K-12 Education Administrat ion Subsidies for Senior High Schools to Improve Educat ional and Pract ical Training Facilities and Equipment.” B. Through the “Improvement of Taiwan Academi c Netwo rk i n sen i o r h i gh schools program” and “Implementation Plan for Strengthening Digital Teaching and Learning Information Application Environment" under the umbrel la of the Forward- looking Inf rast ructure D e v e l o pme n t P r o g r am ’ s D i g i t a l Infrastructure plan, campus network faci l i t ies have been improved, and bandwidth has been upgraded to 300 Mbps. Schools were subsidized to update information equipment for teaching and learning devices accordingly. BȢ Promotion of the Senior and Vocational High School Enhancement Guidance Program 1 Through the “Directions Governing MOE K-12 Education Administration Subsidies for Expenses Arising from the Equal Access to Adaptive Education and Community Educat ion Resources for Senior High Schools Implementation Plan,” the MOE connects universities within communities and junior high school education resources to form adaptive learning communities designed around geographical locations, social circles, and ease of commute. This creates an education environment for adaptive learning to offer students diverse and ample learning opportunities, bridging the gap between urban and rural education. Additionally, the MOE promotes junior high school teachers’ ability cultivation and joint course preparation development, holding “academic exploration” and “career exploration” courses and act ivi t ies to provide adaptive learning opportunities for senior and vocational high school students within communities, thus achieving adaptive development goals. In SY2023, 284 senior high schools received subsidies. 2 The Senior and Vocational High School Enhancement Aid Program, by providing resou r ces , c reates counse l i ng and profess i ona l grow th mechani sms to stimulate members’ potential as well as enhance schools’ overall performance and strength development. This way, students may enrol l in schools close to home, develop within adaptive courses with less pressure on academic advancement, and increase competency, helping steadi ly develop 12-Year Basic Educat ion. In SY2023, 254 schools received subsidies. 3 The Vocational High School Enhancement Guidance Program helps technical high schoo l s adopt the 2019 cur r i cu l um guidelines and continue improving existing education resources. It guides schools i n exami n i ng and expand i ng cour se analyses and achieving transformation and innovation in course implementation, thus improving the qual ity of schools’ services, teaching, and student learning and attaining the technical and vocational education goal of practicality. In SY2023, 194 schools received subsidies. CȢ Science Education and Science Talent 1 Organizing and participating in domestic and international mathematics and science competitions: A. Organizing national senior high school mathematics, science, and information s ub j e c t c ompe t i t i on s a s we l l a s science fairs for elementary and junior high schools. The goal is to foster
Senior High School Education 20 21 K-12 Education Administration an appropriate attitude and concept about science among the students, to inspire interests in scientific research, and to improve the pedagogy and its effectiveness in senior high schools. B. Training and prepar ing students to pa r t i c i pate i n i n te r nat i ona l Mat h and Science and in the Regeneron International Science and Engineering Fair. Establishing an incentive system. 2 Subsidizing “Science Education Projects for Elementary and Junior High Schools”: To improve science education in primary and secondary schools, in SY2022, 61 schools received subsidies for their efforts in science education research, promotion, training, and extracurricular assistance. 3 “Projects of Scientific Research Training for Senior high School Students” provide school - year-based subsidies for high schools to foster talent in science, discover students with potential in science, and cultivate future scientific researchers. 4 Opening “science classes” in high schools: Designing and offering science courses where students can learn to do research on their own and be creative. The goal is for students to not only develop scientific expe r t i se bu t a l so human i sm, and ultimately, become high-quality workers in science and technology who help our country enhance national competitiveness. 5 Organizing the select ion mechanism and entrance examination for France’s “Classes Préparatoi res aux Grandes Ecoles” : Between 2006 and 2022, 53 high school students were sent to Classes Préparatoires aux Grandes Ecoles in France as an academic exchange between Taiwan and France. 6 Planning science education tours for girls’ schools and students: Outstanding, young female science award winners are invited to high schools to speak to the students so as to spark the students’ interest in basic science, to encourage them to learn more about science and plan for a career in scientific research, and to inherit the spirit and accomplishments of their female predecessors. DȢ Second Foreign Language Education To implement the 2019 curriculum guidelines and assist in promot ing second language education in teaching, the MOE subsidizes senior high schools to offer elective courses in second languages and covers the registration fees for language proficiency tests for students. Additionally, subsidies are provided to colleges and universities to establish preparatory courses for university-level second language programs, creating an environment conducive to language learning. Interviewee: Chang Chi-chung Executive Secretary of the Digital Learning Promotion Office, K-12 Education Administration, Ministry of Education Digital learning should focus on cultivating thinking skills Wi th the advent of the digi tal age, how teachers teach digital literacy and cultivate the ability to independently use digital tools have become impor tant issues. Since 2021, the MOE has approved the implementation of a Digital Learning Enhancement Plan, which aims to enrich school teaching software and digital content, ensure that teachers and students in remote and non-remote areas have access to learning devices, and utilize technology to enhance teaching and learning effectiveness. The goal is to promote diversified teaching, and through big data, tailor teaching methods to individual student needs. Chang Chi-chung, Executive Secretary of the Digital Learning Promotion Office of the MOE, emphasized the focus of the digital learning improvement plan has two main aspects. First, it involves changing the teaching mode of teachers by integrating digital tools and resources into the teaching process. Second, it seeks to transform student learning experiences and cultivate a proactive learning mindset, habits, and abilities in students to use digital technology and resources. Through the integrat ion of “plat forms,” “tools,” and “teaching strategies,” the access of teachers and students to devices and platforms will be incorporated into the teaching process. In the foreseeable future, students will access knowledge not only from books and teachers but also from digital tools and resources such as instructional videos and databases. Teachers, with the assistance of a planned program, will enhance their digital teaching abilities. This will enable them to assist students in using devices, cultivate a mindset of active learning through digital tools, and develop the ability to actively utilize digital resources to solve problems. Chang said that high school teachers use both publ ic and private platforms such as Talent Network , Junyi Academy, Google, and YouTube for knowledge dissemination, tracking assignments, and understanding student learning performance. They use quiz results to identify weaknesses and tailor personalized teaching plans. Students can also review their
Technical and Vocational Education 23 22 AȢAn Overview The MOE has formed a Depar tment of Technical and Vocat ional Educat ion that is responsible for technical and vocational educational af fairs in Taiwan and direct ly oversees and guides universities of science and technology as well as technology colleges and junior colleges. The education departments of municipalities are responsible for supervising technical and vocational educational affairs in secondary schools. The MOE’s K-12 Education Administrat ion supervises nat ional senior high schools, affiliated junior high schools, and private senior high schools outside of the municipalities. County and city education depar tments are in charge of supervising the vocational education affairs of county or city senior high schools and the technology education affairs of junior high schools in their jurisdiction. Technical and vocational education in Taiwan is provided in both secondar y and higher education. At the secondary level, besides technical and vocational courses that are taught in junior high schools, there are also vocational senior high schools, as well as technical and vocat ional courses in general senior high schools and comprehensive senior high schools. At the higher level, there are junior colleges (twoyear and five-year) , technology colleges, and universities of science and technology (two-year and four-year). These colleges and universities Technical and Vocational Education learning process, overcome misconceptions and blind spots, analyze and formulate personalized learning plans, and organize them into a learning portfolio, paving the way for future academic and career paths. Chang said that in the past students would go to cram schools seek advanced progress or reinforcement. Nowadays, as long as students are willing to learn and understand the methods, with unlimited digital resources available, they can find the most suitable learning content and plans for themselves, whether it's reviewing course materials repeatedly or using teaching videos from different teachers. What teachers need to do is to guide students through teaching and enable them to acquire the ability to use digital tools and resources to acquire knowledge, thus strengthening digital literacy for the future. A significant and cost-consuming aspect of the Digital Learning Enhancement Plan, accounting for half of the budget, is teacher empowerment. Chang admit ted the gap in teachers' understanding of the essence of digital teaching would be reflected in student learning outcomes, and one of the challenges is to make teachers change their existing teaching methods and recognize the value and impor tance of digital teaching. Digital teaching is not just about “using digital tools and platforms.” If teachers only learn how to use digital tools for teaching without understanding how it dif fers from traditional teaching, it’s like not seeing the forest for the trees. The MOE has also launched digital teaching guidelines for teachers and organized workshops based on this foundation. Through “digital teaching,” teachers immerse themselves in learning the true essence of digital teaching, giving them the ability to impart the skills and concepts they have gained to students. The Digital Learning Promotion Office has established a specialized office for the Digital Learning Enhancement Plan , consisting of a main office and three working groups. The main office is responsible for overall planning and implementation of the Digital Learning Enhancement Plan, as well as managing the progress and outcomes of project tasks. The hardware and sof tware procurement team oversees equipment procurement and progress at each school, as well as the usage status of devices. The digital learning promotion g roup o r gan i zes and conduc t s teache r training workshops, and trains digital learning instructors, defining the key school missions for digital learning. The information network group assists each senior high school in improving campus networks, laying the foundation for device management and the use of digital platforms. The Digital Learning Promotion Of f ice is planning organizational changes to adapt to the latest project implementation situation. At the same time, Chang said one of this year's goals is to break away from the current situation, in which digital learning is mainly handled by individual units or contractors within each school. Instead, larger-scale organizational structures related to digital learning will be established within schools. This will enable schools to collectively discuss and make decisions on increasingly complex business and implementation issues and adapt digital teaching more comprehensively to the characteristics of teachers and students. Chang emphasized that to initiate action in schools and inspire teachers to embrace digital teaching, the school's management must first hold such beliefs. Only with consensus at every level can more time and energy be devoted to implementation. Chang added that digital learning is not a panacea. Some issues encountered in teaching cannot be solved through it, especially with unmot ivated students, which may involve personal factors and other complex issues. There is no one size fits all solution.
Technical and Vocational Education 24 25 may recruit students for associate-degree programs, bachelor programs, master’s degree programs, and doctoral degree programs. BȢDevelopment of Technical and Vocational Education 1 Secondary Education A. Characteristics 1. Complete structure and system. 2. Students studying in private schools outnumber those in public schools. 3. Adaptive school system and subject courses. 4. Job-oriented courses with hands-on training. B. Key points to be strengthened 1. Suitable concern for disadvantaged students. 2. Open admi s s i on and spec i a l t y enrollment. 3. Ac t i ve l y imp rove the qua l i t y o f teaching. 4. P r o m o t e i n d u s t r y - a c a d e m i a collaboration. 5. Cultivate talent with high technical quality. 6. Stress the creative research and development of industry-academia cooperation. 2 Industry-Academia Collaboration Program 2.0 To comb i ne techn i ca l and vocat i ona l educat ion’s academi c advancement and employment channels, the MOE works with the Ministry of Labor and Ministry of Economic Affairs to expand and promote the “IndustryAcademia Cooperat ion Program 2.0.” The program has technical and vocational high schools, technical colleges, and enterprises work together, consolidating rewards and resources while providing incentives such as funding and student scholarships and stipends to encourage technical and vocational high school students to enroll in technical colleges and to be employed in Taiwan, achieving the goal of having enterprises and schools jointly cultivate talents. 3 Higher Technical and Vocational Education A. Characteristics 1. F l e x i b l e s t u d y a n d r e c u r r e n t education: there needs to be the possibi l i t y for f lex ible swi tching vertically and horizontally between school systems, while channels must be kept open for those who want to return to school. Both the youth and those who have already entered the workforce should be able at any stage find ways of studying on a level suitable for their specialized skills. 2. Private schools should be excellent and active: private schools play an important role in the development of Taiwan’s technical and vocational education system, as they realize an even closer integration between technical and vocational education on the one hand and business on the other. 3. Mul t iple school systems in close touch with industry: in addition to junior colleges, technical colleges and universities of science and technology (including graduate schools), the higher technical and vocational education system also includes cont inuing education departments, in-service education programs and continuing schools, showing the diversity and flexibility of this kind of education. 4. P r ac t i ca l i t y and use f u l ne s s o f schooling: technical and vocational education give the most weight to the practical spirit. There are multiple means of admission, such as special achievement-based admission, and recommendation and screening-based admission, which encourage talented students with technical superiority to continue their studies. 5. O u t s t a n d i n g p e r f o r ma n c e i n i n t e r n a t i o n a l c omp e t i t i o n s : a charac ter i s t i c o f techn i ca l and vocational education is “learning from doing.” Hands-on practice enables the students to accumulate experience, as theory and practice are equally important. B. Key points to be strengthened 1. Care of disadvantaged students 2. Adm i s s i o n qu o t a c o n t r o l a n d multichannel admission 3. Actively raise the quality of teaching 4. Launch the evaluation of technical and vocational schools 5. Cultivate talent with high technical quality 6. Stress the creative research and development of industry-academia cooperation 7. Promote the “Sustained Progress and Rise of Universities in Taiwan” and develop the diverse characteristics of schools 8. Encourage universities to implement their social responsibility decisions 9. Establ ish incubators for regional i ndus t r i es and techno l og i es to p r omo t e c oope r a t i on be t ween academia and industry 10. Develop international cooperation and exchanges
Technical and Vocational Education 26 27 CȢFuture Prospects Seconda r y and h i ghe r techn i c a l and vocational education should emphasize studying with practical action as its main element, offering the abilities necessary for practical work in the job market and linking up with local industries, cultivating relevant talent to promote local development and extension toward the international scene, and exchanging experiences and cooperat i ng wi th the techn i ca l and vocational education systems of other countries. In addition, the education must take root, as well as implement the professional knowledge and curiosity of elementary and junior high schools in order to raise the attractiveness of technical and vocational education. The description is as follows: 1 To expand professional interest downward: Junior high schools can organize f ield trips and introduce the students to the workp l ace. They can a l so work wi th technical and vocational col leges and training institutions to open new courses. 2 To strengthen professional capabilities by practical orientation: The European Union (EU) and the United Nations Educational, Scient i f ic, and Cul tural Organizat ion (UNESCO) promote learning with work as the main focus. This type of learning focuses on technical practice, and its core spirit stands close to professional practice. In other words, this t ype of learning integrates the resources of business and strengthens the concept of businesses and schools nurturing talent together. They can organize technical and vocational educat ion together to make students under s tand what prac t i ca l ab i l i t i es are necessary, and they will supply the students wi th high-qual i ty and highly relevant professional abilities. 3 To local ize techni cal and vocat ional educat ion and cont inuing educat ion : the promotion of localized technical and vocational education should link up with local industry in order to cultivate the fit talent needed, which will in turn invigorate the development of local industry. 4 Reach out into Southeast Asia and move on to the global scene : internat ional exchanges and cooperation in technical and vocational education can develop separately from the national, local, and school level s . On the nat ional level , one needs first to col lect and analyze information systematically about the area or country that one wants to communicate wi th before establ ishing cooperat ive relations. At the local level, exchanges can begin from the characteristics of local industry. As for the school level, the main emphasis should be on encouraging local students to expand their international perspective and achieve fulfillment. Since 2017, the MOE has responded to the “New Southbound Policy” by expanding its training of technical and vocational talent from the relevant countries, encouraging b i l ate r a l exchanges , l aunch i ng t he “Industry-Academia Collaboration Program for International Students,” the “Short-term Program of Technical Training for Foreign Youths,” and the “Short-term Program of Enhancing Professional Skills for Foreign Youths” from New Southbound Pol icy countries. Young students from the New Southbound Policy countries are being accepted within the excellent domain of domestic technical and vocational schools to accompany the country’s development in order to cultivate the necessary talent. In addition, the MOE rolled out “Credit Courses and Programs on Southeast Asian Languages and Industries,” “Professional Skills Improvement Training for Children of New Immigrants,” and “Southeast Asian Language Courses” that recruit domestic and international students. The students will have the ability in language of New Southbound countries, professional English, global views, business management and trade abi l ities, and other professional knowledge needed by industry so that they will be pioneers of cross-cultural exchange with New Southbound countries. Technical and Vocational Education in Taiwan Republic of China
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