EDUCATION IN TAIWAN Ministry of Education, Republic of China (Taiwan) 2026 2027 &ܠ EVDBUJPO JT OPU UIF MFBSOJOH PG GBDUT CVU UIF USBJOJOH PG UIF NJOE UP UIJOL ܡ ܘ "MCFSU &JOTUFJO
Ministry of Education, Republic of China (Taiwan) 2026 2027 &ܠ EVDBUJPO JT OPU UIF MFBSOJOH PG GBDUT CVU UIF USBJOJOH PG UIF NJOE UP UIJOL ܡ ܘ "MCFSU &JOTUFJO
Special Education Senior High School Education Higher Education Technical and Vocational Education Lifelong Education An Overview Educational System Preschool and Compulsory Education Digital, Technological and Environmental Education Teacher and Arts Education Youth Development Affairs Bilingual and International Education Statistics Study in Taiwan Prospect Diverse Education Education Expenditures EDUCATION in TAIWAN 2026 2027 CONTENTS
05 04 An Overview AȵIntroduction As one of the Executive Yuan’s subordinate agencies, the Ministry of Education (MOE) is the highest supervisory body in Taiwan’s educational system. 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 youth development affairs, and improve the general quality of education to increase the country’s compet i t i veness . The MOE i s led by the minister of education, who is supported by two political deputy ministers, one administrative deputy minister, and one chief secretar y. The MOE comprises eight departments, two administrations, and other subsidiary agencies. Together, they are commi t ted to ensuring the quality of education in Taiwan. The MOE also suppor ts municipal , county, and ci ty governments in educational affairs. BȵSDG 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 An Overview 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. CȵMajor Education Policies at Present 1 Taiwan Global Pathfinders Initiative To encourage young people to broaden their international perspectives, the “Taiwan Global Pathfinders Initiative,” promoted since 2025, expands international ties and exchanges. Young people facilitate the innovation and growth of industries and spearhead diverse creative initiatives, combined wi th oppor tuni t ies provided by the relevant ministries for youths to apply for apprenticeships and training with organizations or institutions abroad. Young people are also encouraged to make proposals, guidance and incubator resources and related mechanisms are provided, thus cultivating and mentoring youth for pathfinder initiatives abroad. 2 Measures to Counter the Falling Fertility Rate and Promote Overseas Talent Recruitment A. To address Taiwan’s sub-replacement fertility rate, reduce the financial burden on parents, and work in coordination wi th the Execut i ve Yuan- approved “Measures to Counter the Falling Fertility Rate,” for early childhood education and care for children under the age of six, promotional strategies for “increasing affordable childcare slots,” “reducing educational expenses,” and “providing childcare subsidies” are implemented and adjusted as needed to expand the scope of assistance. In 2024, these were
07 06 An Overview included into President Lai Ching-te’s “National Child Care Policy 2.0 for Ages 0-6,” aimed at building an affordable, high-quality, and accessible childcare ser vice system to create a fr iendly environment for child development. This represents the most significant support measure ever for child-rearing over the past years. B. I n ac c o r danc e w i t h t he Na t i ona l Development Council’s strategy to attract and retain overseas talent, mitigate the impact of declining bir thrates on university enrollment and operations, and meet the domestic demand for key industry talents, the following programs have been implemented: “Program for Promoting International Students to Study and Stay in Taiwan,” “IndustryAcademia Collaboration Program for New Southbound Students,” “Program for Expanding the Enrollment of Overseas Compatriot, Hong Kong, Macau, and Fo re i gn S tuden t s i n Key I ndus t r y Fields,” and “International Industrial Talents Educat ion Special Program (INTENSE Program) ,” aiming to expand the enrollment of overseas students in Taiwan for study and employment. 3 12-year Basic Education Curriculum Guidelines The new curricula kickstarted in SY2019 cen te r on s tuden t s and emphas i ze situated cognition, integration, exploration, and hands-on 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 – nurture by nature and lifelong learning” and through programs such as supportive implementation plans for the 12year Basic Education Curriculum Guidelines, the Senior High School High Quality Assisting Actual izat ion Program, 12- year Basic Education Curriculum Guidelines Normal Pilot School Guidance Program, Vocational High School High Quality Assisting Program, and skill-based and comprehensive high schools guiding and promoting 12-year Basic Education Curriculum Guidelines, students will acquire the knowledge, competence, and attitude needed to adapt to life and handle future challenges. 4 Bilingual Education To extend national pol icy and vision, bilingual education is being promoted since 2026 based on past policy. By implementing the three major strategies of “improving college students’ English abilities,” “creating Bilingual Immersive Learning Environment Program for senior high school students and below,” and “cultivating professional English abilities for students with technical skills,” the MOE aims to grow talent that is able to confidently communicate in English, understand global issues, and possesses cross-cultural critical thinking skills. 5 Thirty Plus University Pilot Program As Taiwan enters a super-aged society, facing challenges such as demographic r e s t r u c t u r i n g , r ap i d t e c hn o l o g i c a l development, and labor market transitions, the MOE is promoting the “Thir ty Plus University Pilot Program” to encourage ci t izens over the age of 30 to pursue continuous learning so they can adapt to these changes. The objective is to assist citizens in updating their knowledge and ski l l s through sys temat ic and formal learning channel s , enabl ing them to leverage their exper t ise and enhance their capacity for re-employment or social participation. Admission to this program i s c onduc t ed t h r oug h i ndep enden t recruitment for specialized classes and additional quotas, with a maximum study duration of 10 years. Each university will design 12- to 18-credit programs based on its specialized strengths and student needs, with courses delivered in-person, online, and through cross- insti tutional collaboration. With flexible studies and diverse curriculum design, students master compe tenc i es requi red by emerg ing technologies and industries, smoothly facilitating career transitions, re-entry into the workplace, or engagement in public welfare and innovative services. Meanwhile, universities and colleges are able to pivot toward the new realm of lifelong learning within a super-aged society. 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 Ministry of Education SDG 4
Educational System 09 08 In Taiwan’s current educational system, students may study for up to 20 years, which includes six years of primary school, three years of junior high school, three years of senior high school, four years for a bachelor’s degree, one to four years for a master’s degree, and two to seven years for a doctoral degree. AȵPreschool Education In the past, preschool education consisted of “kindergar tens” and “childcare centers,” which were under the jurisdiction of different authorities. Since 2012, kindergar tens 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 integration of preschool education and care into a single administrative system allows for a strategy that centers on children and prioritizes their welfare. BȵCompulsory 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 better understand vocational education and their future career choices. CȵSenior 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 “specialized senior high schools.” DȵJunior 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. EȵTeacher Education Teacher training is comprised of diversified, well-resourced selection methods. Teachers in preschools, primary schools, junior high schools, and senior high schools are trained in universities that cultivate teachers. After completing required general courses, specialized courses, and professional education, teachers in training are issued a certificate of completion for pre-service teacher education by their institution. Upon pas s i ng the teacher qua l i f i cat i on examination, completing a six-month full-time teaching apprenticeship and achieving a passing grade, they obtain a qualified teacher certificate and the eligibility to par ticipate in teacher selections held by local governments or schools and preschools at the senior high school level and below. FȵUniversity, College and Graduate School Education The maximum study period for bachelor’s degree candidates, including universi t ies, colleges, universities of science and technology, and technical colleges is four years, except for the two-year bachelor’s degree program. Internships can last half a year to two years Educational System
Educational System 11 10 depending on the needs of the subject. For master’s degree candidates, the study period is limited to one to four years, and two to seven years for doctoral degree candidates. GȵSpecial Education Pre-tertiary level special education is divided into three stages : preschool , compulsor y, and senior high school. They provide special education at corresponding stages, and schools providing them 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 special education students’ needs , the stages , c l ass ar rangement s , grades, settings and ways of implementing education, courses, teaching materials, and teaching and assessment methods must always remain flexible. Adaptability, individualization, socialization, accessibility, and inclusion must also all be part of special education provision and associated service measures. HȵArts Education The goals of arts education are to cultivate ar tistic talent, enrich the spiritual l ives of citizens, and elevate culture. Arts education in Taiwan can be divided into Professional ar ts education of fered at schools, General ar ts education offered at schools, and Ar ts education offered to the public. “Professional arts education in schools” can be administered by arts departments (institutes) and divisions of colleges and universities, specialized arts colleges and universities, senior high schools (which may implement a continuous education system) and their af filiated junior high and elementary school divisions, and ar t talent classes in senior high schools, junior high schools, and elementar y schools, among which art talent classes from the third grade of elementary school to the senior high school level cultivate students with outstanding artistic talent. Class categories include music, fine arts, dance, and other categories, additionally designated by the MOE. IȵSupplementary Education Supplementary education aims to increase citizens’ factual knowledge about life, raise educational attainment, transfer practical skills, cultivate sound citizens, and help society to progress. It offers supplementary compulsory education, supplementary advanced education, and short-term 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 wi sh to improve thei r factual knowledge and life skills can also receive shortterm tutorial education. 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 3ULPDU\ 6FKRRO &RQWLQXLQJ (GXFDWLRQ 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 -U +LJK 6FKRRO &RQWLQXLQJ (GXFDWLRQ Note: The duration of master program is 1 to 4 years, doctoral program is 2 to 7 years. The Chinese medicine program lasts 7 years. Starting from SY 2013, the duration of medical school was shortened from 7 years to 6 years. Including non-school mode of experimental education. The Current School System
13 12 Preschool and Compulsory Education AȵGeneral Information A country’s infrastructure and economic development are dependent on its manpower and talent cul t ivation. This requi res longterm, continued investment and needs to start from the very bottom. The government set the length of compulsory education at nine years in SY1968. In accordance with current trends and to provide young children with solid preschool education, the Early Childhood Education and Care Act was promulgated on June 29, 2011, and became effective on Jan. 1, 2012. BȵPreschool and Compulsory Education Structure The Early Chi ldhood Education and Care Act is a revolutionary move in our preschool system. After it took effect on Jan. 1, 2012, kindergar tens and chi ldcare centers were redesignated “preschools,” in which children from the age of two onwards are given complete and thorough education and care until they enter elementary school. This act integrates the education and the care of young children into a single administrative system, putting into practice a child-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 “Preschool Educators’ Act” was promulgated, clearly stating the rules for training, qualifications, rights and interests, administration, and appeals and dispute settlements in order to safeguard the rights of preschool educators. Star ted in SY1968, Taiwan’s nine - year Compulsory Education system is mandatory and free. Citizens from the age of six to 15 are legally required to receive education. It is divided into two stages — six years in elementary school and three in junior high school. CȵPreschool and Compulsory Education Policies I n accordance wi th the “Measures to Counter the Falling Fertility Rate” approved by the Execut ive Yuan, strategies such as “increasing affordable childcare slots,” “reducing educational expenses,” and “providing childcare subs i d i es” are imp l emented to promote education and care for children under the age of six. These strategies are adjusted as needed to expand assistance. In 2024, these are included into President Lai Ching-te’s “National Child Care Policy 2.0 for Ages 0-6,” aimed at building an affordable, high-quality, and accessible childcare service system to create a friendly environment for child development. Responding to parents’ calls for more slots at public preschools (public and nonprofit), the policy centers on increasing supply of public slots, and since 2017, 3,922 classes have been added, with approximately 267,000 publ ic slots avai lable in SY2025. Meanwhile, in SY2025, 2,096 private preschools have applied for quasi-public eligibility, providing over 253,000 slots, bringing the total number of affordable slots to over 520,000 between public and quasi-public preschools. Fur thermore, star ting from August 2022, parents of chi ldren at tending af fordable preschools pay a maximum monthly fee of no more than NT$3,000, with additional discounts for second or subsequent children. Low- and middle-income families are exempt from fees. For parents taking care of their children or sending them to private preschools, 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 SY2025 reached 64.1%, and the enrollment rate for children aged 3 to the age before entering primar y school reached 93%, indicating a substantial reduction in parental burden and an increase in overall preschool enrollment rates. To optimize the professional development mechanism for primary and junior high school teachers, enhance teacher instructional efficacy and ef fective student learning, cont inued subsidies are provided to local governments to construct comprehensive curriculum and teaching leadership mechanisms. Through long-term collaboration and the integration of Preschool and Compulsory Education
15 14 Preschool and Compulsory Education counseling systems from the central to local levels, various types of vertical and horizontal col laborative systems across districts and schools are strengthened to realize the spirit and substance of the curriculum guidelines, develop and implement distinctive school-wide flexible learning curricula, and promote diverse exploration and adaptive learning for students. To implement the core vision of “seeing every child progress,” and with the goals of “immediately remediating learning gaps to ensure basic student academic proficiency” and “promoting ef fective student learning to develop diverse student abilities,” three ini t iat ives have been fur ther developed : “foundational instrumental subjects,” “student learning support,” and “teacher professional empowerment.” Through the transformation of teaching models, the vitalization of classroom formats, and the innovation of educational thinking, the educational quality of primary and junior high schools is being comprehensively elevated, aiming to lay a solid foundation for students to forge their futures and establish themselves in the world. Addi t ional l y, to suppor t disadvantaged students in attending school with peace of mind, continuous subsidies are provided for primary and junior high school collection and handling fees, including textbooks, parent association fees, and student group insurance premiums, while providing diverse assistance measures such as tuition and miscellaneous fee waivers, stipends, student loans, learning resource support, and educational savings accounts in order to safeguard students’ learning rights and br idge academic achievement gaps. Furthermore, to enhance teachers’ professional knowledge and skills, the primary and junior high school student learning ref inement program is continuously promoted, encouraging teachers to innovate teaching methods and providing students with diversified adaptive learning and differentiated teaching resources to imp rove s tuden t l ea rn i ng ou tcomes , strengthen individualized measures for assisting disadvantaged students, and advance students' information literacy and operational capabilities. To ensure every child can enjoy equitable and adapt i ve l earning and devel opment opportunities, and to realize educational equity and social justice, the President promulgated the “Act for Education Development of Schools in Remote Areas” on Dec. 6, 2017. Through measures such as stipulating retention periods for formal teachers, planning flexible substitute and specialized teaching systems, providing longservice bonuses for dedicated and enthusiastic teachers, supplementing appropriate teaching and counseling personnel, reducing schools’ administrative burdens, planning local ized professional development opportunities required by teachers, and providing diverse learning resources for students and necessary facilities and equipment for schools, assistance is provided to resolve the operational difficulties of schools in remote areas, safeguard the educational rights of students in these schools, and enable their sustainable development. In response to the establ ishment of the Ministry of Sports on Sept. 9, 2025, the MOE’s K-12 Education Administration simultaneously established the “Division of Physical and Health Education,” adding the “Physical Education Instruction Section” and “Physical Education Faci l ities Section.” In accordance with the Executive Yuan’s principles of division of labor, they continuously assist schools at the senior high school level and below in promot ing physical education and the improvement of venues and facilities, implementing school-wide physical education curricula, and promoting the “Program for Establishing Solar Photovoltaic Courts in Schools” in line with the Executive Yuan’s green energy pol icy. As of the end of November 2025, construction has been completed at 510 schools. To enhance students’ swimming and self-rescue abilities, subsidies are provided to local governments and schools to offer swimming courses. In 2025, 2,703 schools and teacher empowerment programs in five counties and cities were subsidized, fully suppor ting schools in promoting swimming instruction. Additionally, the Executive Yuan approved the “Program for Promoting Central Kitchens in Rural Schools” in 2021. Through the “Large Central Kitchens Supporting Smaller Schools” policy, an investment of NT$6.31 billion (20212023) was injected. Employing the four major strategies of “increasing ingredient subsidies,” “constructing central kitchens,” “establishing joint ingredient procurement alliances,” and “consolidating manpower and transportation,” the use of domest i c local ingredient s i s encouraged, resolving issues such as excessively low ingredient budgets in rural schools and the difficulty of hiring professional kitchen staff. Fur thermore, additional subsidies for meal costs are provided, enabling every student in a rural area and participating in this program to consume dishes valued at NT$62 per meal. Through the refinement of lunch menus, rich and diverse cuisine provides rural children with balanced, delicious, nutritious, healthy, and safe lunches. K-12 Education Administration
17 16 Preschool and Compulsory Education Interviewee: Wu Pei-chin Principal of the Aozihdi Nonprofit Preschool Kaohsiung’s Aozihdi Preschool Shows the Way for Families and Community At Kaohsiung’s Aozihdi nonprofit preschool, Principal Wu Pei-chin sees how Taiwan’s push for public early childhood education is lifting burdens for families. “It’s not that parents do not want to spend time with their children,” Wu says. “They simply do not have enough hours in the day.” Public preschools provide families with three main benefits: financial relief, peace of mind, and daily-life suppor t, such as extended or temporary care. Wu notes that the true impact is seen in parents’ relieved expressions as they leave, confident that their children are safe and well cared for. Under public policy support, Aozihdi has a clear mission guided by four core values. • Equality and respect: Every child is treated as unique, regardless of background o r ab i l i t y . Tea che r s a r e s uppo r t ed professionally, and parents’ challenges are acknowledged, creating a stable and trusting learning environment. • Community interaction: Beyond traditional festive activities, the school emphasizes meaningful connections between children, families, and the neighborhood, nurturing socially aware young citizens. • Public-private collaboration: By partnering with government agencies and nonprofit organizat ions, Aozihdi ensures qual i ty education through transparency, oversight, and open dialogue. Regular evaluations, reporting, and community engagement keep the programs accountable while adapting to family and child needs. • P ro fes s i ona l i n teg r a t i on : Teache r s , ass i stant s , spec ial i st s , parent s , and academic partners work together to support children, particularly those needing extra help. Resources are coordinated so children receive hands-on support while parents remain informed. This team-based approach ensures that no child falls through the cracks. Wu emphasizes that the school’s ultimate goal is holistic development. Children learn life skills, explore creatively, and develop problem-solving abilities. Run in partnership with Shu-Te University, the curriculum balances professional early childhood education with a sense of local identity. Wu believes each preschool should “grow its own personality,” drawing from community culture, parks, and humanistic character instead of following a generic model. Children also engage in intergenerational learning with seniors. Through sharing l ife stories, experiencing daily skills, and spending time together, children learn respect, care, and gratitude, while seniors feel needed and appreciated — a process Wu describes as a “slow, deep learning journey where love flows through the community.” Cultural programs, such as performances by community seniors, bring local heritage into the classroom. Children participate both as audience member s and per former s , exper i enc i ng creativity while engaging with older generations. Mobile libraries also visit the school, helping children build reading habits, imagination, and a sense of connection to public cultural resources. Families are active participants in Aozihdi’s educational ecosystem. They volunteer during community tours and school events, helping children feel safe while modeling engagement. Parent committees provide input on school operations and event planning, creating a bridge for ongoing dialogue. Wu says that a nur tur ing env i ronment depends on collaboration beyond the classroom. By involving families and community members, the school strengthens children’s sense of security, belonging, and social awareness. Wu says public policies have shown that raising children is no longer a burden for families alone, but a responsibility supported by society. “What we can do is translate that support into everyday practice: make systems clear and tuition reasonable, make professionalism visible and finances transparent, provide services that meet family needs, and keep education focused on the child.” With affordable tuition and priority access for disadvantaged families, economic constraints no longer prevent children from receiving quality early education. “When educational opportunity is not tied to family wealth, that’s true equity,” Wu notes.
19 18 Senior High School Education Senior High School Education 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 get into senior high schools through 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 Primary and Junior High School Act and Compulsory Education Act and applies to citizens aged six to 15. National Education is universal, 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, 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. ASupportive 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 102 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 SY2025, 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 e m e n t A i d Program, schools are provided wi th additional resources to encourage the establishment of professional teacher communities, enhance teachers’ digital teaching expertise and capabilities, foster students’ core competencies and selfdirected learning abilities, 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 and seed teachers. 3 Teacher Staffing and Capacity Building 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
21 20 Senior High School Education 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 o f t he 2019 cu r r i cu l um, s choo l s are subsidized for general subjects, p ro fes s i ona l sub j ec t g roups , 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 Network i n Sen i or Hi 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 bandwi d t h has been upg r aded to 300Mbps. Schools were subsidized to update i n fo rmat i on equ i pmen t for teach i ng and l earn i ng dev i ces accordingly. Bȵ 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 Adapt ive Education and Communi ty 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 environment for adaptive learning to offer students diverse and ample learning opportunities, bridging the gap between urban and rural education. Additionally, the MOE promotes “academic exploration” and “career exploration” courses and activities to provide adaptive learning opportunities for senior and vocational high school students within communities, thus achieving adaptive development goals. 2 The Senior and Vocational High School Enhancement Aid Program, by providing r e s ou r c e s , c r ea t e s c oun s e l i ng and p ro fes s i ona l g row t h mechan i sms to stimulate members’ potential as well as enhance schools’ overall performance and strength development. This way, students may enroll in schools close to home, develop within adaptive courses with less pressure on academic advancement, and increase competency, helping steadily develop 12Year Basic Education. 3 The Vocational High School Enhancement Suppor t Program helps technical high schoo l s adop t t he 2019 cu r r i cu l um guidelines and continue improving existing education resources. It guides schools in examining and expanding course analyses and achieving transformation and innovation in course implementation, thus improving the quality of schools’ services, teaching, and student learning and at taining the technical and vocational education goal of practicality. Cȵ 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 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 rnat 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” For their efforts in science education r e s ea r ch , p r omo t i on , t r a i n i ng , 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.
23 22 Senior High School Education Interviewee: Chen Chun-yu Associate Professor in the Department of Industrial Technology Education, National Kaohsiung Normal University Taiwan Advances Emerging Tech Education in Senior High Schools The Ministry of Education is continuing its “Emerging Technology Education and Distance Learning Demonstration Service Program,” aimed at enhancing technology learning and strengthening the integration of emerging technologies such as AI, virtual and augmented real ity (VR/AR) , and robotics in secondary education. The initiative also expands access to technology courses through remote learning. Curriculum Development and Cross-School Cooperation A key goal of the program is to help schools develop technology - related curr icula that emphasize practical application. The ministry suppor ts par t icipat ing schools in forming al l iances to share teaching resources and experiences. T he mi n i s t r y ha s o r g an i zed t r a i n i ng sessions to enhance teachers’ abi l ities to teach technologies, while also stressing the importance of expanding digital course offerings and increasing access to technology education for students in rural areas. Chen Chun-yu, an associate professor in the Department of Industrial Technology Education at National Kaohsiung Normal University, said that the alliance helps fill knowledge gaps through systematic curricula and cross-school collaboration while responding to technology trends and industry demand. Courses Covering Advanced Technologies The program has developed courses across various fields, including AI and automation, communications and network technology, new materials, smart manufacturing, sustainable energy, biotechnology and healthcare innovation, smart cities, cybersecurity, space, and ocean technology. Chen said the courses, jointly developed by teachers based on each school’s strengths and student needs, can be sel f -di rected learning courses or take place through remote instruction. She added the program regularly evaluates student learning outcomes and adjusts course content to improve learning effectiveness. Promoting Emerging Technology Education through Remote Learning Under the initiative, lead schools develop teaching materials and demonstration courses on technology topics and share instructional practices with partner schools. Each alliance is encouraged to collaborate with at least one rural school to offer remote courses. Participating schools have also held camps and hands-on activities to spark student interest in technology in rural areas. 4 Opening “Science Classes” in High Schools Implementation of Science Programs in Senior High Schools: Senior high schools offer specialized science programs designed to suppor t the development of gi f ted students with strong scientific potential. Providing oppor tunities for outstanding students with scientific potential to develop according to their aptitudes. Ultimately, the goal is for students to not only develop scientific expertise but also humanism, and become high-quality workers in science who help our country enhance national competitiveness. 5 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 to spark student 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. Dȵ Implementing the 2019 Curriculum by Assisting the Promotion of Second Foreign Language Education 1 Subsidizing senior high schools to offer elective courses in second languages and cover student registration fees for language proficiency tests . Additionally, subsidies are provided to colleges and universities to establish preparatory courses for universitylevel second language programs, creating an environment conducive to language learning. 2 Signing the “Convention portant sur le DELF scolaire” with the Bureau français de Taipei and Alliance française to provide French language proficiency tests specific to junior and senior high school students. K-12 Education Administration
25 Technical and Vocational Education 24 The program has also set up a platform that publishes course materials and teaching resources in compliance with cybersecurity regulations, allowing teachers across Taiwan to access updated instructional content. Last year, 31 rural or underserved schools took par t in courses of fered through the program. Among them, 21 par tner schools received ministry funding for teacher training workshops and technology courses. Teacher Training and Ongoing Challenges The program suppor ts teachers through training activities, collaborative lesson planning, classroom observations, teaching exhibitions, and consultation services, helping teachers stay up to date with technology trends and curriculum design. Last year, the program held two tech seminars with 226 par ticipants and eight curriculum design workshops focused on teaching and assessment strategies. It also arranges industry visits, so teachers can get access to advanced technology equipment and learn about industry developments. In addition, experts conduct site visits and of fer onl ine consultations to help al l iance schools address challenges in course design and technology applications. Challenges remain in coordinating cooperation among participating schools. She added that teachers also need to keep their knowledge updated as technologies rapidly evolve. Learning Outcomes for Students Through courses on AI, the Internet of Things (IoT), Robotics, and VR/AR, the program helps students bui ld technological foundat ions and apply them in practical contexts. Course evaluat ions show that more than 96% of participating students have developed a basic understanding of AI, IoT, and VR/AR, and have begun using these technologies. At Taipei Municipal Yongchun Senior High School, some students have used AI tools to conduct quantum simulations and design VR scenes. About 80% of participating students at National Hsinchu Senior Industrial Vocational School have a basic understanding of IoT components and device controls, while many students at Our Lady of Providence High School in New Taipei can write mechatronics integration programs. At Taipei Municipal Zhongshan Girls High School, the course begins with students studying the trees on campus and reflecting on the environment. They are then guided to combine 3D modeling and AR technology to create their vision of an ideal campus. At Saint Peter Senior High School in Hsinchu, students completed a smart home monitoring project, combining physics and math wi th mechanical design, VR scenes, and smar t device development. Surveys conducted by the program show that more than 96% of students reported increased interest in technology-related fields. The initiative has also helped students earn certifications and win awards in nat ional AI appl ication competitions. The program promotes emerging technology education through teaching workshops, student compet i t ions, hands -on events, and sel fdirected learning. It also helps students explore technology-related knowledge and apply it to real-world situations. AȵOverview 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 science and technology universities as well as technology colleges and junior colleges. Municipality education departments 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 is provided in both secondary and higher education. At the secondary level, besides technical and Technical and Vocational Education
27 26 Technical and Vocational Education vocational courses taught in junior high schools, there are also vocational senior high schools, as well as technical and vocational courses in general senior high schools and comprehensive senior high schools. At higher levels, there are junior colleges (two-year and five-year) , technology colleges, and universities of science and technology (two-year and four-year). These institutions may recruit students for associatedegree, bachelor’s, master’s, and doctoral degree programs. BȵTechnical and Vocational Education Development 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 improve t he 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. S t r e s s c r e a t i v e r e s e a r c h and development of industry-academia cooperation. 2 Industry-Academia Cooperation Program 2.0 To combine technical and vocational education’s academic advancement and employment channels, the MOE works with the Ministry of Labor and Ministry of Economic Affairs to expand and promote the “Industry-Academia Cooperation Program 2.0.” The program has technical and vocational high schools, technical colleges, and enterprises work together, consolidating rewards and resources whi le providing incentives such as funding and student scholarships and stipends to encourage technical and vocat ional high school students to enroll in technical colleges and to be employed in Taiwan, achieving the goal of having enterprises and schools cultivate talents. 3 Vocational Senior High Schools and Universities of Science and Technology Cooperation 3+2 New Junior College Courses Promot ing “Vocat ional Senior High Schools and Universities of Science and Technology Cooperation 3+2 New Junior Col lege Courses” to at tract junior high school graduates to choose technical and vocational education according to their aptitudes, courses are jointly planned by vocat ional senior high schools and universities of science and technology. At the vocational senior high school level, the foundation of professional competence is established, while at the junior college l evel , prac t i ca l sk i l l s and advanced abilities are further strengthened. Industry job oppor tunities can also be matched, fostering the practical knowledge required by industries and equipping students with immediate employability. 4 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 at a level suitable for their specialized skills. 2. Private schools should be excellent and active: private schools play an impor tant 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 techni cal and vocat ional educat ion sys tem al so inc ludes continuing education departments, in-service education programs, and cont inuing schools, showing the diversity and flexibility of this kind of education.
29 28 Technical and Vocational Education 4. P r ac t i c a l i t y and us e f u l ne s s o f schooling: technical and vocational educat ion g i ve the mos t weight to practical knowledge. There are multiple means of admission, such as spec i a l ach i evemen t - 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 char ac ter i s t i c of techni cal and vocational education is “learning from doing.” Hands-on practice enables students to accumulate experience, as theory and practice are equally important. B. Key points to be strengthened: 1. Care of disadvantaged students. 2. A dm i s s i o n qu o t a c o n t r o l an d multichannel admission. 3. Actively raise teaching quality. 4. Launch technical and vocat ional school evaluations. 5. Cultivate talent with high technical ability. 6. Stress the creative research and development of industry-academia cooperation. 7. Promote the “Sustained Progress and Rise of Universities in Taiwan” and develop diverse characteristics of schools. 8. Encourage universities to implement their social responsibility decisions. 9. Improve facilities and equipment in practical training worksites. 10. Develop international cooperation and exchanges. CȵFuture Prospects Seconda r y and h i ghe r techn i c a l and vocat i ona l educat i on shou l d emphas i ze studying wi th pract ical act ion as i ts main element, offering the abilities necessary for 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 cooperating with technical and vocational educat ion systems of other count r ies. 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 field trips and introduce students to the workplace. They can also work with technical and vocational colleges and training institutions to open new courses. 2 To Strengthen Professional Capabilities by Practical Orientation The European Union (EU) and the United Nations Educational, Scientific, and Cultural Organization (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. This type of learning integrates the resources of business and strengthens the concept of businesses and schools nurturing talent. They can organize technical and vocational education together to make students understand what practical abilities are necessary, and they will supply students wi th high-qual i t y and highl y relevant professional abilities. 3 To Localize Technical and Vocational Education and Continuing Education The promotion of localized technical and vocational education should link up with local industry in order to cultivate talent needed, which will in turn invigorate local industry development. 4 Reach out into Southeast Asia and move on to the Global Scene International exchanges and cooperation in technical and vocat ional educat ion can develop separately from the national, local, and school levels. On the national level, one needs first to collect and analyze information systematically about the area or country that one wants to communicate with before establishing cooperative 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 ful f i l lment . 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 bilateral exchanges, launching the “Industr y - Academia Col laborat ion 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 Pol icy countr ies are being accepted within the domain of domestic technical and vocational schools to accompany the country’s development in order to cultivate the necessary talent. Technical and Vocational Education in Taiwan Republic of China
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