The movement to modernize the Taiwanese society dates back to the Ching dynasty (1644-1911). Educational opportunities were expanded and human resources cultivated through prefectural and county schools established by the Ching government, as well as private academies, community schools, charitable schools, and private tutoring. Western-style schools were also introduced in 1887.
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During the Ching
dynasty, the Han Chinese began educational programs in Taiwan. In addition to the
state-owned and county-owned public schools, many private individuals and groups also
promoted education. The picture shows the founder of Tamkang High School, Dr. Mackay
(middle), and his students. (Courtesy of Tamkang High School)  |
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During
the Japanese colonial period, the Taiwanese could only study in a few selected fields.
This unfair discrimination continued until Taiwan was returned to the Nationalist
Government in 1945. Depicted is a class in Taiwan during Japanese rule. |
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Education changed dramatically following the end of the Sino-Japanese War of 1895, when the Ching court ceded Taiwan to Japan under the Treaty of Shimonoseki (Makuan). Japan implemented a colonial education policy aimed at assimilation, systematically suppressing traditional Chinese education, in support of Japanese language and values. Western-style elementary education was provided beginning in 1898 and was later extended to secondary and higher levels. However, Taiwanese children had limited opportunities to receive education, far less than Japanese children in Taiwan. Segregation was adopted in the school system, while discrimination and inequality were reflected in educational policies.
After Japan's surrender in 1945 at the end of the Second World War, Taiwan and the Pescadore Islands were returned to the Republic of China. The ROC government retained the school faculty and continued to use classrooms and school facilities from the Japanese era, while abolishing policies of discrimination. The Chinese academic system was adopted, and education was infused with the spirit of Dr. Sun Yat-sen's Three Principles of the People (nationalism, democracy, and people
's well-being).Even before the founding of the ROC government, Western-style schools had been introduced in China. In 1902, the Ching court adopted a Western educational system in emulation of Japan. In 1922, the American "six-three-three-four" system was implemented: six years in elementary school, three in junior high, three in senior high, and four in university. Since the central government's relocation to Taiwan in 1949, this system has continued.
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| The early days of Taiwan's
educational system were heavily influenced by their environment: military training was
compulsory, and uniforms, hair styles, and behavior were all strictly supervised. (Courtesy of Tamkang High School & Taipei Municipal Chien-kuo Senior High School) |
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During the 1950s, Taiwan was faced with uncertainty and tensions in the political environment, thus leading ROC officials to stress the nation's philosophical principles and the cultivation of a national spirit in its education curriculum. Between 1957 and 1980, emphasis shifted to the planning and development of human resources in coordination with the national goal of economic development. Additional challenges to the educational system have come in response to the forces of economic liberalization and globalization, which transformed Taiwan, beginning in the 1980s. As the nation's industrial structure has shifted from a labor-intensive to a capital- and technology-intensive base, in addition to democratization of its politics, the ROC's educational system has now entered an era of transition and reform.
At present, the ROC's educational structure is based on a "six-three-three-four" system. The regular system includes two years of kindergarten for ages four to six; six years of elementary school for ages six to 12; three years of junior high school for ages 12 to 15; three years of senior high school for ages 15 to 18; and four years of undergraduate university studies. The school program at each of these levels may be shortened or lengthened for gifted students or those with special needs. University Master's programs last from one to four years; and doctoral programs, two to seven years. Academic institutions can decide independently whether to allow additional time for students in service or those with special needs. In 1968, the six-year compulsory education, guaranteed under the Constitution, was extended to nine years to include the junior high and elementary school levels. Schools at these two levels are separately established (see Chart I).
Taiwan's students encounter two pivotal points in their studies that determine the future of their education. The first comes upon graduation from junior high school, when students are required to take entrance examinations for senior high school, senior vocational school, bilateral high school (combined vocational and academic), or five-year junior college.
Because of the excessive stress placed on the importance of the joint entrance examination, the ROC is planning to gradually replace it with a basic scholastic test and a diversified plan for school admission. This plan includes a number of options: selection through recommendation, screening examination, special recommendation for outstanding achievements in selected fields, direct promotion within the same school, promotion based on grades, student quotas under a voluntary participation scheme, or an application process for selected fields.
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| The lifting of martial law and the promotion of democratization in Taiwan led to the removal of many unfair restrictions to the island's educational system, allowing it to become more liberal, varied, and lively. |
The second pivotal point for students comes upon graduation from secondary school in the form of joint entrance examinations for universities, colleges, and institutes of technology. Although the joint entrance examinations are currently the main channel into these higher institutions, a number of experimental trials are being carried out to admit students through other methods: selection upon recommendation, a screening examination, special recommendation for outstanding achievements in selected fields, or an application process for selected fields.
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| The ROC educational system has established vocational schools and training centers to cultivate professional, qualified workers. |
In addition to compulsory education, the ROC also implements a parallel vocational system. This secondary-level instruction for ages 15 to 18 includes three-year senior vocational schools, bilateral high schools, and five-year junior colleges. For those over 18, the choices of higher education include two-year junior colleges, four-year science and technology universities, and institutes of technology.
Supplementary and special education are also available options. Those who have not received general education may choose to attend a supplementary school, and can advance through the levels of elementary school, junior high school, senior high school or senior vocational school, junior college, and finally to an open university where they may earn academic degrees. Those who are unable to attend school can study on their own and participate in special scholastic assessment examinations. For those who pass the examinations, a certificate of status equivalent to formal academic qualification is awarded through the senior high school level.
The ROC government also makes provisions for students with special educational needs at special schools for the blind, the deaf, and the mentally or physically handicapped. These schools include the kindergarten, elementary, junior high, and senior vocational school levels. Special classes for gifted students and those with physical and mental handicaps are also available at regular elementary and junior high schools. In addition, some special consideration is taken when these students participate in the college entrance examination.
Both public and private education are well developed in the ROC. While compulsory education is provided mainly in public schools, at the non-compulsory level, private academic institutions and students therein, outnumber their public counterparts (with the exception of senior high schools).
Prior to 1994, elementary and high school teachers were trained at exclusively established normal colleges and universities. Training for elementary school teachers was originally provided at normal schools (equivalent to senior high school), then was elevated to a five-year junior normal college, and now is conducted at the university level. Teachers for junior and senior high schools, as well as senior vocational schools, mainly receive their training at normal universities. However, a new teacher education system, implemented in 1994, allows all colleges and universities, with the approval of the Ministry of Education, to provide teachers' training programs at all levels.
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| Accommodating a diverse society while cultivating the talents required by its workforce have allowed Taiwan's educational system to be in harmony with society, raising the quality of life. |
Educational Administrative System
The ROC's educational administration is organized on a three-tier system: the central, provincial/municipal, and county/city levels. At the central level is the Ministry of Education (MOE); at the provincial/municipal level, the Department of Education; and at the county/city level, the Bureau of Education. Although the distribution of power and responsibility should be balanced between the central and local levels in accordance with ideals expressed in the Constitution, in fact, power tends toward centralization, due to the small area ruled by the central government following its relocation to Taiwan. However, calls for educational reform in the 1990s, which included decentralization and deregulation, have led to an increase in authority for local educational authorities.
In the past, educational authorities, as well as central and local elected assemblies, enjoyed greater power in educational policymaking. However, since 1990, parent-teacher associations at the elementary and junior high school levels have begun to have increased say in related matters.
Among those ideals that have influenced the ROC's educational development, the Confucian tradition has consistently played a central role. Confucian ideals advocate learning through diligence, progression, perseverance, and discipline, while fun and games are frowned upon. In the Confucian value system, nobility is found in learning, with all else considered secondary in importance. Scholarly attainment brought reputation to oneself and honor to one's parents. Those who labor with their minds were seen as the rulers, and those who perform manual labor were the ruled. Although these ideals have encouraged parents to pay close attention to their children's education and motivated students to learn, they have also resulted in excessive competition and pressure to pursue higher education.
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Education
has always been a major concern for ROC citizens, and most parents enthusiastically
participate in educational work. Family expectations, however, have also created more
competition and stress for students.
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Confucianism has been a deep influence in the formulation and development of the ROC's current and future educational system. | |
Western educational ideals, introduced at the end of the 19th century, have gradually become a part of mainstream educational thinking. These ideals include such concepts as child-centered education, lifelong education, developing human potential, cultivating creativity, upholding the ideals of humanism, and coordinating education with scientific and economic development. Nonetheless, traditional Chinese views on education have continued to play an influential role.
The goals of public education, due to the influence of traditional concepts of education, emphasized the priority of national and social interests, as well as the importance of the group. Emphasis was placed on cultivating good citizens and developing human resources for national development. However, in recent years, emphasis has shifted toward development of the individual.
Constitutional Provisions on Education
The ROC Constitution, effective since 1947, devotes ten articles to education and culture in a section entitled "Fundamental National Policies." These articles explicitly express the ROC's educational principle that "education and culture shall aim at the development among its citizens of the national spirit, the spirit of self-government, national morality, good physique, scientific knowledge and the ability to earn a living." Under the Constitution, all citizens are guaranteed an equal opportunity to receive education, and all children of school age from six to 12 years provided free primary education. All citizens above school age, who have not received primary education, must be provided with free supplementary education. The Constitution mandates that government assistance be provided to students of good scholastic standing, who lack the means to continue their education. The government is also required to supervise all public and private educational and cultural institutions and give attention to balanced educational development in different regions. It is also charged with safeguarding the livelihood of those who work in the fields of education, sciences, and arts; encourage scientific discoveries and inventions; and protect historic sites and articles of historic, cultural, or artistic value. In addition, the Constitution stipulates that the government should encourage or assist those who have rendered long and meritorious services in the field of education. Until 1997, the Constitution specified the minimum proportion of the budget at each level of government that should be devoted to education, science, and culture. However, this article was repealed by amendment to the Constitution, so that in the future, other laws will determine the proportion of educational budgets allocated by the government.
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| In accordance with the ROC Constitution, the ROC government has promoted educational and cultural activities in order to develop society in a balanced fashion. |
