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Taiwan 2002 |
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 | Education |
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ROC Educational Reform
Mixed SuccessThe ROC educational system is, by many standards, a mixed success. On the one hand, literacy is high and educational opportunities are varied and widely accessible. A quarter of the total population is enrolled in some form of educational institution or program, and students generally emerge from the mainstream system skilled, well-informed, and self-disciplined.On the other hand, calls for sweeping reform of the educational system are quite common. In particular, the Joint University Entrance Examination has come under frequent criticism. In July 1994, the Seventh National Education Conference 第七屆全國教育會議 noted the need for diversified cultural development and improved education. Among the more important issues discussed were distributing educational resources, revising the structure and flexibility of the curriculum, improving teacher quality, life-long education, physical education, and promoting cross-strait academic exchanges. The Commission on Educational Reform 教育改革審議委員會 (CER), headed by Nobel laureate Lee Yuan-tseh 李遠哲, was formed in late 1994. The commission was responsible for analyzing the problems of the education system and suggesting reforms. The commission's report was made public at the end of 1996 and included such suggestions as the implementation of multiple channels for students to advance to higher levels of education without relying solely on examinations. In the past, all junior high graduates were required to pass joint examinations in order to enter senior high schools; however, starting in SY1998, Taipei City became one of the first designated cities to allow junior high school students to advance to senior high school without passing an entrance exam (through a comprehensive junior-senior high school program). The report also suggested establishing a comprehensive six-year high school secondary education. The key concept underlying these reforms is flexibility. Other areas examined include the allocation of educational resources, adult education (including retraining), improved teacher training, innovative teaching techniques, and curriculum changes. New directives in education have been formulated to enhance professionalism. Quality education will help meet world competition and sustain national growth. High-priority reforms include: lowering the number of students per class, increasing the number of professional personnel in compulsory education, improving professional education standards, strengthening preschool education, promoting computerization, enhancing nine-year compulsory education, cooperating with enterprises, strengthening higher education, and caring for disadvantaged groups.
Inordinate Emphasis on ExaminationsThere is growing dissatisfaction with the emphasis on examinations, especially the university entrance exam system. Currently, students are required to take uniform national examinations depending upon the type of institution and the field of study they wish to enter.This highly competitive system places tremendous stress on young people. A typical college-bound 17-year-old will devote at least a year to test preparation, often attending both regular senior high school and cram schools. Many students who fail to gain admission to the school or field of their choice will spend another full year preparing in cram schools to retake the examination. Another main criticism is that the exams emphasize rote memorization of texts. Critics of the system, as well as many students, feel that exam-takers are forced to memorize vast amounts of disconnected trivia, which are regurgitated during the exams and then forgotten. The emphasis on preparation for examinations based on rote memorization is a problem that permeates the entire school system. Reformers say that students are denied the opportunity to develop creativity and independent thinking. They maintain that these skills, rather than the self-discipline for memorization and the deference to authority taught by the existing system, are more suited to contemporary needs. Both the Joint Public Senior High School Entrance Examinations and the Joint University Entrance Examinations are under heavy criticism due to the fact that they dominate academic activities, twisting students into test-taking machines. Worst of all, this venue for pursuing higher education is only available to students once per year. After the multi-route promotion program has been implemented, however, students will have more choices and less stress from taking examinations.
Multi-route Promotion Programs
Effective SY2001, the Joint Public Senior High School Entrance Examinations were eliminated, and a multi-route program to enter senior high school was implemented, allowing junior high graduates to enter senior high schools through assignment, application, or selection by recommendation. However, junior high graduates must still pass the Basic Achievement Test for Junior High Students 國中基本學力測驗. The Basic Achievement Test (BAT), which takes place twice every year, covers Chinese, English, mathematics, natural science, and social science. The BAT is the primary index for admission into secondary institutions. After obtaining a BAT score, students can file applications, to be selected by recommendation, or get assigned based on their BAT score. Starting SY2002, all junior high school graduates planning on entering senior high schools, vocational schools, or five-year junior colleges will be required to submit a BAT score.
The JUEE has been in use for 48 years. Starting SY2002, it will be replaced by a new system, which comprises application, selection by recommendation, or a new version of the JUEE. The application method will require students to first pass the general Scholastic Attainment Test for College-Bound Seniors 學科能力測驗, and then apply individually to the colleges they wish to attend. The selection by recommendation method calls for recommendations by senior high schools on the student's behalf. Each senior high school will have a quota of students they can recommend. The student then takes the SAT and the College Testing of Proficiency for Selected Subjects of College-bound Seniors 指定項目甄試. The new version of the JUEE is divided into three different models of examinations. Both model A and B will require SAT scores, but each will be on different subjects for the College Testing of Proficiency for Selected Subjects of College-bound Seniors 指定項目甄試, depending on the college. Model C is the same as the current JUEE. To minimize the concerns of students, in SY2002, the application and selection by recommendation methods will only cover a quarter of the total students admitted into college, with the current JUEE (model C) accounting for 40 percent.
Shortage of Resources and OpportunitiesMany of the problems facing Taiwan's educational system center around the inadequacy of resources, especially high student-to-teacher ratios and high student-to-classroom ratios. These ratios partially reflect the instruction quality, resources, and facilities of Taiwan's schools. By SY2000, the preschool student-to-teacher ratio was 12.09:1, 18.96:1 for elementary, 15.60:1 for junior high, and 19.69:1 for senior high.The intense competition for entry into high schools and universities is the result of a demand for more places than currently exist in these institutions. In recent years, the government has allowed many colleges to expand and upgrade to university status in an effort to alleviate shortages. Moreover, plans are currently being discussed to restructure the ratio of students in senior high schools compared to those in senior vocational schools. Currently, the ratio is roughly 45.5:54.5. As the number of colleges gradually increases to accommodate more high-school graduates, the number of senior high school students is expected to be more than senior vocational schools in the future.
Reform MeasuresNew Paths for AdvancementA few experimental programs to provide alternative routes to higher education are now being tested. The experimental comprehensive junior-senior high schools and bilateral high schools are in many ways considered breakthroughs in secondary education. There are now a number of other experimental programs for senior high school entrance, such as by assignment in accordance with the Voluntary Promotion Scheme or by promotion within the same schools. Special education students may be recommended in accordance with the Special Recommendation Measures of Advancement Governing the Age and Years of Study for Special Students 特殊教育學生入學年齡修業年限及保送甄試升學辦法.Senior high schools or high schools in the designated experimental districts are free to join experimental programs, and positions are available to junior high school graduates. In some experimental programs, advancement to successive levels is determined by either the student's in-school performance (cumulative grades at the rate of 20 percent for first-year grades and 40 percent for each of the next two years), achievement test scores, or assessment of early promotion test scores. Other experimental methods combine grades with examinations. Most of the experimental high schools are required to either set up a senior high school admission board or be placed under the district board.
The Nine-year Comprehensive Curriculum for Elementary and Junior High EducationBefore educational reforms, incompatibilities between junior high and elementary curricula adversely affected the educational system. The Nine-year Comprehensive Curriculum for Elementary and Junior High Education 國民中小學九年一貫課程 is a more comprehensive and thorough curriculum designed for compulsory education. It is meant to foster well-rounded personalities within students, as well as respect for democracy and law, better judgement, humanitarian sentiment, creativity, and physical and mental aptitude. Five basic areas are emphasized in the nine-year comprehensive curriculum: developing a humanitarian attitude (self-understanding and respect for others and different cultures), harmonizing different human qualities (sense and sensibility, theory and practice, and human sciences and technology), establishing a democratic attitude (self-expression, independent thinking, social communication, tolerance of different opinions, team work, social service, and a respect for law), fostering nationalist and nativist worldviews (both cultural and ecological), and creating a system of life-long learning.There are seven courses of studies: languages, health and physical education, social studies, arts, mathematics, nature and technology, and composite activities. Language comprises 20 to 30 percent of the total curriculum; the other six areas are evenly distributed. In order to better prepare students for the world, English is compulsory from the fifth grade on, two years earlier than before. One of Taiwan's local dialects, i.e. Southern Fujianese, Hakka, or an aboriginal dialect, is required from first through sixth grade. When in junior high school, it becomes optional. The Nine-year Comprehensive Curriculum began implementation in SY2001, following a test-run in 334 elementary and junior high schools. In order to smooth the path of adjustment, the curriculum was only implemented for first-grade students in SY2001, then to second, fourth, and seventh in SY2002; and finally to third, fifth, eighth, and sixth and ninth grades after SY2002. Revisions to the policy will be made after reviewing the results of this four-year term.
Curriculum RevisionsNew teaching methods and textbooks are also being introduced. In 1992, the MOE introduced an experimental interactive teaching method for mathematics designed by a group of math teachers and other reform-minded educators. These methods were successful and are still being implemented today. Social science and history textbooks are being rewritten, and since SY1996, the MOE has given elementary school administrators the freedom to select their own textbooks. To achieve this, the ban on teaching materials was lifted and replaced by teaching outlines. Each school now has a curriculum development committee to review teaching materials in accordance with these teaching outlines so as to best meet the demands of students in their particular area. Aside from the standardized elementary textbooks edited and published by the government, privately published texts, which are approved by competent authorities, are now also in use.
Greater Number of ChoicesStudents now have more opportunities to choose electives. Perhaps the clearest example of this increased flexibility is the MOE's experimental program, in which students do not have to define their major fields of study during their first year or two in college. This prevents students from being stuck with a major they chose while still a high school senior. This has made schools more responsive to market demands for various fields, making them better able to meet the needs of society.The MOE is also continuing its policy, begun in 1993, of gradually reducing class sizes for all junior high and elementary schools to 35 students or fewer. All measures are subject to financial resources, teachers, and the land available for school construction. By SY1998, over 95 percent of all first grade classes had been reduced in size to 35 students or less. Non-governmental reform efforts are also underway. Two well-known experimental elementary schools, the Forest School 森林小學 and the Caterpillar School 毛毛蟲學苑, have both been established with small class sizes, low student-teacher ratios, and a curriculum that stresses creativity, personal growth, dignity, independent thinking, and harmony with nature. Civic reform groups are also currently lobbying the government to make it easier to establish private educational institutions below the university level.
A Mixed Reform OutlookThe demand for increased educational resources will inevitably compete with other demands on the national budget, such as increased social welfare and environmental protection. Changes in the budgetary allocation for educational purposes are expected with the adoption of the new Additional Articles of the Constitution of the Republic of China in 1997. Even national universities must now raise part of their own funding, so that more resources can be allocated to fundamental (compulsory) education. In SY2001, 52 universities joined together in fund-raising activities. Although universities must now raise funds for 25 percent of their budgets, those that exceed this rate will not be penalized by cuts in government budgetary support. That is, 75 percent of all university budgets will still be provided for by the government as a stable source of financial support.While alternative schools may provide ideal, flexible, humanitarian, and diversified education, they are very expensive. Moreover, despite the flaws of the exam system with its demands for rote memorization, its universality and uniformity is impartial. In SY2000, 60.11 percent of the people who took the JUEE passed, up from 59.83 percent from the previous year. The percentage increased to 64.46 in SY2001. An increase in the number of universities, colleges, and junior colleges to 150 in SY2000 has allowed more people to enter the higher education system.
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