CHARTING A WIDER COURSE FOR HIGHER EDUCATION IN THE ROC ON TAIWAN

ABSTRACT

For more than four decades, higher education in the Republic of China on Taiwan has made remarkable progress both qualitatively and quantitatively. There were only seven colleges and universities combined in 1950 enrolling 6,665 students, compared with today's 795,547 students in a total of 137 colleges and universities in Taiwan ¹. Such rapid growth has fostered resourceful manpower for Taiwan's economic development, complementing the island's shortage of natural resources and creating an "economic miracle" that draws worldwide attention. Higher education in Taiwan, furthermore, also made vital contributions to the completion of democratic reforms and the enhancement of social, cultural, and living standards. Nevertheless, higher education in Taiwan is facing major challenges. These include continued economic growth in recent years, significant industrial restructuring, a more dynamic, open society, and a faster pace of internationalization. In view of the greater challenges in the 21st century, the Ministry of Education (MOE) has been promoting an Educational Reform Plan in which a key task is to create more conducive conditions for higher education in a fast-changing environment. By describing the basic mode of higher education development, this paper aims to outline how Taiwan is prepared to tackle many problems it faces, hoping that such efforts will open up more room for development and foster more high-quality manpower to increase Taiwan's competitive edge.

INTRODUCTION

DEVELOPMENT MODELS OF HIGHER EDUCATION IN TAIWAN, ROC

Since 1950, higher education in Taiwan has been characterized by different stages of social background and challenges. Based on the history of systematic changes, the most important development models include various systems in technological and vocational education, normal education, advanced learning, private school education, and general university education.

a. Transformation of Technological and Vocational Education

Technological and vocational education in the 1950s was provided through both vocational schools and junior colleges. There were junior and senior vocational schools, which enrolled graduates from elementary and junior high schools, respectively. By 1968, when the nine-year compulsory education system was formally launched, junior vocational schools were incorporated into junior high schools. For junior colleges, the entry level for higher education, there were three-year and five-year systems for senior and junior high school graduates, respectively.

Trial tested in 1968, the two-year practical arts education was designed for graduates from senior vocational schools; it became a formal part of the entire education system in 1973. In 1974 the National Taiwan Institute of Industrial Technology was founded as a two-year institute and began admitting graduates; two years later, in 1976, a four-year program with bachelor degree was offered in the Institute for senior vocational graduates. By then the entire system of technological and vocational education in Taiwan had become firmly established.

After it was amended in 1972, the University Act discontinued permitting universities to set up junior college-level technological and vocational training programs. And consequently, the dual system of technological and vocational education and general university education was finalized.

The college education system was thought to be complicated as it encompassed two-year, three-year and five-year programs. The three-year program, especially, encountered many problems because its source of students overlapped with universities. In 1989, the MOE, after thorough review, decided to phase out and eventually abolish the three-year system, which later became institutes of technology or universities. By school year (SY) 1996, all such junior colleges had re-established as degree-awarding institutes.

As the society continued to progress and transform, the dual development of technological and vocational education and university education encountered some systematic stalemate. Also, the traditional pursuit of academic degrees in Chinese society had a direct impact on the foundation of technological and vocational education. Since 1996 universities have been allowed to establish technical institutes or departments to offer more channels for junior college graduates who wish to pursue advanced study, and thus strengthening exchanges between technological and vocational education and university education. In addition, through the amendment of the Junior College School Act, junior colleges are allowed to be reorganized as institutes of technology in which junior-college level programs are also offered, enabling a closer connection between various education systems.

b. Transformation of the Normal Education System

Normal education is the foundation of educational development. The main objective is to strengthen the cultivation of competent teachers. In the early 1950s, elementary and middle school teachers were fostered through eight normal schools and one normal college. Starting from 1960 normal schools were individually re-established as normal junior colleges, and the Taiwan Provincial Normal College became a normal university in 1955 and then nationalized soon afterward. This was followed by the re-establishment of Kaohsiung Normal College in 1967 and the new establishment of the Taiwan College of Education. Since then, teachers for elementary schools were graduates from normal colleges, while teachers for middle schools were from normal universities.

Until recently, only the government was allowed to handle normal education. In 1972, the University Act was amended; under the new Act, national universities were no longer able to set up normal institutes. By this stage the centralization of normal education was completed.

In 1987 all normal junior colleges were re-organized into colleges, elevating the level of elementary teachers to university graduates. The eight normal colleges previously governed by Taiwan Provincial Government were later nationalized. Kaohsiung Normal College and Taiwan College of Education were also re-established as universities to differentiate teachers' cultivation for the three levels of junior high, elementary, and middle schools.

The centralized system of teachers' cultivation has been challenged by the dynamic development of society. In 1994 the Teachers' Cultivation Act was promulgated, replacing the Normal Education Act and making the entire system more dynamic. Under the new Act, universities are now allowed to offer educational curriculum for cultivating teachers. In addition, the public-funded system was replaced by a new form of education which is mainly privately funded with minor support from the government. The four steps for cultivating teachers were also finalized, consisting of pre-vocational education, preliminary examination, practicum training and final examination. Furthermore, in-service education has been strengthened to maintain teachers' performance in this diversified teaching environment.

c. Transformation of Advanced Study and Supplementary Education

In the early days supplementary education was provided mainly to those who were deprived of basic education. In 1976, the Supplementary Education Act was amended to extend the education to college level. The rapid development of communications and information technology also brought changes to supplementary education, which can now be offered through correspondence study, broadcasting and educational channels on TV.

In 1982 the Supplementary Education Act was further amended to extend the education to university level. After the National Open University was founded in 1986, the structure of complementary education, with distance learning being implemented, was finalized. As the general public was eager to obtain a degree after receiving complementary education, the government in 1984 rectified the Degree Granting Act, after which graduates from the National Open University are awarded a bachelor degree. Also in 1984, the University Act was amended to grant authority to provincial and city governments for establishing open universities.

Educational institutions above the college level continue to utilize their available resources and facilities for offering lifelong education to the general public through promotional classes. This is quite a meaningful and valuable practice through which the expansion of the institutions concerned is conducive to the education of society.

d. Transformation of Private School Education

Private schools play a crucial role in Taiwan's higher education. Currently about 55% of college and university students are studying in private institutions, and more than 85% of junior college students are enrolled in private schools. The development of private schools in Taiwan falls into the following three stages:

d-1 Stage I

Stage I lasted from 1949 to 1970s, during which the financial strain prompted the government to encourage the establishment of private institutions for higher education. However, there were no concrete plans for such establishment, and the development of private schools was thus left unmanaged. There were 12 private universities or institutes founded during this stage, and as many as 52 private junior colleges were also established, becoming the major driving force of higher education.

d-2 Stage II

From 1971 to the mid-1980s, or Stage II, private schools received passive monitoring and supervision from the government. The over-expansion in Stage I and the lack of relative supervision and regulation had created numerous problems in private schools, which were also criticized by society. Facing such a situation, the government temporarily suspended the establishment of private schools; those already established received passive guidance and regulation from the government. In 1974, the Private School Act was promulgated, providing stringent regulations on the organization, operation, monitoring and management of private schools. After the promulgation, all private schools were registered with the government as non-profit legal person organizations, making them more systematic in terms of personnel and financial operation.

d-3 Stage III

Stage III started from the mid-1980s, when the operation of private schools became institutionalized. The government at this stage was more active in providing assistance. The credibility of private schools was also strengthened through the requirement of financial statements reviewed by accredited accountants. Funding from the government increased considerably year by year, and private schools were assessed and reviewed regularly. Based on the amendment of Articles 54 and 55 of the Private School Act, a retirement plan was enacted for teachers in private schools. All these efforts were devoted to improving the quality of education provided by private schools.

e. Transformation of University Education

The system of university education in Taiwan was relatively comprehensive and organized when the central government was moved to the island in 1949. Through the amendment of the University Act in 1972, the entire system was adjusted to include departmental transfer, dual degree, evening programs and promotional education. Other new regulations were the "school year/credit" system and flexible study-year system.

Liberalization, diversification and democratization have had a direct impact on university education since 1981, with the government being requested to play a minor role in university operation amid the calls of student autonomy and management by professors. In 1994 the University Act was amended, signifying a new era for university education ². Under the new amendment, universities are given the authority to rule themselves, and the president of a university can now be determined through public election. Important decisions such as curriculum are to be made by the school senate, and universities can determine their own direction for development with certain supervision by the MOE ³.

The autonomous trend in universities has made the Administration Fund for Public Universities more important and relevant. This system had a trial run in SY1996 in National Taiwan University, National Chengkung University, National Chinghua University, National Chiaotung University and National Taiwan Institute of Industrial Technology. The system will apply to all other public universities and institutes in the near future. Under this System, public educational institutions must be responsible for a portion of their funding sources, rather than completely relying on the central government for tuition collection and expenditures. Through such financial independence, universities are able to consolidate the spirit of autonomy.

SOME BASIC PROBLEMS OF HIGHER EDUCATION

Moving toward the 21^st century, the belief in "seeking excellence and promoting quality" has become a consensus for people in Taiwan to carry out educational reforms. The development of higher education is undergoing transformation in this fast-changing society. Various problems, however, have surfaced during the transformation; they directly resulted from the popularization and diversification of higher education, the increasingly closer relationship between university and society, and the democratic trend on campuses. The following is a summary of some basic problems faced by higher education in Taiwan:

a. Shrinkage of Educational Resources

In recent years, the government's financial difficulties as well as the sharp increase of expenditures in social welfare have caused a stir in resource allocation. The budget for higher education, in particular, has been lowered gradually due to the call for increasing expenditures in national education. At the same time, rapid expansion of higher education has deepened the problems of insufficient funds which might affect the quality of higher education itself. The issues that must be tackled with at present, therefore, are to expand funding resources, attract private investment in higher education, make public universities accountable for their finances and operations, and increase the beneficiary's responsibility to a reasonable level.

b. Resource Gap between Public and Private Universities

There is a remarkable gap in educational resources between the government-funded public universities and private universities which receive only limited subsidy. In terms of current educational cost, students in private universities and colleges spend only 45% of the cost consumed by students in public institutions, but the tuition paid by each private university student is 2.5 times higher than that by each public university student ⁴. Such an unfair situation has a disadvantage in attracting private investment and in liberalizing the education market. The general public is now questioning whether it is fair for those being educated who pay more tuition but receive less educational resources.

c. Disparity between Manpower Cultivation and Social Demand

The quantitative growth of higher education in Taiwan has resulted an increasing number of university graduates, who often encounter difficulty in finding jobs to fit their high educational background. As a result, the unemployment rate among highly educated graduates seems to be rising, making the general public suspicious about the effectiveness of educational investment. This issue carries certain implications on whether higher education should passively respond to manpower demand in the job market or actively create new job opportunities, or even simply treat education as a tool for employment. Indeed, there is a discrepancy between manpower cultivation through higher education and industrial transformation, which seems to be a greater concern. In response to this situation, the financially-burdened MOE has decided not to establish new national universities in the foreseeable future except for the National Taipei University and the National Kaohsiung University which have already been proposed and approved. The establishment of private higher institutions, however, is still encouraged by the MOE, as the popularization of higher education requires their continued promotion.

d. Over-differentiation of University Departments and Graduate Institutes

Due to the limitations of student numbers and the budgetary system, public colleges and universities often establish, or differentiate, new departments to enroll more students and apply for more funding from the government. Such practice also applies to private colleges and universities. For those departments and graduate institutes already established, a self-adjusting mechanism is not available to accommodate social demands. The over- differentiation of departments and graduate institutes has a negative impact on students' career development and has led to over-distribution of educational resources. In addition, the relatively small departments and graduate institutes are unable to offer a sound academic environment, making it difficult to enhance the quality of research.

e. Uninstitutionalized Operation in Universities

The amendment of the University Act has had a heavy impact on the operation of universities, which are now demanding democracy internally and autonomy externally. Although the presidents and other top executives in universities can now be determined through public election, and important decisions can be made by the school senate, the concept, objectives, and criteria of university autonomy are not well understood on campuses. With the lack of comprehensive rules and regulations, relative problems in university operation and development are still left unresolved. Although autonomy in universities is necessary to ensure academic development, it is just a means rather than a purpose; universities must be operated in ways which ensure that responsibilities are balanced and maximum effectiveness sought. The criteria of autonomy and academic freedom in universities must be clearly defined, and efforts must be made to reorganize the way universities operate and establish disciplinary criteria to construct a new order for university operation.

f. Inflexible University System

In the past, consistency was emphasized in the university system, which, as a result, became too inflexible to accommodate social demand for lifelong learning. Facing the new and dynamic era, university education must have flexibility and versatility to provide more educational opportunities for students' career development. The Joint Entrance Examination for Universities, implemented for decades and considered widely a fair system, has been criticized due to its rigidness and leveled standard. In 1993 the Center for University Entrance Examination was established, through which many reforms were proposed in consideration of foreign systems as well as domestic conditions. Now, universities are allowed to enroll students based on their interest and aptitude. At the same time, independent enrollment can also be conducted to diversify the entire system, which in turn will promote a positive competition among universities. Such transformation, in short, allows higher education to readjust for a brighter future.

IMPORTANT STRATEGIES AND MEASURES FOR REFORMING HIGHER EDUCATION

Many efforts have been made by the MOE to carry out educational reforms. After the 7th National Conference on Education, under the guidance of the former Minister of Education, Dr. Wei-fan Kuo, was convened in June 1994, a temporary Reviewing Committee on Educational Reforms (RCER) was formed under the Executive Yuan. Dr. Yuan-tseh Lee, a Nobel laureate and president of Academia Sinica, served as the Chairman of RCER. Also, the MOE, based on the ideas and comments gathered during the Conference, published a white paper on education entitled Educational Report of the Republic of China on Taiwan -- Perceptions of Education Towards the Twenty-First Century ⁵. Many thematic books ⁶ were also published by RCER and other private organizations such as the 410 Alliance on Education Re-engineering ⁷. The MOE, under the leadership of the Minister, Dr. Jin Wu, is promoting a series of measures for education reforms. In a way, the Ministry of Education can be considered a Ministry of Education "Reforms". In his report on education policies: Embracing the New Century and Developing New Education, Minister Wu stated seven key points of practical and forward-looking concepts for educational reform:

1. hastening education reforms by establishing an institution of diversification, autonomy and flexibility;
2. providing students with a diversified, pleasant and satisfying environment for learning;
3. renovating curriculum, teaching materials, and instructional methods;
4. minimizing pressure from school entrance examination by making all channels smoother;
5. ensuring equal opportunity for education by balancing development between urban and rural areas;
6. promoting high-quality education and diversifying teachers' cultivation; and
7. promoting recurrent education and creating a lifelong learning society. ⁸

To carry out these concepts and measures, the MOE has set up a number of task forces, and has been coordinating with other ministries for support. In addition, a Facilitating Committee on Educational Reforms (FCER), replacing RCER, was formed under the Executive Yuan to assist MOE in coordinating budget, personnel, and legislature affairs necessary for carrying out educational reform.

RCER suggested that future development of education should focus on humanism, democracy, diversification, science and technology, and internationalization. Through such efforts the following four objectives of reform could be realized: creating a modernized education, meeting individual and social demands, moving toward a society of lifelong learning, and facilitating re-engineering of the educational system ⁹. In order to effectively utilize limited educational resources and pursue a high quality of education, the MOE is promoting the following measures to construct a sound system of higher education:

a. Encouraging Unique Characteristics for Universities

For the purpose of counseling students' aptitude and cultivating distinguished and professional manpower suitable for social needs, the development of universities should be categorized and characterized into four types, namely "comprehensive," "research," "instructional," and "community." The MOE is encouraging universities to develop their own characteristics and position themselves systematically and prospectively. Basically, university development should take into account instruction, research, and community services. As universities have their own missions and goals, different styles and focuses should be developed. Universities that emphasize basic research and cultivate highly-professional researchers must demonstrate excellent faculty, facilities and research outcomes. Universities that focus on cultivating practical manpower or providing community services should also conduct internal evaluation before applying pre-designed indicators of assessment required by the MOE. As universities become more independent, they can be more flexible about how to develop and operate effectively, adjusting school organization and demonstrating distinctive campus cultures. Also, universities are being encouraged by the MOE to make good use of available resources in consideration of program adjustment and enrollment. Such efforts will make universities more distinct from each other.

b. Meeting Social Demand by Setting Up Flexible Mechanisms for Cultivating Manpower

Rapid expansion of university education has cultivated an increasing number of graduates, who, nevertheless, are not fully utilized in the job market. In this regard, a more flexible and adaptive strategy must be devised so as to take advantage of the overall educational resources as well as meeting social demands.

The insufficient government budget at present has prevented the establishment of new public colleges and universities in the near term. Existing institutions, therefore, have been encouraged to set up mechanisms to regulate departments, graduate institutes, and the number of students enrolled. By doing so the educational resources can be effectively integrated and utilized. Schools are also encouraged to assist students in acquiring additional expertise by registering for minor study or pursuing double degrees. Promotional and cooperative education is strengthened at the same time. On the other hand, colleges and universities should emphasize students' career development and strengthen job counseling. The MOE, when reviewing proposals for setting up new departments and graduate institutes, should take into account the important national policies and give special priority to cultivating manpower needed by society. The establishment of technical departments under universities must be continued in order to enroll more junior college graduates for the exchange of university and technological and vocational education.

c. Redistributing Educational Resources

c-1 Setting Up the Administration Fund for Public Universities

The purpose of setting up the Administration Fund for Public Universities is to lay a sound foundation for universities to become partially independent in financing themselves. This would help adjust the financial relationship between the central government and public universities, passing some responsibility of financial planning to the universities, which used to rely fully on government support. It is expected that the current 20% of expenditures self-financed by public universities would be raised to 30% by 2000. In the aspect of loosening regulations on fund management and flexible utilization, the MOE will coordinate with the Directorate General of Budget, Accounting and Statistics of the Executive Yuan and Ministry of Audit to modify relevant rules and regulations for universities to carry out effective financing and operation. In addition, an ad hoc committee consisting of 15 representatives from colleges and universities was formed under the MOE to review the distribution of expenditures for public universities. It is imperative to improve the methods of allocating available educational resources.

c-2 Encouraging Healthy Development by Subsidizing Private Colleges and Universities

Private schools play a crucial role in Taiwan's higher education. By SY1996, there are 67 colleges and universities in Taiwan, of which 30 are privately-owned, accounting for nearly 45% of the total ¹⁰. This shows the great contributions the private colleges and universities have made to the society as a whole; their performance also has a significant influence on cultivating manpower through higher education.

In the past, when government resources were limited, private colleges and universities did not receive the attention they deserved. Problems thus occurred in private institutions as the gap between public and private colleges and universities widened. In recent years, the MOE has continued allocating budget to subsidize private colleges and universities, providing a more reasonable room for development by lessening their financial burden and further narrowing the gap between public and private institutions. At present, subsidized expenditures amount to over NT$10 billion, accounting for 15% of current income in private colleges and universities. It is expected that the percentage will grow to 20% by SY1999. The MOE, apart from reviewing the procedures of subsidy distribution and setting subsidy indicators, will continue assisting private colleges and universities in operating their boards of directors in an effective manner and establishing a sound financial structure. The system of collecting tuition will also be reviewed, and the regulations for enrollment and department establishment be loosened. Furthermore, fund-raising plans and strategies will be promoted and strengthened. Through such efforts, the quality of education provided by private colleges and universities can be gradually enhanced in the near future.

c-3 Reasonable Tuition System

The public view on the adjustment of university tuition in recent years has been polarized. The RCER is of the opinion that the tuition system should be liberalized gradually. Quite a number of legislators as well as parents, however, wish to put a cap on tuition. The MOE adopts a reasonable measure for tuition adjustment and plans to narrow the gap of tuition between public and private colleges and universities year by year. The tuition ratio of public colleges and universities to private ones stays at 1:2.5 in SY1996. It is expected that the ratio will be lessened to 1:2 by SY1999.

d. Focus on Aptitude Development in Universities

At present, regular university courses are over-diversified to the extent that the planning of curriculum is too centralized and professionalized to give students flexible options for planning their learning process. The situation is further worsened by the long years of implementing the Joint Entrance Examination, through which some students did not choose the appropriate programs to fit their interests. One of the key sectors of reforms by the MOE, therefore, is to provide students with a more suitable opportunity for aptitude development and help them join the elite of society with a broader vision.

The aptitude development in universities can be promoted through the improvement on curriculum planning and method of enrollment. According to the University Act, colleges and universities can design courses based on their needs and conditions; the planning of general courses should be more flexible so as to prevent rigidness in curriculum design. As for the method of enrollment, the MOE has continued to carry out proposals of recommendation, screening and non-test entrance systems for excellent students. Furthermore, the entire joint entrance examination system is closely scrutinized, and universities are requested to devise better ways of enrollment based on their own characteristics. Most students who pass the joint entrance examination are more likely to choose prestigious universities rather than choosing programs that really fit their needs and interests. This has prevented other students from applying for suitable programs. Recently, the MOE has been paying close attention to this situation and has encouraged students to take both universities and programs into consideration. Under the current structure of the joint entrance examination system, students' freedom of choice will be respected as usual, but they are also urged to improve their ways of choosing universities. At the same time, universities are asked to develop their own characteristics so that a positive interaction can be established between the universities and the students. In the future, greater efforts must be put in carrying out the proposal to set up an admission system based on individual application.

e. Focus on Cultivating Hi-tech Manpower

The cultivation of high-quality manpower must be carefully planned in line with the needs of national development. The major mission of higher education is to strengthen general education and promote humanistic spirit. At the same time, when designing curriculum and purchasing educational facilities, the following plans should be taken into account so as to transform Taiwan into a hi-tech country: the national economic development plan, the science and technology development plan, the National Information Infrastructure (NII) plan, the strategic industrial development plan, and the Asia-Pacific Regional Operation Center plan. All these rely on the cultivation of hi-tech manpower. With close cooperation among the National Science Council, the Research Institute of Industrial Technology, Hsin-chu Science-based Park and other institutions, the high goal of cultivating hi-tech manpower can surely be realized.

f. Strengthening the Evaluation of Higher Education and Enhancing Its Quality

As higher education continues to expand, an important issue at the moment is to enhance the quality of education through various measures. What must be done now is to smooth the channel for both promotion and advanced research in order to attract exceptional professors, establish national chairs for promoting high-quality research, design well-organized programs, and implement a solid system to evaluate students' learning outcomes. Among these, the most fundamental measure is to build a sound higher education evaluation system.

In evaluating higher education, the MOE has been commissioning educational associations to evaluate individual courses. From SY1992 to SY1994, various associations were commissioned to evaluate courses in management science, mechanics and electrical engineering. However, due to the wide variety of courses and different capabilities of associations, colleges and universities are not likely to fully accept the results obtained by these associations. In this regard, the MOE will establish evaluation standards to carry out this system; universities are also requested to conduct self-evaluation processes regularly through setting up their own methods. The major types of evaluation include institutional evaluation, program or departmental evaluation, project evaluation, and teacher evaluation. All these categories should cover both internal and external evaluations, the results of which should be announced in due course. As regulated in the University Act, a Reviewing Committee on University Education will be formed under the MOE. The Committee will be responsible for compiling evaluation results, suggesting ideas for universities to shape their directions for future development.

g. Planning the Technological and Vocational System and Smoothening the Channel for Vocational Students to Pursue Advanced Study

A consistent technological and vocational education system, ranging from practical arts education in junior high schools all the way to senior vocational (comprehensive) schools, junior colleges, technical (community) institutes and polytechnics, must be established to attract more students into the field of technological and vocational education. The MOE, in order to expand the capacity of technological and vocational education, has offered two-year technical programs in universities. Junior colleges with excellent performance are now being assisted to reorganize as institutes of technology with junior college programs still available; existing institutes of technology are also coordinated to re-establish as polytechnics. In addition, the MOE is actively promoting a vocational certification system in which those certified can have more chance of employment in enterprises and government institutions. Opportunities for continuing education will also be offered to enhance the status of highly-skilled professionals.

The MOE is making all possible efforts to provide vocational school graduates with more opportunity to pursue advanced study in the technological and vocational channel, or the "second education superhighway" as is called by Minister Wu, lessening the "traffic jam" experienced for long on the university path, or the "first education superhighway". It is expected that the passing rate for institutes of technology will increase from less than 20% at present level to 35% three years later since the second education superhighway is completed.

h. Cultivating Teachers for Elementary and Junior High Schools

Colleges and universities are now offering educational courses to cultivate more teachers in basic education. Through this channel all those aspiring to become teachers are able to receive necessary training. In the past only normal universities and colleges were responsible for cultivating teachers; now other universities are given the opportunity to shoulder this responsibility. This measure is highly welcomed by university students, as it conforms with the dynamic spirit of education. In addition, the MOE has approved the establishment of postgraduate educational-credit program in universities. All these measures have been very helpful in cultivating good teachers for elementary and junior high schools, as well as for pre-school education.

i. Cultivating Manpower with International Vision and Consolidating International Academic Cooperation

The increasing convenience in transportation and electronic information has brought countries around the world closer than ever. As the "global village" has come of age, education itself must be internationalized. Participating in international affairs requires proficiency in the use of foreign languages. Through the establishment of language training centers in colleges and universities, students are capable of acquiring language skills in a more systematic environment. International cooperation and academic exchange should also be encouraged among universities to promote research quality. The MOE has been using distance learning through information technology in cooperation with leading universities or research bodies around the world. It is clear that that this measure is a major breakthrough for planning curricula in universities.

j. Establishing a Lifelong Learning Society

The MOE, in order to promote the concept of lifelong learning and smooth the channel of higher education, emphasized by Minister Wu as the "third education superhighway," promulgated the Regulations for Implementing Promotional Education in Universities in April 1997. Under this new law, universities are allowed to establish responsible offices for launching promotional education, which can be offered through off-campus instruction and distance learning. Those attending promotional education can be awarded degrees in accordance with the University Act and Degree Granting Act. Also, promotional education will be evaluated and supervised by a review group formed under the MOE. As a way to provide quality educational resources to the public, the MOE has taken comprehensive measures to promote recurrent education by encouraging the establishment of open universities and community colleges. In this era of knowledge explosion, the complete development of promotional education for advanced study is an indispensable measure to enhance the quality of people and upgrade national competitiveness.

CONCLUSIONS

Higher education in the 21^st century will face more challenges. Colleges and universities, therefore, must continue to progress in terms of instruction, research, services, and administration so as to meet the need of expansion in higher education. As a symbol of national progress, higher education is an indispensable tool for cultivating high-quality manpower. Looking ahead, it is necessary for Taiwan to adopt an overall vision and comprehensive strategy for pursuing long-term development of higher education, as well as cultivating more excellent people for national construction, social development, and cultural enhancement. "University" may stand for "universally nurturing intellect and virtue with enthusiasm and reason for science, idealism, truth and yourself." We educators in Taiwan are willing to pursue this goal through concerted efforts with our colleagues. We are fully convinced that together we can bring higher education into a new and promising era in the 21^st century.

NOTES

1. The table below shows the rapid growth of higher education during the past 46 years in Taiwan: up

2. Laws and regulations mentioned in the paper ­ the University Act, Junior College School Act, Teachers' Cultivation Act, Supplementary Education Act, Degree Granting Act, and Private School Act ­ are listed in the Compilation of Laws and Regulations on Higher Education published by the MOE. (Taipei: Ministry of Education, 1997). up

3. The present education system in Taiwan:  up

Source: Education Statistics of the Republic of China (Taipei: Ministry of Education, 1996), p17.

4. Comparison of funding resources between public and private schools:   up

5. Educational Report of the Republic of China on Taiwan -- Perceptions of Education Towards the Twenty-First Century, (Taipei: Ministry of Education, 1995), 236p. English translation (edited version), (Taipei: Ministry of Education, 1995), 48p. up

6. Final Advisory Report on Educational Reforms (Taipei: RCER, 1996), 120p. Besides, RCER published four issues of Advisory Report on Educational Reforms within 1995 - 1996 period. up

7. 410 Alliance on Education Re-engineering, Private Blueprint for Educational Reforms (Taipei: Times Culture, 1996), 450p. On April 10, 1994, more than 20,000 people from over 200 civilian groups formed the Alliance and appealed for four sectors of educational reforms; namely, smaller classes and smaller schools, more high schools and universities, modernization of education, and a basic law for education, to which the MOE has been responding positively. up

8. Jin Wu, Embracing the New Century and Developing New Education (Taipei: Ministry of Education, 1996), p.1. up

9. Final Advisory Report on Educational Reforms, abstract, p.2. up

10. Number of Students, Colleges and Universities in 1997: up

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