NAFSA's 52nd Annual Conference

 

An Update on Education in Taiwan

 

 

May 31, 2000

San Diego, California

 

An overview of changes to the educational system in Taiwan since 1990 and projected trends and developments for the future. Information includes junior college updates, reforms on college/university entrance/transfer examinations, and the Ministry of Education's new policies toward distance education.

 

Chair:

  • Valerie Woolston, University of Maryland, College Park

Presenters:

 

 

 

Courtesy of

Cultural Division, Taipei Economic & Cultural Office in Los Angeles

 

HIGHER EDUCATION REFORMS IN TAIWAN, R.O.C.

Menglin Chang

 Director of Cultural Division,
Taipei Economic & Cultural Representative Office in U.S.A.

Grasping Opportunities to Reform Our Educational System

Education reform is the power that promotes the development and progress of education. All developed countries are dedicated to educational reforms in order to improve educational quality, and Taiwan in no exception. Educational reform has become an important subject which both the government and the people are doing their best to work on.

By "educational reform", we mean that the educational system must accept new educational concepts, revise new contents, adopting new process to correct the faults of modern education and to adapt to both the needs of subjective and objective environments. When society changes drastically, it is urgent for us to redirect future educational development.

Pursuing Excellence in Higher Educational Development

It is the responsibility of higher education to guide the social development, to cultivate higher level experts and to enhance the national competitive capability. With the purpose of improving higher education, the Ministry of Education (MOE) has carried out several projects:

1. A "University Law Amending Group" has been established to check the problems resulting from the implementation of the University Law, and to hold public hearings in various regions to gather different opinions.

2. The present structure of the Academic Examination Committee of the MOE will be adjusted as a higher education examination committee.

3. The internal funding system of national universities and the teachers resource project have been promoted to gain flexibility in personnel and financial operation, to extend the effect of resource manipulation, and to seek the improvement of educational quality.

4. We have been trying to seek a balance of resource between public and private schools, to assist the full development of private universities, to supervise the development project of private universities and colleges general affairs, and to give awards and sponsorship according to their performance.

5. Universities are encouraged to promote the evaluation system for teachers, basic subjects evaluation within the school and to trust professional institute to carry out the evaluation.

6. A "Prusuing Academic Excellence Developing Project of Universities" is initiated to enhance academic level and develop individual characteristic of each university.

Important Higher Educational Reform Measures

1. To maintain proper expansion of higher educational quantity: The private sectors are encouraged to establish schools, while schools whose present resources are sufficient are also encouraged to expand appropriately. As of December 1998, there were 23 applications for establishing schools and 5 for establishing a second campus.

2. To maintain and elevate the level of higher education: We must realize the ideal of education for all people, enhance the basic capability of students, establish teaching and research facilities, further consolidate and share the resources, establish a flexible institution of manpower cultivation, and promote a multiple evaluation system. It is expected that in the next four years the MOE will cooperate with the "National Science Council" to invest 13 billion NT dollars as the budget to assist schools to reach international levels.

3. To fully promote continuing education: Universities are encouraged to open two-year special classes for in-service study at the undergraduate level and classes in the graduate school for the master's degree. The limit of years to complete study shall be lifted for the in-service students, and laws shall be implemented to establish community colleges. Thus the ration of students' population may be balanced gradually between regular students and continuing students with working experience.

4. The unification and adjustment of the positioning of university development: Resources must be effectively used to cope with the multiple needs of the society and to enhance, complement and share resources among various regions. Schools that are not economically viable shall be merged or integrated properly.

5. Persistently searching for more educational resources: We shall contribute budgets to educational reforms. The implementation of the School Affairs Fund System will enable the universities to gain more resources through other channels.

6. Assisting private schools to develop completely: There will be an annual increase of subsidiary budget up to 20% of the regular income of private schools. A fund for the establishment of private schools shall be programmed to enlarge the financial resources of private schools, offering them an idea teaching and research environment.

7. Encouraging universities to become "learning-type university" institutes: Through self-adjustment and development of institutional potential, universities are expected to play a leading role in the entire learning society.

"It takes ten years for a tree to grow up and one hundred years for a person." Education is the fundamental work of constructing a country, and educational reformation is a constant job. While millions of things seem to need to be done, if we can analyze the important concepts, understand the basic ideas, grasp major concepts, adopt effective policies, draw a plan for educational development in the new era, and unite the forces of both the government and the public to carry on our educational policies together, there is no doubt that we shall succeed.

In the future, our education will be more colorful, livelier, and better, and the students will have higher quality studying environment. We believe that people cultivated under our future educational system will be complete citizens with both humanistic and scientific knowledge.

Universities in the Republic of China (ROC) have essentially been operated at the discretion of the Ministry of Education (MOE), over the past several decades. However, following economic expansion and the development of democracy, the MOE has gradually moved towards a more flexible policy concerning the university system. On January 5, 1994, the MOE announced new regulations offering universities more academic and administrative independence.

Thus, recent years have seen some major changes in the university system of the ROC, as follows:

1. Expansion Number of Institutions of Higher Education

(A) Number of Institutions of Higher Education
In 1951, when the government moved to Taiwan, there were only on university and three independent colleges in Taiwan, namely, the National Taiwan University, the Provincial Normal College, the Provincial College of Technology, and the Provincial College of Agriculture. However, at present, there are 94 accredited universities and colleges in Taiwan (including the National Open Universities and military & police academies). The higher education system has flourished.
(B) Number of Students
In 1951, the number of university and college students in the ROC totaled 6,665. In the 1998 academic year, there were over 460,000 such students. This reflects an astonishing increase of around 70-fold.

2. Budget System Reforms

(A) National Universities
National universities formerly relied on the government for their total budge. In order to create more financial independence among national universities, the government launched the University Fund* in 1995. The plan called for universities to lessen their reliance on the government, and to implement measures to fund part of their programs independently. Beginning in the 1999 academic year, each university implemented its own fund raising plan.
(B) Private Universities
Funding for private universities had traditionally relied on tuition. In order to ease the burden on students and seek a balance between public and private schools, the MOE has substantially increased assistance to private schools in recent years. In 1998, private universities received around NT1240 million in financial assistance, which represented 10% of the total budget of MOE.
Funding will increase in the future according to the governmental financial situation, with assistance of up to 20% of the private universities' regular income as the goal. A "Fund for Establishing Private Schools" shall also be established to enlarge the financial resources of private schools.

3. Reforms in the Entrance System

(A) Undergraduate
The "University Joint Entrance Examination Program" was first implemented in 1954. Although only four universities joined the test at that time, currently almost all 94 universities and colleges have joined this program. With over one hundred thousand (100,000) examinees taking the exam yearly since 1985, it has greatly influenced the entire society. Although criticized as "the sole examination that determines one's life once and for all", "being partial to the intellectual education" and "allowing teaching led by examinations", the influence of the Joint Entrance Examination has been gradually diminishing as multiple options are adopted.
In 1989, an "Entrance Examination Center" consisting of representatives from public and private universities and colleges, was established through the assistance of the MOE. The center is the sole organization to oversee research concerned with improving the university entrance system and examination measures. The center proposed a "Recommendation Screening Examination Program", which has been implemented since the 1994 academic year. This program allows students to decide their own majors and universities suitable for their own aptitudes and talents, while the universities can sift out students according to their examination performance.
Since the 1997 academic year, 21 universities and colleges have been experimenting with the "Entrance by Application Program". Any high school graduate who meets an individual university's admission standards can apply for admission. Also in 1997, some universities began to experiment with a "Preparatory Study System", so that anyone who fails the Joint Entrance Exam can become a non-matriculated student and take classes at a university or college which is participating in the program. Once the student has completed the required subjects and earned the credits, he can participate in an entrance exam for non-matriculated students the following year and become a regular student.
(B) Graduate School
A major reform in the entrance system of graduate schools is a "Recommendation Screening Test" used since the 1995 scholastic year in addition to the regular entrance exam given by schools and departments. As a result, there are multiple roads leading in different directions to graduate schools.

4. Reforms in the Higher Education System

(A) Evening Colleges
In the process of university educational development, both day and evening colleges coexisted, enabling those who had full-time daytime jobs to also receive higher education. However, the University Law amended in January 1994 did not offer a basis for the establishment of evening colleges. After consultations with scholars, experts and the public, evening colleges were changed into two kinds in the 1997 academic year. One kind leads to a bachelor degree, and does not have the label of "evening division", though it has a full schedule of evening courses. The other kind does not offer a degree, but non-matriculated adults can take classes at the university level, often in the evening.
(B) Establishment of Two-year Technology Program in Universities
The vocational college (junior college) system has always been an important link in our vocational education. Aimed at elevating the quality of vocational college (junior college) graduates and expanding study opportunities for working adults, universities have been permitted to open in-service classes for three-year vocational college(junior college) graduates since the 1995 academic year. Furthermore, since the 1996 academic year, universities have been permitted to establish two- year technology programs for vocational college (junior college) graduates. Students who earn the required credits and pass all exams may received a bachelor's degree; thus general higher education and vocational education are combined in one institution.
(C) Multiple Channels for Cultivation and Training of Teachers
According to the "Law of Teachers' Cultivation and Training" amended on February 7, 1994, the task of cultivating and training kindergarten, elementary and secondary school teachers would no longer be limited to the normal (teachers) universities and colleges as it had been in the past. Instead, all universities and colleges with educational departments or courses are allowed to participate; thus the cultivation and training of teachers is occurring through multiple channels.

5. Other Reforms

The recent reforms in the university education system have centered on "academic self-determination" and "university independence". In addition to the aforesaid financial independence and recruiting independence, universities and colleges now have the right to determine their own personnel, administrators such as presidents, deans and department heads are elected or appointed according to a variety of methods in each university, as opposed to past practice when the MOE had sole authority to appoint presidents and deans of public universities and colleges, courses and universities have more authority in determining the rank and qualifications of teachers than in the past and universities are gradually being authorized to examine the quality of teachers. Thus our university education has become more open and liberated.

Basic Ideals and Goal

To establish an ideal society with the opportunity for lifelong study and to promote continuing education is an important policy of the MOE. We have been actively encouraging universities to offer university extension courses, offering the public opportunities to seek higher education. Due to the serious need for adult education, there has been a great increase in students and classes

The basic idea of continuing education is that opportunities of receiving education exist in every phase of life. Citizens have the right to complete the education required to meet the challenges faced in any phase of life. Therefore, continuing education aims to:

1. Establish a multi-directional and flexible system of continuing education, so that anyone willing to receive higher education shall have an opportunity to do so.

2. Reinforce the function of education for working adults within the higher education system in order to construct a society where lifelong study is possible.

3. Alleviate the pressure of seeking a higher level of study, and facilitate an environment with multiple forms of higher education.

Implementation

Continuing education is applied according to the principles of flexibility, multiplicity, prudent evaluation, practical course arrangement and effective use of resources, as follows:

1. Expanding Channels for In-Service Students at Graduate Schools

(A) The proportion of working adult students at graduate schools shall be raised annually.
(B) Leniency shall be shown in the approval of universities application for increasing working adult graduate students.
(C) The graduate school entrance exam may be held independently for working adults, and the working experience and achievements of examinees may be taken into consideration when setting up the qualification standard.
(D) Existing graduate schools may apply to offer special classes for working adults seeking a master's degree.
(E) A working adult student may present a practical thesis instead of an academic one.
(F) Discussions shall be held on lifting the time limit for completion of studying at graduate schools to cope with the working adults students' needs.
(G) Universities are encouraged to open credit classes for graduate extension when there are ample resource in the department.

2. Establishing a Continuing Education System at the Undergraduate Level

(A) Open credit classes for university extension
a. Various credit or non-credit classes shall be opened by universities' extension divisions for registered applicants, so that the public will have opportunities for studying and learning practical knowledge.
b. The Law of University Extension Implementation and Law of Degree Awarding shall be amended so that a university extension student who has earned a certain amount of credits may take an exam to enter the latter two years' study at a university with qualification equivalent to a vocational college graduate and seek a bachelor's degree.
(B) Experimental University Preparatory Education System
A high school graduate who fails the entrance exam to university and is not employed may still have the opportunity to take classes at a university, which is participating in this system. These earned credits may be recognized later if the student is formally admitted to a university.
(C) Establishing Community Colleges
Community residents are the main beneficiaries under this study program through registration instead of an entrance exam. A student who has earned the required credits may receive the qualification equivalent to vocational colleges. He/She may also transfer to a regular university to complete the upper division courses and earn a bachelor's degree. The establishment of community colleges may take multiple forms as follows:
a. Being subsidiary to a university or through cooperation with a vocational college.
b. Establishment by a vocational college through adjustment.
c. Establishment by a vocational high school whose specific department has reached the required standard.
d. Establishment through cooperation between a university and a social education institute (e.g., a regional cultural center).
e. Establishment by a proper private institute through transformation which reaches the standard for establishing schools.
(D) Approval System for Student in Other Study Channels
a. Senior citizens, a university established by a local government, a social university established by the private sector or other channels outside the regular higher education system, should have affirmative recognition of their function in the continuing educational system.
b. In the future an approval system shall be established for those who study through these channels to recognize their qualification for equivalent education through examination.

Other Adaptive Measures

With amendment of relative laws and regulations, this program needs administrative cooperation including:

1. Hiring part-time teachers with practical expertise by reasonably modifying the required qualifications and facilitating the procedures.
2. The budget for continuing education will be decided according to the principle of self-support, and the individual institute sets the fee standard.
3. Public universities may hire extra personnel with their budget, but the extra personnel need not to be included in the university staff system.
4. Individual universities may lift the restrictions on extra teaching hours.
5. The vocational certification system shall be enforced to form a close connection with the continuing educational system.

The Basic Ideals of International Academic and Cultural Exchange and Cooperation

1. Spurring interaction through contact between government, civilian and academic levels.
2. Selection countries and regions for cooperation and choosing the educational and cultural areas according to the principle of multiple development.
3. Elevating the level of education and culture by exploring realms of creative and elementary cooperation.
4. Further adjusting the mode of international exchange and cooperation by timely re-evaluation of results.

The Implementation of International Academic and Cultural Exchange

1. International Academic Cooperation

(A) Assisting universities in reaching academic exchange and cooperation or forming alliances with foreign counterparts.
(B) Subsidizing universities and academic institutes to hold international conferences or to carry on academic research in order to promote academic research interest and raise the scholastic position of ROC.
(C) Promoting international academic cooperation by actively sending representatives to participate in international organization.

2. Inviting International Experts

Educational administrators or prominent scholars from abroad are invited to Taiwan to give lectures or to attend academic seminars.

3. International Cultural and Art Activities and Exchanges

(A) Sponsoring prominent art and cultural groups or organizing delegates to visit abroad.
(B) Sponsoring foreign performing groups or individuals to visit Taiwan.
(C) Selecting artists to study abroad.
(D) Sponsoring educational and cultural institutes to hold international exhibitions.

4. Assisting Overseas ROC Students Through Advising and Exchange Regulation

(A) Lift the restrictions on military reserve students studying abroad.
(B) Offering governmental scholarship for study abroad and giving group and individual advising to overseas students.
(C) Offering scholarships to foreign students in Taiwan.

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TAIWAN'S EDUCATION SYSTEM

Julie Hu

Foundation for Scholarly Exchange

(Students)

1990 84.70%
1998 93%
1987 2.83%
1990 12.92%
1998 23%
1990 49%
1994 57%
1998 67%
1990 17,935 (4,564 female)
1998 43,025(13,883 female)
1990 4,437 (712 female)
1998 10,845 (2,193 female)

 

(Institutions)

1995 74
1999 36
1993 1
1999 34
1995 8
1999 24
1996 0
1999 7
  1. Upgrades to University from Colleges Status, Since 1995*
  1. Aletheia University (1999) (Tamsui Oxford College, 1965; four-year college in 1994)
  2. Chang-Gung University (1997) (Chang-Gung Medical College, 1987)
  3. Chaoyang University of Technology (1997) (Chaoyang Institute of Technology, 1994)
  4. Chung-hua University (1997) (founded 1990 as ???)
  5. Da-Yeh University (1997) (Da-Yeh Institute of Technology, 1990)
  6. Huafan University (1997) (Huafan Institute of Technology, 1990; Huafan College of Humanities and Technology, 1993)
  7. I-Shou University (1997) (Kaohsiung Polytechnic Institute, 1986; JCEE, 1990)
  8. Kaohsiung Medical University (1999) (Kaohsiung Medical College, 1954)
  9. Ming Chuan University (1997) (Ming Chuan Jr. College, 1957; Ming Chuan College, 1990)
  10. Nanhua University (1999) (Nan Hua Technology College, 1989; Nan Hua Management College, 1991)
  11. National Kaohsiung First University of Science and Technology (1998) (National Institute of Technology at Kaohsiung, 1995)
  12. National Pingtung University of Science and Technology (1997) (Taiwan Provincial Institute of Agriculture, 1954; Taiwan Provincial Pingtung Institute of Agriculture, 1964; National Pingtung Polytechnic Institute, 1991)
  13. National Taipei University of Technology (1997) (Taiwan Provincial Taipei Technical High School, 1945; Taiwan Provincial Taipei Institute of Technology, 1948; National Taipei Institute of Technology, 198?)
  14. National Taiwan University of Science and Technology (1997) (National Taiwan Institute of Technology, 1974; 2-yr. B.S. program)
  15. National Yunlin University of Science and Technology (1997) (National Yunlin Institute of Technology, founded 1990)
  16. Shih Chien University (1997) (Shih Chien Home Economics College, 1958; Shih Chien College of Home Economics and Economics, 1979; upgraded to four-year college in 1991)
  17. Shih-hsin University (1997) (World Vocational School of Journalism, 1955; World College of Journalism, 1960; World College of Journalism and Communications, 1991)
  18. Southern Taiwan University of Technology (1999) (Nan-Tai Junior College of Industrial Skills, 1969; Nan-Tai Junior College of Technology, 1972; Nan-Tai College of Technology and Commerce, 1990; Nan-Tai Institute of Technology, 1996)
  19. Tatung University (1999)(Tatung Institute of Technology, 1956)
  20. Yuan-Ze University (1997) (Yuan-Ze Institute of Technology, 1989)

* The date immediately following the university's name in parentheses is the date of upgrading; when appropriate, followed by recent names of the institution and the date the name began to be used.

(Please also refer to the Universities, Colleges in the Republic of China for more detailed information)

II. University Newly Established Since 1995

  1. National Chi Nan University (1995)
  2. National Taipei University (2000)
  3. National Chia-Yi University (2000)
  4. National Kaohsiung Univerity (2000)
  5. Open University of Kaohsiung

III. Four-Year Colleges Formed By Upgrading Junior Colleges Since 1995

  1. Chengshiu Institute of Technology (1999) (Chen-Hsiu Junior College of Technology)
  2. Chia Nan College of Pharmacy and Science (1996)
  3. Chien Hsin Institute of Technology (1999) (Chien-hsin College of Technology and Commerce)
  4. Chien Kuo Institute of Technology (1999) (Chien-kuo Junior College of Technology and Commerce)
  5. China Institute of Technology (1999) (China Institute of Technology and Commerce)???
  6. Chunghwa Institute of Technology (1999)??? (China Institute of Technology and Commerce)
  7. Chungtai Institute of Health Sciences and Technology (1998)??? (Chungtai Jr. College)
  8. Dahan Institute of Technology (1999) (Tahan Junior College of Engineering and Business)
  9. Far East College (1999) (Far East Engineering College)
  10. Fooyin Institute of Technology (1997) (Foo Yin Junior College of Nursing and Medical Technology)
  11. Fortune Institute of Technology (1999) (Fortune Junior College of Technology and Commerce)
  12. Hungkuang Institute of Technology (1997) (Hungkuang Junior College of Nursing & Medical Technology)
  13. Jin-Wen Institute of Technology (1998) (Jin-Wen College of Business and Technology)
  14. Kao Yuan Institute of Technology (1998) (Kao Yuan Institute of Technology and Commerce)
  15. Kung Shan Institute of Technology (1996) (Kung Shan Institute of Technology and Commerce)
  16. Ling Tung College (1999) (Private Ling Tung College of Commerce)
  17. Lunghwa Institute of Technology (Lunghwa Jr. College of Technology and Commerce, 1998)???
  18. Mingchi Institute of Technology (1999)???
  19. Minghsin Institute of Technology (1997) (Minghsin Institute of Technology and Commerce)
  20. Municipal Taipei Physical Education College (1996)
  21. National Chiayi Institute of Technology (1997) (Taiwan Provincial Chiayi Agri-Vocational School, 1945; National Chiayi Institute of Agriculture, 1965; has two-year B.S. program, as well as five-year and two-year jr. college programs)
  22. National Chin-Yi Institute of Technology (1999) (Chin-Yi Institute of Technology, 1970; National Chin-Yi Institute of Technology, 1992)
  23. National Huwei Institute of Technology (1997) (est. 1980, became national-level in 1998; National Yunlin Polytechnic Institute, 1992)
  24. National Ilan Institute of Agriculture and Technology (1998)
  25. National Kaohsiung Institute of Marine Technology (1997) (Taiwan Provincial Kaohsiung Institute of Marine Technology, 1967; Kaohsiung Municipal Institute of Marine Technology, 1979; has two-year B.S. degree program, also five and two-year jr. college programs.)
  26. National Kaohsiung Institute of Technology (1997) (Taiwan Provincial Kaohsiung Institute of Technology, 1963; National Kaohsiung Institute of Technology, 1981)
  27. National Lien Ho Institute of Technology (1999) (National Lienho College of Technology and Commerce)
  28. National Pingtung Institute of Commerce (1998)
  29. National Taichung Institute of Technology (1999) (Taiwan Provincial Taichung Institute of Commerce, 1963; National Taichung Institute of Commerce, 1982)
  30. National Taiwan College of Physical Education (1996) (Taiwan Provincial Junior College of Physical Education, 1961; National Taiwan Jr. College of Physical Education, 1991)
  31. St. John's & St. Mary's Institute of Technology (1999) (Hsinpu Jr. College of Technology)
  32. Ta-Hwa Institute of Technology (1997) (Ta Hwa College of Technology and Commerce)
  33. Tainan Woman's College of Arts & Technology (1997) (Private Tainan Junior College of Home Economics)
  34. Tajen Institute of Technology (1999) (Tajen Junior College of Pharmacy???)
  35. Tzu Chi College of Technology (1999) (Tz'u-Chi Junior College of Nursing)
  36. Van Nung Institute of Technology (1999)
  37. Wen Tzao Ursuline College of Modern Languages (1999) (Wen Tzao Ursuline Jurnior College of Modern Languages)
  38. Yuanpei Technology College (1999) (Yuanpei Institute of Medical Technology)
  39. Yu-Da Institute of Business Technology (1999)??? Should this be Yung Ta????
  40. Yung Ta Institute of Technology and Commerce (1999) (Yung-Ta Junior College of Technology and Commerce)

IV. Four-Year Colleges Newly Established Since 1995

  1. Hsuan Chuang College (1997)
  2. National Tainan College of Arts
  3. Shu-Te Institute of Technology (1997)
  4. Yu-Da Institute of Business Technology (1999)

V. Junior Colleges Established Since 1995

  1. National Penghu Institute of Marine and Management Technology (1995)
  2. National Kaohsiung Hospitality College (1995)
  3. National Taiwan Junior College of Performing Arts (1999)
  4. Kang-Ning Jr. College of Nursing (1996)
  5. Mackay Junior College of Nursing (1999)
  6. Jen Te Junior College of Medical Nursing Management (1999)

Sources: School Name[sic] of Universities, Colleges and Junior Colleges in the Republic of China (1995-1999) (Ministry of Education, Taipei); Education Statistics of the Republic of China, 1999 (Ministry of Education, Taipei); Higher Education in the Republic of China: A Guide for Foreign Students (Ministry of Education, Taipei 1999); Taipei Times, Feb., 2000

* In May, 2000, these three schools merged to form the National Defense University (China Post, May 9, 2000)

A Brief Introduction to the Technological and Vocational Education of the Republic of China (Dept. of Technological and Vocational Education, Ministry of Education. 1999) A general introduction to the policies, and some statistics about the TVE system. Does not list individual institutions. Available on the website http://www.edu.tw:81/english/

Education in the Republic of China (Bureau of Statistics, Ministry of Education. Annual) An excellent introduction to the goals, policies, and educational system. Includes "school patterns", an educational ladder, budget, teacher training, expenditures, and much more. Does not list individual institutions. Available on the website http://www.edu.tw:81/english/

Education Statistics of the Republic of China (Ministry of Education, Taipei. Annual) Loads of statistics, partly in English. Most useful part is the several pages listing the accredited universities and colleges, with enrollment figures, no. of faculty, etc. This is the only English source that provides the names (and some sketchy information) of the military schools in Taiwan.

Higher Education in the Republic of China: A Guide for Foreign Students (Ministry of Education, Taipei, 1999). Provides brief history and contact information (including websites and email address) for each institution and dates of establishment of departments in those institutions. Published approximately every five years. Very useful for tracing name changes. Also available at the Ministry's website, http://www.edu.tw:81/english/ (from there, click on the Bureau of International Cultural and Educational Relations, then "Universities and Colleges")

School Name[sic] of Universities, Colleges and Junior Colleges in the Republic of China (Ministry of Education, Taipei. Annual) Provides name, address, phone and fax numbers, and very brief notes about date of upgrading or establishment for new or upgraded institutions. Arranged according to type of institution (public and private universities, public and private college, public and private junior colleges). A quick way to find out if an institution is accredited. This is also available on the internet: http://www.edu.tw:81/english/

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SPECIAL TOPICS ON EDUCATION IN TAIWAN

Muriel M. Zhou,

Accreditation Board for Engineering and Technology

  1. Junior Colleges

Brief introduction

Junior colleges used to play a very important role in Taiwan's educational system. Traditionally, the term “junior college” referred to institutions that offered two- year or three-year programs for vocational or senior high school graduates, and five-year programs for junior high school graduates. From 1988 to present, many junior colleges were upgraded to four-year, degree-granting institutions. Today, the term “junior college" refers to institutions with two-year and five-year programs only, though a few of them still have residual students completing previously offered three-year programs.

According to the MOE's educational statistics in 1999, Taiwan had 36 junior colleges, of which four were public and the rest were private. Most junior colleges offered both two-year and five-year programs. The three-year programs will end after the existing students graduate.

Junior colleges offer programs in engineering and technology, agriculture, business, teacher training, home economics, maritime, pharmacy, nursing, medical technology, physical education, journalism, art, language and literature, music and drama.

Admission

Two-year junior colleges admit graduates from senior vocational schools and senior high school graduates with relevant work experience. Admission requires completion of 12 years of elementary and secondary education and passing an entrance examination or a qualifying examination.

Five-year junior colleges admit junior high school graduates (completion of ninth grade) only. Interested applicants are required to take the Joint Five-year Junior College Entrance Examination that is given in July of each year.

Outstanding candidates can also be admitted to junior college programs through recommendations from their previous schools.

Junior college graduates going to four-year universities:

It has always been possible for junior college graduates to continue their studies at a university after they pass a transfer examination administered by a receiving institution. However, for a long time this was just a theoretical possibility. Very few junior college graduates could pass the transfer exam without taking off as much as one year to prepare for it. With the increasing of the institutes of technology, more junior college graduates are now able to continue their education at a four-year institute of technology and receive a bachelor's degree.

Transfer examinations for junior college graduates to enter universities:

Graduates of junior colleges who wish to pursue further education at four-year, degree-granting universities are required to take a university transfer examination. Before 1991, very few junior college graduates could pass such an examination. Since 1991, individual universities and colleges have given the Entrance Examination for Transfer Students each year. Qualified applicants are admitted to the sophomore- or junior-year programs at universities and colleges. According to each year's report, the majority who took the transfer examination was junior college graduates. About 90% or above of the total applicants were five-year junior college graduates. Most institutions that enroll transfer students are private.

Transferring credits from junior colleges to universities:

In general, universities do not grant transfer credit to coursework completed at junior colleges. Studies of junior college graduates are recognized through passing university transfer exams. That is, upon passing university transfer exams, graduates of two and five-year junior college programs are admitted to the sophomore class, and graduates of three-year junior college programs can enroll in the junior year. Transferring credits also depend on if the student is changing his/her major. It also depends on the policy of the receiving institution.

Qualifications for junior college graduates to enter graduate schools

Graduates of junior colleges are allowed to take entrance exams to graduate programs after they have had two to three years of related work experience, depending on if they graduated from a two-year, three-year or five-year junior colleges. Entrance is normally controlled by the department of the university to which the student is applying, i.e. applicants must take a separate exam for each department/university to which they are applying. If they pass the exam and meet other requirements of the department, they would be admitted to master's degree programs without having earned bachelor's degrees.

Course syllabi from junior colleges

Most junior colleges do not have course syllabi available. The availability of this information may depend on institutional policies. In some cases, students may be able to obtain copies issued in Chinese or English upon request. If a course syllabus is available, it is usually certified by the issuing institution and bears an embossed seal on the cover.

Academic and graduation requirements

At junior colleges each semester consists of 18 weeks. All junior colleges use a credit system. One credit equals one lecture hour or two to three lab hours per week. A two-year program requires completion of at least 80 credits, while 106 credits are required to complete a three-year program and 220 credits are required to finish a five-year program. Students must complete all the course requirements and pass all required examinations before they are granted graduation.

Suggestions for recommending transfer credit from a five-year junior college

How many credits on a five-year junior college transcript should we recommend for transfer? Traditionally and theoretically, we consider the first three years of a five-year junior college program representing secondary-level studies and the final two years of studies are post-secondary. However, we often have difficulties in applying this method when we have a transcript from a five-year program (such as nursing) where the last year of the program is completely devoted to internship or clinical practice. Guidelines from the Medical Education Committee of the Ministry of Education suggest that courses taught in the first two years of a five-year nursing program be considered secondary-level, and that studies of the subsequent two years be considered post-secondary. In a case like this, it is necessary to request an official course description from the college.

II. MOE-recognized institutions with religious background and Non-MOE-recognized theological/religious schools/institutions

MOE-recognized institutions with religious background

Currently, there are seven colleges/universities with religious background recognized by the Ministry of Education. They are: Fu Jen Catholic University, Providence University (Catholic), Wen Tzao Ursuline College of Modern Languages (Catholic), Huafan University (Buddhist), Tzu Chi College of Medicine and Humanities (Buddhist), Chung Yuan University (Protestant) and Soochow University (Protestant). These institutions were established by religious organizations and are still sponsored by religious organizations. They admit students through the Joint College Entrance Examination and do not require courses of a religious nature, nor do they require students to belong to any religious denomination. If a school is to be recognized by the MOE, it is not allowed to require any religious courses or to require any membership in a particular religion for admission. These recognized institutions do not have a strong religious atmosphere or curriculum.

Non-MOE-recognized theological/religious schools/institutions

To date, there are over 100 non-MOE-recognized religious schools/institutions and seminaries operated by the Buddhists, various Protestant denominations, and the Roman Catholic Church. These schools are not recognized by the MOE because they are of a purely religious orientation. These schools/institutions require courses in religion and may also require that their students belong to the same religion. Some of them may have accreditation or recognition by a religious organization in the U.S. Two examples are Christ College and Eternal Life Christian College.

The Ministry of Interior (MOI) is the government body that is in charge of religious affairs. Religious schools/institutions are registered with the MOI as affiliations of religious organizations. The Ministry will not register them as schools/institutions independently. Thus, religious schools/institutions do not have any recognition from MOI. MOI does not have any guidelines for these institutions' operations. All these schools are operating under their own status and by-laws.

Religious schools which do not claim to be registered with the MOI or to be members of some other accrediting association may be forced to register with local authorities as "Supplemental Learning Class," which has no official academic recognition from MOE and MOI.

Graduates of non-MOE-recognized religious schools/institutions are not qualified to sit for an entrance examination to a graduate school of an MOE-recognized institution, nor are they qualified for government employment that requires a degree earned from a MOE-recognized institution. Most graduates of non-MOE-recognized institutions have difficulty in seeking employment, except for those from well-known religious institutions such as Christ’s College.

III. Institutions overseas

The following institutions in Hong Kong used to be listed in an MOE publication in Taiwan. However, for years their recognition status has remained a question: Were they or were they not recognized by the MOE in Taiwan? It has been clear that the then Hong Kong government permitted these institutions to offer post-secondary programs, but did not recognize the degree. The fact is: if the diploma has the stamp of Taiwan's MOE on it, the credential would have been accepted by MOE-recognized institutions and the person would have been allowed to take the entrance exam to universities in Taiwan. The MOE stopped listing these institutions in its publications sometime before the hand-over of Hong Kong to Mainland China.

Below is the current information on those institutions:

  1. Ching Hwa: This institution was closed in December 1993 and moved to Canada. It has not been recognized by the MOE since then.
  2. Far East: This institution stopped admitting freshmen in 1994 and has no longer been funded by the MOE.
  3. Gang Da: It was closed in August 1993.
  4. Hsiang Chiang: It was closed in August 1993.
  5. Hwa Hsia: It was closed in August 1993.
  6. Hwa Shan Commercial Junior College: This school may have been closed since they had difficulty finding students a couple of years ago.
  7. Lian Da: It was closed in August 1993.
  8. Pin Cheng: It was closed in August 1993.
  9. Private Chu Hai University: The university was founded in 1947 in Kwangchou and moved to Hong Kong in 1949. It consisted of three colleges, ten departments and a preparatory class for studying in Taiwan's universities and colleges. Over the past 50 years, it graduated 11,000 students. The institution lost its recognition in September 1997.
  10. Private Hua Kiu College of Engineering and Commerce: "This school was originally accredited by the government of the ROC" but "since the school had stopped acceptance in 1992, the MOE terminated the accreditation of the school in 1994." (Quote from TECO in Boston.)
  11. Private Hsin Ya (New Asia) Humanities and Commerce College: It was no longer recognized after September, 1997.
  12. Private Hsin Ya (New Asia) Graduate School: Unable to obtain updated information on this institution.
  13. Private Neng-jen College: Unable to obtain updated information on this institution.
  14. Private Te Ming College: It was no longer recognized after September 1997.
  15. Yi Hsan: It was closed in January 1991.

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