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友善列印

 
高等教育 -Higher Education
推動高等教育普及化
  高等教育以研究高深學術及培養專門人才為要務,為推動國家現代化的主要核心動力。我國高等教育機構於38年中央政府遷臺之初,僅有1所大學、3所學院,學生總數5,000餘人。由於鼓勵私人興學政策,以及社會經濟發展需求,大專校院逐年增加,迄今計有154校(不含宗教研修學院、軍警校院及空中大學),學生總數逾130萬人,教師人數與生師比朝正向發展,教師博士比和教師職級亦呈現成長趨勢。

  基於國內人口變化趨勢及教育資源有效運用考量,逐步整合大學資源,透過〈大學法〉第7條修正,賦予教育部主導國立大學合併之權力,另訂定〈國立大學合併推動辦法〉,明定學校之合併條件、行政程序、經費補助等相關事項,作為日後推動國立大學合併之法源依據,並訂定發布〈大專校院合併處理原則〉,處理國立學校與國立學校合併,或私立學校與私立學校合併之案件。另為建立轉型退場機制,提升私校轉型發展誘因及營運彈性,修正〈私立學校法〉第71條,並訂定發布〈教育部審核私立學校申請設立與教學實習實驗研究推廣相關附屬機構或辦理相關事業作業要點〉,以提升私校辦學競爭力。

完善大專校院轉型及退場機制
  為完善整體轉型及退場機制,教育部研擬〈私立大專校院轉型及退場條例(草案)〉,鼓勵學校有效利用現有資源,調整現行營運模式,發展特色辦理學校教育;另強化辦學績效不佳學校之監督機制,積極維護學生及教職員工權益,保障私立學校財產之公共性。另教育部106年設置「大專校院轉型及退場基金」,透過補助方式,協助學生轉學安置所需之經費,並以融資方式支應學校轉型及退場所需支出,解決學校無法立即籌措資金之困境。

追求教學研究品質卓越發展
  為提升學術研究品質,自89年陸續執行〈大學學術追求卓越發展計畫〉、〈提升大學基礎教育計畫〉等專案型補助。94年推動〈發展國際一流大學及頂尖研究中心計畫〉(第2期更名為〈邁向頂尖大學計畫〉),更以各領域優異大學為基礎,藉由學術競爭環境之建置,發展國際一流大學及設置以優異領域為導向之頂尖研究中心。另為匡正國內大學重研究、輕教學之傾向,同時推動〈獎勵大學教學卓越計畫〉及子計畫〈獎勵大學校院辦理區域教學資源整合分享計畫〉,整合教學資源建立共享平臺,營造優質教學環境,增強學生就業競爭力,培育新世紀所需高級人才,以符應新世紀知識經濟社會的期望。

  106年推動〈教學試辦創新計畫〉,並逐步轉銜至107年起推動之〈高等教育深耕計畫〉(107-111年),以協助大學發展多元特色並培育新世代優質人才,包括兩大部分:「第一部分:全面性提升大學品質及促進高教多元發展」,以學生為主體、教學為核心,並以落實教學創新提升教學品質、發展學校特色、提升高教公共性、善盡社會責任為目標;「第二部分:協助大學追求國際一流地位及發展研究中心」,強調引導各校依本身優勢發展特色,並協助大學追求國際一流地位及發展卓越研究中心。

  此外,自64年起開辦專科學校評鑑以來,教育部即逐年推展綜合校務及學門評鑑工作。94年12月更與國內153所大學校院共同出資成立「財團法人高等教育評鑑中心基金會」,專責辦理大學校院評鑑研究、規劃、執行及考核,奠定高等教育品質管控機制發展之里程碑。而為落實大學自主,教育部配合行政院推動評鑑簡化措施,不再委託評鑑機構辦理系所評鑑,回歸各校專業發展自行規劃,另已簡化校務評鑑,並朝向確保整體學生學習成效、教師教學品質及辦學資訊公開之方向辦理。

  考量大學教育仍具有公共性,需展現其對高等教育人才培育的社會責任,以確保高等教育品質。校務評鑑目前已簡化第二週期校務評鑑(106-107年)指標及相關作為,下一週期校務評鑑(113年)將朝整體學生學習成效、教師教學品質及資訊公開等面向規劃,並透過相關指標之設計、實地訪評流程規劃及評鑑委員安排等作為,以瞭解學校自主管理系所品保之辦理情形。而系所評鑑辦理之權責由「強制性」改為「由學校自主決定」,回歸各校專業發展自行規劃建立自我品保控管機制,此外,教育部提供學校適度定額之經費補助,協助學校投入改善各項系所品保措施。

推動〈青年學者養成計畫〉
  博士人才的素質與國家競爭力直接相關,為鼓勵年輕學生修習博士學位,教育部自103年起提出〈青年學者養成計畫〉,針對發展實務研發取向及深化學術發展提出2項子計畫,針對博士學生的發展取向提供不同的支持,也責請學校能提出相應的課責機制,對所培育的學生從入學到畢業都有品質掌控及輔導(產學合作培育博士級人才計畫、國際共同培育人才計畫、及總量調控機制),以提升我國的博士培育素質。

營造國際化教育環境
  為促進兩岸學術交流,共同提升華人學術成就,自99年9月陸續發布相關辦法與配套措施,正式承認大陸地區高等學歷,於100年度起招收大陸地區學生來臺修讀學位。漸進開放大陸學生來臺研修與就讀,檢討修正兩岸學術交流策略。其次,持續透過彈性薪資方案及各類競爭型計畫經費,鼓勵大學校院延攬全球卓越人才,增設全英語授課學程,強化校園雙向留學交流。另於102年起,積極推動「教育創新」,協助大學破除既有法令框架,創新自由治理模式,並引進國外大學優質教育資源及前瞻觀念、建置國際水準之師資、課程、研究及學習環境,以提升國內高等教育的國際競爭力。

建立大學校院創新創業風氣
  為建立校園創新創業風氣,教育部自101年度起推動〈大學校院創新創業扎根計畫〉,107年度起計畫對象從一般大學擴散至技專校院,名稱修正為〈大專校院創新創業扎根計畫〉,強調鼓勵開設創業實作之進階課程,引導大學著重在提供學生創業實務學習,包括實際開設公司的創業管理學習系列課程,以及密集短期訓練的募資提案訓練課程。另搭配新創公司見習機制,透過實際體驗新創公司人事、財務、營運等不同面向之實務狀況,以瞭解新創公司營運情形。

推動〈玉山計畫〉,吸引國際人才來臺任教
  教育部為藉由提供符合國際競爭之薪資待遇,吸引國際人才來臺任教,讓國際人才的學術能量在臺灣學術環境扎根,並針對我國現任大專校院優秀教學與研究人員給予加薪,引導學校投入補助款用於彈性薪資及擴大彈性薪資差距,以達留任及延攬人才之目的,自107年起推動〈玉山計畫〉,分成「玉山學者」、「彈性薪資」及「學術研究加給提高10%」3個部分,推動方式如下:
一、 玉山學者(國際攬才)
(一) 延攬對象分成「玉山學者」及「玉山青年學者」,審查方式將採「預核名額」及「計畫申請」2種方式,賦予部分學校及時攬才彈性。

(二) 除提供符合國際競爭之薪資待遇外,將由教育部及大學共同提供延攬人才所需配合措施(如行政費、教學研究費、住宿搬遷、子女教育協助及設備費等),其中延攬對象若為玉山學者,必須與我國年輕學者共組研究團隊,讓學術在地扎根。

二、 各校自訂彈性薪資
(一) 學校得運用〈高等教育深耕計畫〉經費執行各校自訂之彈性薪資方案,〈高等教育深耕計畫〉獲國際競爭及研究中心之學校,得支用第1部分(落實教學創新、發展學校特色、提升高教公共性)及第2部分之補助款經費20%;未獲國際競爭及研究中心之學校得支用第1部分補助款(落實教學創新、發展學校特色、提升高教公共性)經費5%。

(二) 為引導學校投入資源,各校執行彈性薪資應達教育部訂定之最低支用比率,確保學校彈性薪資能確實執行。

(三) 另為保障一定比率年輕教師獲得彈性薪資資源,各校彈性薪資應核予一定比例(由學校自定)之副教授以下職級教師。

(四) 教育部另補助彈性薪資執行成效較佳之學校辦理彈性薪資,鼓勵學校拉大校內彈薪級距。

三、 教授學術加給提高10%
  自107學年度起調增國立大學「教授」級學術研究加給10%,將教授學術研究加給每月增加5,445元,以擴大教授與其他職級教師間之學術研究加給差距,藉此提高大專教師升等誘因,並留任大專校院教授。

推動教師多元升等制度
  為引導教師專長多元分流,於102年7月公告〈教育部補助大專校院推動教師多元升等制度試辦學校計畫審查作業要點〉,並自102學年度起推動多元教師升等制度,103學年度擴大辦理,新增以教學實務及技術應用實務成果作為升等重要評分依據,104學年度透過工作圈學校針對多元升等辦理模式提出建議,並將該建議彙成手冊提供各校參考,成果內容包含:一、建立教學實務升等研究定義;二、蒐集試辦有成效之學校所訂教學升等外審規定;三、從教師職涯發展觀點建立教師專長多元發展機制,包含申請資格或門檻、學校相關整體支持輔導措施與配套機制等;四、對實務應用類科外審時之審查人才資格條件設定;五、擴大定義產學合作成果類型樣態。希透過結合職涯發展,引導教師專長分流,深化教學及技術應用實務領域範疇,為多元人才培育與學用合一,奠定紮實基礎。以多元升等制度提出送審教師之比率逐年提升自102學年度之4.96%成長至106學年度大幅提高為10.21 %。

  為持續落實教師分流,教育部規劃自105學年度起推動教師多元升等重點學校補助計畫,規劃實施3年(至107年止),學校除應訂定具備多元升等法規外,希透過政策引導學校建立公平多元審查共識,扭轉學術研究為導向的單一升等氛圍,建立以學校發展及學生特質為特色的實務領域研究,連結學生培育,深化多元升等價值。

  另為促進教師提升教學品質,教育部自107年8月推動〈大專校院教學實踐研究計畫〉,將自107年8月起提供經費補助教師進行教學實踐研究,鼓勵教師提出對學生學習有效的各種教學措施,例如創新教學方法、開發教材、設計教學行動方案及學生評量等,期透過研究教學之歷程,檢證個人教學投入及學生學習產出間的聯結,以鼓勵擅長教學的教師未來將該教學成果進一步結合教師升等,以達到提高學生學習成效及落實學校教學目標。

發揮大學能量,善盡社會責任
  大學的功能不僅為研究學術與培育人才,更以提升文化、服務社會、促進國家發展為宗旨,應肩負「連結在地」的責任,實踐大學的社會責任(University Social Responsibility)以帶動城鄉發展、促進文化振興、再造社區風華,創造在地價值。

  為使大學銜接推動高教未來發展方向,教育部訂定〈教育部推動大專校院社會責任實踐計畫補助要點〉,於106年試辦推動〈大學社會責任實踐計畫〉(USR計畫),逐步引導學校將「善盡社會責任」列為107年起學校校務發展重點基幹項目,期能普遍帶動所有大學穩固在地連結根基,鼓勵師生願意參與及實踐社會責任,並協助大學邁向自我特色發展。

  〈大學社會責任實踐計畫〉以「在地連結」與「人才培育」為核心,引導大專校院以人為本,從在地需求出發,鼓勵大學落實社會責任,強化大學與區域城鄉發展之在地連結合作,藉由教師帶領學生以跨科系、跨領域、跨團隊、跨校串聯的力量,或結合地方政府及產業資源,共同促進在地產業聚落、社區文化創新發展,進而培養新世代人才對真實問題的理解、回應與採取實踐行動能力,藉以增進在地認同,進而激發在地就業或在地創業的意念,活絡地方成長動能,促成區域創新。

彈性多元的學位授予與學制
  教育部為因應目前教育趨勢及現況,使學位授予與學制更彈性多元及提升人才國際競爭力,106年起推動〈學位授予法〉修正作業,修正重點包含促進高階人才培育分流,增加學位論文多元替代形式、開放學生跨級、跨校雙修輔系、得依學生所修讀學術領域、修讀課程授予學位、提供產學合作專班學生先就業後拿學位之彈性等,以協助高等教育創新發展。本法案已於107年11月28日修正公布,修正重點說明如下:
(一) 學位名稱鬆綁:鬆綁授予之學位名稱得由學校依學生所修讀之學術領域、課程要件而訂定,提教務相關之校級會議通過後實施。

(二) 大學學制彈性及多元化:學生得彈性於院、系、學位學程間修課(院進系出、系進院出),並依其學術領域、修讀課程及要件授予學士學位。

(三) 放寬副學士學生得修讀本校或他校雙主修;碩士、博士學生得修讀本校同級或向下一級之輔系。

(四) 增加學位論文多元形式:碩士層級開放體育運動類論文得以成就證明連同書面報告或以技術報告代替;另屬專業實務者,碩士論文亦得以專業實務報告代替。博士層級則開放藝術類、應用科技類及體育運動類,論文得以作品、成就證明連同書面報告或以技術報告代替。

Promoting the Popularity of Higher Education
  To motivate the core engine of national modernization, the major mission of higher education is to conduct research on profound academic areas and cultivate future professionals. After the government moved to Taiwan in 1949, there were only 1 university and 3 colleges, with around 5,000 students in total. This led to a policy focused on the comprehensive development of private schools, and the requirement for social and economic development led to an increased number of established colleges and universities each year. By 2018, the total number of colleges and universities was 154, (not including religious research colleges, military or police colleges or academies, or open universities), with more than 1,300,000 students in total. The number of teachers and the student-teacher ratio have progressed in a positive way. There has also been an increase in the number of doctoral teachers and teachers who have been promoted to a higher level.

  The population change of our nation, and the efficient use of educational resources, has resulted in resource integration being undertaken in many universities. Through the revision of Article 7 of the University Act, the Ministry of Education was designated with power to guide the combination of national universities. The Promotion Regulations of University Merger was established, which regulates the conditions of how universities are merged, the administrative procedures and subsidizations involved, and other related affairs, as a legislative precedent for promoting university mergers in the future. The Governing Regulation of University Merger was established and announced, to undertake issues of the merger between 2 national universities or 2 private universities. Article 71 of the Private School Law was revised in order to establish the transitional withdrawal mechanism, promote the motivations, and enable the flexible operation of the transitional development for private schools. To enhance the competitiveness of private schools which implement their operations, the Governing Regulations for MOE Review of Private School Applications for Establishing Attached Institutes related to Teaching Educational Practice, Experimental Research, and Implementation of Other Related Issues were established and announced.

The Completion of Colleges and Universities Transition and Withdrawal Mechanism
   To complete the colleges and universities transition and withdrawal mechanism, the Ministry of Education has been planning to organize the Colleges and Universities Transition and Withdrawal Mechanism Act (Draft) to encourage schools to adjust current operational models and develop their special features in their operations by efficiently using existing resources. The Ministry of Education also strengthened the supervision system for schools whose performance was not up to standards, in order to both actively maintain rights of students, teachers, and education staffs, and to assure the publicness of school property. In addition, the Ministry of Education established the Colleges and Universities Transition and Withdrawal Mechanism Fund, to assist with required fees to help students transfer to other schools by providing a type of subsidization. These funds also assisted schools by providing the required funds to transition via the withdrawal mechanism and by financing schools that were unable to immediately finance such operations.

Pursuing Outstanding Development of Teaching and Research Quality
   To enhance academic research quality, the Promotion of University Academic Research Excellence Program and the University General Education Enhancement Project, were in continuous operation throughout the year 2000. The Development Plan for World Class Universities and Research Centers for Excellence was promoted in 2005 (the 2nd session of this plan was renamed as the Aim for Top University Project). By setting up a competitive academic environment, world class universities may be developed and research centers that align with international standards in qualified fields may be established. To rectify the inclination of emphasizing research rather than teaching, the Promotion of University Teaching Excellence Program and its sub-project, Regional Encouragement of College and University Integration and Sharing Resources Project was promoted: to integrate teaching resources, to establish a shared platform, to build a quality teaching environment, to fortify students competitiveness in future workplaces, to cultivate the required advanced talents, and to accomplish the expectation of a knowledge-based economic society in the new era.

   The Pilot Innovation Teaching Program was promoted in 2017, and then was transitioned and promoted as the Higher Education Sprout Project in 2018 (project operation period 2018-2022). The project was implemented to assist universities to develop multiple features and to cultivate talented students in the new era. This project includes two major parts. The first is to “comprehensively enhance quality universities and to promote the diverse development of higher education”, and the goals are student-oriented and include: teaching as a core concept, undertaking the enhancement of teaching innovation and teaching quality, developing school features, upgrading the publicness of higher education, and fulfilling the social responsibility. The second part is “to assist universities to pursue a world class position and develop research centers”, to achieve the purpose of strengthening the guidance for each school to develop their special features according to their unique fields.

   Furthermore, since the implementation of college and university evaluations in 1975, the Ministry of Education has gradually combined the evaluation of discipline and school affairs. In December 2005, the Ministry of Education and 153 universities and colleges created a fund to establish the Higher Education Evaluation & Accreditation Council of Taiwan (abbreviated as HEEACT), which is responsible for undertaking the evaluation of colleges and universities research, planning, operation, and exam standards, and set the milestone for the development of a higher education quality control system. To develop and establish university autonomy, the Ministry of Education, in accordance with the Executive Yuan, promoted the simplification of evaluation measures, and department evaluations were no longer consigned to the HEEACT. Department evaluations were thus returned and managed by each school. The school evaluation was simplified and was carried out to comprehensively ensure student learning outcomes, quality teaching, and public information regarding school operations.

  Taking the publicness of university education into consideration, universities are required to demonstrate the social responsibility of higher education in cultivating talent, so as to ensure the quality of higher education. Regarding school evaluations, the indicators and related measures of the Second Cycle of School Evaluations (2017-2018) has been simplified. The direction of the next cycle of School Evaluations (2024) will be planned based on student learning outcomes, teaching quality, and public information. How each university manages its departments can be understood through various evaluation indicators, procedural plans for visiting schools, and by arranging evaluation representatives. The regulated mandated authorized power of department evaluations were changed into autonomous decision by schools, and the quality control process was returned to each school to manage according to their own professional and autonomous development. Further, the Ministry of Education provides schools with a certain amount of subsidization, to assist schools in devoting themselves to improving all quality control measures for each department.

The Promotion of the Young Scholar Fellowship Program
  The quality of talents with doctoral degrees has a direct relation to national competitiveness. To encourage young students to obtain doctoral degrees, the Ministry of Education proposed the Young Scholar Fellowship Program in 2014. In regard to developing practical research and advancing academic development, this program contains 2 sub-projects. Regarding the preferences of young doctoral students, these projects offer different types of support. Schools are also directed to propose related accountability measures and to be responsible for all student learning, quality control, and guidance from school enrollment to graduation to enhance the quality of doctoral talent of our nation, including the Industry-University Cooperative Project to Cultivating Doctoral Talents, the International Cooperative Talent Cultivation Project, and the Regulation of Student Numbers Measure.

The Construction of the International Education Environment
  To promote cross-strait academic exchanges, and enhance the academic achievements of Chinese, related regulations and supporting measures have been continuously announced since September 2010. Higher education diplomas from Mainland China areas are acknowledged. The recruitment for students from Mainland China areas to obtain a degree has been carried out since the academic year 100. The gradual opening of Chinese students’ ability to come to Taiwan to study and carry out research has been in development. This process is continuously evaluated in order to review and revise the strategies of cross-strait academic exchanges. Also, universities and colleges are encouraged to recruit talents from all over the world, to establish courses fully delivered in English, and to strengthen the bilateral exchanges between campuses through the flexible salary program and other various competitive subsidization projects. To raise the competitiveness of higher education of our nation and to compete with the international world, the following measures related to education innovation have been actively promoted since 2013: assist universities to break through the current limitations and frameworks, undertake innovative autonomous management models, introduce quality education resources and foresight concepts from foreign universities, and offer a world-class teachers, courses, research, and learning environments.

Establishing an Innovative Entrepreneurship Atmosphere in Universities and Colleges
  To create an atmosphere of innovative entrepreneurship in universities and colleges, since 2012, the Ministry of Education has promoted the Foundation Project of Innovative Entrepreneurship in Universities and Departments. In 2018, the participating groups were expanded from standard universities to technical and vocational colleges. The title of the project was renamed the Foundation Project of Innovative Entrepreneurship in Universities and Colleges, which strengthens the advanced practical courses related to entrepreneurship establishment, and guides universities to emphasize on providing students with innovative practical entrepreneurial courses. This project also includes a series of courses in entrepreneurship management, to learn the practicalities of founding a company, and intensive short-term training to understand financial proposals. Also, in accordance with the system for innovative company internships, the operation of innovative companies could be understood through practical experience in different positions of a company, such as human resources, finance, and operations.

The Promotion of the Yushan (Young) Scholar Program, Attracting Talents from the World to Teach in Taiwan
   Attracting talent from the international world to teach in Taiwan, and have access to the academic resources that international talents bring to Taiwan, have had a profound development in Taiwan’s academic fields. The Ministry of Education has offered internationalized competitive salaries. The MOE has also provided additional salaries for excellent in-service members in the teaching and research fields, and guided schools to invest in the subsidization of flexible salaries and to expand salary levels, so as to encourage talented scholars to stay in Taiwan. Since 2018, the Ministry of Education has promoted the Yushan (Young) Scholar Program, which is divided into three parts:

I. Yushan (Young) Scholars (Recruitment of talents from the international world)
1. The target recruitment groups are divided into two groups: Yushan Scholars and Yushan Young Scholars. There are two review measures: the guaranteed pre-approved numbers and the standard application process. These two measures offer certain schools the flexibility to recruit talents in timely fashion.
2. In addition to providing internationalized competitive salaries, the Ministry of Education and universities will both offer supporting measures for recruitment (for example, administration fees, teaching and research fees, resettlement costs, assistance with children’s education and expenses of facilities.)

II. Flexible Salaries
1. Schools may execute their own regulated flexible salary programs through use of the funds provided from the Higher Education Sprout Project. Schools which compete in and win international competitions or establish research centers via the Higher Education Sprout Project may use 20% of the funds of the first initial reception of the subsidization for carrying out teaching innovation, developing school features, and enhancing the publicness of the higher education. Schools which do not win the international competitions or establish research centers may use 5% of the funds of the first initial reception of the subsidization.
2. Schools should allocate the flexible salaries according to the lowest payment rate regulated by the Ministry of Education for the purposes of guiding schools to invest in resources and ensuring the flexible salaries in schools can be maintained.
3. To ensure a certain rate of young teachers receive a flexible salary and resources, each school should review and offer teachers whose positions are at the vice professor level an appropriate portion of the flexible salaries, regulated autonomously by each school.
4. The Ministry of Education provides schools which have good performance in the flexible salary project with subsidizations to encourage schools to expand salary levels.

III. 10% of additional salaries for Academic Research for professors From the academic year 107, teachers whose academic position is professor level in national universities have had their salaries adjusted and increased to be given a 10% salary increase for research subsidizations, which is NT$ 5,445 every month. Expanding the additional subsidization grades between professors with different academic levels is expected to assist in enhancing teacher motivation in achieving higher academic level promotions, and thus remaining in colleges and universities to teach.

The Advancement of the Multiple Teacher Promotion System
  In order to guide teachers to different teaching groups in accordance with their expertise, the Review Affairs Regulations of MOE Provides Schools with Subsidizations for the Multiple Teacher Promotion System was announced in July of 2013. The Multiple Teacher Promotion System has been promoted since the academic year 102. In the academic year 103, this system was implemented on a wider scale. The result of practical teaching and technique applications were added as important evidence for evaluation. In the academic year 104, schools in the working circles proposed their advice regarding this model of the Multiple Teacher Promotion System and their comments were organized and included in handbooks provided to all schools as a reference. The contents of the handbook included:
1. The establishment of the definition for teacher promotions, which includes practical teaching performance and research performance.
2. The compilation of regulations in pilot operational schools to consign private organizations to implement the promotion system.
3. The multiple teacher profession development system is suggested to be established in the teachers’ career development framework, including application qualifications, criteria, and the overall supportive guidance measures and systems in schools.
4. The qualifications of review members for reviewing practical applications in departments.
5. The definition of academia-industrial cooperation should be expanded.
Through the career development, the following goals are expected to be achieved: guiding teachers to different teaching groups in accordance with their expertise, deepening the range of teaching and technical application in the field, and combining various types of talent cultivation and practical learning applications, thus building a solid foundation. The rate of review proposed through the Teachers’ Multiple Upgrading System was increased significantly from 4.96% (academic year 102) to 10.21% (academic year 106).

  To continuously carry out the teacher guidance in different groups, since the academic year 105, the Ministry of Education has promoted the subsidization project for teachers’ multiple promotion in focused schools. The operation period of this project was during the academic year 105-107. Schools should regulate standards regarding the Multiple Teacher Promotion System. Through this policy, it is hoped to achieve the following purposes: guiding schools to come to a consensus on various and fair evaluation systems, altering the focus of academic research toward a single path for promotion, developing school and student practical field research, connecting student cultivation, and deepening the value of the multiple teacher promotion.

  To boost the enhancement of teaching quality, from August 2018, the Ministry of Education has promoted the College and University Teaching Realization Research Project and offered teachers subsidizations for undertaking fulfillment of teaching research. Teachers are encouraged to propose all types of effective teaching measures for student learning, for instance: innovative teaching methods, teaching material development, designing teaching action programs, and student evaluations. It is expected that through the process of teaching research, teacher investment in teaching and student learning may be connected, and thus to encourage teachers who are good at teaching to integrate parts of teaching results and the teacher promotion system. Then, finally to uplift the efficiency of student learning, and to attain the teaching goals of schools.

The Demonstration of the Power of Universities and the Fulfillment of Social Responsibilities
  The functions of universities are not only for academic research and talent cultivation, but also cultural development, social services, and inspiration for national development. Universities shoulder the responsibilities of connecting with local areas and fulfilling university social responsibilities in order to drive the development of local areas, boost cultural revival, recreate the glories of communities, and create the value of local areas.

  To enable universities to be in line with the future promotional development goals of higher education, the Ministry of Education established the Subsidization Regulations of MOE Promotion of Colleges and Universities to Fulfill Social Responsibilities. In 2017, the University Social Responsibility Fulfillment Project (USR Project) was promoted. In the year 2018, Schools had been gradually guided to include ‘the fulfillment of social responsibility’ as a focused core item of school affairs development. It is hoped that these measures may spur all universities to firmly connect themselves with the local areas, encourage   teachers and students to be willing to participate in and fulfill social responsibilities, and assist universities in developing their own unique features.

  The main pillars of the University Social Responsibility Fulfillment Project are to connect with local places and to cultivate talent, which leads all schools to start from the core concept of caring for people and to meet the needs of local places. Universities are encouraged to fulfil their social responsibilities so as to strengthen the connection between universities and local places. Through the leadership of teachers and with students carrying out cross-department and interdisciplinary cooperation with different teams, universities or connections with local city or county government and resources of industry, both the industrial communities in local places and development of social cultural creation can be promoted. Thus, this should create cultivated students of the new century with problem-solving skills, willing to respond to these problems, and the motivation to take action. The affinity to local places can motivate the ideas of working or bringing entrepreneurs to local places, which further activates the development spirit and innovation of local areas.

The Flexible and Diverse Degree Conferral and Education System
  Since 2017, the Ministry of Education has carried out the revision of the Degree Conferral Act. This is in response to current education trends and conditions. It is also for the purposes of degree conferral by creating a more flexible and diverse education system, and enhancing the competitiveness of talented individuals in the international world. For assisting the innovative development of higher education, the focused points of this revision include: promoting the categorization of talented students into different groups, increasing various substitution methods for the thesis for degree completion, allowing students to take courses of different grades levels, allowing for students to have double minors in different schools, conferring students degrees in accordance with academic fields, courses they truly study, and providing the flexibility for students in the industry-academia cooperation classes to enter workplaces first and then earn a degree later. This law revision was revised and announced on November 28, 2018. The explanation of this revision focused on the following points:
1. Relax degree titles: create more flexible degree titles. Schools can regulate the degree titles according to the academic fields or courses that students study. After being reviewed by the related institutional affairs meeting of schools, the degree titles shall be implemented.
2. Diverse and flexible university education system: students can take courses in faculties, departments, and programs with flexibility. Students will be bestowed degrees in accordance with the academic fields or courses that they study.
3. Allow associate bachelors to have double majors in either the original school or other schools: students of masters and doctoral programs can have minors at the same academic level or lower academic levels.
4. Increase various methods for degree completion to replace a thesis: students enrolled in masters programs in the field of physical education (sports) are allowed to use achievement records attached with paper reports or technical reports to be a substitute form of a thesis. For other practical professional fields at the master’s degree level, students can also use practical professional reports to be a substitution for a thesis. For the doctoral programs in the fields of arts, applied technology and physical education (sports), students can use works, achievement records attached with paper reports or technical reports as a substitute for a thesis.

最後更新日: 2019/11/19


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