Experimental Education in Taiwan: An Analysis of Policies and Problems
In order to improve some problems in traditional school education, there are more and more schools and institutes of alternative education arise in Taiwan since 1990. Moreover, since three-type acts of experimental education were enacted in November 2014, this term of “alternative education” could be renamed to “experimental education” so that it could gradually get rid of the meaning of non-mainstream education. In this paper, the main policies of experimental education such as three-type acts of experimental education are discussed; furthermore, according to the list of experimental education in 2017-18 school year which are announced by Ministry of Education (R.O.C.), the numbers of schools and students of school-based experimental education, private management of public schools, and non-school-based experimental education are calculated and taken for results of the policies. Besides, after further analysis on their differences among different educational phases, school properties, types of area, and types of experiment, some problems are found as follows: 1. Student numbers in most schools of experimental education are smaller and restricted; moreover, it causes tuition and miscellaneous fees charged by private schools of experimental education become very expensive and few people have willingness to establish this kind of private school; 2. Students who graduated from schools of experimental education are lack of chances for following articulation pathway of similar experimental education ideas; 3. The phenomenon of “experimental education ruralization” may be disadvantaged for popularizing the ideas of experimental education. Some promoted suggestions are presented to the authorities for reference.
|關鍵詞||另類教育、教育政策、實驗教育、alternative education、educational policy、experimental education|