Research on the Accreditation of China’s Education Policy

• Main Authors: Chai-Ling Sun, 孫佳玲
• Other Authors: 作者未提供
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/q46626

碩士 === 銘傳大學 === 社會科學院國家發展與兩岸關係碩士在職專班 === 94 === The number of Taiwanese student that wants to study abroad is only lesser than that of the United States. From the point of view of studying abroad, China has become the number two preferred location. Due to the protection of the education rights of Taiwanese students, a policy regarding the credibility and accreditation of Chinese higher education was set forth and discussed by Taiwan on October 22, 1997. This policy sparked a heated debate amongst Taiwanese politicians because of its large impact on Taiwan’s own higher education system, national security, and economy. The policy was halted in June of 1998. Today, Taiwan accredits and accepts all of China’s secondary education and schooling, but recognition of higher education is now denied by Taiwan’s Ministry of Education (MOE). Taiwanese students still have to return to school after schooling from China, and then struggle to find their places in Taiwan’s workforce. Realistically, the number of Taiwanese students studying in China for higher education has risen rapidly. Recognizing these credentials is a problem that the Taiwanese government will have to eventually face. But because China follows a communist ideology, and has a hostile relationship with Taiwan on many fronts, Taiwan must tread carefully when accrediting China’s education. The purpose of this research is to examine how accepting China’s education credentials would affect Taiwan’s higher education system, economy, society, and culture. Understanding these things will help us evaluate the benefits and risks and develop policies regarding this issue. The second article of this research will address the current situation of Taiwanese students face while studying in China. It does so by first pinpointing the changes in China’s education enrollment policy towards Taiwan. It discusses what the students face while enrolled in schools in China, and points out the purpose of China opening up its system. It also examines the cause for the recent surge of Taiwanese students to China. Article three of “Research on the Accreditation of China’s Education Policy” will focus on Taiwan’s MOE’s 1992’s Chinese education reorganization policies. It will break down and analyze why the policy was ineffective and could not be put into practice. Article 4 will deal with and analyze education and its effects on Taiwan’s culture and society. Article 5 addresses the effects of Chinese education accreditation on Taiwanese politics and economy: Mainly examining and discussing the pros and cons of accepting China’s education on Taiwan’s education, politics, economy, society, and culture, while understanding the practicality of such a policy. Article 6 concludes this research by providing us with research (empirical evidence) and suggestions. It completely summarizes the research, provides suggestions, and establishes a base for the reference of future education researchers.