| Summary: | 博士 === 國立臺灣師範大學 === 教育學系 === 96 === Extending the length of compulsory education in Taiwan has been an objective of educational policy for a long time. This research discloses the Twelve-Year Compulsory Education from three directions, foundation of discourse, historical context, and texts on policy. Compulsory education is a result of modernization. Based on the premise that education can promote the quality of manpower and assist in the development of a country and its society, after World War II, many countries actively expanded education, and prolonged the length of compulsory education. The development of compulsory education of Germany, France, the U.S., Britain, Japan, can be divided into four stages, including foundation laying, establishment of institutional rule systems, scale expansion, and quality improvement.
The track of the development of education starts from elementary education for all, to secondary education for all, then transforms into higher education for all and finally develops life-long education for all. Thus, ten ministers of the Ministry of Education in Taiwan proposed various policies to extend the length of compulsory education after the Nine-Year Compulsory Education policy was launched in Taiwan in1968. The goal of these policies is to reduce the stress of entrance examinations and to promote the quality of manpower. Since 1990, the policy of setting more senior high schools and upper secondary education in Taiwan became quasi-compulsory.
The main research materials are policy texts of twelve-year compulsory education from 1990 to 2007, and this research focuses on analyzing its context, ideas and structures. The draft of the Twelve-Year Compulsory Education policy was first proposed in 2003, and then formally drafted on February 27, 2007. The basis of the policy is non-obligation, low tuition, and exemption from entrance examinations of upper secondary education.
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