Analyzing the coming challenges and daring visions of schools in Taiwan based on the newly- devided...

Core characteristics include lowering the course credits in sum for students to earn, developing ingenious required subjects in school based on its features, creating learning portfolio

NEWLY-DEVISED CURRICULUM

Shih Chieh Lu’

Abstract: The rapidly changing nature of Taiwanese society had brought many challenges for its education Starting from 2008, in Taiwan, the crude birth rate (CBR) was at a staggering number of 1.05, the lowest ranking globally Taiwan has adequate ranks in Program for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS), but students generally do not find the joy in discovering new knowledge on their own What’s more, 60% of future professions have yet

to be invented According to the present conditions of our education sys- tem, our society holds high expectations for the Newly-Devised Curriculum The curriculum stands for comprehensive learning with three main ideas

in mind: taking the initiative, engaging the public and seeking the common good Core characteristics include lowering the course credits in sum for students to earn, developing ingenious required subjects in school based

on its features, creating learning portfolios to continuously track students’ progress, arranging flexible learning, etc The new curriculum if starting to

be implemented in schools would bring many visions to life

Furthermore, Taiwanese students’ awareness to any significant changes within or between schools ranks first in the world; which led to the frus- tration of many teachers in entry-level, to even try and give it a shot once more due to previous failed attempts Confidence-wise, the teachers are doubtful if the practice of the new curriculum will receive a certain degree

of support Regarding the challenges of putting the curriculum into practice,

we believe a shift in direction for our curriculum doesn’t equate to success; but if we don’t change, we will never succeed Hope every educator can view students as the central role of our education, capable of autonomous

1 Doctoral student, Department of Educational Policy and Administration, National Chi Nan University

learning and self-teaching

Keywords: Newly-Devised Curriculum; school-devised required subjects; learning portfolios; flexible learning; a decline in fertility rate

1 Introduction to the Newly-Devised Curriculum

1.1 The Origin of Newly-Devised Curriculum

From the curriculum of the 95" Taiwan year of the republic to the temporary substitute of the 99" Taiwan year, leading up to the Newly-Devised Curriculum

of the 107" Taiwan year has been a journey that spanned over nearly 12 years The education policies in all countries change roughly every decade completes

a cycle, which is to meet the demands of the future generation and rectify the common flaws within the previous curriculum Advocating for a new curriculum every decade is to cope with the needs of our ever-shifting society, which is prevalent in all countries

By examining the widespread success of the education in Western Civilization,

it provides fascinating insights on how some of these countries craft their core beliefs based on the importance of literacy within their national curricula:

1 New Zealand: (A) cognitive thinking; (B) the use of language, signs, and text; (C) self-management; (D) socialise with others; (E) participation and contribution

2 France: (A) ability to apply French in daily life; (B) ability to utilize foreign languages in everyday life; (C) basic literacy on mathematics, science, and technology; (D) ability to apply necessary information and communications technology in life; (E) cultural literacy; (F) social and civic literacy; (G) self-motivation

3 Spain: (A) communication literacy; (B) mathematical literacy; (C) active engagement and literacy regarding the world of physics; (D) literacy on processing information and digital database; (E) social and civic literacy; (F) learning useful studying skills; (G) self-motivation

4 Denmark: (A) social literacy; (B) writing and reading literacy; (C) learning literacy; (D) communication literacy; (E) self-management; (F) civic literacy; (G) ecological literacy; (H) cultural literacy; (D physical and health literacy; (J) combining the likes of creativity and academic competence

As well as referencing the essential skills indicator published by the United Nations Educational, Scientific, and Cultural Organization (UNESCO), that would further aid us in the near future: Knowledge, Attitudes & Values and acquiring Skills through Competencies in able to reach Action

What do children have to learn?

Figure 1: Organization for Economic Co-operation and Development (OECD):

The Learning Framework of 2030

Richard Riley, former U.S Secretary of Education, expressed his beliefs that: “The ten jobs we desperately need in our world are still unknown within the next six years We must educate our students to devote time in jobs that don’t yet exist, using technology that hasn’t been brought to life, and solving issues that could have never been imagined.” Hence, in the midst of our unpredictable society: research and development capabilities, ability to innovate, creativity, communication techniques, decision-making, collaboration, adaptability, productivity, critical thinking problem-solving skills, etc., are highly valued as the ingredients to individual and national successes Only by strengthening our human resources, do we increase the nation’s competitiveness

By integrating learned intelligence in life would help to make our world a better place to live in Plus, there are still many challenges in education brought forth by the ever-shifting society we inhabit in:

1 In 2008, Taiwan’s crude birth rate was at 1.05, the lowest rate worldwide

2 55% of junior high students do not express strong motivation in learning

3 Students try to escape from learning

4 Ranks well on PISA and TIMSS for Science and Mathematics, but fall short on the interest to learn and overall self-confidence

5 60% of future professions have yet to be invented

6 The world is flat—what you might understand today could be useless in tomorrow What’s important is the ability to adapt and learn

7 The globalisation, localisation, and individualisation of the education landscape

Now in the early stages of the 21“ century, what’s the most challenging task for us is to deviate our fixate from competency-based skills towards Reading, Writing, Arithmetic and the likes of the 7Cs, also known as The Equation of 21* Century Learning We need to progress from having competency-based learning

as the core of our education to employing inquiry-based learning for students

to analyse and organise aspects of an issue in a comprehensive manner For this reason, in the November of the 103 year, our Newly-Devised Curriculum published its general framework in summary, and over the subsequent three years issued the individual guidelines for each subject The implementation of the Newly-Devised Curriculum national wide in the 108" year is the most awaited, for the significance of literacy will finally be put in the center of our discussion The Equation of 21* Century Learning is to multiply the 3Rs with the 7Cs, which would equate to the critical formula for effective studying in our present times The 3Rs stand for:

(1) READING

(2) WRITING

(3) ARITHMETIC

The 7Cs stand for:

CRITICAL THINKING & PROBLEM SOLVING

CREATIVITY & INNOVATION

CROSS-CULTURAL UNDERSTANDING

COLLABORATION TEAMWORK & LEADERSHIP

COMMUNICATION INFORMATION & MEDIA LITERACY

COMPUTING & ICT LITERACY

CAREER & LEARNING SKILL

1.2 The Significance and Core Values of the Newly-Devised Curriculum

The full title of the Newly-Devised Curriculum is 12-year Basic Education Curriculum Its purpose is to integrate the previous 9-year compulsory education from elementary to junior high with the high school curriculum that didn’t connect seamlessly together, causing concerns for students who wish to complete the high school program as well The curriculum is ready to be implemented in the 108" year and is now suitable for all students below Grade 9, the last year in junior high for the Taiwanese education system Explanations regarding the significance and core of the new curriculum are listed down below

The Ideals of the Newly-Devised Curriculum:

The 12-year compulsory education was built upon by our faith for comprehensive learning, in pursuance of cultivating the minds of students to become more resilient over time Taking the initiative, engaging the public and seeking the common good are the three main ideas encompassed within our primary goal It stresses that students are self-motivated learners, who should

be guided consistently by our schools to evoke their passion for learning and remain open-minded to interact with the self, the other and the world By taking actions to create welfare for humanity and nature, one step at a time would bond themselves with each other through the pursuit of common goods

SAF

©

Figure 2 The Main Ideas of the Newly-Devised Curriculum

1.1.2 The Goals of the Newly-Devised Curriculum on Education

1 Inspire one’s inner potential

2 Foster the wit and intelligence required all through day-to-day life

3 Pushes for the career development of oneself

4 Develops one’s cognition towards the importance of civic responsibility 1.2.2 The Core Values of the Newly-Devised Curriculum

1 Adjustments Made on Overall Course Credits: The required learning hours of the high school subjects were reduced, and a third of the overall credits now took in consideration of the ones earned from elective courses Besides, high schools need to develop their independently- devised required subjects based on the identity and characteristics of the school, respectively These subjects would add another four to eight credits within the overall sum

National Core Competencies: The core competencies are the primary and central characteristics of the Newly-Devised Curriculum It revolves around the continuous preparation for oneself to adapt better in various situations and face the underlying obstacles being posed throughout life With the right mindset, students could perform better in real-life scenarios by bringing their academic resourcefulness to the table School-Devised Required Subjects: The Newly-Devised Curriculum demands every high school to develop their own required lessons, to continue building their visions for the school and distinguishing features; which would take up four to eight credits in total School-devised compulsory subjects are interdisciplinary courses that would be in need

of every high school student to participate Project-based assessments, the conduct of researches and outdoors learning would be prevalent for these subjects

Learning Portfolios: The Newly-Devised Curriculum cuts down on the learning hours of required subjects and adds new options by the emergence of elective courses We should be encouraging students to engage in different fields of knowledge they hold great passion in a while serving as an opportunity to make up for putting too much emphasis on students’ academic achievement in the past The Ministry of Education (MOE) announced its plan to establish learning portfolios for Taiwanese high school students starting from August 2016 One’s portfolio would record the student’s progress in club activities and elective courses, at the same time advocating for a revolution in the system of university and college admission, to consider making the portfolio as part of their criteria in assessment

5 Flexible Learning: The schools can now utilise their advantages to meet students’ needs in learning such as training for athletic purposes, organize time for independent studies, enhance understanding of certain subjects

or even conduct events surrounding the unique features of the school These events can be based on students’ interests and psychological development, considering the present conditions and historical background of the school, expectations of the parents and utilizing the resources from the communities

1.3 The Journey of Advocating for the Newly-Devised Curriculum

Starting with its involvement in the National High School Program of Optimization for Quality Education, the journey of promoting the Newly- Devised Curriculum has been a nationwide movement ever since By being requested to utilize the funds provided by the curriculum to meet the goals set by the guidelines, high schools and vocational schools had become its best places

to advocate such beliefs When the general curriculum of the 103" year was published, the curriculum was explained and discussed thoroughly in regular workshops, carried out individually for the directors of academic affairs from all over the country Subsequently proceeding to the cultivation of new teachers for our system, then clarify each topic of the Newly-Devised Curriculum, and at last introduce the tools and charts needed to develop each stage of the curriculum on the drafts to enable a comprehensive vision for the schools to take consideration The semi-annual conferences held to give guidance on the current progress of optimizing the education in school proves to be beneficial Professionals of particular expertise would help schools to overcome their doubts and barriers However, during the process of bringing the Newly-Devised Curriculum to life, it was delayed for a year from complete implementation Back when the general curriculum subsequently issued its frameworks for each subject, it was being challenged by the active supporters of populism They raised doubts over the ratio of the encompassed members within the team that drafted the framework for Social Studies, thus postponed the practice of the Newly-Devised Curriculum The issue caused many educators to adopt a wait-and-see attitude towards the possibility of the realization of the Newly-Devised Curriculum

1.4 The Changes Brought Along With the Newly-Devised Curriculum The Newly-Devised Curriculum has crafted an entirely different facet of education in Taiwan, noticeable for its support towards the development of original

courses by teachers and an open-minded approach towards self-studying, which has drastically differed from our traditional, dated values concerning the field of education Whether on the scope of quantity and quality, it has demonstrated our educational values in multidimensional education, here are some points to further illustrate and support our beliefs

1 Lowering required credits for graduation in the high school program from 160 to 150 can reduce students’ stress with studying and devote more time to their respective fields of interests

The overall required credits in sum have decreased from 198 to 180 Leaving space for the schedule for time to commit to self-studying sessions

or classes designed under the ideals of Curriculum Differentiation to tailor to one’s needs

Credits for elective courses take up from 54 to 58 By introducing diversity into our studying content, it can let the students develop their course of learning through their respective advantages

School-devised required subjects are worth from 4 to 8 credits in total, which the school can accomplish their vision to further develop their characteristics as a whole, locating its core feature through time, and shaping the ideal image of a student, which could eventually be achieved

by following the school’s mission statement

There will be two to three hours of flexible studying hours each semester for students to commit to self-studying, training for athletic purposes, enhance understanding in particular subjects or even conduct events surrounding the unique features of the school

Table 1: Comparing the Newly-Devised Curriculum with the Old Version

General High School Curriculum of the 99th year v.s 12-year Basic

Education Curriculum

Categories for the 99th year LÔ Description

Course Structure Curriculum Curriculum

198 Required Course

learning

w Elective Courses 6O 54-58 Emphasis on counseling

vv - O 4-8 Schools can provide students

School-devised with a variety of options, and Compulsory Subjects develop its distinguishing

features

w ; O period 12-18 Two to three periods per

Some Changes are Already Happening

Self-Teaching

Teacher +Textbooks Independent Learning Asking for Results Competitive Learning Process matters too [9/1909 10 wera] lÌ

Purposeful Educatlon Meaningful Education

Chasing for Grades IÏIIlÍI Exploring New Ideas ii!

Figure 3: The Difference between the Newly-Devised Curriculum and the Old One

2 Analyzing the Present Conditions of Schools in Taiwan

Although the Newly-Devised Curriculum suggested great ideals as taking the initiative, engaging the public and seeking the common good; there is a certain degree of difficulty to execute these beliefs within the environment of the school After analyzing the present conditions of schools in Taiwan as a whole, the existing myths of prioritizing examinations as first to take charge in our education and the impact of declining fertility rate, have become the deciding factors for schools to pursue a particular style of teaching over the other

(1) Deeply-Rooted Perception Under the Influence of Credentialism

“Exams in Taiwan are thirsty for blood and hungry for killing,” such thought occurred to the mind of Lin Shih-Hwa, the associate professor of Department of Educational Psychology and Counselling at National Taiwan Normal University (NTNU) He said exams are not the solution to our problem; instead, it is the use of teaching that would reap benefits for all If reviews are inevitable, then we should adopt diversified criteria in practice to value each facet of the learning process The Humanistic Education Foundation (HEF) has announced

to assemble an Observing Body for Encouraging Normalization in Education, to achieve the vision of making our education obtain human qualities and respect for its learners

According to research coordinated by HEF, the usage of junior high reference books, mock exam papers and the frequency of holding quizzes during morning recess are still a prevailing situation in most schools Although the MOE has stated not to use any sorts of reference books or papers in school to prepare in advance for the entrance examination; 69.64% of the interviewed junior high students stated that teachers use reference books in classes, and 97.38% of the schools they went to have teachers employing reference books into their courses Also, studies showed 95% of the interviewed junior high students have quizzes during morning recess, and a staggering 33% of these students take these quizzes every day during this particular time in the morning

Pan Wen Zhong, former minister of the MOE, expressed his thoughts on the issue that the ministry has been trying to put education back on its right track Specifications on the guidelines were already explained in a precise manner,

by wishing the teachers to use the shared textbook purchased by the school in classrooms Thus, students could be taught in an anti-bias learning environment After breaking down the issue to its core, what is thwarting the progress of normalization in education for Taiwan? First of all, the principals and officials

of the MOE are not willing to make the necessary changes in school by the new policy Moreover, the pressure from Credentialism in our nation and the constant stress being forced upon the teachers from the parents had them prioritize their careers in front of the quality of the education If their students are academically excellent in every aspect, then it is easy for them to be promoted All of these issues have to be solved by starting with our learning atmosphere and education framework