資料下載--高等教育司 Department of Higher Education

Introduction to Higher Education in Taiwan

FOREWORD

The 21st century will be an era in which the development of the knowledge economy is key. Whether knowledge-based innovations and research can further advance hinges on advents in higher education. Indeed, higher education is already a primary arena for competition among many countries with regard to knowledge creation and human resource development. Not only does it play a decisive role in national development, it is the vital source from which enhancements in national competitiveness springs. Moreover, the fast-changing social landscape, political liberalization and democratization, rapid economic growth, industrial restructuring, and increasingly pluralistic social values during the last few years has brought new challenges for higher education in terms of its traditional function and stewardship role.
The competitiveness of a country's higher education is an important indicator of its competitiveness as a nation. To achieve greater progress and meet the developmental needs of a diverse society, higher education must break new ground and step up appropriate adjustments and move forward with forward-looking plans. Not only must government make necessary changes to the role of higher education, and allow university administrators to manage university affairs, but the values of traditional society must be transcended to forge a new culture in higher education that establishes Taiwan's special characteristics and enhances its international status.
To enable the general public to better understand current higher education policies and programs, this publication provides an analysis of the historical development and current state of higher education, and highlights major developmental trends and governmental policies that are being adopted to enable Taiwan's universities and colleges to respond to social changes, cast off constraints and move forward with the times.

DEVELOPMENT OF HIGHER EDUCATION IN TAIWAN
A look back at the trajectory of the development of higher education in Taiwan shows how it gradually transformed from education for the elite into education for all, how it gradually moved from a system of governmental management and administration towards openness and autonomy, and gradually changed from a monolithic model to take account of pluralistic needs. In overall terms, the development of higher education in Taiwan can be separated into five stages: germination, development, consolidation, expansion, and saturation.
Germination (1919 to 1945, the Japanese Colonial Era)
In 1919, the Taiwan Education Decree was promulgated, introducing the western model of education to Taiwan. Higher education consisted of three specialist schools of medicine, agriculture and forestry, and commerce. Two medical schools and several tertiary commercial schools were also established. In 1920, a public education system was implemented, but Taiwan students nevertheless declined in number. In 1928, Taipei Imperial University was established, enrolling 66 students in its first year. The university, employing seminars and lectures as its model of instruction, was highly elitist and most of its students Japanese.
Development (1945 to 1970)
By the 1960s, because of the rise in labor intensive industries and other factors, higher education (especially junior colleges) expanded rapidly. The number of higher education institutions increased from seven in 1950 to 92 in 1970, of which private institutions comprised 67%. The number of students also increased from approximately 7,000 to more than 200,000, a 30-fold increase.
Consolidation (1971 to 1985)
With Taiwan’s withdrawal from the United Nations, its economy shifted to exports and GDP gradually grew. The drafting of legislation providing the legal basis for education of all forms was accelerated, which included revisions to the University Law, the Private School Law, the Junior College Law, the Teacher's College Law, etc. In 1971, applications to found private schools were proscribed, not to be made lawful again until 1985. In 1974, the first technical college was established, placing technical education and higher education on the same track. Higher education thereafter found different paths for its future development.
EXPANSION (1985 TO 2000)
Amid flourishing economic development, social liberalization, and democratization in the 1990s, universities began to seek their autonomy. In 1985, the setting up of private higher education institutions was allowed again. In 1996, in order to create unimpeded access to vocational education, junior colleges were encouraged to upgrade to colleges and universities of technology. The number of higher education institutions increased from 105 to 150, and the number of students actually studying swelled from some 430,000 to more than 1,090,000. In 1994, the University Law was revised, emphasizing academic freedom, university autonomy and administration by academics, changing the way universities operated. In 1999, a program for university academic excellence was initiated, encouraging international cooperation and exchange programs as well as the integration of resources for domestic academic research to develop a superior academic sector.
SATURATION (2000 TO PRESENT)
This period represents the stage in which higher education has reached saturation and it is now fully focused on improving quality. In the year 2000, a research university integration project was set in motion, encouraging universities to make use of such means as intra-institutional and inter-institutional integration, university systems, mergers, and the engagement of leading international scholars, in order to lead higher education in Taiwan to first-class international standards. In 2001, the Ministry of Education issued an education white paper with the aim of enhancing the public's understanding of current higher education policies and programs. In 2003, a committee on higher education was established; it submitted a report on overall planning in higher education, implementing a comprehensive review of the development of higher education and concrete plans for its advancement. In 2004, the "Aim for the Top University" plan for universities was drawn up, making research excellence and internationalization the objectives of good universities. In 2005, an overall assessment was conducted of university administration; a plan was launched to reward universities for teaching excellence with the expectation that universities will be encouraged to emphasize teaching and enhance the quality of university education through performance-based incentives.
STATISTICS ON HIGHER EDUCATION IN TAIWAN DURING THE LAST TEN YEARS
Over the last ten years, government policy has led to the quantitative expansion of university education in Taiwan, with rapid increases in the number of institutions as well as the number of students. This quantitative increase has made higher education more widely available, and has made it possible for more people to receive a university education. In the course of this expansion, several clear patterns have emerged: the proportion of private universities within the higher education system has increased rapidly; graduate programs have grown more quickly than undergraduate programs; and the proportion of technical and vocational institutions within the higher education system has also grown rapidly.

NUMBER OF COLLEGES AND UNIVERSITIES
During the last ten years, the number of higher education institutions in Taiwan grew briskly. In 1995, there were a total of 60 universities. As of 2005 (excluding military and police academies, and air force universities), there were 145. In ten years, the number of institutions had increased by 85 (a factor of 2.42), primarily due to the upgrading of junior colleges to the status of colleges and universities of technology.

Table 3-1: Numbers of university-level institutions, academic years 1995 to 2005
STUDENT ENROLLMENT
Between the academic year 1995/1996 and 2004, the overall number of students enrolled in higher education institutions grew almost three-fold, with the greatest increase in the number of undergraduate students, which grew by 284%. The fastest growth, however, was in the number of students in graduate programs, which grew by 410%, while the number of students in doctoral programs also grew by 274%.
In Taiwan, the number of students enrolled in higher education as a percentage of the population as a whole stood at 4.94% and 5.32% in 2000 and 2001 respectively. These figures are higher than those of European and North American countries, and only slightly lower than that of Korea.

In 1995, the ratio of students in public and private universities was 1:1.18. By 2005, it had increased to 1: 2.04.

NET ENROLLMENT
Taiwan's net enrollment in higher education has doubled from 27.79% in 1995 to 53.51% in 2005.

FACULTY STRUCTURE
Full-time faculty members are classified by professional grade, and include professors, associate professors, assistant professors, lecturers, and others. The number of full-time faculty increased 149%, from 18,020 in 1995 to 44,787 in 2004.

CURRENT STATUS
OVERVIEW OF INSTITUTIONS
As of 2005, there were 145 private and public universities (not including military, police and open universities). If we include the seven military and police academies (universities), and two open universities, there were 75 public universities and 70 private universities. If we further analyze these public and private institutions in terms of type, public schools comprise 35 general universities, 9 normal universities (teacher's colleges), 59 colleges and universities of technology, three physical education colleges, seven military and police academies, and two open universities, while private schools comprise 23 general universities and 54 colleges and universities of technology.

Aside from National Taiwan Normal University, National Changhua University of Education, and National Kaohsiung Normal University, the six remaining "teacher's colleges" have changed their names to reflect their status as universities of education.

No. of colleges/universities; General Universities; Normal Universities; Insitutes of Technology; Physical Education Colleges, Military/Police Universities, Open Universities; Total

REQUIREMENTS FOR ADMISSION AND GRADUATION
Higher education includes undergraduate, graduate and doctoral programs. In terms of admission requirements, students who have graduated from either a public or accredited private high school or have received an equivalent level of education are qualified for undergraduate degree programs. Students with undergraduate degrees from either a public or accredited private university or equivalent academic achievement are qualified for graduate programs, while students holding graduate degrees from a public or accredited private university or college or equivalent academic achievement may apply to doctoral programs.
The length of study for undergraduate degrees is generally four years, but can be extended for one to two years, depending on the program. Graduate degree programs are generally completed within one to four years, while doctoral degree programs require two to seven years. A specific number of credits must be completed to earn an undergraduate degree. Other various requirements may also be required for graduation according to individual school policy. The completion of a specific number of credits is also required for a master’s degree. Students must also propose a thesis and pass a review and oral exam in accordance with individual school requirements. Doctoral candidates must also complete a specific number of credits, write and defend a dissertation and pass written and oral exams to obtain their Ph.D.
Study periods are the first and second semester, the first semester being the period from September each year to January of the following year, and the second semester from March to June each year. The summer vacation lasts for three months, from the first ten days in July to the second ten day period in September. The winter vacation lasts one month, from mid- or late January to mid- or late February.

Table 4-1: Period of study and graduation requirements for all levels of degrees
Name of Degree Institutions Admission Requirements Period of
Study Graduation Requirements
Undergraduate University
(university Of technology) or
College (technical college) Graduated from senior secondary school or equivalent; passed the unified entrance exam or alternative admissions process. 4 to 7
yrs 128 earned credits
Master University
(University Of Technology) or
College (college of technology) Holder of undergraduate degree or 2- or 5-year junior college graduate with 3 years work experience; passed graduate degree program entrance examination. 1 to 4
yrs Earned required credits, written thesis and passed oral and written exams.
For master's degree programs in the arts or in applied sciences/ technologies, thesis may be substituted with an exhibition performance plus a written report or by submitting a technical report.
Ph.D./
Doctoral Degree University
(university of technology) or
College (technical college) Holder of master’s degree, master’s degree candidate with excellent performance, or medical science graduate with 2 years of work experience; holder of undergraduate degree with 6 years of working experience with excellent performance and passed doctoral program entrance examination. 2 to 7
yrs Earned required credits and passed the doctoral candidate qualifications exam, written dissertation, and passed oral exam.

MULTI-CHANNEL ADMISSIONS

In order to realize the spirit of placement tests, admission requirements and multi-channel admissions, the Ministry of Education launched the "University Multi-Channel Admissions" program in 2000 to bring student recruitment in line with principles of fairness, diversity and simplicity, while also achieving the objectives of various schools in relation to the selection of potential students. Currently, the College Entrance Examination Center has been placed in charge of this project, developing research, evaluations, and improving testing systems. Through these efforts, the Center provides valuable information for quality teaching in senior high and higher education. The final goal is that every university and its departments can recruit new students in accordance with their special features and future potential. Thus, students can choose their higher education provider through both the national unified entrance exams and special entrance exams.

Table 4-2: The current system under the Diversified University Admission Scheme.

Entry channel Description
Admission options

School
recommendation A senior high school recommends to a university department students who meet that department’s criteria for recommendation and is due to graduate in the current year. Entrance examination candidates are limited to one recommendation only. Each senior high school may recommend only two or three candidates per university department.
Individual application Applicants whose qualifications meet the university entrance requirements apply directly to university departments that match their interests. Each applicant may apply to five departments.
Departmental subject examination entry
Each department, without exception, uses the test results of three to six subject areas (including arts and science subject areas) from designated course areas, and may choose whether or not to set subject proficiency testing standards, which may only be used as an assessment tool.

ADMISSIONS FOR INTERNATIONAL STUDENTS
International students who wish to study at local universities in Taiwan may apply for admission through normal or special procedures. They must first present photocopies of their diploma and academic transcripts to Taiwan's representative offices overseas for authentication. International students must then submit an admissions application through the channel available to them, along with the authenticated documents, records of exit and entry issued by the Taiwan immigration authority, as well as other documents as required by the university (such as the English and Chinese versions of their diploma, previous study plans, and so on.)

Table 4-3: International student admission channels and requirements
Channel Application Conditions relating to status Academic requirements
Regular procedure Joint University Entrance Exam None Compliance with regulations for overseas academic verification.
1. Register for the Joint University Entrance Examination: Possession of certification of study for a fixed number of years at an overseas senior high school of equivalent standing to a Taiwan senior high school, such certification having been authenticated by a Taiwan overseas mission.
2. Register to take an examination for entry to a master’s degree program:
(1) Graduation with a bachelor’s degree from a Taiwan university or independent college registered with the Ministry of Education, or overseas university or independent college meeting Ministry of Education regulations for recognition.
(2) Graduates of overseas three-year junior college programs who graduated two or more years previously; graduates of overseas two-year and five-year junior college programs who graduated three or more years previously, and demonstrate the corresponding level of ability.
3. To register to take an examination for entry to a PhD. program:
(1) Graduation with a master’s degree from a Taiwan university or independent college registered with the Ministry of Education, or overseas university or independent college meeting Ministry of Education regulations for recognition.
(2) Graduation from an overseas university, compliance with the following regulations, and demonstration of the corresponding level of ability.
a. Holders of a bachelor’s degree who possess a certificate of completion for a course deemed by the Ministry of Education to be equivalent to a 40-credit master’s level program, and who submit writings equivalent to a master’s dissertation.
b. Holder’s of a bachelor’s degree in medicine or dentistry who have undergone two or more years of professional training, and who submit writings equivalent to a master’s dissertation.
c. Holder’s of a bachelor’s degree who have worked for six or more years in a field related to that of their subject of study, and who submit writings equivalent to a master’s dissertation.

Special procedure Additional quota for international students recommended by university Persons who possess neither Republic of China citizenship, as defined by the Nationality Law, nor overseas Chinese student status. Persons who have held ROC nationality within the previous eight years are ineligible.

UNIVERSITY ASSESSMENT
As higher education has expanded rapidly in quantitative terms, how to maintain "quantity" and "quality" while also preserving and, indeed, raising university educational standards, has become a key focus of university education. To improve the quality of higher education, apart from encouraging institutions to conduct assessments on their own, professional associations have also been commissioned to perform institutional and academic assessments in, for example, the disciplines of medicine, management, chemistry and so forth. The aim of these associations is to reach a consensus on standards, establish goals for the future basis of assessment, enhance the quality of university education, boost university competitiveness, understand university operations and assist universities in positioning themselves and in setting their future development direction. Universities are also encouraged to develop academic disciplines with distinguishing features and to map out plans for improvement in institutional administration and their academic disciplines. They are also encouraged to engage in teaching and management knowledge exchange to benefit from and emulate the success of others.
From July 2004 to September 2005, the Ministry of Education conducted a comprehensive assessment of university administration using expanded criteria, covering 76 universities. Additional specialization assessments were added and more than 360 evaluators were engaged for the task. To meet the demands of internationalization, not only were global standards and criteria introduced, scholars and experts involved with assessment organizations from the United States, United Kingdome, and Korea served as “international commissioners” to provide suggestions on the overall assessment process and assist local assessment organizations in adopting international standards.
In 2005, a professional organization to assess colleges and universities – the Higher Education Evaluation and Accreditation Council of Taiwan（HEEACT） – was established to oversee current assessment mechanisms, enhance teaching assessments, maintain teaching quality and periodically conduct administrative assessments. The HEEACT is also dedicated to developing professional, objective assessment criteria, cultivating professional assessors, and establishing a database of assessment talent and information to ensure the objectivity and credibility of assessments.
TUITION AND FEES
Prior to the 1999 academic year, university tuition and fees were set at a universally applicable rate by the government, placing considerable limitations on sources of tuition fee support for prospective students. To allow universities to set tuition according to actual, regular operational costs, the Ministry of Education in 1999 implemented the "Flexible Adjustment of Tuition and Fees" plan. On the basis of the two principles of protecting the needs of economically disadvantaged students and fairly reflecting educational costs, schools struck a balance between their own needs in relation to providing education, and the financial burden of students.

Table 4-4: University tuition and fees for the 2004-5 academic year
Academic Year Per capita income (NTD) Public universities Private universities
Study costs (NTD) Percentage of per capita income (NTD) Study costs (NTD) Percentage of per capita income (NTD)
2004~05 413,786 58,714 14.1 107,360 25.9 %
2005~06 424.092 59,232 13.96 424.092 25.47 %
Note: USD : NTD = approximately 1 : 33
Tuition and fees should be calculated according to such factors as GNP, per capita income, and individual income tax. In 2004, Taiwan's per capita income was approximately NTD413,786 (approx. USD12,540), of which the tuition at public universities constituted 14.1% and at private universities, 25.9%.

Table 4-5: Tax burden and cost of university study in various countries as a percentage of per capita income
Country Taiwan Korea Japan China Hong Kong Singapore US UK France
Tax burden (incl. national insurance contributions, 2003) 16.8 20 27.1 14.3 8.8 15.8 29.6 37.4 45.3
Cost of university study as a percentage of per capita income (2003-2004) Public 13.96 14.36 15.5 53.2
∣
64.9 22.3 53.5
∣
223.23 11.7
∣
49.4 6.5 0.5
∣
2.4
Private 25.47 26.73 25.11
∣
31.82 60.2
∣
76.3 65.1 10.1
∣
23.9

INTERNATIONALIZATION

As we step into the twenty-first century, higher education in Taiwan must become more international and diverse to meet the challenges of globalization. Thus, current goals are to enhance student quality by helping to familiarize them with international norms and assist universities in establishing collaborative relationships with overseas academic institutions, to blend into the international mainstream, with enhancing Taiwan’s international academic reputation and prospects as primary objectives.

Boost the international competitiveness of Taiwan universities
In order to enhance Taiwan’s academic, research and educational quality, and hasten the nation’s integration with international norms, in August 2002, the "Program to Raise the International Competitiveness of Taiwan’s Universities" was initiated. The main objectives of this program are to organize international academic exchange activities, encourage universities to participate in international assessment programs, actively raise students’ foreign language skills, enhance the study environment for international students, encourage universities to recruit international students, encourage universities to organize WTO-related courses or programs with the aim of assisting universities to enhance their international competitiveness and broaden their international horizons.

Stepping up recruitment of international students
The impact of globalization and the opening of education markets are putting pressures on Taiwan’s higher education institutions. Indeed, they already face incursions into their home market from overseas universities competing for students, creating an urgent need to recruit international students. In August 2003, under the guidance of the Executive Yuan, the expansion of overseas student recruitment was incorporated into Taiwan's National Development Plan, prompting all universities to make inroads into international education markets and recruit international students.
Currently, actions taken to implement the policy to step up international student recruitment include providing scholarships for international students to study in Taiwan, developing academic fields with an international competitive edge, establishing courses with distinctive competitive features, encouraging institutions to map out foreign language classes appropriate to international students, and establishing degree programs taught in English. Additionally, to integrate talent and industrial development needs, institutions are encouraged to establish industrial technology R&D master’s programs for international students along the same lines as the master's degree programs for industry professionals.

Current special scholarships for international students include the Taiwan Scholarship, the Pacific-Taiwan Scholarship, and Scholarship for Subsidizing International University Students. In conjunction with the Academia Sinica, Taiwan’s universities have organized a Program for International Graduate Students since 1992, recruiting outstanding international post-graduate students to come to Taiwan to conduct research in graduate and post-graduate degree programs in ground-breaking, competitive areas of research. The program has helped to cultivate multi-disciplinary research talent and enhance the quality of Taiwan's scientific and technological research. By 1994, six separate institutions had collaborated with the Academia Sinica to establish such programs in eight academic fields.

Table 4-6: Special scholarships for international students in Taiwan
Scholarship Awarding bodies 2004 2005
Taiwan Scholarship Ministry of Foreign Affairs, National Science Council, Ministry of Economic Affairs, Ministry of Education. Awarded to 555 students from 85 countries. The Ministry of Education made 270 awards. Awarded to 620 students, facilitating the enrolment of talented foreign students at the institutions of their choice.
Pacific Taiwan Scholarship Ministry of Economic Affairs, National Science Council, Ministry of Education Awarded to 60 students.
Chinese Language Scholarships Ministry of Education Awarded to 100 students from 15 countries.
Scholarship for Subsidizing International University Students Ministry of Education Provided to 23 universities and technical colleges Provided to 32 universities and technical colleges.

Table 4-7: Program for International Graduate Students: Fields of study and universities working with the Academia Sinica
University Field of study
National Taiwan University
National Tsing Hua University
National Chung Hsing University
National Defense Medical Center, National Defense University
National Chiao Tung University
National Yang Ming University The program comprises eight fields of study:
1. Chemical biology and molecular biophysics
2. Molecular dynamics and spectrography
3. Molecular and biological agricultural sciences
4. Molecular and cellular biology
5. Bioinformatics
6. Nano-sciences and technology
7. Molecular medicine
8. China studies and modern China and multiculturalism

To assist Taiwan universities to strengthen international academic cooperation, establish a dual degree system, and attract international students, the holding of overseas education exhibitions and recruitment activities will be promoted even more vigorously in the future. In the past two years, higher education exhibitions have been organized and delegations sent to eastern and western Europe, Canada, Southeast Asia and Korea to promote Taiwan's policy to expand the number of international students in Taiwan.

Encouraging Study Abroad
Students are strongly encouraged to study abroad to promote international academic exchange. Since the establishment of a loan program for overseas study was launched in 2004 over 1,090 students have taken advantage of the program to study overseas. The program was developed in line with the Council for Economic Planning and Development's plan to increase the number of students receiving public funding for study abroad and to encourage schools to arrange credit programs or dual degrees for students to pursue during their study abroad. In addition, universities are encouraged to implement plans for students to go abroad for advanced studies with government financial assistance especially earmarked for that purpose. Also, expanded scholarships and programs for fostering outstanding art and design students have been set up to encourage universities both in Taiwan and overseas to select outstanding teachers and students for advanced study overseas.

Developing an International Study Environment
A friendly living environment for international students is being provided through the creation of a bilingual living environment on campus, providing counselors for international students through Ministry of Education financial support, solving housing problems, facilitating simplified visa application procedures, and allowing them, for career purposes and so on, to extend their stay in Taiwan after graduation. With regard to housing solutions, international students have priority in selecting dormitory accommodations and schools may make use of the Build, Operate and Transfer (BOT) model or loans for building dormitories for international students. For public universities that have over a certain number of international students, subsidies are available for building dormitories. National Chengchi University has been chosen as a model university for such projects and will be given priority assistance in future plans. National Taiwan University, National Chiao Tung University and National Tsing Hua University have also been authorized to make use of the Build, Operate and Transfer model to build dormitories, including rooms for international students.
International students are currently studying in five main areas: science and technology (including mathematics, engineering, medicine, health, agriculture, forestry, fisheries and animal husbandry, etc.), the social sciences (including sociology, economics, psychology, mass communications, etc.), business management, and the arts and humanities, with science and technology accounting for the greatest proportion at 30.62%.

Figure 4 3: International students studying in Taiwan according to their area of study during the 2004~2005 academic year
International students in Taiwan come from 122 countries worldwide, but mainly from Asia, which accounts for 69.73%.

Chart 4-4: International students according to nationality during the 2004~2005 academic year

MAJOR DEVELOPMENT TRENDS OR POLICIES
Major recent development trends or policies of the Ministry of Education include rational allocation of higher education resources, enhancing the quality of higher education and establishing the Higher Education Evaluation and Accreditation Council of Taiwan（HEEACT）, establishing a legal framework for flexible university operation, enhancing the internationalization and competitiveness of higher education, and encouraging university-industry cooperation. The details of these major trends or policies are described below.

RATIONAL ALLOCATION OF HIGHER EDUCATION RESOURCES
The MOE is encouraging private sector participation in the establishment of universities to expand private investment and expand overall educational resources. It is also encouraging integration between universities and colleges, the introduction of different types of universities, and the differentiation of institutions with their own special character. The MOE is also expanding discussion on fair tuition and fee policies and establishing student loan funding platforms, while also adopting performance-based assistance and special budgets to inject funding into university academic development projects.

ENHANCING THE QUALITY OF HIGHER EDUCATION AND ESTABLISHING THE HEEACT
The MOE is establishing a reward system for outstanding universities to encourage an emphasis on teaching excellence. It is also gradually introducing international accreditation systems across many fields, controlling growth in the number of higher education institutions, and creating mechanisms by which academic units would be introduced or phased out. Furthermore, in order to improve university assessment, the Higher Education Evaluation and Accreditation Council of Taiwan（HEEACT） was established at the end of 2005. Apart from overseeing current evaluation mechanisms, the HEEACT will develop professional, objective assessment criteria, cultivate professional assessors, and establish a database of assessment talent and information ensure the objectivity and credibility of assessments.

ESTABLISHING A LEGAL FRAMEWORK FOR FLEXIBLE UNIVERSITY OPERATION
The spirit of recent revisions to the University Law rests primarily in adjusting the current modus operandi of universities, creating an environment more beneficial to university academic development, and enhancing the competitiveness of Taiwan’s universities. The focus of major revisions included: laying down a legal basis for allowing universities to set up extraterritorial centers of operation in line with Taiwan's WTO membership; establishing a university assessment system to enhance the quality of higher education and establishing mechanisms for introducing and phasing out academic units; establishing a legal basis for allowing universities to set up inter-institutional university systems or research centers or to merge, in order to effectively integrate resources and encourage inter-institutional cooperation; relax regulations restricting university organizational structure and personnel and expand university autonomy; clarify faculty rights and obligations and establish faculty evaluation systems to encourage the pursuit of academic excellence; establish a legal basis for flexible mechanisms to add programs and allow for outstanding undergraduate degree holders to directly enter doctoral programs, inter-institutional student enrollment, the recognition of overseas degrees and distance learning credits, and dual degree systems in line with international norms.

ENHANCING THE INTERNATIONALIZATION AND COMPETITIVENESS OF HIGHER EDUCATION
The MOE is promoting the "Aim for the Top University" plan in line with special budgets for the government’s expansion of public infrastructure projects. By means of resource allocation through performance-based funding, this program will provide support for infrastructure upgrading, facilitate the employment of outstanding faculty from overseas and enable participation in international academic collaboration, the purpose of which is to produce real results that bring Taiwan institutions in line with first-class overseas institutions, and, indeed, to create first-class international universities and research centers in Taiwan. All institutions are encouraged to plan the organization of English language teaching programs, and to raise the foreign language skills of students. To create an internationalized environment for university education, and encourage institutions to step up the recruitment of foreign students by attracting them to Taiwan through scholarships, the Taiwan Scholarship has been established.

(V) ENCOURAGING UNIVERSITY-INDUSTRY COOPERATION
To cement the consensus of industry, government, academic and research sectors on building university-industry cooperation, the MOE has set up committees and organizational units to actively draw up plans for collaborative projects. Program subsidies are being used to encourage Taiwan universities to set up industrial cooperation centers and research teams and assist in industrial innovation, knowledge-based services and so on to increase Taiwan's industrial R&D capabilities.