scholarly journals Incorporation of National Universities in Taiwan: Challenges for the Government and the Academics

2008 ◽  
Vol 6 (5) ◽  
pp. 616-628 ◽  
Author(s):  
Flora F. Tien

The Council of Education Reform of the Executive Yuan in Taiwan raised the issue of incorporating national universities in 1996. After that initial effort, the Ministry of Education in 2000 revealed its proposal to incorporate national universities in a White Paper on higher education policy. In 2003–2006 the government has tried at least twice to sell the policy to legislators in Taiwan's parliament (the Legislative Yuan). The first attempt was made in 2003 when the government submitted its bill to revise the University Act. In the bill, a whole chapter was devoted to regulations concerned with the incorporation of universities. The proposal promised university corporations autonomy, and, in particular, more flexible personnel and accounting systems. The bill, however, failed to pass the Committee of Education and Culture in the Legislative Yuan. In October 2005, the Ministry of Education tried again by including only one article related to the incorporation of universities in the bill. That article was to provide universities with a legal foundation for incorporation, but the Legislative Yuan passed the bill without including that particular article. It thus failed again. The Ministry of Education has not, however, given up on its policy of incorporating universities. In a special NT$50 billion dollar aid package to universities, the government required that all recipients include a plan for incorporation. In order to receive the special assistance, most universities have chosen not to resist. The incorporation of national universities in Taiwan is an issue that needs to be closely watched in the future.

1972 ◽  
Vol 6 (1) ◽  
pp. 30-36
Author(s):  
Michelle Raccagni

Research in the social sciences in Tunisia is stronger than it is in most Arab countries and compares favorably with Lebanon and Egypt. The several reasons for this position include an increasingly favorable attitude by the government toward the benefits of research, strong leadership within the Centre d’Etudes et de Recherches Economiques et Sociales (CERES), the long financial support of the Ministry of Education and the Ford Foundation, and the large number of higher degree holders who are motivated for research. CERES, a section of the University of Tunis, is the focus of the social science research with a full and part-time staff of more than sixty professionals. While most of the staff have been trained in France, several have taken higher degrees in North America. Because of the rapid increase in the number of foreign researchers in the past few years, it will only be a matter of time before an incident occurs and the government places conditions or restrictions on all research activities. A serious incident has so far been avoided in large part because of the close communication that most foreigners have maintained with their Tunisian colleagues.. The single most important thing that can be done to maintain the present research climate, in addition to the usual courtesies, is the distribution of both preliminary and final reports of research for comment and publication. Distribution should include the relevant ministries plus those individuals who personally aided the work. The editors of the Revue des Sciences Sociales Tunisiennes, the periodical of CERES, are interested in publishing articles in either French or English, as well as short pieces on the status of research.


2017 ◽  
Vol 4 (1) ◽  
pp. 129
Author(s):  
Agnieszka Zięba

Józefat Zielonacki - A Forgotten Polish Romanist of XIX C. An Outline of a BiographySummaryJ. Zielonacki was born on 28 November 1818 in a village called Goniczki, situated the Grand Duchy of Poznan, which belonged to his family.He spent his childhood in his family estate. After completing education in schools in Trzemeszno and Poznan he studied in Berlin, where he graduated in 1845 and conferred a doctor degree (dr) in both laws. In 1848 (or 1849) he was qualified as an assistant professor (dr hab) at Wroclaw University, where he subsequently lectured the Roman law.In 1850 Prof. Zielonacki succeeded to be a head of the Roman law department at the Jagiellonian University.At that time Galicia was in the period of absolutist reaction after the People’s Spring, distinguished by the suppression of civil liberties and a regime of terror. The declaration of a state of siege on 10.01.1849 led to handing over a full authority to Austrian generals, subsequent military commanders of the country, to whose authority - legitimately and in practice - (in these circumstances) the Galician governor - Agenor hr. Goluchowski was - submitted. The University was in practice deprived of its autonomy; all important matters were meticulously directed and supervised by the central authorities in Vienna. Appointments to professorships depended exclusively on the Austrian Ministry of Education, which also examined in detail ‘the political conformity’ of each candidate. Prof. Zielonacki was put up as a candidate by the minister Leon hr. Thun, who wrote in the application to the Emperor about a “great talent” but also “unblemished political attitude” of the candidate.J. Zielonacki lectured the Roman law in Cracow for two years and a half - until the end of December 1852. He was popular amongst the students and was respected amongst scholars as an eminent expert of the Roman law.On 1.01.1853 - without giving any justification, Prof. Zielonacki was removed from the University together with the following Professors: A. Malecki, W. Pol, A. Z. Helcel. The reasons for the dismissal have not been fully explained; at present it is considered as a revenge of the authorities for “the national attitude of the university full of dignity and visible efforts to maintain the Polish character” or even “acts of terror”. The direct reason for dismissing the “inconvenient” Professors was a denunciation against Prof. Malecki and Prof. Pol (and possibly Kremer), which drew the attention of the police to the whole academic environment. The head of the police in Cracow - Carol Neusser - who was commissioned to check the grounds of the denunciation, invigilated all university professors. It was claimed in his report (written on 21.03.1852) that some of the lecturers were particularly dangerous for the authorities. Prof. Zielonacki was described to be an impulsive person, having - “apart from Polish revolutionary tendencies, plenty of Prussian prejudices against Austria”, behaving “always unfriendly” towards the government. Thus, the removal of the professors had a clear political context - no particular accusations were however formulated. After the dismissal from the Jagiellonian University, Prof. Zielonacki was moved to Innsbruck, where he was the head of the Roman law department (until 1855), and afterwards he took over the same post at the Karol University in Prague.In 1857 Prof. Zielonacki, at his own request, was moved to the Lwow University, where he taught Roman law until he retired in 1870.In 1861 he tried to go back to Cracow to take over a vacant post in the Roman Law department but the authorities rejected his candidacy.Prof. Zielonacki made major contributions to the polonization of the Lwow University - he was the first and - for a long time - the only professor lecturing in Polish. In intense disputes with German professors he managed to win the right to use the Polish legal terminology during the lectures, subsequently a right for lectures in Polish, and afterwards to use Polish during exams. Fighting for the polonization of the university had an impact on his professorship career - after he was elected to be the dean of the Law Faculty for the first time for the academic year 1861/61 - he was ostentatiously neglected by his colleagues in elections to this post.Prof. Zielonacki, apart from his work with students, was also active in other areas: between 1867 and 1873 he was a member of the Autrian State Tribunal, and above all an active member of the Science Academy (from 1873 - since it was established). After Prof. Kramers death, from 1875 to 1878, he was a director of the Philosophy and History Faculty and played a significant role in establishing the Commission of Law in the Science Academy.Prof. Zielonacki died in his family estate in Goniczki on 28.04.1884.His scientific output is very ample - he wrote numerous articles and dissertations (in Latin, German and Polish) mainly on possession and usucaption. He is also an author of two monographs on servitudes (Wroclaw 1849) and on possession (Poznan 1854). The latter was also issued in Polish. The work of his lifetime was a two pans manual “Pandekta, i.e. a lecture on the Roman private law as it is the basis of the new laws” published in Polish in Cracow (1862/63, issue II 1870/1871), dedicated to “Polish youth devoting to the legal profession”. This work was greatly appreciated at his times.At present Prof. Zielonacki is groundlessly forgotten. He belonged to the most eminent Romanists of his times, he was an expen in Latin and German literature on the Roman law. He also substantially contributed to the polonization of law teaching. His personage - as an eminent scholar and patriot - it worth recalling. 


Author(s):  
Tzu-Bin Lin ◽  
Chia-Kai Huang

Abstract This paper explores the potential consequences of the Higher Education Sprout Project (hesp) announced by the Ministry of Education (moe) in March 2018. In the fast-changing global arena of higher education, the Taiwanese government is striving for excellence in the performance of its higher education. Together with other East Asian countries like Japan, Korea, and Singapore, Taiwan officially entered the competition of global university ranking in 2006 when the government initiated the first round of the Aim for Top University Project (atup). After two five-year atup rounds, moe reviewed the results and started to revise the policy. Consequently, hesp was proposed and implemented. In this paper, we explicate the context of changing higher education landscape in Taiwan since 1994, the year the most recent education reform started. The discussion then moves to the issues emerging from the nationwide atup project. During the ten years of atup, most Taiwanese universities were influenced by the directions the project established. However, there has been criticism of atup and its outcome was severely in question. After reviewing the atup, the hesp came out in 2018. We analyse the policy as well as address its potential influences on universities in Taiwan.


REGION ◽  
2021 ◽  
Vol 8 (1) ◽  
pp. 97-117
Author(s):  
Tuzin Baycan ◽  
Gokcen Arkali Olcay

Universities’ third mission of knowledge commercialization imposes them a core role as being entrepreneurial universities in the triple helix along with the government and industry to contribute to the regional development and innovation. The emergence of entrepreneurial universities is relatively a new concept in Turkey attracting stakeholders of higher education, policy developers and scholars. The contribution of the entrepreneurial universities to the entrepreneurship ecosystem and regional innovativeness has been quantified via an index developed by the Turkish Scientific and Technological Research Council starting in 2012. Using this index as the dependent variable in our model, we explore how being located in a technology development zone and other university-specific characteristics play a role in getting higher scores in this index of the most entrepreneurial and innovative universities. Our analyses highlight how the contribution of universities undertaking technology development activities through a formal channel as in the form of technology development zones differ to the regional entrepreneurship and innovativeness. While the performance of the technology development zone and the composition of the university students with higher ratios of graduate students positively improve the scores of the universities, universities that are smaller in sizes are found to have higher scores.


2020 ◽  
Vol 8 (1) ◽  
pp. 74-79
Author(s):  
Pragya Shrestha ◽  
Kamala Poudel ◽  
Astha Sharma Pokharel

Nursing is the most valued public service leaning profession. The quality of nursing education and future of nurse remains a growing concern with international standards in Nepal. The perspective of nursing educationists reveals the scholastic, academic and practical sight to understanding of advancement in the nursing education. Nepal has been running nursing education in the Government as well as in private sectors throughout the country. Nursing education focused with changes as center of attention at the certificate level to highlight prospective functions in the public health and at the bachelor level to focus on advancement of leadership skills. There are many problems in the existing nursing education which need to be addressed by the concerned authority for quality nursing education in the country. Nepal Nursing Council Act has made a mandatory provision that prior to granting approval to establish and operate a nursing educational institution; the concerned body shall consult the council for establishing and operating any nursing educational institution. The continuous and routine supervision and monitoring is needed to be made from the university as well as from the Nepal Nursing Council, Ministry of Education.


2021 ◽  
Vol 3 (3) ◽  
pp. 144-151
Author(s):  
Adam Bachtiar Maulachela ◽  
Abdurahim Abdurahim ◽  
Jihadil Qudsi ◽  
Muhammad Tajuddin

The Government of Indonesia, through the Ministry of Education and Culture, mandates each university to organize quality education. To produce graduates who meet national standards of higher education (SN-Dikti). Hence, each university must evaluate its performance to know its current condition. Unfortunately, most universities in Indonesia have difficulty in measuring their performance. Therefore, the university becomes difficult to establish a strategic plan forward. This study aims to produce a performance dashboard that can help university leaders evaluate their performance. This Performance Dashboard visualizes Key Performance Indicator (KPI) information from a strategic plan in one screen. This research uses a user-centric approach with four main stages, namely, identification of needs, planning, prototype design, and prototype review to produce the performance dashboard. The Performance Dashboard produces interactive gauge charts (baseline, targets, and performance achievements) so that it can visualize university KPI information. The results of user reviews showed that the KPI visualization by the performance dashboard was declared correct and could be useful as a guide in preparing a self-evaluation.


1968 ◽  
Vol 27 (4) ◽  
pp. 763-776 ◽  
Author(s):  
Allen B. Linden

In 1927, Ts'ai Yüan-p'ei, one of China's eminent intellectuals in the first half of the twentieth century, initiated a program to reform Chinese education. In June of that year, the leaders of the Kuomintang government in Nanking approved Ts'ai's recommendation that they establish a new organization, a University Council [ta-hsüeh yüan], in place of a Ministry of Education to direct educational affairs. A month later they appointed Ts'ai to the post of Chancellor of the University Council. In the first issue of the Bulletin of the University Council, Ts'ai accounted for the change. He stated: “Looking back over the past decade, one can see that the Ministry of Education, situated in the midst of the corrupt atmosphere of Peking, was infected by the government agencies around it. There were times when those who headed the Ministry knew nothing about scholarship and education. Those ministers took advantage of their position and put members of their personal cliques into office. Word of this has spread so that the title Ministry of Education is synonomous with corrupt officialdom. It is for this reason that the Nationalist Government has decided to abolish the title ‘Ministry of Education’ and adopted the title ‘University Council’ for the body which supervises scholarship and education.”


2019 ◽  
Vol 8 (1) ◽  
pp. 79
Author(s):  
Blessing Dwumah Manu ◽  
Huaisheng Zhang ◽  
Daniel Oduro ◽  
Anastasia Krampah-Nkoom ◽  
Isaac Adjei Mensah ◽  
...  

Education reform has led to the replacement of public senior high schools by the governing council, which is responsible for handling and managing the flow of resources in Ghana. Notwithstanding these lawful necessities and government financial provision for schools, it is unfortunate that poor facilities, poor performance and low morale among both teaching and non-teaching staff continue to impede the academic achievement of most Ghanaian public Senior high schools. The purpose of this study was to evaluate the efficiency of Board of Management (BOM) in financial and human resource management in Ashanti region of Ghana. This research adopted descriptive survey design. Thirty-five headmasters and 215 BOM participants from 35 public senior high schools in Ashanti region, Ghana contributed in the study. Using representative survey questionnaire, data were gathered. The study established that, in supervising and managing financial activities in the sampled schools, the BOM was not up to task. Nevertheless, it was observed that, BOM were efficient in managing human resources and its related activities. The study proposes that, the Ministry of Education develop a strategy or framework that obligates the government to provide BOM members with functional training as required by the basic law of education.


2000 ◽  
pp. 20-25
Author(s):  
O. O. Romanovsky

In the second half of the nineteenth century, the nature of the national policy of Russia is significantly changing. After the events of 1863 in Poland (the Second Polish uprising), the government of Alexander II gradually abandoned the dominant idea of ​​anathematizing, whose essence is expressed in the domination of the principle of serving the state, the greatness of the empire. The tsar-reformer deliberately changes the policy of etatamism into the policy of state ethnocentrism. The manifestation of such a change is a ban on teaching in Polish (1869) and the temporary closure of the University of Warsaw. At the end of the 60s, the state's policy towards a five million Russian Jewry was radically revised. The process of abolition of restrictions on travel, education, place of residence initiated by Nicholas I, was provided reverse.


Author(s):  
Erda Wati Bakar

The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now higher education institutions are urged to align their English Language Curriculum to CEFR as part of preparation in receiving students who have been taught using CEFR-aligned curriculum at schools by year 2022. This critical reflection article elucidates the meticulous processes that we have embarked on in re-aligning our English Language Curriculum to the standard and requirements of CEFR. The paper concludes with a remark that the alignment of the English curriculum at the university needs full support from the management in ensuring that all the stakeholders are fully prepared, informed and familiar with the framework.


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