Graduating into the Twenty-First Century

International changes are all closely related to the ROC To face a rapidly changing society and external environment, future education must show familiarity with world trends. There are four main trends in the educational development of the advanced countries:

(1) The rise of the humanities. Although technology has created material civilization, the one-sided pursuit of material enjoyment will make mankind neglect ethics, harmony with nature, the value of life, emotional cultivation, and human dignity. As a result, humanities again receive strong attention. A survey in Japan in 1985 discovered that with security in material life people no longer believe that is the purpose of life. This is the "post-materialist phenomenon." In 1986, Allan Bloom, a professor at the University of Chicago, published The Closing of the American Mind, arguing that though American higher education gives students rich knowledge, it is deficient in training in thought and moral concepts.

(2) Stressing the goal of student selfrealization. The great malady of education in the past has been formal discipline. As a result, the system has rigidified and does not permit the realization of individual potential. Education measures are only appropriate for a portion of the students. There are others who cannot adapt. The psychologist A.H. Maslow believes every person has the need of self-actualization. The satisfaction of this highest need relies on one's own efforts and on society giving one opportunities. Education should be "equalized," and education must be thoroughly reformed.

(3) Another factor in educational opportunity is liberalization. That means: more competition, only then will the best win out; more flexibility, only then can special qualities be realized, less interference, only then can quality be reflected. Without flexibility, school development will be restricted, and students' opportunities to choose will decline. Thus, the advanced countries respect the opinions of the schools, administrators, and students as much as possible, and give schools considerable autonomy.

(4) The promotion of lifetime education. This has received attention because: (a) The proportion of the elderly in the population has increased; they hope to continue to study and fill out their lives. (b) People demand satisfaction in their spiritual lives as the standard of living rises. (c) Constant technological change requires opportunities for continuing education. Most countries have acted to expand adult education; England, Japan, and Australia have "open universities" or education by mail.

To meet the new century, we must reflect on the experience of the advanced countries, and adopt the following reforms.

(1) Give attention to both technology and the humanities. Currently, compared with the advanced countries, the proportion of highly trained technicians is low. We should strengthen technology training. But schools should also stress the humanities and raise the quality of social sciences. Currently the ratio of high schools to technical colleges is 28:72. With a rise in service personnel, this calls for reconsideration.

(2) Map out a more flexible education system. The system now cannot achieve self-actualization. Almost half the students in compulsory education have trouble learning the material. Do they have to reluctantly spend three years in that school? Also, about 60% of high school students cannot get into university; whether their education is beneficial to them deserves thinking.

(3) Educational opportunities should be expanded. Demand for education is rising with income. Education has both investment and consumption aspects. In investment, currently the number of people in higher education per 1000 is 31 in the U.S., 24 in West Germany, 29.3 in Korea, 21 in France, 20 in Japan. It is 20.31 in the ROC, lower than all but Japan. In consumption, former chancellor of the University of California Dr. Clark Kerr says that as families get wealthier the economic benefit of education is not stressed. From the above, the ROC can expand higher education in the future.

(4) Reform the exam system and ease pressure for entering university. Currently the exam system is mainly learning by rote, and it is hard to cultivate adaptability. In terms of relieving pressure on students, Japan is now actively planning class credit high schools and six-year high schools to extend compulsory education through high school. The door of higher education is also more open.

(5) Stress education quality. In the past we used "quantity" to emphasize progress in education. But "more" is not "better." Better human resources is the condition for success.

(6) Establish a system of lifetime education. Because of rapid social change, a rising standard of living and knowledge, and more leisure time, people must continually learn new knowledge. Lifetime education can enable them to succeed in specialized work and fulfill their spiritual life.

The twenty-first century is only eleven years away. We hope before then our education system can have a thorough self-examination and reform, to lead social progress and step into the ranks of the developed nations.