陳 泰 然陳 泰 然 教授兼學術副校長教授兼學術副校長

國立台灣大學大氣科學研究所國立台灣大學大氣科學研究所 // 學術副校長室學術副校長室

全球化下國際高等教育之變革論壇全球化下國際高等教育之變革論壇

台灣高等教育的一些重大議題台灣高等教育的一些重大議題 Some Key Issues on Higher Education in Taiwan Some Key Issues on Higher Education in Taiwan

時間：時間： 9696 年年 1010 月月 66 日上午日上午 3:30–4:103:30–4:10

地點：東華大學地點：東華大學

Rapid expansion of higher educationRapid expansion of higher education

Insufficient government financial supportInsufficient government financial support

Too many restrictions on university Too many restrictions on university

administrationadministration

Deterioration on quality and quantityDeterioration on quality and quantity

Excellence pursuingExcellence pursuing

Possible solutionsPossible solutions

Table 1 Number of comprehensive and professional universities in 1999–2007. (Ministry of Education)

1999 2000 2001 2002 2003 2004 2005 2006 2007

Comprehensive University

University 40 43 45 46 50 53 60 62 63

College 18 22 22 21 19 16 9 7 7

Subtotal 58 65 67 67 69 69 69 69 70

ProfessionalUniversity

University 10 12 13 14 17 22 29 29 31

College 36 50 55 58 55 54 47 47 46

Subtotal 46 62 68 72 72 76 76 76 77

Total 104 127 135 139 141 145 145 145 147

Note: 67 comprehensive / professional universities in 1996.

From 1996 to the year of 2006, the number of universities / colleges has been increased more than two times.

Rapid expansion of higher educationRapid expansion of higher education

Table 2 Number of students enrolled in undergraduate and graduate programs in comprehensive and professional universities / colleges in 1998–2006. (Ministry of Education)

Ph.D Master Bachelor Total

1998 10,845 43,025 409,705 463,575

1999 12,253 54,980 470,030 537,263

2000 13,822 70,039 564,059 647,920

2001 15,962 87,251 677,171 780,384

2002 18,705 103,425 770,915 893,045

2003 21,658 121,909 837,602 981,169

2004 24,409 135,992 894,528 1,054,929

2005 27,531 149,493 938,648 1,115,672

2006 29,839 163,585 966,591 1,160,015

Note: Total number of university / college students was about 6000 in 1949.

An increase of 193 times in the of enrollment of university students in 57 years from the time ROC moved to Taiwan to 2006 and 2.5 times in recent 8 years from 1998 to 2006.

020406080

100120140160180

1998 1999 2000 2001 2002 2003 2004 2005 2006

Ph.D

/ M

aste

r (*1

000)

0

200

400

600

800

1,000

1,200

Bar

chel

or /

Tota

l (*1

000)Total

Ph.DMaster

Bachelor

Fig.1 Number of students enrolled in undergraduate and graduate programs in comprehensive and professional universities / colleges in 1998–2006. (Ministry of Education)

The trend of continuous increase is obvious, particularly the Master students, increased nearly four times during this period .

4,500

5,000

5,500

6,000

6,500

1995 1996 1997 1998 1999 2000 2001 2002 2003 2004

Fig.2 Changes in government appropriations from the Ministry of Education to public universities per student each year (in US $) in 1995–2004.

A dramatic decrease appeared since 1996 when the “Final Report of Education Reform” was being announced.

Insufficient government financial supportInsufficient government financial support

Table 3 Government appropriation share of core revenue in % for higher education institutions in different countries. (Ministry of Education； OECD)

1995(%) 2000(%) 2001(%) 2002(%) 2003(%)

Australia 64.8 51.0 51.3 48.7 48.0

Germany 88.6 91.8 91.3 91.6 87.1

Sweden 93.6 88.1 87.7 90.0 89.0

U.K. 80.0 67.7 71.0 72.0 70.2

U.S.A m m m 45.1 42.8

Taiwan 50.7 45.6 38.4 42.6 38.9

The government financial support in Taiwan was relatively low and continuously decreased. It caused the relatively low cost of higher education per student as compared to other countries.

Table 4 Yearly cost of higher education per student (US $) for different countries in 2003. (Ministry of Education)

Taiwan

(ROC)Australia Germany Japan U.K U.S.A

8,526 13,331 12,457 12,913 11,866 24,074

The higher education cost per student in Taiwan is only 1/3 to 2/3 of the developed countries.

Table 5 Tuition and fee share of core revenues in % for universities in different countries. (Ministry of Education； OECD)

Public Univ. (U.S.A)

(2000–2001)

Non-profit private Univ.

(U.S.A) (2000–2001)

Germany

(1995–1996)

Sweden (1995–

1996)

U.K. (1995–

1996)

Public Univ.

Taiwan(ROC)(2006)

Tuition and fee

18.1 % 38.1 % 0.0 % 0.0 % 24.0 % < 15 %

Besides the countries in the European continent, the percentage is lower in Taiwan than in the other developed countries.

Lack of flexibility of the government personnel and accounting systems, and the similar systems applied to all public universities.

Government regulations on accounting system also apply to all the university revenues such as private gifts and contracts, tuition and fee, and endowment income.

Faculty salary scale is limited by government regulations and mainly based on seniority.

Too many government regulating procedures for engineering construction in university.

Too many restrictions on university administrationToo many restrictions on university administration

Deterioration on quality and quantityDeterioration on quality and quantity Table 6 Changes in number of new babies and birth rate in 1991–2006. (Ministry of Interior Affairs)

Number Number change Change in birth rate

1991 308,569 -- --

1992 307,732 -837 -0.27

1993 307,292 -1,277 -0.41

1994 293,694 -14,875 -4.82

1995 303,078 -5,491 -1.78

1996 303,837 -4,732 -1.53

1997 307,406 -1,163 -0.38

1998 254,776 -53,793 -17.43

1999 270,214 -38,355 -12.43

2000 292,724 -15,845 -5.13

2001 246,381 -62,188 -20.15

2002 236,687 -71,882 -23.30

2003 217,456 -91,113 -29.53

2004 206,936 -101,633 -32.94

2005 195,331 -113,238 -36.70

2006 192,887 -115,682 -37.49

The decrease of new babies and birth rate will cause serious problem for recruiting students at some universities.

Table 7 Changes in number of university graduates in 1997–2005. (Ministry of Education)

Ph.D Master Bachelor Total

1997 1,282 14,146 85,802 101,230

1998 1,307 15,016 87,421 103,744

1999 1,455 16,757 100,171 118,383

2000 1,463 20,752 117,430 139,645

2001 1,501 25,900 146,166 173,567

2002 1,759 30,856 176,044 208,659

2003 1,964 35,981 192,854 230,799

2004 2,165 42,334 210,763 255,262

2005 2,614 45,736 219,919 268,269

The number of graduates from universities with different levels of degree continues to increase rapidly.

Table 8 Changes in jobless rate (%) for different education levels in 1996–2006. (Office of Comptroller)

Average No school

educationElementary

school

Junior high

school

Senior high

school

Junior College University

1996 2.60 1.02 1.45 2.77 3.00 3.14 3.13

1997 2.72 1.10 1.86 3.25 3.02 2.85 2.63

1998 2.69 1.04 1.74 2.97 3.09 2.90 2.67

1999 2.92 1.28 2.08 3.28 3.23 3.10 2.69

2000 2.99 0.95 2.18 3.50 3.34 2.90 2.67

2001 4.57 1.60 3.76 5.75 5.12 4.03 3.32

2002 5.17 1.69 4.09 6.28 5.92 4.60 3.89

2003 4.99 1.98 4.30 6.11 5.60 4.32 3.82

2004 4.44 1.35 3.51 5.13 4.87 4.02 4.11

2005 4.13 1.33 2.79 4.61 4.54 3.78 4.23

2006 3.91 1.08 2.38 3.89 4.28 3.55 4.36

At the same time, the number of jobless rate for the university graduates continues to increase.

253035404550556065707580

1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006

Num

ber(*1

000)

2.502.702.903.103.303.503.703.904.104.304.50

Rat

e(%

)

Rate

Number

Fig.3 Changes in number and rate (%) of jobless university graduates in 1996-2006. (Office of Comptroller)

A dramatic increase in jobless number and jobless rate occurred after 2000, is closely related to the quality of higher education. This reveals another issue namely the gap between the higher education and the social need.

0

10

20

30

40

50

60

1999 2000 2001 2002 2003 2004 2005 2006

Num

ber

0

2

4

6

8

10

12

Rat

e(%

)

Non-pass number

Non-pass rate

Fig.4 Changes in number and rate of non-pass in faculty re-evaluation at National Taiwan University in 1999–2006. (Deportment of Personnel, NTU)

Excellence pursuingExcellence pursuing

The faculty re-evaluation system was first established in 1998 and then revised and improved three times afterwards.

0

5

10

15

20

25

30

1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007

Num

ber Early retirements

Extended services

Fig.5 Changes in faculty number of early retirements and extended services at National Taiwan University in 1991–2007. (Deportment of Personnel, NTU)

The faculty re-evaluation system is quite effective for establishing a better environment in excellence pursuing at the National Taiwan University.

Over-established universities Merging, transformation, and others

Dilution of resources More budget in higher education

Deterioration of higher education Excellence pursuing strategies

Possible solutionsPossible solutions