大學入學考試制度之研究：以台灣與法國為例 - 政大學術集成

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(1)國立政治大學亞太研究英語碩士學位學程碩 International Master’s Program in Asia-Pacific Studies College of Social Sciences National Chengchi University. 碩士論文 Master’s Thesis. 立. 政治大. ‧ 國. 學. 大學入學考試制度之研究：以台灣與法國為例. A Study of College Admission: The Case of Taiwan and France. ‧ er. io. sit. y. Nat. al. n. Student: Marion Annie Muguette Baudry 白美恩. v i n C h Dr Chuing Prudence Advisor: e n g c h i U Chou 周祝瑛中華民國 105 年 9 月 September 2016.

(2) 大學入學考試制度之研究：以台灣與法國為例 A Study of College Admission: The Case of Taiwan and France. 研究生 : 白美恩. Student : Marion Annie Muguette Baudry. 指導教授 : 周祝瑛. 立. Advisor : Dr Chuing Prudence Chou. 政治大國立政治大學. ‧ 國. 學. 亞太研究英語碩士學位學程碩碩士論文. ‧ er. io. al. sit. y. Nat. A thesis. n. Submitted to International Master’s Program In Asia Pacific Studies. v i n C hNational ChengchiUUniversity engchi. In Partial Fulfillment of the Requirement For the degree of Master in Asia-Pacific Studies. 中華民國 105 年 9 月 September 2016.

(3) Acknowledgements. This thesis owes its existence to the support and inspiration of several people. Foremost, I would like to express my sincere gratitude to my advisor Dr Chuing Prudence Chou (周祝瑛) for continuously encouraging me and pushing me to my best, and for all the patience and support she gave me since the very first day of my thesis writing. I would also like to thank my committee members, Professor Fong-Yee Nyeu and Professor Kuan Da Wei for their insightful comments and encouragement.. 政治大 during these two years half in the IMAS program. I have to offer my special thanks to the 立 “Beauties”: Rachel McGuffin, Rebecca Gourrier and Phoebe Shao, who were always. To my friends, thank you for listening, offering me advices and supporting me. ‧ 國. 學. willing to help me with my thesis. To Rachel, thank you for squeezing your time in order to stay six long hours on skype with me in order to correct my thesis carefully, thank you. ‧. for always trusting me and supporting me and most of all thank you for being such an amazing and inspiring person. To Rebecca, I could not wish any thesis companion in the. Nat. sit. y. world but you! Thank you for all this time that we spent together, studying, reading,. io. er. procrastinating then motivating each other to do our best to fulfill our Master degree. I am so grateful to have you as a friend. And to Phoebe, thank you for all your great advices and. n. al. i n U. v. your critical questions that helped me to improve my thesis, I also would like to thank you. Ch. engchi. for always caring so much about me and for being such a kind person. To my ever supportive partner in life Li Shou Cheng (李守晟), thank you for helping me with my thesis. Thank you for being so patient and understanding, for helping me to translate my surveys and interviews from English to Chinese, even if you’ve never done this before. I am just so grateful that I have you all this time. Thank you for the love and support you have provided me and for always believing in me. Last but not least, my deepest gratitude goes to my family. Words cannot express how grateful I am to my father, my mother, my brother and my grandmother, for all of the sacrifices that you’ve made on my behalf, for always supporting me emotionally and. i.

(4) financially as well as inspiring me to follow my dreams. To my brother, Fabien Baudry, thank you for helping me to provide my surveys to all of your classmates in France, for constantly cheering me up and being so helpful and supportive. You are such an amazing person and I am so proud to have you in my life.. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. ii. i n U. v.

(5) 摘要隨著高等教育的大眾化發展，臺灣與法國的大學招生制度經過幾次變革，以期滿足招生需求。大學學位不僅是學歷的一紙證明，更是臺灣與法國高等教育標準化歷程的體現。從高中過渡到大學，是每個學生學術生涯中關鍵且費神的階段，並與未來的成功息息相關。因此，無論在臺灣或法國，學生高中階段的學術能力測驗至關重要，可謂從青春期過渡到成年期的重要指標。學術能力測驗成績影響著絕大多數畢. 政治大. 業生的大學申請和錄取機會。雖然臺灣和法國有不少關於兩國大學教育的研究，但. 立. 對於高中學生進入大學前的學術能力測驗甚少探討。本研究旨在探討臺、法國大學. ‧ 國. 學. 申請的入學先決條件和要求，以期進一步瞭解大學入學機制。本研究透過對臺灣和法國大學系統中錄取要求，如臺灣的先修課程測驗和法國的一般入學要求等規定進. ‧. 行對比分析，找出各自的優缺點。研究方法包括文獻綜述，以及對兩國高中生進行. y. Nat. 問卷調查和深度訪談。研究發現，目前兩國的大學入學系統的主要難題之一是缺乏. sit. 相應的學術指導機制。臺灣方面在於過分強調大學入學考試測驗，法國則與之相. n. al. er. io. 反，學生因為過高的升學率而缺乏學習動機。本研究建議，今後臺法兩國如何面對. i n U. v. 高教入學機會中重新出現的不公與文憑貶值等新挑戰，是雙方大學入學體系需要解決的共同問題。. Ch. engchi. 關鍵字：高等教育大眾化，大學招生，大學學科能力測驗，先修課程測驗，法國一般入學資格，臺灣的大學學測. iii.

(6) Abstract With the massification of their higher education systems, Taiwan and France have experienced several changes in their college admission processes in order to meet the increasing demand of enrollment into higher education. A university degree has become more than just a certificate of academic achievement but a normalized process in Taiwan and France. The transition from high school to university has become a pivotal yet nerveracking period in a student’s academic career and is considered as one of the most crucial factor of the student’s future success. In Taiwan and France, the academic abilities of. 政治大 indicators of students’ transition 立 from adolescence to adulthood. It leads a vast majority of. students tested during the senior high school are the most important and significant. ‧ 國. 學. graduates to apply to university and to undertake college admission process. Although several studies have been done in Taiwan and France, only few have previously analyzed a student’s journey through the college admission process in the two countries. The current. ‧. study intends to investigate the prerequisites and requirements that college applicants in. y. Nat. Taiwan and France are required to meet in order to access the college and university. sit. systems. By comparing and analyzing the massification of the two systems, as well as. er. io. Taiwan and France college admission’s requirements such as the Scholastic Ability Test. al. v i n C h pro and cons thatUarise in each system in order to give study seeks to identify the crucial engchi n. and the Advanced Subjects Test in Taiwan, and the French General Baccalaureate; the recommendations on improvements that can be made. Data has been collected through literature reviews, in-depth interviews as well as surveys among former senior high school students in both countries. The results of the present study show that one of the main dilemmas of today’s education systems is the lack of academic guidance. While one of the main problems of Taiwanese education is its emphasis on testing, France education, on the contrary, is facing issues due to its excessive accessibility of universities which leads students to enroll in degrees without real motivations behind their choice. The shift of inequalities in educational opportunities is also one of the new concerns that Taiwanese and French education systems are facing as well as the depreciation of diplomas.. iv.

(7) Keywords: massification of higher education, college admission process, Scholastic Ability Test (GSAT), Advanced Subjects Test (AST), French General Baccalaureate, Taiwan, France.. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. v. i n U. v.

(8) Table of Contents. ACKNOWLEDGMENTS......................................................................................................................I 摘要 ......................................................................................................................................................III ABSTRACT .........................................................................................................................................IV TABLE OF CONTENTS ....................................................................................................................VI LIST OF TABLES ............................................................................................................................VIII LIST OF FIGURES .............................................................................................................................IX CHAPTER 1. INTRODUCTION .................................................................................................... 1 1.1 Background of the Study .................................................................................................. 1 1.1.1 Taiwanese College Admission. .................................................................................... 2 1.1.2 French College Admission ........................................................................................... 4 1.2 Research Motivation and Rationale ................................................................................. 8 1.3 Research Method.............................................................................................................10 1.4 Scope and Delimitation ..................................................................................................11 1.5 Definition of Terms ........................................................................................................12 CHAPTER 2. LITERATURE REVIEW .......................................................................................13 2.1 Massification of Higher Education ................................................................................13 2.1.1 Massification of Higher Education in Taiwan. .........................................................13 2.1.2 Massification of Higher Education in France. ..........................................................16 2.2 Education system ............................................................................................................20 2.2.1 Taiwanese Education System.....................................................................................20 2.2.2 French Education System ...........................................................................................24 2.3 Secondary Education to Tertiary Education ..................................................................30 2.3.1 Taiwan’s transition from senior high school to higher education ...........................30 2.3.2 French College Admission Process ...........................................................................34 CHAPTER 3. RESEARCH FRAMEWORK................................................................................39 3.1 Methodology ...................................................................................................................39 3.2 Instruments ......................................................................................................................43 3.3 Data Collection and Analysis .........................................................................................43 CHAPTER 4. RESEARCH FINDINGS AND ANALYSIS ........................................................45 4.1 Descriptive Statistics.......................................................................................................45 4.2 Interviews ........................................................................................................................67 4.3 Summary of Findings .....................................................................................................72 CHAPTER 5. CONCLUSION AND RECOMMENDATION ....................................................79 5.1 Conclusion .......................................................................................................................79 5.2 Limitations.......................................................................................................................81 5.3 Recommendations for Future Research .........................................................................83. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. v. REFERENCES ....................................................................................................................................85 APPENDIX 1. SURVEY’S QUESTIONS ........................................................................................90 vi.

(9) APPENDIX 2 INTERVIEW QUESTIONS.......................................................................................96 APPENDIX 3 FIRST INTERVIEW ..................................................................................................97 APPENDIX 4 SECOND INTERVIEW .............................................................................................99 APPENDIX 5 THIRD INTERVIEW ...............................................................................................101 APPENDIX 6 FOURTH INTERVIEW ...........................................................................................103. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. vii. i n U. v.

(10) List of Tables. Table 2.1 GSAT two-day examination schedule. (January 22nd and 23rd).......................32. 政治大 Table 4.1 Demographic Characteristics of the Sample........................................................47 立 Table 4.2 Highest level of education obtained by Taiwanese respondents’ parents. ........51 Table 2.2 The College Admission Process in France .........................................................37. ‧ 國. 學. Table 4.3 Grade Equivalencies ..............................................................................................52 Table 4.4 Students’ performances in senior high school .....................................................53. ‧. Table 4.5 Measurement on how well senior high school prepares students for higher education and work. ...............................................................................................................55. y. Nat. sit. Table 4.6 Ranking of factors influencing students’ choice of university ...........................61. er. io. Table 4.7 Toughest part of the college admission process ..................................................63 Table 4.8 Students’ plans after completing their undergraduate degree.............................66. n. al. Ch. engchi. viii. i n U. v.

(11) List of Figures. Figure 2.1 Taiwanese Education System. .............................................................................21 Figure 2.2 Students enrolled in higher education since 1976 Taiwan ................................23 Figure 2.3 Map of academic areas and academies in France. .............................................25 Figure 2.4 French Education System. ...................................................................................27. 政治大 Figure 2.6 Process from the Baccalaureate to the Grandes Ecoles. ....................................30 立 Figure 2.7 The College Admission Process in Taiwan. .......................................................31 Figure 2.5 Students enrolled in higher education since 1960 France. ................................29. ‧ 國. 學. Figure 3.1 Research Framework ...........................................................................................39 Figure 3.2 Conceptual Framework ........................................................................................40. ‧. Figure 4.1 French Baccalaureate distribution.......................................................................48 Figure 4.2 College Entrance Examinations distribution in Tamkang University and. y. Nat. sit. National Chengchi University. ..............................................................................................49. al. er. io. Figure 4.3 Requirements and prerequisites in higher education enrollment in France. n. (apart from the Baccalaureate diploma)................................................................................58. Ch. i n U. v. Figure 4.4 College Admission processes’ distribution in Tamkang University and. engchi. National Chengchi University. ..............................................................................................59 Figure 4.5 Factors influencing students’ choice of university ............................................60 Figure 4.6 Deciding factors in college admittance in Taiwan .............................................64 Figure 4.7 Deciding factors in college admittance in France. .............................................65. ix.

(12) CHAPTER 1. INTRODUCTION This chapter aims to provide the reader with an overview of the research. It provides the background of the study and presents an overview of senior high school transition to college and university in Taiwan and France. It also highlights the research motivation and rationale for conducting this research. The chapter will then, provide the proposed methodology and the definitions of the key terms used.. 政治大. 1.1 Background of the Study. 立. Education must be a way to give children as well as adults the opportunity to become. ‧ 國. 學. active members of the societies they live in. As a process of living, higher education is expected to give tools and prepare students to deal with the arduous obstacles of adulthood.. ‧. Senior high school graduation became over the years an important transition representative of many years of hard work. The whole idea of a transition is to move from one period of. Nat. sit. y. life to another. Graduation then marks a significant change in the development of a student. The college or university the student gains admission to becomes a source of social capital.. io. n. al. er. Where once a high school diploma opened the job market to a young adult, the importance. i n U. v. and necessity of a higher education degree runs supreme and has been normalized within. Ch. engchi. Taiwan and France. This has un-tern heightened the completion levels among students and has created two systems that are based on inclusion and exclusion of resources. In Taiwan and France, the academic qualification taken at the end of senior high school is the most important and significant step of students’ transition from adolescence to adulthood. In France, the number of students attending higher education has increased by eight times in 50 years and is likely to continue to grow over the next decade.1 Student number in university increased from 215,000 in 1960 to 1,500,000 in 2013 and is set to 1. Higher education & research in France, facts and figures. (2015, November). Retrieved March, 2016, from http://publication.enseignementsup-recherche.gouv.fr/eesr/8EN/info.php This work is published by the French Ministry of Education, Higher Education and Research (Ministère de l'Education nationale, de l’Enseignement supérieur et de la Recherche). 1.

(13) exceed 1,661,000 in 2020 if current trends regarding the pursuit of studies into university continue. 2 Taiwan has also experienced increases in the number of student attending college, with 1,092,102 students in 2000 and 1,339,849 in 2014; an increase of 22,7% of student number in 14 years. 3 Taiwan and France education systems have certainly experienced an increase in higher education; allowing more pupils to Access University or college.. 1.1.1 Taiwanese College Admission.. 政治大. According to the Ministry of Education (Republic of China; Taiwan), “The. 立. education system should help children develop their potential and others’ well-being.” By. ‧ 國. 學. promoting the development of children and adolescents with the integration of its strengths through three areas – educational vitality, athletic vitality, and youthful vitality4, Taiwan’s Ministry of Education has extended national fundamental education to twelve years at the. ‧. beginning of the 2014-2015 school year. (In August 2014, the government added three. y. Nat. years of non-compulsory education in order to form the 12-year fundamental program.) 5. sit. According to the MOE, in 2014 more than 99 percent of junior secondary school students. al. er. io. were attending senior high school, with 44 percent of them following the academic track.. v. n. Taiwanese students are offered to follow a total of three tracks after junior secondary school: -. Ch. engchi. i n U. The regular program is an academic path for higher education which prepares students for college entry examinations and lasts three years.. -. The vocational program is a practical journey which offers technical training in different fields such as “industry, technology, commerce, marine products,. 2. Higher education & research in France, facts and figures. (2015, November). Retrieved March, 2016, from http://publication.enseignementsup-recherche.gouv.fr/eesr/8EN/info.php This work is published by the French Ministry of Education, Higher Education and Research (Ministère de l'Education nationale, de l’Enseignement supérieur et de la Recherche) 3 MOE Ministry of Education Republic Of China (Taiwan) 2015 Education Statistical Indicators 4 "Ministry of Education Republic of China (Taiwan)." Web. 30 Mar. 2016. Retrieved from http://english.moe.gov.tw/ 5 "The Republic of China Yearbook 2015." The Republic of China Yearbook 2015. The Executive Yuan, Nov. 2015. Web. 30 Mar. 2016. Retrieved from http://yearbook.multimedia.ey.gov.tw/enebook/2015yearbook/index.html. 2.

(14) agriculture, nursing and midwifery, home economics, opera and the arts” 6. This program lasts three years and leads to the college entrance examination. -. The comprehensive program offers both vocational and academic curricula which include both specialized and semiprofessional training. (five-year junior college)7. In 2014, 1,339,849 students were registered in university including more than threequarters (1,136,332) of the university population enrolled in an undergraduate program, master’s students represents thirteen percent (172,968) of this population while the remaining were doctoral students (30,549) 8 . According to education reforms in 2001,. 政治大. admission to higher education was exclusively based on the Joint University Entrance Examination (JUEE) which was also called the Joint College Entrance Examination. 立. (JCEE). As a result of several criticisms on its emphasis on rote memorization which was. ‧ 國. 學. seen as a “major impediment to creative and independent thinking” 9 , the JUEE was replaced in 2002 by the GSAT.10 During their third year of senior high school, students can attend two examinations in order to apply for universities. These tests are not compulsory. ‧. for their senior high school’s graduation and are only necessary if the students are. sit er. io. al. The General Scholastic Ability Test (GSAT, 学科能力测验)11, offered every year. v i n C h knowledge based in January, assesses students’ e n g c h i U on their first and second years of n. -. y. Nat. expecting to attend college.. high school. The GSAT is a requirement for students planning to participate in the Stars program (recommendation process) or the personal application. The General 6. Nick Clark. (2010). Education in Taiwan - WENR. Retrieved from http://wenr.wes.org/2010/05/wenrmay-2010-feature 7 Education in Taiwan - WENR. (n.d.). Retrieved from http://wenr.wes.org/2010/05/wenr-may-2010feature/ 8 "Statistics (Chinese/English) - Ministry of Education ..." 30 Jan. 2016. Web. 27 Mar. 2016. Retrieved from http://english.moe.gov.tw/lp.asp?ctNode=11432&CtUnit=1348&BaseDSD=16 9 Taiwan - Secondary Education - College, School, Junior ... (n.d.). Retrieved from http://education.stateuniversity.com/pages/1496/Taiwan-SECONDARY-EDUCATION.html 10 History and Key Events. (n.d.). Retrieved March, 2016, from http://www.ceec.edu.tw/CeecEnglishWeb/E04History.aspx 11 "The College Admission Process in Taiwan." 財團法人大學入學考試中心/認識中心/英文版簡介. Web. 27 Mar. 2016. Retrieved from http://www.ceec.edu.tw/CeecEnglishWeb/E07Process.aspx. 3.

(15) Scholastic Ability Test includes Chinese, English, Mathematics, Social Sciences and Sciences. -. The Advanced Subjects Test (AST , 指定科目考試 ) is for students planning to participate in the Admission by examination and placement. This process is for students who did not take part either in the Stars program neither in the personal application process, who failed to gain admission or who were dissatisfied of their score. The Advanced Subjects Test includes ten subjects (students must take a minimum of three items): Chinese, English, Mathematics I (for sciences and engineering majors), Mathematics II (for humanities and social science majors), Geography, History, Physics, Chemistry, Biology, and Civics. 12. 立. 政治大. ‧ 國. 學. 1.1.2 French College Admission. ‧. French education system has long been recognized as one of the best in the world and still has the reputation of being one of the most thorough systems in the world. It is “the. Nat. sit. y. duty of the state to provide free, compulsory, secular education at all levels”,13 states the. er. io. French constitution. 14 (« La Nation garantit l'égal accès de l'enfant et de l'adulte à l'instruction, à la formation professionnelle et à la culture. L'organisation de l'enseignement. n. al. Ch. i n U. v. public gratuit et laïque à tous les degrés est un devoir de l'Etat. »15) Founded on general. engchi. principles that were inspired by the 1789 revolution, the French education system has devoted significant attention to the respect of this five fundamental principles : academic 12. "The College Admission Process in Taiwan." 財團法人大學入學考試中心/認識中心/英文版簡介. Web. 27 Mar. 2016. Retrieved from http://www.ceec.edu.tw/CeecEnglishWeb/E07Process.aspx 13 School Education in France (2013) retrieved from http://eduscol.education.fr/cid50379/l-enseignementscolaire-en-france.html 14 "Texte Intégral De La Constitution Du 4 Octobre 1958 En Vigueur." Texte Intégral De La Constitution Du 4 Octobre 1958 En Vigueur. 4 Oct. 1958. Web. 23 Mar. 2016. Retrieved from http://www.conseilconstitutionnel.fr/conseil-constitutionnel/francais/la-constitution/la-constitution-du-4-octobre1958/texte-integral-de-la-constitution-du-4-octobre-1958-en-vigueur.5074.html (Full text of the French constitution of October 4 th , 1958 ) 15 "Légifrance, Le Service Public De L'accès Au Droit - Accueil." Préambule De La Constitution Du 27 Octobre 1946 / Constitution / Droit Français / Accueil. 27 Oct. 1946. Web. 23 Mar. 2016. Retrieved from https://www.legifrance.gouv.fr/Droit-francais/Constitution/Preambule-de-la-Constitution-du-27-octobre1946 (Preamble Of The French Constitution of October 27th , 1946). 4.

(16) freedom, free provision, neutrality, secularism and compulsory schooling 16 . French students are offered to follow three tracks after junior high school (le collège) 17:. -. General senior high school (the lycée général). It prepares students for the general Baccalaureate and the pursuit of higher education studies, mostly university or preparatory classes. This program lasts three years leading to two or more years of post–baccalaureate studies.. -. Technological high school (le lycée technologique). It prepares students for the technological Baccalaureate. This program lasts three years leading to short-term. 政治大 The Vocational high school (The lycée professionnel). It is a vocational school 立 which provide students with skills, knowledge, and expertise in a professional field. studies.. -. ‧ 國. 學. Its purpose is social and vocational integration which lasts three years and leads directly to a specific career.. ‧. y. Nat. In January 2015, 1,531,300 students were registered in French universities, within the. sit. 306,400 first year students, roughly 84% of them possessed the Baccalaureate 18 .. er. io. Considered as the most important examination in France, the Baccalaureate introduced in. al. 180819 through a decree by Napoléon Bonaparte and commonly known as “le bac” is a test. n. v i n C hstudents in their final undergone by all high school year, in order to advance from U i e h n c diploma has the double feature to put an g This secondary education to tertiary education.. 16. "Les Grands Principes Du Système éducatif." Ministère De L'Éducation Nationale, De L'Enseignement Supérieur Et De La Recherche. May 2015. Web. 13 Mar. 2016 retrieved from http://www.education.gouv.fr/cid162/les-grands-principes.html (“Great Principles of the education system” Ministry of National Education, Higher Education And Research.) 17 "Que Faire Après La Troisième ?" Ministère De L'Éducation Nationale, De L'Enseignement Supérieur Et De La Recherche. July 2015. Web. 11 Mar. 2016. Retrieved from http://www.education.gouv.fr/cid23974/quefaire-apres-la-troisieme.html . (“What are the possibilities after junior high school?” Ministry of National Education, Higher Education And Research.) 18 "Repères Et Références Statistiques Sur Les Enseignements, La Formation Et La Recherche." Ministère De L'Éducation Nationale, De L'Enseignement Supérieur Et De La Recherche. Aug. 2015. Web. 27 Mar. 2016. Retrieved from http://www.education.gouv.fr/cid57096/reperes-et-references-statistiques.html (Statistical references on teaching, training and research. Ministry Of National Education, Higher Education And Research) 19 Marchand, Philippe. Le Baccalauréat. Villeneuve-d'Ascq: Revue Du Nord, 2010. Print. (The Baccalaureate). 5.

(17) end to senior secondary education and to open access to tertiary education (as it is considered to be the first university diploma). Unlike to some U.S. high school diplomas, the Baccalaureate is not only a senior high school completion exam but a necessary examination that is by law an assessment to qualify students for entrance into higher education institutions 20. The senior high school completion certificate is commonly known as “Certificat de fin d’études secondaires” (Secondary school leaving certificate). It can be obtained with a baccalaureate’s grade of 8 to 10 of 20 and certify that the students possess “an equivalence to the baccalaureate level” 21 (ONISEP). Students who fail to obtain a grade superior to 8 out of 20, are not granted either the secondary school leaving certificate or the baccalaureate diploma, and they have to repeat the last year of senior high school as. 政治大 baccalaureate exam gives an automatic entry into university. There is three main types of 立 baccalaureate offered to students: well as re-sit the baccalaureate to obtain one of the two certificates. Success in the 22. ‧ 國. 學. The general academic baccalaureate (le baccalauréat général) which includes three. ‧. -. different streams23:. Nat. y. L, Baccalaureate in Literature. It involves analytical skills as well as a. sit. . io. er. strong interest for literature, languages, history, geography, and arts. Its objective is to deepen students’ cultural litterature understanding based on. n. al. Ch. engchi. 20. i n U. v. "Le Baccalauréat, Premier Grade Universitaire." Ministère De L'Éducation Nationale, De L'Enseignement Supérieur Et De La Recherche. Nov. 2015. Web. 25 Mar. 2016. http://www.education.gouv.fr/cid143/lebaccalaureat-premier-grade-universitaire.html ("The Baccalaureate, first university diploma." Ministry of National Education, Higher Education and Research) 21 "Que Faire Sans Le Bac?" Onisep. July 2014. Web. 13 Mar. 2016. Retrieved from http://www.onisep.fr/Mes-infos-regionales/Martinique/Dossiers/Que-faire-sans-le-bac/Que-faire-sans-lebac (National Office for information on education and professions) 22 "Voies De Formation Et Diplômes." Ministère De L'Éducation Nationale, De L'Enseignement Supérieur Et De La Recherche. Web. 25 Mar. 2016. Retrieved from http://www.education.gouv.fr/pid24238/voies-deformation-et-diplomes.html (Formations and Diplomas. Ministry of National Education, Higher Education and Research.) 23 "Le Baccalauréat Général." Ministère De L'Éducation Nationale, De L'Enseignement Supérieur Et De La Recherche. June 2015. Web. 11 Mar. 2016. Retrieved from http://www.education.gouv.fr/cid145/lebaccalaureat-general.html (The General Baccalaureate. Ministry of National Education, Higher Education And Research.). 6.

(18) analysis and to develop argumentation skills, as well as to gain critical reflection skills. . S, Baccalaureate in Sciences. The scientific Baccalaureate involves abstraction capacities, thoroughness, reasoning and an interest in experimentation. Its objective is to develop a real understanding of science based on knowledge and experimental approach to science.. . ES, Baccalaureate in Economics and Social Sciences is a multidisciplinary Baccalaureate. The economic and social stream involves a particular attention to the socio-economic environment and current events as well as a strong taste for history, geography, and mathematics. Its objective is to. 政治大. deepen students’ economic knowledge and awarness.. 立. ‧ 國. 學. -. The technological Baccalaureate (le baccalauréat technological) prepares students to further studies rather than immediate employment. Students who obtain the. ‧. technological Baccalaureate mostly head to specialized higher technicians’ studies. y. Nat. for their technological training, and eventually to professional programs and. sit. beyond. This Baccalaureate includes eight different specializations 24: . STD2A, Sciences and Technology of Design and Applied Arts.. er. STMG, Sciences and Technology of Management and Administration.. io. . al. . ST2S, Health and Social Care.. . STAV, Agronomy.. . TMD, Baccalaureate of music and dance.. . Hostelry, Technological Baccalaureate for hotel management.. . n. . v i n C hSciences and Technology. SSTD2I, Industrial engchi U STI, Laboratory Sciences.. 24. "Le Baccalauréat Technologique." Ministère De L'Éducation Nationale, De L'Enseignement Supérieur Et De La Recherche. June 2015. Web. 11 Mar. 2016. Retrieved from http://www.education.gouv.fr/cid147/le-baccalaureat-technologique.html ( Technological Baccalaureate. "Ministry of National Education, Higher Education And Research.). 7.

(19) -. The professional Baccalaureate or vocational Baccalaureate (le Baccalauréat proffessionnel) is prepared in three years after junior high school and offers to students nearly 100 specialties such as aerospace, trade, and accounting; 25 It is mainly for young people who do not wish to undergo long studies but want to learn a profession and be quickly operational. It cultivates professional workers, technicians and highly qualified employees.. 1.2 Research Motivation and Rationale. 政治大 of its prestige due to an increase 立 of cheating scandals from both students and examiners. In recent years, the French Baccalaureate has faced numerous criticisms losing much 26. .. ‧ 國. 學. In 2014, 515 candidates were caught in the process of cheating during the Baccalaureate, a figure increasing by 9.81% compared to 2013 (386 in 2013)27. Citizens complained about the examination becoming too simple allowing 87.8 % of the students in 2015 28 to pass. ‧. what is considered to be a rigorous and challenging test. According to the Ministry of. y. Nat. Higher Education and Research, only 39% of new entrants into university in 2016. sit. succeeded in getting admittance into the second year. One critic, Marie de Fournas, states29,. n. al. er. io. for example, that too many students earn the Baccalaureate nowadays thus reducing its. 25. Ch. engchi. i n U. v. "Bac PRO." Le Parisien Etudiant. 14 Apr. 2014. Web. 25 Mar. 2016. Retrieved from http://etudiant.aujourdhui.fr/etudiant/info/bac-pro.html (“Professional Baccalaureate”) 26 "Un Prof Et Un élève écopent De Prison Avec Sursis Pour Une Fraude Au Bac." Le Monde.fr. 26 June 2012. Web. 25 Mar. 2016. Retrieved from http://www.lemonde.fr/societe/article/2012/06/26/un-prof-et-uneleve-ecopent-de-prison-avec-sursis-pour-une-fraude-au-bac_1724817_3224.html (A teacher gives the corrected test to a student in june 2011) 27 Eric Nunès, and Matteo Maillard. "Candidats, Fraude, Réussite... Le Bac 2015 En Chiffres." Le Monde.fr. 12 June 2015. Web. 13 Mar. 2016. Retrieved from http://www.lemonde.fr/baclycee/article/2015/06/12/candidats-fraude-reussite-le-bac-2015-en-chiffres_4652906_4401499.html (“Candidates, Fraud, Success ... 2015 Baccalaureate. ") 28 "Le Baccalauréat 2015 - Session De Juin." Ministère De L'Éducation Nationale, De L'Enseignement Supérieur Et De La Recherche. Feb. 2016. Web. 13 Mar. 2016. Retrieved from http://www.education.gouv.fr/cid56455/le-baccalaureat-2015-session-de-juin.html (“The Baccalaureate 2015 - June Session "Ministry Of National Education, Higher Education And Research.) 29 Marie De Fournas. (2016, June 14). Bac 2016 : Le diplôme est-il vraiment utile ? Retrieved from http://www.rtl.fr/actu/societe-faits-divers/bac-2016-le-diplome-est-il-vraiment-utile-7783283259 (Is the Baccalaureate useful ?). 8.

(20) value and the opportunities to find a job. A university degree has become increasingly necessary to enter the job market.. Similarly, Taiwan General Scholastic Ability Test (GSAT) also faced criticisms in the last few years. Many critics have criticized the significant emphasis on rote memorization, where the students are forced to learn a tremendous amount of knowledge that they’ll then use during the examination and forget afterward30. The 2016 essay topic for the Chinese test also took many students by surprise, questioning them on their opinion on the pair of mailboxes that were damaged by Typhoon Soudelor in August 2015; this led to criticisms. 政治大 creative essay writing, and this topic felt obscure and pointless. Although Taiwan and 立 France college admission systems have apparently improved over the years; they are still from numerous test takers because they felt that their studies did not prepare them for such 31. ‧ 國. 學. suffering from either being too simple (as in the case with France), or too difficult, focusing on an impossible wide range of topics that require memorization (as in the case with. ‧. Taiwan).. y. Nat. In writing this thesis; there is a widely accepted opinion that college admission systems. sit. in Taiwan and France are as important as they are different from each other. The research. al. er. io. tends to analyze both higher education systems in terms of massification, process and. v. n. students’ perceptions. The purpose of this study is two-fold:. Ch. engchi. i n U. 1. To analyze the prerequisites and requirements that students in Taiwan and France need to use in order to access university and to understand how and why it differs. 2. To propose potential improvements for college admission process, by comparing Taiwan and France college admission requirements and by. 30. Taiwan Country Study Guide Strategic Information and Developments. Intl Business Pubns USA, 2012. Print. 31 Chou Christine (2016, January 24). English test attendance rates record low in college entrance examinations. Retrieved from http://www.chinapost.com.tw/taiwan/national/nationalnews/2016/01/24/456897/English-test.htm The China Post. 9.

(21) identifying the challenges and difficulties encountered by students in the process of college admission.. The researcher has endeavored to give a clear analysis of Taiwanese college admission system, with regard to students’ perception and experience. This will determine whether the college admission process in Taiwan is too complex. This study also attempts to determine whether the French Baccalaureate has become too easy resulting in a depreciation of its value and allowing unmotivated and unexperienced students to enroll in university.. 政治大 systems, only some have立 previously compared the two systems. This research is motivated. Although a large amount of research has been done on Taiwan and France education. by exciting challenges and barriers to the implementation of successful education and the. ‧ 國. 學. components that differentiate Taiwan and France college admission systems.. ‧ y. Nat. er. io. sit. 1.3 Research Method. In hopes of answering the questions and addressing the above-stated goals; this thesis. n. al. i n U. v. comprises a literature review which offers an introduction to the massification of higher. Ch. engchi. education in Taiwan and France and includes an analysis of requirement and college admission’s systems. The thesis is also supplemented by surveys and in-depth interviews as well as email interviews and Skype interviews in the case of French respondents. The paper presents college admission system as an important and complicated process for former high school students. In order to provide a detailed understanding and to enable us to reflect on how the two systems are different, this research will concentrate on general senior high schools, the French general academic Baccalaureate, the GSAT, the AST, universities and university entrance examinations. In attempting to investigate factors which may account for the fulfillment of senior high schools’ graduation in both countries. 10.

(22) as well as college admission requirements, this research seeks to answer the following questions: Research Questions. . RQ1: What are the qualifications and testing requirements needed to fulfill senior high school graduation and college admission?. . RQ2: In what ways can graduates apply for college entrance?. . RQ3: How do the college admission processes work?. . RQ4: What matters most in college admission decisions?. . RQ5: What are the challenges and difficulties encountered by students in the process. 立. of college admission?. RQ6: In what ways do the college admission systems differ between Taiwan and. ‧ 國. France?. 學. . 政治大. RQ7: How can the college admission systems be improved?. . RQ8: How can the two countries learn from each other?. Nat. sit. y. ‧. . er. io. The scope of this research encompasses the college admission system, prerequisites, requirements and qualifications necessary to access to university, the challenges posed by. n. al. Ch. i n U. v. those requirements, grading standards, students’ performances, university entrance. engchi. examinations, and evaluation process.. 1.4 Scope and Delimitation. This study is delimited to the college admission procedure in the case of students wishing to enroll in university. Only public and private universities as well as university institutes of technology in Taiwan and France are taken into account. This research is then delimited to current students and former students who enrolled in university in the last four. 11.

(23) years in Taiwan and in France. Implications discussed in this study will be valuable to future similar research because it highlights the specific areas that will need to be improved.. 1.5 Definition of Terms. For a clearer understanding of the terms used in this study, their meaning is defined below. College admission is defined as the process by which students enroll into higher. 政治大. education, in the case of this study “the process through which students enroll into university.”. 立. ‧ 國. 學. College admission testing requirements are interpreted as the examinations that university candidates have to pass. Candidates do not have to undergo all the available tests and are able to in certain cases, choose the test they want to take such as the Scholastic. ‧. Ability Test (GSAT) and the Advanced Subjects Test (AST) in Taiwan and all forms of. y. Nat. Baccalaureate in France. In the case of this study only the Scholastic Ability Test (GSAT),. io. sit. the Advanced Subjects Test (AST) and the French Baccalaureate will be taken into account.. n. al. er. Finally, the definition of the massification of higher education used in this study is. i n U. v. the action of bringing education to a world audience32; this is the process of shifting the. Ch. engchi. education from an elite-centered to a mass-centered, to open the access to higher education to all students from diverse backgrounds without any social discriminations.. 32. Yuzer, T. V., & Kurubacak, G. (n.d.). Handbook of research on emerging priorities and trends in distance education: Communication, pedagogy, and technology.. 12.

(24) CHAPTER 2. LITERATURE REVIEW. The literature review provides a succinct introduction to the massification of higher education in Taiwan and France. The reader is also presented with a general overview of how former high school students apply for college entrance and how they achieve their goal. The purpose of this chapter is to present Taiwanese and French educational systems in order to get a better understanding of college admission systems as we know it nowadays. These countries’ college admission systems may differ in the way that students apply to higher education as well as in the different pathways that are offered to them at the end of. 治政大 complete picture of Taiwanese and France higher education. 立. senior secondary school. This chapter is divided into three sections and will to provide a. ‧ 國. 學. 2.1 Massification of Higher Education. ‧. The massification of higher education, which has emerged from the terms globalization and internationalism, resulted mostly from the evaluation of social/cultural,. Nat. sit. y. economic and political trends in the 20th and 21 st centuries.33 Challenges and opportunities. er. io. are emerging from the growth and evolution of these higher education systems which has to evolve to keep fitting our world. Martin Trow, famous contemporary educational. n. al. Ch. i n U. v. sociologists divided the massification of higher education into three stages based on gross. engchi. enrollment rates: the stage of elite education, the stage of masse education and the stage of universal education.. 2.1.1 Massification of Higher Education in Taiwan.. In Taiwan, the lifting of the Martial Law proclaimed on July 14th, 1987 by President Chiang Ching-Kuo (蔣經國) was the starting point of Taiwan’s higher education expansion. 33. Altbach, Philip G., Liz Reisberg, and Laura E. Rumbley. "Tracking a Global Academic Revolution." Change: The Magazine of Higher Learning 42.2 (2010): 30-39. Web.. 13.

(25) With the end of the authoritarian regime that had lasted four decades (May 19 th, 1949 – July 14 th, 1987) 34 , Taiwanese society was able to slowly become more diverse and democratic. The society Taiwanese society was able to slowly diversify and democratice itself in order to meet the demands of economic transformation and cultural expectation by opening the university to the public, this allowed people from different backgrounds to enroll into higher education, and it lead to a shift from an elite centered education to a mass-centered one. In his chapter “Centralization and Decentralization in Educational Governance in Taiwan”35, Professor Fwu Yuan Weng explains that the decentralization of Taiwan’s education is the primary aspect of educational reforms. This includes the ease of government control over textbooks, the empowerment of local education authorities,. 政治大 schools and public as well as private kindergartens, and the freedom of education market. 立 Weng F.Y identified two main stages to the decentralization of Taiwanese education: schools and teachers, the supply of teaching certificates for private senior vocational high. ‧ 國. 學. -. “The period of 1987 to 1993 which represents the development of Taiwan consciousness by removing the “Greater China” political ideology from the. ‧. “The period of 1994 to present day. The objectives of this stage is the empowerment. sit. -. Nat. enhancing university’s autonomy”. (Fwu, 2004, p. 39). y. textbooks, by allowing the production of textbooks by the private sector and by. er. io. of teachers and schools at all levels and local educational authorities, their. al. n. v i n the implementation ofC reforms and university entrance systems, and the h e nin gcollege chi U. autonomy, the establishment of a local division of the central educational authority, pluralization of the initial teacher training system”. (Fwu, 2004, p. 39). On April 10th, 1994, Taiwan’s middle class organized a mass demonstration requesting educational reforms. Its main purpose was to remove all the unreasonable controls imposed on education by the authoritarian government and to return to the student-centered. 34. Frank S.T. Hsiao, and Mei-chu W. Hsiao. "Economic Liberalization and Development. The Case of Lifting Martial Law in Taiwan." University of Colorado Boulder. N.p., n.d. Web. 35 Ka-Ho, M., & Yuan Weng, F. (2003). Centralization and decentralization: Educational reforms and changing governance in Chinese societies (Vol. 13, CERC Studies in Comparative Education). Hong Kong: Springer Netherlands. pp 39-58. 14.

(26) educational. liberation. “individualization.”. 36. movement,. with. a. shift. from. “decentralization”. to. Reforms in the educational system in Taiwan were necessary to. match the sudden transition from an authoritarian regime to a democratic one. The Taiwanese perception of their identity instantaneously changed social values and ideas, the people questioned Taiwan’s education that used to be bound by China centered ideology and they increased their demands for revisions. The decentralization of education was then justified by four main factors: the public demand for decentralization, increased demand for autonomy in the Taiwanese society, the pursuit of subjectivity, and the parents’ desire to participate in educational matters. (Weng F.Y 2004). 政治大. At the beginning of the 2014-2015 school year, Taiwan’s Ministry of Education finally extended national fundamental education to twelve years. (in August 2014; the. 立. government added three years of non-compulsory education in order to form the 12-year. ‧ 國. 學. fundamental program.)37. ‧. Initiated in 1954, the Joint University Entrance Examination (JUEE) was until 2002 the exclusive factor in higher education’s admittance decision.38 After being the subject of. Nat. sit. y. various criticisms denouncing its emphasis on rote memorization which was seen as “a 39. and also because of the. er. io. major impediment to creative and independent thinking”,. increase of demands for educational reforms, this examination was replaced in 2002 by a. n. al. Ch. i n U. v. multi-channel admission process. This multi-channel admission process allows students to. engchi. gain admittance in higher education by two different ways. The first one is through the personal application process which was introduced in 1998 and expanded in 200040, which requires students to take the General Scholastic Ability Test (GSAT, which was. 36. Tu Cheng-sheng 杜正勝 (2007, January 10). Taiwan’s Educational Reform and the Future of Taiwan. Lecture presented in London School of Economics and Political Science. 37 "The Republic of China Yearbook 2015." The Republic of China Yearbook 2015. The Executive Yuan, Nov. 2015. Web. 30 Mar. 2016. Retrieved from http://yearbook.multimedia.ey.gov.tw/enebook/2015yearbook/index.html 38 Hsieh, P. J. (n.d.). Education in East Asia. 39 Taiwan - Secondary Education - College, School, Junior ... (n.d.). Retrieved from http://education.stateuniversity.com/pages/1496/Taiwan-SECONDARY-EDUCATION.html 40 大考中心首頁,ceec, College entrance examination center /. (n.d.). Retrieved from http://www.ceec.edu.tw/. 15.

(27) implemented in 1994), or as before through the examination and placement process by taking the Advanced Subject Test (AST).. 2.1.2 Massification of Higher Education in France.. In France, the massification of higher education is a confusing term because of its polysemous aspect. On the one hand, it refers to the massification of the access to higher education during the twentieth century, especially during the post-war and under the effect. 政治大. of the baby boom ( an increase of birth rate from 1945 to 1975)41. “The massification of. 立. higher education in France precedes May 1968. It is one of the movement’s ingredients.. ‧ 國. 學. The total number of pupils increased so universities’ premises weren’t sufficient anymore and lecture halls were too crowded which leads to a logistical crisis,” explains JeanPhilippe Legois, Director of the Archives Center on The Student Movements (CAARME;. ‧. Centre of Animation, Archives and Research on Student Movements) to the Agence. y. Nat. France-Presse (AFP), an international news agency headquartered in Paris, France. "The. sit. period of May 1968 was then an accelerant: the government puts more resources, recruited. al. er. io. teachers, built schools, in such a way as to allow the total number of pupils to continue its. v. n. rise even more sharply in the post-1968" (Jean-Philippe Legois).. Ch. engchi. i n U. This first aspect of the French democratization of higher education involves a democratization in terms of numbers.42 The aim was to facilitate the access to education to a greater number of students. On the other hand, it also means a transformation of the educational institution and the university, in which correlation between the academic qualifications of students and their social origin (known as social determinism) weakens. The democratization of education also means a wider access to academic knowledge. The democratization of education can then also be interpreted as a desire to reduce inequalities. 41. Robert, André D. L’École En France De 1945 à Nos Jours. Grenoble: Presses Universitaires, n.d. Print. Education in France from 1945 to nowadays. 42 Lazin, F. A., Evans, M., & Jayaram, N. (2010). Higher education and equality of opportunities: Crossnational perspectives. Lanham, MD: Lexington Books.. 16.

(28) between individuals by offering them common access to education. Authors such as Stéphane Beau, Pierre Merle, and Louis-André Vallet insist on the need to distinguish these two schools up thought. Therefore, we can approach the democratization of higher education in France in both a quantitative and qualitative manner. Higher education in France experienced a significant quantitative growth from the early 1960s until the late 1990s. In the space of thirty years, the number of registered students increased fivefold, from 310,000 students enrolled in higher education in 1960 to over 1,7 million in 1990. 43 This shift from an education for the elite to a mass education has not only been seen in France. It mainly involves developed countries in the twentieth. 政治大. century such as the United States and European countries. In all these countries, this opening couldn’t have been accomplished without any reforms of the educational. 立. institution.. ‧ 國. 學. In May and June 1968, France experienced the biggest general strike in the history of their social class struggle. With the assimilation of a university crisis, a political crisis,. ‧. and social crisis, this strike was the subject of different interpretations as Philippe Bénéton, and Jean Touchard detailed in their article “Les interprétations de la crise de Mai-Juin 1968”. Nat. sit. y. (The interpretations of the May-June 1968 crisis) 44 . They distinguished eight different. io. er. interpretations of the crisis: an enterprise of subversion, a university crisis, a youth revolt, a spiritual revolt, a crisis of civilization, a social class conflict, a political crisis, and a chain. al. n. of circumstances.. Ch. engchi. i n U. v. The interpretation of a university crisis is the one that we are the most interested in, as this lead higher education to various reforms which contributed to the creation of the higher education system as it is known today. Students, parents, teachers, non-teaching personnel and the school management denounced “the inertia of fixed structures subjected. 43. "Changes in Higher Education over the Last 50 Years: Growth and Diversification." Higher Education & Research in France, Facts and Figures 8th Edition. N.p., June 2015. Web. Apr. 2016. Retrieved from: <http://publication.enseignementsup-recherche.gouv.fr/eesr/8EN/EESR8EN_ES_08changes_in_higher_education_over_the_last_50_years_growth_and_diversification.php>. 44 Beneton, P., & Touchard, J. (1970). Les interprétations de la crise de mai-juin 1968. Rfsp Revue Française De Science Politique, 20(3), 503-544. doi:10.3406/rfsp.1970.393237 The interpretations of the May-June 1968 crisis ; French Review of Political Science.. 17.

(29) to a suffocating centralism”.45 Centralism is perceived as the uniformity, the paralyzing control and the lack of university autonomy in higher education (Bredin 1968). The strike movement (the student revolt) grew from May 3rd to May 13th followed by the social crisis (also known as the general strike) and was quickly tied to a political crisis from May 27 th to May 30 th 46. The contestation shook France, especially the higher education system. For almost two months France had been in chaos, the country was paralyzed for nearly two weeks starting from May 20th, 1968. There were between seven and nine million strikers, more than half of the employees at the time. More than four million workers have been on strike three weeks and more than two million during a month. It is only at the end of June, that the crisis was finally over, resolved by increasing the wage of strikers and promising. 政治大. students reforms in higher education.. 立. Two major reforms have marked the evolution of higher education: The Orientation. ‧ 國. 學. Act of Higher Education and The Savary Law. On November 12 th, 1968, five months after the May-June crisis, Edgar Faure, Minister of National Education, introduced the “Orientation Act of Higher Education” that was adopted by the General Assembly and the. ‧. Senate. It was applied on June 1st, 1969, and its purpose was to remodel the French higher. y. Nat. education system. 47 It included both students and teachers’ requests and was built on three. er. io. sit. innovative principles: participation, autonomy and multidisciplinary. The Orientation Act of Higher Education also known as the Faure Law and can be. n. al. i n U. v. summarized in seven points 48 . The establishment of universities as public scientific,. Ch. engchi. cultural or professional establishments (EPSC, établissement public à caractère scientifique, culturel et professionnel) , the creation of unity of teaching and research (UER, Unité. 45. Bredin, Jean-Denis (7-8 september 1968). L'application de la loi d'orientation de l'enseignement supérieur. Le Monde. The implementation of the Higher Education orientation act published in the french newspaper Le Monde. 46 Encyclopédie Larousse en ligne - événements de mai 1968. (n.d.). Retrieved from http://www.larousse.fr/encyclopedie/divers/événements_de_mai_1968/131140 Larousse Encyclopedia online - events of May 1968. The three crises of the French May, the student revolt, the general strike, the political crisis. 47 Legifrance - Le service public de l'accès au droit. (1968, November 13). Retrieved from https://www.legifrance.gouv.fr/affichTexte.do?cidTexte=JORFTEXT000000693185 The Orientation Act of Higher Education drafted by Edgar Faure 48 Loi Faure. (n.d.). Retrieved from http://www.pde.fr/enseignement-superieur/les-lois-esr/loi-faure Promotion and defense of students, explanation of the orientation act of higher education.. 18.

(30) d’enseignement et de recherche), the creation of the National Council of Higher Education and Research (CNESER, Conseil National de l’Enseignement Supérieur et de la Recherche), the establishment of a joint management in university governance, the beginning of institutions’ autonomy (administrative, pedagogical and financial independence), the establishment of two new universities in Paris-Dauphine and Vincennes, and the overhaul of some universities (for example the establishment of Paris VI and Paris VII for the University of Sciences in Paris). In brief, it was an effort to answer the significant demand for the joint management of universities by students and faculty members, and its purpose was to resolve difficulties generated by the administrative centralism of universities.. 立. 政治大. In January 26 th, 1984, a second major law was passed, the Savary law, named after the. ‧ 國. 學. minister in charge of higher education at the time, Alain Savary. In the same line as the Faure law, this law pursued the reform in higher education. While the 1969 law created. ‧. universities, the Savary law was concerned with all establishments and post-baccalaureate courses. The Savary Law created the concept of "higher education’s public service," a. y. Nat. concept that was intended to facilitate matches between different institutions and courses. io. sit. (universities, the grandes écoles, short-term academic courses and so on). This law. er. launched four missions for the university: initial and continuing training, scientific research,. al. n. v i n C main features include: cooperation. The Savary Law’s h e n g c h i U the opening of higher education. the diffusion of the culture and information on sciences and technology, and international through the cooperation of all institutions of higher education under the authority of the Ministry of Education on the basis of departmental, regional, and national institutions; the opening of the university to a wider audience as well as the development of lifelong learning; and finally the expansion of research and participation in the economic development of the country. The 1984 Act then gives the university the mission of “spreading the culture and information on sciences and technology”49.. 49. Minot, Jacques. Les universités après la loi sur l'enseignement supérieur du 26 janvier 1984.Bulletin des bibliothèques de France (BBF), n° 3-4, 1985, p. 337-338. Disponible sur le Web : <http://bbf.enssib.fr/consulter/bbf-1985-03-0337-011>. ISSN 1292-8399. “Universities after the January 26 th 1984 law on higher education.”. 19.

(31) As defined by the Savary Law, universities in France are divided into scientific, cultural, and professional public institutions. Technological university institutes (IUT) created in 1966 are universities’ internal institutions with the mission to dispense technical and shortterm training.. 2.2 Education system This second section seeks to provide an overview and introduction to the educational systems in Taiwan and France.. 政治大. 2.2.1 Taiwanese Education System. 立. ‧ 國. 學. Taiwan (臺灣) commonly known as the Republic of China (中華民國) is a sovereign state of East Asia, whose territory now covers the island of Taiwan and other neighboring islands, including Kinmen, Matsu and the Pescadores Islands. As noted on its official. ‧. website (MOE), all educational programs are regulated by the Ministry of Education which. y. Nat. is in charge of national academic and educational administration. This includes education. sit. policy planning, legislation, and supervision of educational matters throughout Taiwan. In. er. io. Taiwan, education is compulsory for girls and boys from primary school (6 years old) until. al. n. v i n kindergarten from the age of C 3 toh6; this is a non-compulsory pre-school education which engchi U provides free education to children in financially disadvantaged families. The Taiwanese junior high school (15 years old) since 1968. Most of the Taiwanese children attend. education system comprises of basic education which is compulsory (twelve years), senior high school (three years) and tertiary education (four-year undergraduate degrees, two years graduate studies and so on). Compulsory education includes primary school and junior high school, while senior secondary education covers senior vocational schools and senior high schools. Finally, higher education includes colleges, universities, institutes of technology as well as graduate schools and postgraduate programs.. 20.

(32) 學 ‧. Twelve. ‧ 國. 立. 政治大. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. v. Figure 2.1 Taiwanese Education System. Reprinted from Education in Taiwan by The Ministry of Education Republic of China, 2015-2016, Retrieved from http://www.studyintaiwan.org/album/v4_publications/55fbd7943aa41.pdf Copyright (August 2015) by Se Hwa Hu.. 21.

(33) Taiwan has experienced a rapid expansion of its higher education over the past 25 years,. 50. catching up with its European and American fellows. This expansion is. characterized by four several achievements: the increase of enrollments into tertiary education, the implementation of a multi-channel process which offers all students with equal opportunity to gain admittance into college, the enhancement of university administration and autonomy, and a significant decrease of pressure to attend tertiary education. 51 All of these achievements testify to a successful massification of higher education in Taiwan. According to the MOE 2016 Education Statistical Indicators52, the number of students attending higher education has increased by 4.47% in 38 years and is likely to continue to grow over the next decade. Student numbers in universities increased. 政治大 2014. The table below shows the increase of students enrolled in higher education in 立 Taiwan since 1976.. from 299,414 students in 1976 to 1,092,102 students in 2000, before reaching 1,339,849 in. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. 50. i n U. v. Chuing Prudence Chou. (n.d.). Who benefits from Taiwan’s Mass Higher Education? Singapore: Springer. Chapter 14. In Shin, Jung Cheol, Postiglione, Gerard A., Huang, Futao (Eds.).Mass Higher Education Development in East Asia. Strategy, Quality, and Challenges. 51 Chan, Sheng-Ju, and Liang-Wen Lin. "Massification of Higher Education in Taiwan: Shifting Pressure from Admission to Employment." Higher Education Policy High Educ Policy 28.S1 (2015): 17-33. Web. 52 2016 Education Statistical Indicators. (2016). Retrieved from http://english.moe.gov.tw/ct.asp?xItem=14504&CtNode=11430&mp=1. 22.

(34) STUDENTS ENROLLED IN HIGHER EDUCATION SINCE 1976 TAIWAN students enrolled in higher education 1600000 1400000 1200000 1000000 800000. 立. 600000. 政治大. ‧ 國. 學. 400000. ‧. 200000. 0. er. io. sit. y. Nat. Figure 2.2 Students enrolled in higher education since 1976 Taiwan. n. al. Ch. i n U. v. Adapted from 2016 Education Statistical Indicators, by The Ministry of Education, Republic of. engchi. China, Retrieved from http://english.moe.gov.tw/ct.asp?xItem=14504&CtNode=11430&mp=1 Copyright (2016) by MOE.. 23.

(35) 2.2.2 French Education System. The French Republic (La République Française) commonly known as France is a sovereign state which includes territory in western Europe and several overseas regions and territories. France spans 632,834 square kilometers according to the INSEE (2008) and has a total population of 66,627,602 people 53 . As stated on its official website; all educational programs are regulated by the Ministry of National Education, officially called “Ministère de l'Éducation Nationale, de la Jeunesse et de la Vie associative.” Yet, the administrative responsibility for education is present in every region and every department: it is undergone by the Ministry of Education’s decentralized services. Its organization is. 政治大 services of Education. 立 From January 1 , 2016, 17 academic areas were in place to. structured around 17 academic areas, 30 academies and 97 institutions of departmental 54. st. ‧ 國. 學. respond to the new regional framework created by the January 16th, 2015 law. As stated in the French Ministry of Education official website, a rector is appointed for each academic area, and guarantees the unity and the coherence of the State’s directives, especially in the. ‧. fields of shared competences with the regional community. This category of organization. y. Nat. enables the Ministry of National Education to maintain a coherent framework adapted to. n. er. io. al. sit. the management of the State’s first public service.. Ch. engchi. 53. i n U. v. Demographic Record "Bilan Démographique 2015." Insee. Jan. 2016. Web. 10 Apr. 2016. Retrieved from http://www.insee.fr/fr/themes/detail.asp?ref_id=bilan-demo 54 "Les Régions Académiques, Académies Et Services Départementaux De L'Éducation Nationale." Ministère De L'Éducation Nationale, De L'Enseignement Supérieur Et De La Recherche. Mar. 2016. Web. 11 Apr. 2016. Retrieved from http://www.education.gouv.fr/cid3/les-regions-academiques-academies-etservices-departementaux-de-l-education-nationale.html. 24.

(36) 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. v. Figure 2.3 Map of academic areas and academies in France.. Reprinted from The French Ministry of Higher Education and Research, 2016, Retrieved from http://www.education.gouv.fr/cid3/les-rectorats-services-departementaux-educationnationale.html. Copyright (June 2016) by French Ministry of Higher Education and Research.. Standardized testing is administrated by the Ministry of Education, Youth and Community Life, which is considered as the awarding organization for national qualifications at primary and secondary level. Higher education is managed by the Ministry 25.

(37) of National Education, Higher Education and Research, MENESR (le Ministère de l’Éducation Nationale, de l’Enseignement supérieur et de la Recherche). In France, education is compulsory for girls and boys aged 6 to 16 years old (since January 6 th, 1959) 55 residing in French territory, regardless of their nationality. Most French children attend kindergarten (La maternelle) from the age of 3 to 6; this is a noncompulsory pre-school education that provides free education to young students. 56 Contrary to the first year (la seconde) of senior high school which is considered a compulsory general cycle and offers a similar syllabus for all students, the last two years are not mandatory and students are allowed to choose one of the three general streams; one. 政治大. of the eight technological streams, or one of the numerous streams of vocational programs. These last two years also provide free education to the students.. 立. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. 55. i n U. v. "Les Grands Principes Du Système éducatif." Ministère De L'Éducation Nationale, De L'Enseignement Supérieur Et De La Recherche. May 2015. Web. 11 Apr. 2016. Retrieved from http://www.education.gouv.fr/cid162/les-grands-principes.html 56 "Principe De Gratuité." Principes Généraux De L'éducation. Web. 11 Apr. 2016. Retrieved from http://eduscol.education.fr/cid48578/principe-de-gratuite.html. 26.

(38) 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. v. Figure 2.4 French Education System.. Reprinted from Onisep, 2013, Retrieved from http://mavoieproeurope.onisep.fr/en/initial-vocationaleducation-and-training-in-europe/france/ Copyright (2013) by Onisep.. France has experienced a slow but successful massification of its higher education over the past 40 years, closing the gap that it had with many OECD (Organization for Economic Co-operation and Development) countries such as the United States, in regards. 27.

(39) to its population’s educational attainment57. The French education system can then count its achievements as: a significant rise in the proportion of young citizens graduating from secondary school, a successful mass expansion of higher education enrollments in the past 40 years, the creation of University Institutes of Technology (IUT) in 1966, and the development of higher education curricular pathways and grandes écoles. 58 In France, the most crucial aspect of this change has been the creation and development of teaching courses for professional purposes. The IUT (University Technology Institute) created in 1966, welcomed 117,400 students in 2015-201659. The University Institutes of Technology are part of the university system in France. According. 政治大. to their official website, there are 113 IUTs, attached to 80 universities. The IUTs offer students with the opportunity to prepare a two-year undergraduate technical diploma called. 立. a “Diplôme universitaire de technologie” or DUT. After being awarded their DUT, students. ‧ 國. 學. have several possibilities, such as to enter the job market, to do a one-year professional degree, or to further their studies in a university or "école". In France, the number of students attending higher education has increased eightfold in 50 years and is likely to. ‧. continue to grow over the next decade. The number of students enrolled in higher education. y. Nat. rose from 310,000 in 1960 to 2,430,000 in 2013 and is forecasted to rise 2,600,000 by 2020. sit. if current trends regarding the pursuit of studies in university continue60. Similarly, the. n. al. er. io. number of students enrolling in University Technology of Institute (IUT) created in 1960. i n U. v. has reached a number of 116,000 in 2013. The table below shows the increase of students. Ch. engchi. enrolled in higher education in France since 1960.. 57. Education at a Glance 2014 retrieved from : https://www.oecd.org/edu/France-EAG2014-CountryNote.pdf 58 Education at a Glance 2014 retrieved from : https://www.oecd.org/edu/France-EAG2014-CountryNote.pdf 59 Les effectifs universitaires en 2015-2016 - ESR : Enseignementsup-recherche.gouv.fr. (2016, May). Retrieved May, 2016, from http://www.enseignementsup-recherche.gouv.fr/cid102275/les-effectifsuniversitaires-en-2015-2016.html University enrollment in 2015-2016, Ministry of National Education, Higher Education and Research 60 Laurence Dauphin. (2015, November). Higher education and research in France, Facts and Figure. Retrieved from http://publication.enseignementsup-recherche.gouv.fr/eesr/8EN/EESR8EN_ES_08changes_in_higher_education_over_the_last_50_years_growth_and_diversification.php.. 28.