Under the School Type Experimental Education Regulations- An Overview and Analysis of the Establishment of Experimental Schools by Taiwanese and Canadian Governments
Bibliographic record
Abstract
Education is the foundation for public welfare, basic human rights, and the starting point for acknowledging other elaborated human rights. Education is essential for peace, tolerance, self-realization, and sustainable development (UNESCO, 2016). The 21st century information society not only needs to cultivate students' learning ability but must also anticipate changes in future knowledge. Education needs to be reformed in response to the times. Therefore, if education is to seriously consider the shift of time and the maintenance of individual critical thinking, experimental education must be added. By innovating and enhancing the learning of the new generation, we shall be able to assist student’s ability to pursue excellence (Tong Lao Zheng, 2017a). High-quality education not only enables people to acquire the basic skills of literacy and numeracy, but also cultivates creativity and understanding, the ability to analyze and solve problems, as well as developing cognitive, interpersonal and social skills. Through Education for Sustainable Development (ESD) and Global Citizenship Education Development (GCED), high-quality education can be created to help people enjoy a healthy and fulfilling life, make wise decisions, acquire the skills, and attitudes to face social, national, and global challenges (Ncheon Declaration and Framework for Action, 2015). In accordance with the United Nations sustainable education policy, the Taiwanese government seeks to promote educational innovation and reform education in a more pragmatic manner. The current trend is to shift from “traditional” education to experimental education. In order to give experimental education more flexibility for operation, while also protecting students’ rights and provide them with more diverse and adaptive learning opportunities, the Executive Yuan passed draft amendments to the three experimental education bills proposed by the Ministry of Education in 2017, allowing experimental schools to develop innovative and effective school-running models and improve the quality of schooling in Taiwan (Executive Yuan, 2018). Specifically, the Enforcement Act for School-based Experimental Education” provides a space for private entities to create experimental education programs. Currently, Taiwanese private enterprises are cooperating with the National Taiwan Normal University and the British Columbia (Canada) Ministry of Education to set up the first truly international experimental education school in Taiwan, in accordance with Article 13 of the Educational Fundamental Act. This paper will analyze the development, regulation, and promotion of Taiwan’s experimental education as well as provide an overview of the current situation of Taiwan and international experimental education. In addition, it will focus on the cooperative experiment between Taiwan and Canada in the fourth chapter of the action research plan. Finally, the paper shall attempt to explain the motivation and direction of the school’s establishment and provide relevant research and suggestions for the management of experimental education program under the school-based model in the future.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.016 | 0.018 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.004 | 0.006 |
| Science and technology studies | 0.005 | 0.003 |
| Scholarly communication | 0.005 | 0.002 |
| Open science | 0.003 | 0.003 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.016 | 0.002 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".