With the opening of the National Conference on Educational Development hosted by the Ministry of Education (MOE) and the release of the the pan-blue camp's white paper on education, all eyes are on the decade-long educational reforms once again. Frankly speaking, the reforms are riddled with some genuine problems. However, as always, the only thing the people do is whine and point fingers. As for how exactly should the problems be fixed, they are mostly clueless.
If the blue camp knew better, it probably would have refrained from picking fights over the thorny issue of educational reform all together, and it certainly would not have raised the issue of who is to be blamed for the mess. After all, the reform began 10 years ago during Chinese Nationalist Party (KMT) Chairman Lien Chan's (
But the blue camp did not know better. Instead, it released a white paper on education that adds nothing that the MOE isn't either already doing or proposing to do, the only exception being the bit about not charging tuition for five-year olds in kindergarten, which both the MOE and the pan-blue camp propose should be classified as compulsory.
Rather than receiving praise for the white paper, Lien of course, faced sharp criticism about whether he was the right person who should be pointing fingers. Lien responded by indicating that the DPP government had the chance to do something about the failing reforms after the transfer of power three years ago. This answer revealed that Lien, blinded by his eagerness to pick bones with the Democratic Progressive Party government, had forgotten how the topic is in reality a double-edged sword.
In contrast, President Chen Shui-bian's (
In view of all the debates and grumbles regarding the educational reforms, one wonders: Is it fair to say that the reforms have brought no good? In all honesty, the decision to begin educational reforms 10 years ago was definitely right. Unless one has an extremely short memory, can anyone forget about how the examination-centered educational system and the dogmatic and rigid curriculums were stifling our youngsters?
Many of the problems facing the reforms are the result of two things -- a distinct sense of confusion created by the ever changing measures and the deep-rooted obsession of families to get their children into a handful of elite schools.
The former can be alleviated by reinforcing communication between the MOE and the public about the new measures. As for the latter, it is a much more difficult problem with which to cope. After all, it involves cultural values that are very unique to Taiwan. Only when diversified channels for success and mobility are available can people gradually learn to realize that diplomas from prestigious schools do not guarantee success.
In the meantime, the least that politicians can do is refrain from politicizing a topic with profound impacts on generations to come.
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