Leveraging Taiwan’s Competency-Based Curriculum Model: Implications for Low- and Middle-Income Countries

Leveraging Taiwan’s Competency-Based Curriculum Model: Implications for Low- and Middle-Income Countries | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Leveraging Taiwan’s Competency-Based Curriculum Model: Implications for Low- and Middle-Income Countries Gulled Yasin This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6819720/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 12 You are reading this latest preprint version Abstract This study explores Taiwan’s Competency-Based Curriculum (CBC) reforms, to identify transferable strategies for African education systems. Through qualitative analysis of policy documents and interviews with 15 educators and policymakers, the research examines Taiwan’s shift from exam-centric instruction to a holistic CBC model emphasizing 21st-century competencies: critical thinking, creativity, and social participation. Key findings reveal that Taiwan’s success stemmed from grassroots stakeholder engagement, systemic teacher professional development, and alignment with labor market demands via industry partnerships. Challenges included resistance from teachers accustomed to traditional pedagogies and bureaucratic inertia. The study underscores Taiwan’s phased implementation, which integrated global frameworks (e.g., UNESCO’s DeSeCo) with local needs, fostering school autonomy and innovative assessments. For African contexts, the paper advocates participatory curriculum co-design involving communities and industries, adaptive resource strategies (e.g., offline tools for connectivity gaps), and context-driven teacher training. It highlights the necessity of balancing global benchmarks with indigenous knowledge, such as integrating local languages and traditions into STEM education. By adopting Taiwan’s lessons, prioritizing stakeholder ownership, decentralized governance, and phased scaling, African nations can address infrastructural deficits, enhance employability, and cultivate equitable, future-ready education systems. The study concludes that while Taiwan’s CBC model is not a one-size-fits-all solution, its emphasis on flexibility, inclusivity, and systemic collaboration offers a transformative blueprint for low-resource settings seeking to align education with socio-economic development. Competency-based curriculum Taiwan Africa curriculum reforms Figures Figure 1 Introduction In 1990s, employing grassroots approach, the civil society groups exerted a pressure to the government to undertake education reforms in Taiwan. This became the turning point of Taiwan education The civil society lobbied their rights of participating in the education reforms. In 1994, a mass demonstration was staged by middle class citizens, demanding for major education reforms that eliminate the unreasonable constraints and controls imposed by the authoritarian government. Lobbyists called for drastic action in cooperation with the legislators to make concessions on the education reforms legislation. In light of the urgent need for substantial measures, the circumstances prompted the premier to authorize the formation of a specialized Council on Education Reform (CER) at the cabinet level in September 1994. Guided by the constructivist approach, this curriculum made substantial pedagogical and structural changes to foster basic skills and alleviate the narrow measure of test-driven practices by developing multiple ways of measuring student academic performance. More so, the entrance exams were primarily paper-and-pencil assessments emphasizing factual knowledge, which in turn drove junior and senior high school instruction to center on knowledge acquisition and memorization. Teachers mainly passed on information from textbooks, and students relied heavily on rote memorization and drill exercises, often receiving test-focused instruction. Due to the competitive nature of these exams, many students attended after-school programs or cram schools to refine their test-taking strategies. This emphasis on testing not only caused significant stress for learners but also led to a rigid education system and a growing disconnect between schooling and societal progress. (H.-L. S. Chen & Huang, 2017). Furthermore, the nine-year curriculum was developed in line with the global shift toward competency-based education, identifying “fundamental competencies” as the essential knowledge and skills that all Taiwanese students should possess to succeed in the modern era (Coudenys et al., 2022 ). Building on these “fundamental competencies” and the “core competencies” specified in the General Curriculum Guidelines for Senior High School—while maintaining alignment with international competency standards—the twelve-year curriculum introduced a competency framework with nine “core competencies,” encompassing indicators for all grade levels and subject areas (Ministry of Education Republic of China (Taiwan), 2014 ). On the other hand, many low socio-economic nations, African countries, for example, such as Kenya, Tanzania, Uganda, South Africa, Rwanda and others still struggle for the implementation of CBC (Gulled, 2023 ). The challenges include: inadequate teacher training, limited resources, including shortages of textbooks, digital tools, and adequate infrastructure, resistance to change, infrastructural deficits such as inadequate classroom space and unreliable internet connectivity complicate the delivery of CBC-aligned education (Cheruiyot, 2024 ). Therefore, this study aims to explore the competency-based curriculum of Taiwan by looking at how these competencies are integrated into the curriculum, alignment with the labor market demands, implementation strategies and challenges in order to draw best lessons for low socio-economic nations such as African countries. OBJECTIVE ONE To explore the mechanisms of competencies integration in Taiwan curriculum reforms In this objective, the researcher wanted to discover how various generic and local needs reflective competencies are integrated in the various curricular documents such as the learning areas or subjects. According to (Ministry of Education Republic of China (Taiwan), 2014 ) the, the new curriculum guidelines set forth by the government focuses on key areas including; Inspiring Students to Unleash Their Full Potential Teach and Develop Students’ Knowledge about Life Promote Students’ Career Development Inculcate Students’ Civic Responsibility Before the adoption of competency-based curriculum, Taiwan was practicing test-driven pedagogical practices in which parents were solely pursuing high score attainment of their children in the high-stake tests (H.-L. S. Chen & Huang, 2017). These test-centric teaching practices not only placed significant stress on students but also led to a rigid educational system and a growing disconnect between school education and societal development (Wu & Lee, 2017). The 12-Year Basic Education system, core skills serve as the foundation for crafting curricula, ensuring a seamless transition between educational phases, connecting various knowledge areas, and merging subjects together (Ministry of Education Republic of China (Taiwan), 2014 ). Core competencies are mainly implemented in the standard subjects and general domains within elementary, junior high, and upper secondary schools. Drawing on competency frameworks developed by international organizations such as the OECD, European Union, and UNESCO, Taiwan’s revamped 12-year curriculum is designed around the concept of the student as a lifelong learner, fostering the development of nine “core competencies” (sù yǎng) that are organized into three distinct categories; spontaneity, communication and interaction and social participation as depicted in Fig. 1 (H.-L. S. Chen, 2023 ). In this regard, according to MoE curriculum guidelines (Ministry of Education Republic of China (Taiwan), 2014 ), spontaneity encompasses aspects related to both physical and mental well-being, as well as personal growth. It involves logical reasoning, problem-solving abilities, as well as the capacity for effective planning, execution, innovation, and adaptation. Communication and interaction, on the other hand, include semiotics and expression, proficiency in information and technology, as well as media literacy, along with an appreciation for the arts and aesthetic literacy. Lastly, social participation involves ethical behavior and citizenship, the ability to form interpersonal relationships and work as part of a team, and a broad understanding of different cultures and global perspectives. Figure 1 provides a visual representation of the key concepts underpinning the core competencies emphasized in 12-year Basic Education. Table 1 As depicted in Fig. 1 , there are 9 core competencies that have been derived from the three main components of the curriculum; spontaneity, communication and interaction and social participation. CURRICULUM COMPETENCIES Holistic Approach Curriculum competencies in Taiwan represent a departure from traditional educational models that emphasize rote learning and subject-specific knowledge (H.-L. S. Chen & Huang, 2017). Instead, the focus is on nurturing well-rounded individuals capable of addressing real-world challenges. The Ministry of Education in Taiwan has actively promoted this shift, highlighting the importance of competencies such as critical thinking, communication skills, digital literacy, and social responsibility(Lee et al., n.d.). This integrated approach encompasses not only academic disciplines but also the development of essential life skills and character education. Curriculum Responsiveness to Labor Market Demands The issue of curriculum responsiveness in labor market demands and employability has become the core debate in recent decades. Educational institutions often face pressure from policymakers, politicians, and the public to tailor their programs to meet economic and societal demands. This pressure intensifies in times of social change, especially in regions struggling with high unemployment rates (Wedekind, 2019). Additionally, enhancing the alignment of educational supply with the requirements of the labor market is among the recommendations put forth by the European Commission in 2013 (Mocanu et al., 2014). According to (Mocanu et al., 2014,), the research of how distinct skills are demanded in the job market is an emerging research domain within labor economics. Recent findings indicate that both discipline-specific skills and generic competencies are crucial for graduates seeking employment. RESEARCH METHOD In this study, a qualitative research approach was used to gather information encompassing various facets. This information was drawn from both documents and the firsthand experiences, individual insights and perceptions of participants. Sampling procedures Table 2 Data Source Type Specific Source/Group Sampling Method Sample Size Rationale Documentary Sources - Curriculum Guidelines of 12-Year Basic Education - Education in Taiwan (Ministry of Education) - Advancing 21st Century Competencies in Taiwan - Educational Fundamental Act 1999 - White Paper of Teacher Education Purposive sampling 5 documents Key policy and curriculum documents reflecting Taiwan's education reforms over two decades Key Informant Interviews Professors and Principals with first-hand experience in curriculum reforms Purposive sampling 15 respondents Informed insights on policy and implementation; aligns with Hennink & Kaiser (2022) on saturation range (9–17 interviews) Total 20 sources Data triangulation achieved through combination of document analysis and expert interviews In the realm of qualitative research, (Creswell, 2018 ) the selection of participants or settings that can most effectively help researchers in comprehending the research question is done deliberately. Therefore, 15 respondents (professors and principals) with first hand information on the curriculum reforms of Taiwan had been purposively selected for the study. (Hennink & Kaiser, 2022) state that qualitative sample sizes reach for saturation between 9–17 interviews. DATA COLLECTION TOOLS The data collection tools for this study were mainly key informant interviews and document reviews. 1. Document Review Document review is a method used to retrieve data by scrutinizing pre-existing written records (Morgan, 2022 ). To achieve this objective, specific documents, including educational policies, curriculum frameworks, general curriculum guidelines, and subject-specific guidelines from Taiwan, were purposively chosen and gathered. The collected data underwent a coding process, ultimately leading to the identification of recurring themes with similar content. The document review was conducted by the researcher, who employed a systematically devised protocol or checklist to ensure the consistent and dependable acquisition of valuable information from multiple documents. 2. Key Informant Interviews 10 professors leading the curriculum reform and 5 principals from the model schools were sampled for interview. DATA ANALYSIS TECHNIQUES Qualitative researchers typically employ an inductive approach, where they construct patterns, categories, and themes from the ground up by systematically organizing the data into progressively more abstract units of information (Haque, 2022 ). As depicted in Fig. 1 , the data analysis procedures in this study followed a specific sequence: first, the raw data was organized and prepared for analysis, then an overall understanding of the data was developed, followed by coding the data, which in this case involved manually coding textual data or images collected during data collection. This coding process entailed breaking down sentences or paragraphs into distinct categories and assigning labels to these categories using language that reflects the participants' actual expressions. Subsequently, a narrative description and themes were generated, and finally, these descriptions and themes were incorporated into the narrative passage. For this study, key informant interviews and document analysis were carried out. Document analysis is a form of qualitative research in which documents are constructed by the researchers to give voice and meaning to an assessment topic. Analyzing documents incorporates coding contents into themes similar to how focus groups or interview transcripts are analyzed. Using a combination of key informant interviews and document analysis in research offers numerous advantages. These methods can be used simultaneously to cross-verify information (Creswell, 2018 ). Key informant interviews provide contextual understanding, clarification, and validation of data. Interviews also uncover unintended consequences and add a human perspective to the research. This approach allows researchers to employ triangulation, enhancing the credibility and validity of the (Creswell, 2018 ). This method enhances the overall validity of the research, compensating for potential biases and limitations associated with each individual method. Combining interviews and document analysis is a form of triangulation that can enhance the credibility and validity of your research (Natow, 2020 ). To this end, the official policy documents were purposely selected, reviewed, and analyzed. The purpose of using this document analysis was to understand and explore the competency-based curriculum of Taiwan by looking at how these competencies are integrated into the curriculum, alignment with the labor market demands, implementation strategies and challenges in order to draw best lessons for low socio-economic nations such as African countries. The information from the documents was categorized and coded based on the frequency of occurrences or data, allowing for the identification of patterns through thematic analysis (Byrne, 2022 ). During the review, key themes emerged. Likewise, data from Key Informant Interviews (KIIs) were collected and coded to identify recurring themes based on similar content (Byrne, 2022 ). With participants’ consent, all KII data were audio-recorded. To ensure confidentiality, the responses of senior officials and experts were analyzed anonymously using coded identifiers. FINDINGS The aim of this study was to examine and explore the competency-based curriculum in Taiwan. To that end, data were obtained on the curriculum guidelines, curriculum framework, educational policy from document reviews and KIIs. Finally, it was thematically categorized, interpreted, and discussed using a review or related literature. OBJECTIVE 1 To explore the competencies integration process into Taiwan curriculum OVERVIEW OF COMPETENCY INTEGRATION PROCESS The Ministry of Education of the Republic of China is in charge of the education of the country along with the National Academy of Educational Research. In the new competency-based curriculum of Taiwan, the country carried out policy borrow in 2004 from the OECD and contextualized the competency adoption as per KIIs. Stakeholder Engagement Stakeholder engagement has been instrumental in improving educational outcomes in Taiwan (Pan & Yu, 1999). For instance, the 12-Year Basic Education Curriculum Guidelines, implemented in 2014, was the result of extensive consultations with educators, scholars, and parents (Ministry of Education Republic of China (Taiwan), 2014 ). The Ministry of Education identified the key stakeholders to the process such as educators, scholars, curriculum specialists, teachers, parents, student representatives, community, Parent-teacher associations, professors, and the other interest groups such as the industry personnel. The KIIs experts also elucidated that public consultations continued more than a year to listen to the public to create inclusive environment where everyone feels that his/her voice is heard. Continuous public hearings were conducted to identify the needs of Taiwanese people and what kind of subjects needs to be included in the curriculum. Public dialogue was carried out and even online platforms were created to increase the transparency. Regular announcements were also made. All suggestions and opinions were recorded…KIIs A respondent recalls “one of the most interesting areas that raised debate was the content because we had to develop a way to measure the performance of skills and knowledge rather the traditional approach using a contextualized model”. Furthermore, Taiwan adopted the bottom-up approach which has invigorated its education system (Lo, 2014 ). Involving local communities and parents in education decisions has created a sense of ownership and responsibility, leading to improved school outcomes and stronger community support for schools. Taiwan's education system is highly decentralized, with significant decision-making authority delegated to local governments and schools. This decentralization allows educational institutions to tailor their programs and policies to meet the specific needs of their students and communities. This was a grassroot approach were everything started from the bottom. It was a highly decentralized activity that everyone had the opportunity to participate in freely and offer his/her contribution to task. All opinions were systematically documented and later analyzed to ensure that the curriculum framework reflected the collective needs and aspirations of Taiwanese society…KIIs. According to (Ministry of Education, 2021 ), National Academy for Educational Research (NAER) in Taiwan participates in the review and revision of Taiwan's national curriculum guidelines. This involves collecting input from various stakeholders, conducting research, and making recommendations for updates to the curriculum to reflect changing educational needs and societal developments (A. F.-Y. Lin, 2020 ). NAER also plays important role in studying current educational trends, pedagogical best practices, and the evolving needs of the education system. NAER collaborates with educators, experts, and other stakeholders to design, revise, and innovate curricula for Taiwan's schools. A key informant noted: NAER helped the acquisition and retrieval of all data related to education from its database. The Committee provide the blueprint and research findings. NAER contributions have helped ensure that Taiwan’s competency-based curriculum is not only theoretically sound but also practically viable, ultimately fostering an education system that is responsive to the demands of a rapidly changing global landscape. Competency Identification and Integration Competency identification based on the global trends and contextual issues acquired from the findings of the needs assessment then competencies were integrated in the different subjects/interdisciplinary and cross disciplinary were made then Review Committee checked if the guidelines and frameworks are in line with the MOE Curriculum Policy (competencies). To find out if the competencies are achieved, KPIs were created. The Curriculum Review Committee had to also make sure subject specific guidelines and general guidelines. Apart from the different subjects were competencies were integrated, competencies had been incorporated in teacher training practices. In the initial stage, there the committee first came up with the conceptualization of competencies so that everyone is on the right track. During the initial meetings and discussions, the had been a lot of contentions on the right translation and nomenclature of “competency” to Chinese. For the competency identification, we used the DeSeCo (definition and selection of competencies by UNESCO), needs assessment findings and the generic competencies. ..KIIs. OBJECTIVE TWO To find out extent to the new curriculum responds to labor markets demands of Taiwan Labor Market Demands The imperativeness to integrate employability into the curriculum is underscored by factors such as the gap in skills among graduates, the rapidly changing global job market, disparities in the labor market, political influences, and the priorities of students(Cashian, 2015)Gallagher, 2018 ). According to(Nikunen, 2021 ) securing employment has posed difficulties for young adults in the recent past. In this case, the case of curriculum design and development of Taiwan, the curriculum review committee deeply deemed the tailoring of curriculum competencies into the labor market demands in order to increase the chances of employability of students. The participants of the study also pinpointed that during the curriculum design and development, industries were invited to address their concerns and needs at the market. The curriculum review committee did not only comprise of teachers, principals, students, professors, scholars, researchers, parents, local govt officials and MoE but also industries in order to hear their voices and discover the needs of the market. This helped us tailor competencies in an emerging and fast changing global and local market..KIIs In consistent with this, the (Ministry of Education, 2023) document “Education in Taiwan” elicited this information and stated that the program comprises a three-month educational phase and a subsequent three-month internship on a rotating basis. Participants have the opportunity to gain practical experience through internships at companies and institutes certified by the Ministry of Education. During these internships, they receive allowances, apply their acquired knowledge in a workplace setting, and, through a MOE project, can potentially pursue their studies at tech universities while advancing their career goals. This initiative, involving a three-year training collaboration, has proven beneficial for partnering businesses such as Panasonic, Walsin Technology Corporation, TECO Electric & Machinery Co., Gogoro, Hi-Lai Foods Co., Din Tai Fung, and Mentor Hair, enabling them to find the skilled talent they require. “Initially designed to nurture engineering talent, the program has expanded and now includes seven disciplines: business management, food and beverage management, automobiles, electrical engineering, mechatronics engineering, cosmetology, and information. Electrical engineering in particular will be an area of focus to reflect industries’ evolving needs” (Education in Taiwan, 2023). Likewise, under the Practical Technical Programs and Cooperative Education Classes (Ministry of Education, 2023), emphasize hands-on skills and preparation for future employment. Students undergo annual training in these programs, acquiring skill sets tailored to actual employment needs. Essentially, each year of training focuses on equipping students with skills specific to a particular area. Cooperative education classes aim to prepare students for diverse industries. Through collaborations with businesses, schools can arrange various forms of internships, such as "rotating internships" or "ladder internships," approved by authorities. “This curriculum revision not only follows strictly the educational goals specified in the Constitution, taking into account social changes, globalization trends, and the future demand for talent, to maximize their talent, and help them develop lifelong learning abilities, social compassion, and an international outlook” (Ministry of Education Republic of China (Taiwan), 2014 ). This was also supported by the KIIs that depicted the series public meetings and hearings from the industry personnel had contributed a lot to them on the needs of the market and curriculum the required competencies to vet for the industry needs. A key informant mentioned: Public hearings had been ongoing for a long time to get evidence-based insightful options. In terms of labor market demands and employability, I think the active participation of industry personnel helped us a lot to realize the specific skills and knowledge industries need. We were in collaboration with industry stakeholders. This collaboration ensured that the curriculum is aligned with current industry standards and practices. Employers provided inputs on the specific skills and competencies they seek in potential employ. So, we considered the evolving needs of the job market and ensuring that students are equipped with the competencies. Despite this, some very few respondents have reiterated that strong emphasis have not been given on the labor market demands of Taiwan and the competency-based curriculum adoption was a policy-borrow from the OECD and it was merely an admiration of the initiative that most of the developed countries have adopted this curriculum, Taiwan should also introduce. I cannot say that Taiwan has given much attention to the labor market demands. In our efforts to revamp the education of Taiwan and prepare students for the 21st century, we have just made policy borrow from the OECD and put all our efforts to contextualize by looking at the global trend. In terms of Taiwan General Curriculum Guidelines, we discussed what kind of subjects needed to be included in the national curriculum and school curriculum, learning areas, required courses, number of hours, subject specific guidelines and school curriculum issues…KII Similarly, the technical and vocational education play significant role in the meeting the labor market demands and future employability of youth in Taiwan. According to the(Ministry of Education, 2023) to bridge the gap between theory and application of knowledge, there are two important initiatives “Youth Employment Pilot Program” and Youth Experiential Learning Program”. These initiatives motivate graduates from senior secondary schools to devise their personalized experiential learning plan spanning 2–3 years. According to (Ministry of Education, 2023) the "Industrial Talent Pilot Program" encourages young individuals to engage in vocational training within promising industries, including digital information, electronics, and electrical engineering, offering a maximum subsidy of $ 100,000. Both this program and pre-employment training initiatives led by the Ministry of Labor provide incentive payments of $ 3,000 per month for general courses and $ 8,000 per month for courses in national core industries, construction, or care services, for up to 12 months. Additionally, the "Youth's Employment Ultimate Program" incorporates on-the-job training opportunities from companies in the "hire first, train later" format, subsidizing employers with $ 12,000 per month for training guidance. OBJECTIVE THREE To explore the various strategies for the implementation of Taiwan CBC IMPLEMENTATION STRATEGIES According to (Hunkins & Ornstein, 1989 ), the concern for curriculum implementation began in 1980s. Many educational researchers have different views on the major factors that affect the implementation of curriculum and the determinants of failure. Sarason (1990) believes that the failure of educational reforms is due to the lack of understanding of school culture. In other words, there has been a renewed push for educational reform in policy circles and among various ideologies. However, the implementation of these reforms has remained challenging, and repeated reforms are a hallmark of the past few decades(Pan & Yu, 1999). (Kinniburgh, 2008 ) posits that implementation of educational change is brought about the teachers’ moral and emotional considerations. (Fullan et al., 2015) reiterates that most of the curriculum projects intended for the implementation of new curriculum fail because of curriculum developers do not give adequate consideration to school organization. In the case of Taiwan, the respondents revealed that a bottom-up approach was employed during the curriculum design and development and this eased the implementation of the curriculum. On this question, the following themes emerged: grassroot approach to curriculum implementation (school curriculum and MoE mandated curriculum), systemic approach to professional development for teachers, authentic assessment, legal frameworks (directions, acts, regulations). Grassroot Approach Most of the respondents stated that the development of competency-oriented curriculum of Taiwan was a well-planned, inclusive bottom-up approach. The respondents also revealed that before the implementation, during the development, the community was well informed about the change of the curriculum since continuous public hearings, online platforms and public discussions were held across the country for years. According to the Ministry the curriculum revision involved the active participation of teachers. Furthermore, the Ministry of Education (MOE) utilized public websites and online forums to seek input from teachers, parents, and the broader public (Ministry of Education, 2023). The committee members incorporated this feedback into the entire curriculum revision process. Before the implementation of the curriculum, the public was well aware of the new curriculum; they were updated before the development of the curriculum. It was a grassroot approach rather that bureaucratic. Community was well informed about the new curriculum innovations. This is what every country should do in order to reach its milestones towards a competitive curriculum. On the other hand, the key players of the curriculum development such as students, teachers, professors, consultants, MoE, school principals, parents, civil society organizations, non-governmental organizations, directors, community members and other stakeholders played significant role during the development and implementation stages of the curriculum. On the other hand, some of the respondents posited that there were few concerns from the parents towards the new 12-Year Curriculum Guidelines. A key informant revealed: Many of the parents expressed concerns in the in the beginning since they were not well aware of the goals and processes of the new curriculum guidelines. Due to continuous communication about the updated curriculum, parents are becoming more convinced that the Curriculum-Based Competency (CBC) aims to develop 21st-century skills, nurture individual talents, and encourage lifelong learning. This is accomplished through an interdisciplinary, innovative, and adaptable approach tailored to local needs. The key informants also elicited that the previous experience on the adoption competency-based curriculum in 2000 in Taiwan and the new trends of the OECD, UNESCO and EU helped them conceptualize and contextualize the key competencies required for the 21st century. School Curriculum According to the Taiwan Ministry of Education (2014), the guidelines include both Ministry-mandated and school-based curricula. The 12-Year Curriculum Guidelines are designed to increase school autonomy and actively involve a variety of stakeholders, including teachers, administrators, parents, and NGOs. Granting increased autonomy, schools were anticipated to spearhead the creation of curriculum at the school level. This involved active participation from all members of the school community, such as teachers, parents, teacher-educators, and resource persons (H.-L. S. Chen & Huang, 2017). However, similar to the obstacles encountered during the 9-Year curriculum reform, these guidelines have encountered some resistance. Similarly, the 12-Year Curriculum Guidelines necessitate schools to formulate individualized alternative curricula in addition to adhering to the newly mandated curriculum by the Ministry of Education. The school-based curriculum is expected to be created and presented by each school, emphasizing the institution's educational vision and supporting the personalized development of students based on their abilities (Ministry of Education Republic of China (Taiwan), 2014 ). The document also states that the school curriculum is “designed and offered by each school to highlight the school’s vision of education and facilitate students’ development according to their aptitudes”. Similarly, the (Ministry of Education Republic of China (Taiwan), 2014 ) issued a directive for curriculum implementation that contains eight major items. ‘(1) curriculum development; (2) teaching implementation; (3) learning assessment and application; (4) teaching resources; (5) teacher professional development; (6) administrative support; (7) participation of parents and nongovernmental organizations; and (8) supplementary provisions’ (MOE, 2014). According to (H.-L. S. Chen & Huang, 2017) “These changes aimed to allow schools and teachers professional autonomy in school-based curriculum development in order to build students’ fundamental competencies in various categories for modern society in the 21st century.” According to (Coudenys et al., 2022 ), the school-based curriculum provides autonomy to schools by including both elective and required courses and alternative learning that increase the relevance of the curriculum and contextual needs. School-based curricula encompass both mandatory and elective courses designed by individual schools, along with alternative or group learning periods tailored to students’ specific needs. Depending on the level of schooling; elementary, junior high, or senior high—the number of weekly sessions devoted to alternative curricula can range from two to seven, with grades 3–9 typically having more sessions. Moreover, each of the four senior high school tracks (as defined in the Senior High School Education Act) has unique requirements regarding how much of the curriculum schools can develop on their own versus what is mandated by the Ministry of Education. Specialized and comprehensive high schools, in particular, enjoy considerable autonomy, allowing them to classify more than half of their required credits as alternative curriculum. Since the 1990s, Taiwan's education system has experienced a transition towards greater decentralization and active participation. Previously, the emphasis was on sorting students for university placement. Nevertheless, entering the 21st century prompted a shift in priorities towards nurturing future talent, leading to the transformation of the system into one that revolves around students and emphasizes lifelong learning (P. Chen et al., 2020 ). The respondents also pointed out that school the alternative school curriculum provided them a high degree of autonomy to incorporate local context needs and culture into the curriculum. They also showed that they made significant strides in the development of the school curriculum by developing comprehensive plans. We devised a solid curriculum development and implementation plan. On one hand we had to implement the MOE mandated curriculum while on the other hand we had to compile all our resources to develop a school-based curriculum that reflects on the needs and interest of our students and community. We adopted transformational leadership to face the new change and made sure everyone was on board. Consensus was reached on the vision of the school. We had to arrange continuous workshops for teachers in order to face the new transformation. I remember when we use the ORID (Objective, reflective, interpretive and decisional) for structuring our debates and conversations. Another principal also noted that they divided the teachers into clusters and developed mapping school vision, philosophy, the needs and interests of students, diversity and culture integration into the curriculum. Fortunately, my school is a pioneering school that participated in the pilot programs of the Ministry of Education. Therefore, we devised a comprehensive mapping plan to portray our school philosophy and vision based on the needs and interest of our students and community. We divided the teachers into clusters by employing distributive leadership where every teacher was engaged in the activity. Teachers, students and parents were also engaged in the curriculum development process. The new curriculum leaves a room of one-third for the schools to develop and implement. Therefore, the most interesting thing was integrating the competencies in the subjects and learning areas of the school curriculum. So, to address this problem, we have always received professors and scholars from the Ministry of Education that helped us each and every stage. They helped us incorporate competencies both into the curriculum and the subjects and of course to implement it during the instruction. There were even classroom observation activities. This was also stated by the (Ministry of Education, 2021 ) ‘Rather than imposing specific directives and force-feeding knowledge, the approach encourages educators to devise their own curricula based on the needs of students and in line with the traits of the schools they serve”. On the aspect of support for implementation, the respondents (professors and scholars from NAER) also revealed that schools were given continuous support on the development and implementation of the school curriculum. To make sure that schools implementation of the new curriculum, professors and scholars regularly visit schools to support them the continuous professional development courses for their teachers in order to integrate the core competencies in their instructional strategies and assessment approaches. This was really a challenge to many teachers so we had to strive to make it easy for them to comprehend the application of the 21st century competencies in their pedagogies. We also created learning communities in schools in order convince teachers to act as curriculum innovators. ..KIIs The respondents also asserted that most workshops provided to schools focused on “incorporating competency/competencies into different subjects and creating interdisciplinary activities by also considering the needs and interests of the students and the vision of the school”. In Taiwan, parents consider education as one of the most important investments; therefore, parents were engaged in the school curriculum development and implementation. They actively participate in school meetings, provide feedback on educational policies, and collaborate with teachers to enhance learning experiences. This high level of parental involvement fosters a strong academic culture, ensuring that students receive the necessary support both at school and at home.”KIIs. MoE Mandated curriculum According to MOE (2014), the government designs this curriculum to enhance students' fundamental learning skills and establish a foundational framework based on their individual aptitudes. In elementary and junior high school, the curriculum encompasses 'domain-specific courses' aimed at fostering students' fundamental knowledge and skills, promoting well-balanced development across all learning areas. The upper secondary school curriculum, mandated by the Ministry of Education, consists of general subjects essential for students to build a foundational understanding across different domains. Additionally, it includes vocational subjects and practical courses tailored to their professional growth and individual aptitudes (Ministry of Education Republic of China (Taiwan), 2014 ). This MoE mandated curriculum guidelines refer to the national-level guidelines and standards set by the Ministry of Education. It outlines the core subjects, learning areas, and essential content that all schools across the country are required to follow. It provides a standardized framework to ensure a baseline level of education. The MOE mandated curriculum revisions are based on educational research, societal needs, and global trends. Updates to the curriculum took much time and involve a comprehensive review process and thorough stakeholder engagement. KIIs The Eighth National Education Conference in 2010 reached a consensus that, drawing from the educational development experiences of advanced nations and guided by principles such as broad accessibility, voluntary participation, quality assurance, and social justice, the Ministry of Education (MOE) should take the lead in implementing a 12-year basic education program. In his 2011 New Year's address, President Ma Ying-jeou pledged to carry out this initiative. Later that year, in September, the Executive Yuan approved the 12-Year Basic Education Implementation Plan, scheduling its full rollout for August 1, 2014. The National Academy for Educational Research, along with the Department of Technological and Vocational Education under the MOE, was tasked with developing the curriculum for the program (Ministry of Education Republic of China (Taiwan), 2014 ). Systemic Approach to Teacher Professional Development Ongoing professional development (OPD) enables teachers to acquire the essential knowledge and skills required for the successful implementation of a new curriculum (Porcenaluk et al., 2023). While it is well acknowledged that any effective educational system must include continual professional development (Borko, 2004 ), it is especially crucial during curriculum revision (Broadhead, 2001 ). Many government- initiated training programs and workshops are carried out to urge teachers to participate in professional development and to take steps in promoting twenty-first century competencies’ learning as presented in the 12-year curriculum (H.-L. S. Chen & Huang, 2017). In many occasions, the skills and fundamental competencies relevant to the twenty-first century are not systematically incorporated or adequately interpreted in national curricula, school curricula, and classroom activities (Erstad & Voogt, 2018; Halász & Michel, 2011; Voogt & Roblin, 2012). Consequently, there is a deficiency in adequately preparing students with these competencies (Goldman & Pellegrino, 2015). The implementation of twenty-first-century teaching and learning necessitates substantial changes not only to the curriculum, instruction, and assessments but also an increased focus on recognizing the pivotal and active role of teachers in the implementation. The KIIs articulated that professional development programs were put in place to equip teachers with the core competencies and how they would align it with their instructional strategies. The respondents further noted that government funded many professional development programs, workshops, seminars in order to train teachers on the conceptualization and contextualization of core competencies that students need to develop. As part of the implementation strategy, the government provided funding for rigorous professional development programs. The good thing was that the way of undertaking the required professional development was even research based. We adopted systemic approach by conducting study on the pedagogical needs of teachers for implementing competency-based curriculum. Based on the finding of that study, we reconstructed the teacher professional development mechanisms. While certain competencies are straightforward to articulate and incorporate into current school curricula, many involve interactive, cross-cutting skills that pose a considerable challenge in terms of integrating them into curriculum policies and classroom instructional activities. Therefore, the evidence-based professional development focused on translating these competencies into applicable and practical practices. The respondents further revealed that a significant number of teachers engaged in professional development endeavors linked to the educational reform, participating in activities such as workshops, collaborative lesson planning, teaching observations, and involvement in professional learning communities at various points in time. An informant mentioned: Municipalities, central governments, and schools were also providing fund for the professional development for teachers. I can say 90% of the teachers underwent P.Ds on competency-based curriculum and parents heard about it. To make sure the effectiveness of the P.D.s, key performance indicators were set based on the number of workshops, meetings, seminars teachers attended. There were also success in the pilot schools in the initial stages. In Taiwan, parents care about education a lot; this was also a driving force that drove the momentum forefront. KIIs. The respondents also pointed out that they had devised an implementation plan to adopt for the new curriculum by training teachers to adapt the competency-based curriculum and innovative pedagogies in the classroom. The principals further noted ‘they employed transformational leadership to engage parents, teachers and students to create a conducive environment for the new curricula’. Key informants also noted a paradigm shift in teaching methods, with educators adopting innovative pedagogies that move beyond conventional lectures. One respondent stated ‘our schools have witnessed a revolution in teaching practices. Teachers are now engaging students with project-based learning, where lessons are not confined to textbooks but are dynamic, real-world problem-solving experiences. This approach empowers both teachers and students to explore subjects deeply and creatively’. The emphasis on inquiry-based methods and fostering self-directed learning was also prominent. A respondent elaborated: Inquiry teaching encourages students to ask questions and seek answers independently, which naturally promotes self-directed learning. This change is not only refreshing but essential for developing critical thinkers. Teachers have embraced this method, transforming classrooms into interactive laboratories of ideas. The survey also revealed that Taiwan had experienced many challenges during the implementation of the competency-oriented education. One participant recalls: The implementation of Taiwan's Competency-Based Curriculum (CBC) faces several challenges, primarily stemming from the centralized, top-down approach to governance that has traditionally characterized the country’s education system. Despite the 12-Year Curriculum Guidelines aiming to promote school autonomy and stakeholder involvement, some resistance has emerged, particularly from teachers who feel inadequately engaged in the reform process. Teachers have expressed concerns that decisions were primarily made by experts, with their input being insufficiently considered. Professional and Networked Learning Communities Professional Learning Communities (PLCs) and Networked Learning Communities (NLCs) became central to fostering collaboration. A respondent described their transformative impact: Before CBC, teachers worked in silos. Now, our PLCs meet weekly to design cross-subject projects. For example, science and language teachers co-created a ‘Climate Change Storytelling’ unit. This not only improved pedagogy but also built trust among staff. The Ministry’s online portal connects rural and urban teachers. Last year, our NLC shared resources for inquiry-based math lessons. One teacher in Taitung adapted our materials to include Indigenous weaving patterns, showing how networked learning fosters localized innovation. Collaborative approaches have become integral to teacher development. One respondent highlighted The formation of professional learning communities has been a game-changer. Educators now collaborate regularly, sharing best practices and resources across networked learning communities. This cooperative teaching model ensures that innovation is not isolated to individual classrooms but becomes a shared responsibility for systemic improvement. In my school, in some cases, two teachers now co-lead classes, one focuses on content delivery, the other on individualized support. This approach reduced student disengagement, especially in mixed-ability groups. Authentic Assessment Another key theme was the shift toward authentic assessment methods, which aim to capture the full spectrum of student learning beyond traditional exams. The sub-themes here include: portfolios, student profiles,, checklists, reflective journals, peer assessments, rubrics, observation schedules, anecdotal records, high-stake exams and a focus towards formative assessment. Educators have increasingly adopted portfolios and student profiles as central assessment tools. A respondent stated. Portfolios and student profiles provide us with a holistic view of each student’s progress. Unlike conventional exams, these tools allow us to see the evolution of a student’s skills and competencies over time. This continuous assessment model is transformative; it documents learning journeys in a way that is both meaningful and reflective of real-life abilities. Students curate portfolios with essays, art, and reflection journals. For instance, a shy student used her portfolio to showcase leadership in a community garden project; something exams never captured. There is also an emerging need to reform the structure of assessments to align with modern pedagogical goals. As one educator noted, Reformatting our assessment methods has required us to rethink how we evaluate learning. We are reconceptualizing classroom activities so that they serve both as learning experiences and as assessments. This dual purpose not only motivates students but also provides a richer data set for evaluating their true capabilities. Through this, we create student profiles. Each student’s profile includes peer feedback, self-assessments, and teacher notes. One profile revealed a student’s aptitude for conflict resolution, leading us to assign her as a peer mediator The traditional high-stakes exam model is undergoing significant reconstruction. A respondent explained, High-stake testing has long been a source of stress and often fails to capture the nuanced skills of our students. By re-constructing these tests to include diverse assessment elements, we are shifting the focus from rote memorization to genuine competency and critical thinking. I know a student who used to panic before tests. Now, his final project, a robotics prototype, counts for 50% of his grade. He’s more motivated and creative. Legal Framework: Directions, Acts, and Regulations The third theme centers on the pivotal role of legal and regulatory frameworks in underpinning the CBC reforms. This theme encompasses several sub-themes such as directions, acts, policy guides and regulations. A key informant noted that “the directions issued by our Ministry of Education have been crucial. They outline the vision and practical steps for CBC implementation, offering clarity and a sense of purpose that has galvanized the entire education community.” Discussion The research revealed that Taiwan’s competency-based curriculum was developed through an inclusive, bottom-up process that actively engaged a broad spectrum of stakeholders, including teachers, parents, curriculum specialists, and local communities (Ministry of Education Republic of China (Taiwan), 2014 ). This collaborative approach facilitated the identification and incorporation of core competencies that transcend traditional subject boundaries, emphasizing critical thinking, creativity, communication, and social participation (H.-L. S. Chen & Huang, 2017; Erstad & Voogt, 2018). The integration process was anchored in both international frameworks (e.g., UNESCO’s DeSeCo) and localized needs assessments, ensuring that competencies were contextually relevant while remaining aligned with global trends (Voogt & Roblin, 2012). The study further indicates that the curriculum reform was designed with an explicit focus on enhancing student employability by aligning academic competencies with the needs of the labor market. Stakeholder consultations, including significant input from industry representatives, informed the tailoring of curriculum content and assessment practices to reflect evolving market standards (Coudenys et al., 2022 ; Mocanu et al., 2014). Initiatives such as cooperative education classes and practical technical programs have been integrated to bridge the gap between theoretical knowledge and practical skills (Cheruiyot, 2024 ; Ministry of Education, 2023). Despite these efforts, some key informants noted that the extent of labor market responsiveness could be further enhanced, suggesting that while policy borrowing from OECD models has been beneficial, additional contextualization is necessary to fully meet local industry needs. Further, the implementation of the CBC has been characterized by a multi-pronged strategy that includes the adoption of a grassroots approach, systemic professional development, authentic assessment reforms, and supportive legal frameworks. The bottom-up methodology not only allowed for widespread stakeholder participation but also fostered a sense of ownership among educators and communities (Skedsmo & Huber, 2019). Systemic professional development programs, supported by both government funding and local initiatives, have been crucial in equipping teachers with the skills to integrate innovative pedagogies and competency-based assessments into their daily practice (Borko, 2004 ; Ministry of Education, 2023; Porcenaluk et al., 2023). Moreover, the establishment of legal frameworks through clearly articulated directions, acts, and regulations has ensured the consistency and accountability of the reform process. Nevertheless, challenges remain, notably the persistent perception among some teachers that the reform remains overly top-down, potentially dampening enthusiasm for its long-term success (Coudenys et al., 2022 ). Collectively, these findings highlight both the achievements and the challenges inherent in implementing a competency-based curriculum in Taiwan. The successful integration of competencies and alignment with labor market demands underscore the potential of such reforms to foster 21st-century skills. However, the ongoing need for deeper teacher engagement and further contextualization of labor market inputs indicates that continuous refinement is essential. These insights offer valuable lessons not only for Taiwan but also for other nations, particularly those in low socio-economic contexts, endeavoring to reform their educational systems to meet the demands of a rapidly changing global landscape. Conclusion Taiwan’s Competency-Based Curriculum (CBC) reform provides a model for aligning education with 21st-century needs. In its efforts to prioritize stakeholder collaboration, teacher development, and labor market alignment, Taiwan has promoted critical thinking, creativity, and social participation. However, adapting this model to Africa requires addressing structural, cultural, and resource-based challenges. Taiwan’s participatory approach, engaging educators, parents, and industries, highlights the importance of inclusive curriculum design. African nations must ensure local values and socio-economic priorities shape reforms while balancing global benchmarks with indigenous knowledge. Integrating traditional practices into STEM education and aligning vocational training with key industries are crucial steps. Resource constraints pose significant challenges, including infrastructure gaps, teacher shortages, and limited digital access. Taiwan’s use of ICT and professional learning communities offers insights, but Africa may need offline tools and community-funded teacher hubs. Strong legal and policy frameworks, decentralization, and cross-sector partnerships will be essential for sustainable reform. Resistance from educators accustomed to exam-driven systems is another barrier. Taiwan’s approach: continuous training, incentives, and teacher leadership shows that systemic investment can drive change. Addressing urban-rural disparities in resources is equally vital. Taiwan’s CBC is not a one-size-fits-all solution but a catalyst for reimagining African education. Phased, participatory reforms, strategic resource mobilization, and bold policy actions are essential. Without innovation, education systems risk deepening inequities. Taiwan’s experience, adapted to local contexts, offers a vision for transformative change. Implications In order to engage wide stakeholders, African nations should adopt a participatory, bottom-up approach to curriculum reform, engaging educators, parents, students, local communities, and industry representatives in co-designing CBC frameworks. To invest teacher training, teacher readiness is critical for CBC implementation. African governments must prioritize context-specific, ongoing professional development (PD) programs that equip educators with skills to deliver competency-based pedagogies such as PLC, NLC and CoP groups. This enables also to combat the teacher resistance which is critical to curriculum reforms. In order align the curriculum with the labor market demands, curriculum design must integrate input from industries to ensure graduates possess skills relevant to local and global job markets to bridge the theory-practice gap. In order to leverage adaptive resource strategies, addressing infrastructural deficits requires innovative, low-cost solutions should be considered. While Taiwan utilized ICT platforms for curriculum delivery and teacher collaboration, African systems must adapt to connectivity challenges by developing offline resources (e.g., printed modular guides, community radio programs) and mobile resource centers. Partnerships with NGOs and international donors can subsidize textbooks, digital tools, and classroom materials. Prioritizing gender-responsive infrastructure—such as safe learning spaces and menstrual hygiene facilities—can improve retention. While adopting global CBC models (e.g., OECD, UNESCO), African curricula must embed local languages, traditions, and knowledge systems. For example, integrating Indigenous ecological practices into environmental science or oral storytelling into literacy programs can enhance relevance and student engagement. Lastly, in order to mitigate the CBC reform risks, African nations should pilot CBC in select urban and rural schools, using feedback to refine strategies before nationwide scaling. Pilot programs should test resource allocation models, teacher training efficacy, and community responsiveness. Mobile training units and “model schools” can serve as innovation hubs, disseminating best practices. Declarations Data Availability Statement. The data that support the findings of this study are available from the corresponding author upon reasonable request. Due to privacy and ethical considerations involving the participants, the data are not publicly available. Ethics Approval and Consent to Participate The manuscript has not been submitted to any other journal. The study is conducted in accordance with the American Psychological Association’s Research Ethics Code. The ethical review was carried out to ensure that the research complied with national research standards and ethical principles regarding studies involving human participants. The study was found to adhere to appropriate ethical guidelines, and approval was granted by the Ministry of Education and Science of Somaliland Research Ethics Commission with the following details: Approval Number: REC/MOES/0748/2022. Consent for Publication. Informed consent was obtained for all participants to their participation in the study. Additionally, participants were reminded at the start of the study that they had the right to withdraw from the study at any time. Acknowledgement The researcher acknowledges the Ministry of Foreign Affairs of Taiwan for granting the fellowship program. I also thank for the high-level supervision and resources provided by National Taiwan Normal University during the fellowship period. AI ACKNOWLEDGEMENT The author acknowledges the use of AI for the grammatical correction, spelling and sentence structure of some areas. INFORMED CONSENT The author has obtained informed consent from all participants. CONSENT TO PUBLISH THE PAPER The author declares that he provides the consent for publishing this paper. CONFLICT OF INTEREST The author declares that there is no conflict of interest. FUNDING There was no funding available. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6819720","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":508066085,"identity":"24b0c8b7-e59a-415e-ab30-d5c1595feb70","order_by":0,"name":"Gulled Yasin","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAABA0lEQVRIiWNgGAWjYFAC5sYDDGwgBmMDwwcGhgQgy4CAFsYGuBbGGSRqAVrIQ4wW+YjEhgMfyhgS+/sPtz22bbPJY2Bv3ibB8McGpxbDG4kNB2ecY0iccSOx3Ti3La2YgedYmQRjWxpuLTMSGw7ztjEkNtxgbJPObTuc2CCRYybB2HAYv5a/QC3zzx9sk7YEaZF/YwZ0GG4t8hJALYxALRsOJLZJM4Jt4QFqYcOtxYDnYcPBnnMSxhtvJLZJ9pxLS2zjSSu2SMTjF/n25IMPfpTZyM47f/yZBJCR2M9+eOOND3hCzOAAmJJwbICJgOMoAacGoC1QpfZ41IyCUTAKRsFIBwD9kFsAqx4GEgAAAABJRU5ErkJggg==","orcid":"","institution":"","correspondingAuthor":true,"prefix":"","firstName":"Gulled","middleName":"","lastName":"Yasin","suffix":""}],"badges":[],"createdAt":"2025-06-04 11:08:13","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6819720/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6819720/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":90346191,"identity":"dab588a1-0c4f-44f3-b09d-7812dfa44fe8","added_by":"auto","created_at":"2025-09-01 16:14:21","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":161785,"visible":true,"origin":"","legend":"\u003cp\u003eCore competencies as wheel-in-action.\u003c/p\u003e","description":"","filename":"floatimage1.png","url":"https://assets-eu.researchsquare.com/files/rs-6819720/v1/ada45ebf0b6106e6b92b4993.png"},{"id":90347849,"identity":"140d7c14-257d-4827-aefa-d48b01b79a7f","added_by":"auto","created_at":"2025-09-01 16:46:23","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1245860,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6819720/v1/2559fa59-dbd2-48ba-a3ec-e16e99640e73.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Leveraging Taiwan’s Competency-Based Curriculum Model: Implications for Low- and Middle-Income Countries","fulltext":[{"header":"Introduction","content":"\u003cp\u003eIn 1990s, employing grassroots approach, the civil society groups exerted a pressure to the government to undertake education reforms in Taiwan. This became the turning point of Taiwan education The civil society lobbied their rights of participating in the education reforms. In 1994, a mass demonstration was staged by middle class citizens, demanding for major education reforms that eliminate the unreasonable constraints and controls imposed by the authoritarian government. Lobbyists called for drastic action in cooperation with the legislators to make concessions on the education reforms legislation. In light of the urgent need for substantial measures, the circumstances prompted the premier to authorize the formation of a specialized Council on Education Reform (CER) at the cabinet level in September 1994.\u003c/p\u003e\n\u003cp\u003eGuided by the constructivist approach, this curriculum made substantial pedagogical and structural changes to foster basic skills and alleviate the narrow measure of test-driven practices by developing multiple ways of measuring student academic performance.\u003c/p\u003e\n\u003cp\u003eMore so, the entrance exams were primarily paper-and-pencil assessments emphasizing factual knowledge, which in turn drove junior and senior high school instruction to center on knowledge acquisition and memorization. Teachers mainly passed on information from textbooks, and students relied heavily on rote memorization and drill exercises, often receiving test-focused instruction. Due to the competitive nature of these exams, many students attended after-school programs or cram schools to refine their test-taking strategies. This emphasis on testing not only caused significant stress for learners but also led to a rigid education system and a growing disconnect between schooling and societal progress. (H.-L. S. Chen \u0026amp; Huang, 2017).\u003c/p\u003e\n\u003cp\u003eFurthermore, the nine-year curriculum was developed in line with the global shift toward competency-based education, identifying \u0026ldquo;fundamental competencies\u0026rdquo; as the essential knowledge and skills that all Taiwanese students should possess to succeed in the modern era (Coudenys et al., \u003cspan class=\"CitationRef\"\u003e2022\u003c/span\u003e). Building on these \u0026ldquo;fundamental competencies\u0026rdquo; and the \u0026ldquo;core competencies\u0026rdquo; specified in the General Curriculum Guidelines for Senior High School\u0026mdash;while maintaining alignment with international competency standards\u0026mdash;the twelve-year curriculum introduced a competency framework with nine \u0026ldquo;core competencies,\u0026rdquo; encompassing indicators for all grade levels and subject areas (Ministry of Education Republic of China (Taiwan), \u003cspan class=\"CitationRef\"\u003e2014\u003c/span\u003e).\u003c/p\u003e\n\u003cp\u003eOn the other hand, many low socio-economic nations, African countries, for example, such as Kenya, Tanzania, Uganda, South Africa, Rwanda and others still struggle for the implementation of CBC (Gulled, \u003cspan class=\"CitationRef\"\u003e2023\u003c/span\u003e). The challenges include: inadequate teacher training, limited resources, including shortages of textbooks, digital tools, and adequate infrastructure, resistance to change, infrastructural deficits such as inadequate classroom space and unreliable internet connectivity complicate the delivery of CBC-aligned education (Cheruiyot, \u003cspan class=\"CitationRef\"\u003e2024\u003c/span\u003e).\u003c/p\u003e\n\u003cp\u003eTherefore, this study aims to explore the competency-based curriculum of Taiwan by looking at how these competencies are integrated into the curriculum, alignment with the labor market demands, implementation strategies and challenges in order to draw best lessons for low socio-economic nations such as African countries.\u003c/p\u003e\n\u003ch3\u003eOBJECTIVE ONE\u003c/h3\u003e\n\u003cp\u003e\u003cstrong\u003eTo explore the mechanisms of competencies integration in Taiwan curriculum reforms\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIn this objective, the researcher wanted to discover how various generic and local needs reflective competencies are integrated in the various curricular documents such as the learning areas or subjects. According to (Ministry of Education Republic of China (Taiwan), \u003cspan class=\"CitationRef\"\u003e2014\u003c/span\u003e) the, the new curriculum guidelines set forth by the government focuses on key areas including;\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\n \u003cp\u003e\u003cstrong\u003eInspiring Students to Unleash Their Full Potential\u003c/strong\u003e\u003c/p\u003e\n \u003c/li\u003e\n \u003cli\u003e\n \u003cp\u003e\u003cstrong\u003eTeach and Develop Students\u0026rsquo; Knowledge about Life\u003c/strong\u003e\u003c/p\u003e\n \u003c/li\u003e\n \u003cli\u003e\n \u003cp\u003e\u003cstrong\u003ePromote Students\u0026rsquo; Career Development\u003c/strong\u003e\u003c/p\u003e\n \u003c/li\u003e\n \u003cli\u003e\n \u003cp\u003e\u003cstrong\u003eInculcate Students\u0026rsquo; Civic Responsibility\u003c/strong\u003e\u003c/p\u003e\n \u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eBefore the adoption of competency-based curriculum, Taiwan was practicing test-driven pedagogical practices in which parents were solely pursuing high score attainment of their children in the high-stake tests (H.-L. S. Chen \u0026amp; Huang, 2017). These test-centric teaching practices not only placed significant stress on students but also led to a rigid educational system and a growing disconnect between school education and societal development (Wu \u0026amp; Lee, 2017).\u003c/p\u003e\n\u003cp\u003eThe 12-Year Basic Education system, core skills serve as the foundation for crafting curricula, ensuring a seamless transition between educational phases, connecting various knowledge areas, and merging subjects together (Ministry of Education Republic of China (Taiwan), \u003cspan class=\"CitationRef\"\u003e2014\u003c/span\u003e). Core competencies are mainly implemented in the standard subjects and general domains within elementary, junior high, and upper secondary schools.\u003c/p\u003e\n\u003cp\u003eDrawing on competency frameworks developed by international organizations such as the OECD, European Union, and UNESCO, Taiwan\u0026rsquo;s revamped 12-year curriculum is designed around the concept of the student as a lifelong learner, fostering the development of nine \u0026ldquo;core competencies\u0026rdquo; (s\u0026ugrave; yǎng) that are organized into three distinct categories; spontaneity, communication and interaction and social participation as depicted in Fig.\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e1\u003c/span\u003e (H.-L. S. Chen, \u003cspan class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e\n\u003cp\u003eIn this regard, according to MoE curriculum guidelines (Ministry of Education Republic of China (Taiwan), \u003cspan class=\"CitationRef\"\u003e2014\u003c/span\u003e), spontaneity encompasses aspects related to both physical and mental well-being, as well as personal growth. It involves logical reasoning, problem-solving abilities, as well as the capacity for effective planning, execution, innovation, and adaptation. Communication and interaction, on the other hand, include semiotics and expression, proficiency in information and technology, as well as media literacy, along with an appreciation for the arts and aesthetic literacy. Lastly, social participation involves ethical behavior and citizenship, the ability to form interpersonal relationships and work as part of a team, and a broad understanding of different cultures and global perspectives. Figure\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e1\u003c/span\u003e provides a visual representation of the key concepts underpinning the core competencies emphasized in 12-year Basic Education.\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\n \u003ctable id=\"Tab1\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\u003cbr\u003e\u003c/div\u003e\n \u003c/caption\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003e\u003cimg 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\"\u003e\u003c/p\u003e\n\u003cp\u003eAs depicted in Fig.\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e1\u003c/span\u003e, there are 9 core competencies that have been derived from the three main components of the curriculum; spontaneity, communication and interaction and social participation.\u003c/p\u003e\n\u003ch3\u003eCURRICULUM COMPETENCIES\u003c/h3\u003e\n\u003cp\u003e\u003cstrong\u003eHolistic Approach\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eCurriculum competencies in Taiwan represent a departure from traditional educational models that emphasize rote learning and subject-specific knowledge (H.-L. S. Chen \u0026amp; Huang, 2017). Instead, the focus is on nurturing well-rounded individuals capable of addressing real-world challenges. The Ministry of Education in Taiwan has actively promoted this shift, highlighting the importance of competencies such as critical thinking, communication skills, digital literacy, and social responsibility(Lee et al., n.d.). This integrated approach encompasses not only academic disciplines but also the development of essential life skills and character education.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCurriculum Responsiveness to Labor Market Demands\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe issue of curriculum responsiveness in labor market demands and employability has become the core debate in recent decades. Educational institutions often face pressure from policymakers, politicians, and the public to tailor their programs to meet economic and societal demands. This pressure intensifies in times of social change, especially in regions struggling with high unemployment rates (Wedekind, 2019). Additionally, enhancing the alignment of educational supply with the requirements of the labor market is among the recommendations put forth by the European Commission in 2013 (Mocanu et al., 2014).\u003c/p\u003e\n\u003cp\u003eAccording to (Mocanu et al., 2014,), the research of how distinct skills are demanded in the job market is an emerging research domain within labor economics. Recent findings indicate that both discipline-specific skills and generic competencies are crucial for graduates seeking employment.\u003c/p\u003e"},{"header":"RESEARCH METHOD","content":"\u003cp\u003eIn this study, a qualitative research approach was used to gather information encompassing various facets. This information was drawn from both documents and the firsthand experiences, individual insights and perceptions of participants.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eSampling procedures\u003c/strong\u003e\u003c/p\u003e\n\u003ctable id=\"Tab2\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\u003cbr\u003e\u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eData Source Type\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eSpecific Source/Group\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eSampling Method\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eSample Size\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eRationale\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eDocumentary Sources\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e- Curriculum Guidelines of 12-Year Basic Education - Education in Taiwan (Ministry of Education) - Advancing 21st Century Competencies in Taiwan - Educational Fundamental Act 1999 - White Paper of Teacher Education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePurposive sampling\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e5 documents\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eKey policy and curriculum documents reflecting Taiwan\u0026apos;s education reforms over two decades\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eKey Informant Interviews\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eProfessors and Principals with first-hand experience in curriculum reforms\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePurposive sampling\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e15 respondents\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eInformed insights on policy and implementation; aligns with Hennink \u0026amp; Kaiser (2022) on saturation range (9\u0026ndash;17 interviews)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003e20 sources\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eData triangulation achieved through combination of document analysis and expert interviews\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003c/p\u003e\n\u003cp\u003eIn the realm of qualitative research, (Creswell, \u003cspan class=\"CitationRef\"\u003e2018\u003c/span\u003e) the selection of participants or settings that can most effectively help researchers in comprehending the research question is done deliberately. Therefore, 15 respondents (professors and principals) with first hand information on the curriculum reforms of Taiwan had been purposively selected for the study. (Hennink \u0026amp; Kaiser, 2022) state that qualitative sample sizes reach for saturation between 9\u0026ndash;17 interviews.\u003c/p\u003e\n\u003ch3\u003eDATA COLLECTION TOOLS\u003c/h3\u003e\n\u003cp\u003eThe data collection tools for this study were mainly key informant interviews and document reviews.\u003c/p\u003e\n\n\u003cp\u003e\u003cstrong\u003e1. Document Review\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003c/p\u003e\n\u003cp\u003eDocument review is a method used to retrieve data by scrutinizing pre-existing written records (Morgan, \u003cspan class=\"CitationRef\"\u003e2022\u003c/span\u003e). To achieve this objective, specific documents, including educational policies, curriculum frameworks, general curriculum guidelines, and subject-specific guidelines from Taiwan, were purposively chosen and gathered. The collected data underwent a coding process, ultimately leading to the identification of recurring themes with similar content. The document review was conducted by the researcher, who employed a systematically devised protocol or checklist to ensure the consistent and dependable acquisition of valuable information from multiple documents.\u003c/p\u003e\n\n\u003cp\u003e\u003cstrong\u003e2. Key Informant Interviews\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003c/p\u003e\n\u003cp\u003e10 professors leading the curriculum reform and 5 principals from the model schools were sampled for interview.\u003c/p\u003e\n\u003ch3\u003eDATA ANALYSIS TECHNIQUES\u003c/h3\u003e\n\u003cp\u003eQualitative researchers typically employ an inductive approach, where they construct patterns, categories, and themes from the ground up by systematically organizing the data into progressively more abstract units of information (Haque, \u003cspan class=\"CitationRef\"\u003e2022\u003c/span\u003e). As depicted in Fig. \u003cspan class=\"InternalRef\"\u003e1\u003c/span\u003e, the data analysis procedures in this study followed a specific sequence: first, the raw data was organized and prepared for analysis, then an overall understanding of the data was developed, followed by coding the data, which in this case involved manually coding textual data or images collected during data collection. This coding process entailed breaking down sentences or paragraphs into distinct categories and assigning labels to these categories using language that reflects the participants\u0026apos; actual expressions. Subsequently, a narrative description and themes were generated, and finally, these descriptions and themes were incorporated into the narrative passage.\u003c/p\u003e\n\u003cp\u003eFor this study, key informant interviews and document analysis were carried out. Document analysis is a form of qualitative research in which documents are constructed by the researchers to give voice and meaning to an assessment topic. Analyzing documents incorporates coding contents into themes similar to how focus groups or interview transcripts are analyzed. Using a combination of key informant interviews and document analysis in research offers numerous advantages. These methods can be used simultaneously to cross-verify information (Creswell, \u003cspan class=\"CitationRef\"\u003e2018\u003c/span\u003e). Key informant interviews provide contextual understanding, clarification, and validation of data. Interviews also uncover unintended consequences and add a human perspective to the research. This approach allows researchers to employ triangulation, enhancing the credibility and validity of the (Creswell, \u003cspan class=\"CitationRef\"\u003e2018\u003c/span\u003e). This method enhances the overall validity of the research, compensating for potential biases and limitations associated with each individual method. Combining interviews and document analysis is a form of triangulation that can enhance the credibility and validity of your research (Natow, \u003cspan class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e\n\u003cp\u003eTo this end, the official policy documents were purposely selected, reviewed, and analyzed. The purpose of using this document analysis was to understand and explore the competency-based curriculum of Taiwan by looking at how these competencies are integrated into the curriculum, alignment with the labor market demands, implementation strategies and challenges in order to draw best lessons for low socio-economic nations such as African countries.\u003c/p\u003e\n\u003cp\u003eThe information from the documents was categorized and coded based on the frequency of occurrences or data, allowing for the identification of patterns through thematic analysis (Byrne, \u003cspan class=\"CitationRef\"\u003e2022\u003c/span\u003e). During the review, key themes emerged. Likewise, data from Key Informant Interviews (KIIs) were collected and coded to identify recurring themes based on similar content (Byrne, \u003cspan class=\"CitationRef\"\u003e2022\u003c/span\u003e). With participants\u0026rsquo; consent, all KII data were audio-recorded. To ensure confidentiality, the responses of senior officials and experts were analyzed anonymously using coded identifiers.\u003c/p\u003e"},{"header":"FINDINGS","content":"\u003cp\u003eThe aim of this study was to examine and explore the competency-based curriculum in Taiwan. To that end, data were obtained on the curriculum guidelines, curriculum framework, educational policy from document reviews and KIIs. Finally, it was thematically categorized, interpreted, and discussed using a review or related literature.\u003c/p\u003e\u003cp\u003e\u003cb\u003eOBJECTIVE 1\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003eTo explore the competencies integration process into Taiwan curriculum\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003eOVERVIEW OF COMPETENCY INTEGRATION PROCESS\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe Ministry of Education of the Republic of China is in charge of the education of the country along with the National Academy of Educational Research. In the new competency-based curriculum of Taiwan, the country carried out policy borrow in 2004 from the OECD and contextualized the competency adoption as per KIIs.\u003c/p\u003e\u003cp\u003e\u003cb\u003eStakeholder Engagement\u003c/b\u003e\u003c/p\u003e\u003cp\u003eStakeholder engagement has been instrumental in improving educational outcomes in Taiwan (Pan \u0026amp; Yu, 1999). For instance, the 12-Year Basic Education Curriculum Guidelines, implemented in 2014, was the result of extensive consultations with educators, scholars, and parents (Ministry of Education Republic of China (Taiwan), \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). The Ministry of Education identified the key stakeholders to the process such as educators, scholars, curriculum specialists, teachers, parents, student representatives, community, Parent-teacher associations, professors, and the other interest groups such as the industry personnel.\u003c/p\u003e\u003cp\u003eThe KIIs experts also elucidated that public consultations continued more than a year to listen to the public to create inclusive environment where everyone feels that his/her voice is heard.\u003c/p\u003e\u003cp\u003eContinuous public hearings were conducted to identify the needs of Taiwanese people and what kind of subjects needs to be included in the curriculum. Public dialogue was carried out and even online platforms were created to increase the transparency. Regular announcements were also made. All suggestions and opinions were recorded…KIIs\u003c/p\u003e\u003cp\u003eA respondent recalls “one of the most interesting areas that raised debate was the content because we had to develop a way to measure the performance of skills and knowledge rather the traditional approach using a contextualized model”.\u003c/p\u003e\u003cp\u003eFurthermore, Taiwan adopted the bottom-up approach which has invigorated its education system (Lo, \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). Involving local communities and parents in education decisions has created a sense of ownership and responsibility, leading to improved school outcomes and stronger community support for schools. Taiwan's education system is highly decentralized, with significant decision-making authority delegated to local governments and schools. This decentralization allows educational institutions to tailor their programs and policies to meet the specific needs of their students and communities.\u003c/p\u003e\u003cp\u003eThis was a grassroot approach were everything started from the bottom. It was a highly decentralized activity that everyone had the opportunity to participate in freely and offer his/her contribution to task. All opinions were systematically documented and later analyzed to ensure that the curriculum framework reflected the collective needs and aspirations of Taiwanese society…KIIs.\u003c/p\u003e\u003cp\u003eAccording to (Ministry of Education, \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), National Academy for Educational Research (NAER) in Taiwan participates in the review and revision of Taiwan's national curriculum guidelines. This involves collecting input from various stakeholders, conducting research, and making recommendations for updates to the curriculum to reflect changing educational needs and societal developments (A. F.-Y. Lin, \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). NAER also plays important role in studying current educational trends, pedagogical best practices, and the evolving needs of the education system. NAER collaborates with educators, experts, and other stakeholders to design, revise, and innovate curricula for Taiwan's schools. A key informant noted:\u003c/p\u003e\u003cp\u003eNAER helped the acquisition and retrieval of all data related to education from its database. The Committee provide the blueprint and research findings. NAER contributions have helped ensure that Taiwan’s competency-based curriculum is not only theoretically sound but also practically viable, ultimately fostering an education system that is responsive to the demands of a rapidly changing global landscape.\u003c/p\u003e\u003cp\u003e\u003cb\u003eCompetency Identification and Integration\u003c/b\u003e\u003c/p\u003e\u003cp\u003e Competency identification based on the global trends and contextual issues acquired from the findings of the needs assessment then competencies were integrated in the different subjects/interdisciplinary and cross disciplinary were made then Review Committee checked if the guidelines and frameworks are in line with the MOE Curriculum Policy (competencies). To find out if the competencies are achieved, KPIs were created. The Curriculum Review Committee had to also make sure subject specific guidelines and general guidelines.\u003c/p\u003e\u003cp\u003eApart from the different subjects were competencies were integrated, competencies had been incorporated in teacher training practices. In the initial stage, there the committee first came up with the conceptualization of competencies so that everyone is on the right track.\u003c/p\u003e\u003cp\u003eDuring the initial meetings and discussions, the had been a lot of contentions on the right translation and nomenclature of “competency” to Chinese. For the competency identification, we used the DeSeCo (definition and selection of competencies by UNESCO), needs assessment findings and the generic competencies. ..KIIs.\u003c/p\u003e\u003cp\u003e\u003cb\u003eOBJECTIVE TWO\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003eTo find out extent to the new curriculum responds to labor markets demands of Taiwan\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003eLabor Market Demands\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe imperativeness to integrate employability into the curriculum is underscored by factors such as the gap in skills among graduates, the rapidly changing global job market, disparities in the labor market, political influences, and the priorities of students(Cashian, 2015)Gallagher, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). According to(Nikunen, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) securing employment has posed difficulties for young adults in the recent past.\u003c/p\u003e\u003cp\u003eIn this case, the case of curriculum design and development of Taiwan, the curriculum review committee deeply deemed the tailoring of curriculum competencies into the labor market demands in order to increase the chances of employability of students. The participants of the study also pinpointed that during the curriculum design and development, industries were invited to address their concerns and needs at the market.\u003c/p\u003e\u003cp\u003eThe curriculum review committee did not only comprise of teachers, principals, students, professors, scholars, researchers, parents, local govt officials and MoE but also industries in order to hear their voices and discover the needs of the market. This helped us tailor competencies in an emerging and fast changing global and local market..KIIs\u003c/p\u003e\u003cp\u003eIn consistent with this, the (Ministry of Education, 2023) document “Education in Taiwan” elicited this information and stated that the program comprises a three-month educational phase and a subsequent three-month internship on a rotating basis. Participants have the opportunity to gain practical experience through internships at companies and institutes certified by the Ministry of Education. During these internships, they receive allowances, apply their acquired knowledge in a workplace setting, and, through a MOE project, can potentially pursue their studies at tech universities while advancing their career goals. This initiative, involving a three-year training collaboration, has proven beneficial for partnering businesses such as Panasonic, Walsin Technology Corporation, TECO Electric \u0026amp; Machinery Co., Gogoro, Hi-Lai Foods Co., Din Tai Fung, and Mentor Hair, enabling them to find the skilled talent they require.\u003c/p\u003e\u003cp\u003e“Initially designed to nurture engineering talent, the program has expanded and now includes seven disciplines: business management, food and beverage management, automobiles, electrical engineering, mechatronics engineering, cosmetology, and information. Electrical engineering in particular will be an area of focus to reflect industries’ evolving needs” (Education in Taiwan, 2023).\u003c/p\u003e\u003cp\u003eLikewise, under the Practical Technical Programs and Cooperative Education Classes (Ministry of Education, 2023), emphasize hands-on skills and preparation for future employment. Students undergo annual training in these programs, acquiring skill sets tailored to actual employment needs. Essentially, each year of training focuses on equipping students with skills specific to a particular area. Cooperative education classes aim to prepare students for diverse industries. Through collaborations with businesses, schools can arrange various forms of internships, such as \"rotating internships\" or \"ladder internships,\" approved by authorities.\u003c/p\u003e\u003cp\u003e“This curriculum revision not only follows strictly the educational goals specified in the Constitution, taking into account social changes, globalization trends, and the future demand for talent, to maximize their talent, and help them develop lifelong learning abilities, social compassion, and an international outlook” (Ministry of Education Republic of China (Taiwan), \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2014\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThis was also supported by the KIIs that depicted the series public meetings and hearings from the industry personnel had contributed a lot to them on the needs of the market and curriculum the required competencies to vet for the industry needs. A key informant mentioned:\u003c/p\u003e\u003cp\u003ePublic hearings had been ongoing for a long time to get evidence-based insightful options. In terms of labor market demands and employability, I think the active participation of industry personnel helped us a lot to realize the specific skills and knowledge industries need. We were in collaboration with industry stakeholders. This collaboration ensured that the curriculum is aligned with current industry standards and practices. Employers provided inputs on the specific skills and competencies they seek in potential employ. So, we considered the evolving needs of the job market and ensuring that students are equipped with the competencies.\u003c/p\u003e\u003cp\u003eDespite this, some very few respondents have reiterated that strong emphasis have not been given on the labor market demands of Taiwan and the competency-based curriculum adoption was a policy-borrow from the OECD and it was merely an admiration of the initiative that most of the developed countries have adopted this curriculum, Taiwan should also introduce.\u003c/p\u003e\u003cp\u003eI cannot say that Taiwan has given much attention to the labor market demands. In our efforts to revamp the education of Taiwan and prepare students for the 21st century, we have just made policy borrow from the OECD and put all our efforts to contextualize by looking at the global trend. In terms of Taiwan General Curriculum Guidelines, we discussed what kind of subjects needed to be included in the national curriculum and school curriculum, learning areas, required courses, number of hours, subject specific guidelines and school curriculum issues…KII\u003c/p\u003e\u003cp\u003eSimilarly, the technical and vocational education play significant role in the meeting the labor market demands and future employability of youth in Taiwan. According to the(Ministry of Education, 2023) to bridge the gap between theory and application of knowledge, there are two important initiatives “Youth Employment Pilot Program” and Youth Experiential Learning Program”. These initiatives motivate graduates from senior secondary schools to devise their personalized experiential learning plan spanning 2–3 years.\u003c/p\u003e\u003cp\u003eAccording to (Ministry of Education, 2023) the \"Industrial Talent Pilot Program\" encourages young individuals to engage in vocational training within promising industries, including digital information, electronics, and electrical engineering, offering a maximum subsidy of \u003cspan\u003e$\u003c/span\u003e100,000. Both this program and pre-employment training initiatives led by the Ministry of Labor provide incentive payments of \u003cspan\u003e$\u003c/span\u003e3,000 per month for general courses and \u003cspan\u003e$\u003c/span\u003e8,000 per month for courses in national core industries, construction, or care services, for up to 12 months. Additionally, the \"Youth's Employment Ultimate Program\" incorporates on-the-job training opportunities from companies in the \"hire first, train later\" format, subsidizing employers with \u003cspan\u003e$\u003c/span\u003e12,000 per month for training guidance.\u003c/p\u003e\u003cp\u003e\u003cb\u003eOBJECTIVE THREE\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003eTo explore the various strategies for the implementation of Taiwan CBC\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003eIMPLEMENTATION STRATEGIES\u003c/b\u003e\u003c/p\u003e\u003cp\u003eAccording to (Hunkins \u0026amp; Ornstein, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e1989\u003c/span\u003e), the concern for curriculum implementation began in 1980s. Many educational researchers have different views on the major factors that affect the implementation of curriculum and the determinants of failure. Sarason (1990) believes that the failure of educational reforms is due to the lack of understanding of school culture. In other words, there has been a renewed push for educational reform in policy circles and among various ideologies. However, the implementation of these reforms has remained challenging, and repeated reforms are a hallmark of the past few decades(Pan \u0026amp; Yu, 1999). (Kinniburgh, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2008\u003c/span\u003e) posits that implementation of educational change is brought about the teachers’ moral and emotional considerations. (Fullan et al., 2015) reiterates that most of the curriculum projects intended for the implementation of new curriculum fail because of curriculum developers do not give adequate consideration to school organization. In the case of Taiwan, the respondents revealed that a bottom-up approach was employed during the curriculum design and development and this eased the implementation of the curriculum. On this question, the following themes emerged: grassroot approach to curriculum implementation (school curriculum and MoE mandated curriculum), systemic approach to professional development for teachers, authentic assessment, legal frameworks (directions, acts, regulations).\u003c/p\u003e\u003cp\u003e\u003cb\u003eGrassroot Approach\u003c/b\u003e\u003c/p\u003e\u003cp\u003eMost of the respondents stated that the development of competency-oriented curriculum of Taiwan was a well-planned, inclusive bottom-up approach. The respondents also revealed that before the implementation, during the development, the community was well informed about the change of the curriculum since continuous public hearings, online platforms and public discussions were held across the country for years. According to the Ministry the curriculum revision involved the active participation of teachers. Furthermore, the Ministry of Education (MOE) utilized public websites and online forums to seek input from teachers, parents, and the broader public (Ministry of Education, 2023). The committee members incorporated this feedback into the entire curriculum revision process.\u003c/p\u003e\u003cp\u003eBefore the implementation of the curriculum, the public was well aware of the new curriculum; they were updated before the development of the curriculum. It was a grassroot approach rather that bureaucratic. Community was well informed about the new curriculum innovations. This is what every country should do in order to reach its milestones towards a competitive curriculum. On the other hand, the key players of the curriculum development such as students, teachers, professors, consultants, MoE, school principals, parents, civil society organizations, non-governmental organizations, directors, community members and other stakeholders played significant role during the development and implementation stages of the curriculum.\u003c/p\u003e\u003cp\u003e On the other hand, some of the respondents posited that there were few concerns from the parents towards the new 12-Year Curriculum Guidelines. A key informant revealed:\u003c/p\u003e\u003cp\u003eMany of the parents expressed concerns in the in the beginning since they were not well aware of the goals and processes of the new curriculum guidelines. Due to continuous communication about the updated curriculum, parents are becoming more convinced that the Curriculum-Based Competency (CBC) aims to develop 21st-century skills, nurture individual talents, and encourage lifelong learning. This is accomplished through an interdisciplinary, innovative, and adaptable approach tailored to local needs.\u003c/p\u003e\u003cp\u003eThe key informants also elicited that the previous experience on the adoption competency-based curriculum in 2000 in Taiwan and the new trends of the OECD, UNESCO and EU helped them conceptualize and contextualize the key competencies required for the 21st century.\u003c/p\u003e\u003cp\u003e\u003cb\u003eSchool Curriculum\u003c/b\u003e\u003c/p\u003e\u003cp\u003e According to the Taiwan Ministry of Education (2014), the guidelines include both Ministry-mandated and school-based curricula. The 12-Year Curriculum Guidelines are designed to increase school autonomy and actively involve a variety of stakeholders, including teachers, administrators, parents, and NGOs. Granting increased autonomy, schools were anticipated to spearhead the creation of curriculum at the school level. This involved active participation from all members of the school community, such as teachers, parents, teacher-educators, and resource persons (H.-L. S. Chen \u0026amp; Huang, 2017). However, similar to the obstacles encountered during the 9-Year curriculum reform, these guidelines have encountered some resistance. Similarly, the 12-Year Curriculum Guidelines necessitate schools to formulate individualized alternative curricula in addition to adhering to the newly mandated curriculum by the Ministry of Education. The school-based curriculum is expected to be created and presented by each school, emphasizing the institution's educational vision and supporting the personalized development of students based on their abilities (Ministry of Education Republic of China (Taiwan), \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). The document also states that the school curriculum is “designed and offered by each school to highlight the school’s vision of education and facilitate students’ development according to their aptitudes”.\u003c/p\u003e\u003cp\u003eSimilarly, the (Ministry of Education Republic of China (Taiwan), \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2014\u003c/span\u003e) issued a directive for curriculum implementation that contains eight major items. ‘(1) curriculum development; (2) teaching implementation; (3) learning assessment and application; (4) teaching resources; (5) teacher professional development; (6) administrative support; (7) participation of parents and nongovernmental organizations; and (8) supplementary provisions’ (MOE, 2014).\u003c/p\u003e\u003cp\u003eAccording to (H.-L. S. Chen \u0026amp; Huang, 2017) “These changes aimed to allow schools and teachers professional autonomy in school-based curriculum development in order to build students’ fundamental competencies in various categories for modern society in the 21st century.”\u003c/p\u003e\u003cp\u003eAccording to (Coudenys et al., \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), the school-based curriculum provides autonomy to schools by including both elective and required courses and alternative learning that increase the relevance of the curriculum and contextual needs.\u003c/p\u003e\u003cp\u003eSchool-based curricula encompass both mandatory and elective courses designed by individual schools, along with alternative or group learning periods tailored to students’ specific needs. Depending on the level of schooling; elementary, junior high, or senior high—the number of weekly sessions devoted to alternative curricula can range from two to seven, with grades 3–9 typically having more sessions. Moreover, each of the four senior high school tracks (as defined in the Senior High School Education Act) has unique requirements regarding how much of the curriculum schools can develop on their own versus what is mandated by the Ministry of Education. Specialized and comprehensive high schools, in particular, enjoy considerable autonomy, allowing them to classify more than half of their required credits as alternative curriculum.\u003c/p\u003e\u003cp\u003eSince the 1990s, Taiwan's education system has experienced a transition towards greater decentralization and active participation. Previously, the emphasis was on sorting students for university placement. Nevertheless, entering the 21st century prompted a shift in priorities towards nurturing future talent, leading to the transformation of the system into one that revolves around students and emphasizes lifelong learning (P. Chen et al., \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThe respondents also pointed out that school the alternative school curriculum provided them a high degree of autonomy to incorporate local context needs and culture into the curriculum. They also showed that they made significant strides in the development of the school curriculum by developing comprehensive plans.\u003c/p\u003e\u003cp\u003eWe devised a solid curriculum development and implementation plan. On one hand we had to implement the MOE mandated curriculum while on the other hand we had to compile all our resources to develop a school-based curriculum that reflects on the needs and interest of our students and community. We adopted transformational leadership to face the new change and made sure everyone was on board. Consensus was reached on the vision of the school. We had to arrange continuous workshops for teachers in order to face the new transformation. I remember when we use the ORID (Objective, reflective, interpretive and decisional) for structuring our debates and conversations.\u003c/p\u003e\u003cp\u003eAnother principal also noted that they divided the teachers into clusters and developed mapping school vision, philosophy, the needs and interests of students, diversity and culture integration into the curriculum.\u003c/p\u003e\u003cp\u003e Fortunately, my school is a pioneering school that participated in the pilot programs of the Ministry of Education. Therefore, we devised a comprehensive mapping plan to portray our school philosophy and vision based on the needs and interest of our students and community. We divided the teachers into clusters by employing distributive leadership where every teacher was engaged in the activity. Teachers, students and parents were also engaged in the curriculum development process. The new curriculum leaves a room of one-third for the schools to develop and implement. Therefore, the most interesting thing was integrating the competencies in the subjects and learning areas of the school curriculum. So, to address this problem, we have always received professors and scholars from the Ministry of Education that helped us each and every stage. They helped us incorporate competencies both into the curriculum and the subjects and of course to implement it during the instruction. There were even classroom observation activities.\u003c/p\u003e\u003cp\u003eThis was also stated by the (Ministry of Education, \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) ‘Rather than imposing specific directives and force-feeding knowledge, the approach encourages educators to devise their own curricula based on the needs of students and in line with the traits of the schools they serve”.\u003c/p\u003e\u003cp\u003eOn the aspect of support for implementation, the respondents (professors and scholars from NAER) also revealed that schools were given continuous support on the development and implementation of the school curriculum.\u003c/p\u003e\u003cp\u003eTo make sure that schools implementation of the new curriculum, professors and scholars regularly visit schools to support them the continuous professional development courses for their teachers in order to integrate the core competencies in their instructional strategies and assessment approaches. This was really a challenge to many teachers so we had to strive to make it easy for them to comprehend the application of the 21st century competencies in their pedagogies. We also created learning communities in schools in order convince teachers to act as curriculum innovators. ..KIIs\u003c/p\u003e\u003cp\u003eThe respondents also asserted that most workshops provided to schools focused on “incorporating competency/competencies into different subjects and creating interdisciplinary activities by also considering the needs and interests of the students and the vision of the school”.\u003c/p\u003e\u003cp\u003eIn Taiwan, parents consider education as one of the most important investments; therefore, parents were engaged in the school curriculum development and implementation. They actively participate in school meetings, provide feedback on educational policies, and collaborate with teachers to enhance learning experiences. This high level of parental involvement fosters a strong academic culture, ensuring that students receive the necessary support both at school and at home.”KIIs.\u003c/p\u003e\u003cp\u003e\u003cb\u003eMoE Mandated curriculum\u003c/b\u003e\u003c/p\u003e\u003cp\u003eAccording to MOE (2014), the government designs this curriculum to enhance students' fundamental learning skills and establish a foundational framework based on their individual aptitudes. In elementary and junior high school, the curriculum encompasses 'domain-specific courses' aimed at fostering students' fundamental knowledge and skills, promoting well-balanced development across all learning areas. The upper secondary school curriculum, mandated by the Ministry of Education, consists of general subjects essential for students to build a foundational understanding across different domains. Additionally, it includes vocational subjects and practical courses tailored to their professional growth and individual aptitudes (Ministry of Education Republic of China (Taiwan), \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2014\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThis MoE mandated curriculum guidelines refer to the national-level guidelines and standards set by the Ministry of Education. It outlines the core subjects, learning areas, and essential content that all schools across the country are required to follow. It provides a standardized framework to ensure a baseline level of education. The MOE mandated curriculum revisions are based on educational research, societal needs, and global trends. Updates to the curriculum took much time and involve a comprehensive review process and thorough stakeholder engagement. KIIs\u003c/p\u003e\u003cp\u003eThe Eighth National Education Conference in 2010 reached a consensus that, drawing from the educational development experiences of advanced nations and guided by principles such as broad accessibility, voluntary participation, quality assurance, and social justice, the Ministry of Education (MOE) should take the lead in implementing a 12-year basic education program. In his 2011 New Year's address, President Ma Ying-jeou pledged to carry out this initiative. Later that year, in September, the Executive Yuan approved the 12-Year Basic Education Implementation Plan, scheduling its full rollout for August 1, 2014. The National Academy for Educational Research, along with the Department of Technological and Vocational Education under the MOE, was tasked with developing the curriculum for the program (Ministry of Education Republic of China (Taiwan), \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2014\u003c/span\u003e).\u003c/p\u003e\u003cp\u003e\u003cb\u003eSystemic Approach to Teacher Professional Development\u003c/b\u003e\u003c/p\u003e\u003cp\u003eOngoing professional development (OPD) enables teachers to acquire the essential knowledge and skills required for the successful implementation of a new curriculum (Porcenaluk et al., 2023). While it is well acknowledged that any effective educational system must include continual professional development (Borko, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2004\u003c/span\u003e), it is especially crucial during curriculum revision (Broadhead, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2001\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eMany government- initiated training programs and workshops are carried out to urge teachers to participate in professional development and to take steps in promoting twenty-first century competencies’ learning as presented in the 12-year curriculum (H.-L. S. Chen \u0026amp; Huang, 2017). In many occasions, the skills and fundamental competencies relevant to the twenty-first century are not systematically incorporated or adequately interpreted in national curricula, school curricula, and classroom activities (Erstad \u0026amp; Voogt, 2018; Halász \u0026amp; Michel, 2011; Voogt \u0026amp; Roblin, 2012). Consequently, there is a deficiency in adequately preparing students with these competencies (Goldman \u0026amp; Pellegrino, 2015). The implementation of twenty-first-century teaching and learning necessitates substantial changes not only to the curriculum, instruction, and assessments but also an increased focus on recognizing the pivotal and active role of teachers in the implementation.\u003c/p\u003e\u003cp\u003eThe KIIs articulated that professional development programs were put in place to equip teachers with the core competencies and how they would align it with their instructional strategies. The respondents further noted that government funded many professional development programs, workshops, seminars in order to train teachers on the conceptualization and contextualization of core competencies that students need to develop.\u003c/p\u003e\u003cp\u003eAs part of the implementation strategy, the government provided funding for rigorous professional development programs. The good thing was that the way of undertaking the required professional development was even research based. We adopted systemic approach by conducting study on the pedagogical needs of teachers for implementing competency-based curriculum. Based on the finding of that study, we reconstructed the teacher professional development mechanisms. While certain competencies are straightforward to articulate and incorporate into current school curricula, many involve interactive, cross-cutting skills that pose a considerable challenge in terms of integrating them into curriculum policies and classroom instructional activities. Therefore, the evidence-based professional development focused on translating these competencies into applicable and practical practices.\u003c/p\u003e\u003cp\u003eThe respondents further revealed that a significant number of teachers engaged in professional development endeavors linked to the educational reform, participating in activities such as workshops, collaborative lesson planning, teaching observations, and involvement in professional learning communities at various points in time. An informant mentioned:\u003c/p\u003e\u003cp\u003eMunicipalities, central governments, and schools were also providing fund for the professional development for teachers. I can say 90% of the teachers underwent P.Ds on competency-based curriculum and parents heard about it. To make sure the effectiveness of the P.D.s, key performance indicators were set based on the number of workshops, meetings, seminars teachers attended. There were also success in the pilot schools in the initial stages. In Taiwan, parents care about education a lot; this was also a driving force that drove the momentum forefront. KIIs.\u003c/p\u003e\u003cp\u003eThe respondents also pointed out that they had devised an implementation plan to adopt for the new curriculum by training teachers to adapt the competency-based curriculum and innovative pedagogies in the classroom. The principals further noted ‘they employed transformational leadership to engage parents, teachers and students to create a conducive environment for the new curricula’.\u003c/p\u003e\u003cp\u003eKey informants also noted a paradigm shift in teaching methods, with educators adopting innovative pedagogies that move beyond conventional lectures. One respondent stated ‘our schools have witnessed a revolution in teaching practices. Teachers are now engaging students with project-based learning, where lessons are not confined to textbooks but are dynamic, real-world problem-solving experiences. This approach empowers both teachers and students to explore subjects deeply and creatively’.\u003c/p\u003e\u003cp\u003eThe emphasis on inquiry-based methods and fostering self-directed learning was also prominent. A respondent elaborated:\u003c/p\u003e\u003cp\u003eInquiry teaching encourages students to ask questions and seek answers independently, which naturally promotes self-directed learning. This change is not only refreshing but essential for developing critical thinkers. Teachers have embraced this method, transforming classrooms into interactive laboratories of ideas.\u003c/p\u003e\u003cp\u003eThe survey also revealed that Taiwan had experienced many challenges during the implementation of the competency-oriented education. One participant recalls:\u003c/p\u003e\u003cp\u003eThe implementation of Taiwan's Competency-Based Curriculum (CBC) faces several challenges, primarily stemming from the centralized, top-down approach to governance that has traditionally characterized the country’s education system. Despite the 12-Year Curriculum Guidelines aiming to promote school autonomy and stakeholder involvement, some resistance has emerged, particularly from teachers who feel inadequately engaged in the reform process. Teachers have expressed concerns that decisions were primarily made by experts, with their input being insufficiently considered.\u003c/p\u003e\u003cp\u003e\u003cb\u003eProfessional and Networked Learning Communities\u003c/b\u003e\u003c/p\u003e\u003cp\u003eProfessional Learning Communities (PLCs) and Networked Learning Communities (NLCs) became central to fostering collaboration. A respondent described their transformative impact:\u003c/p\u003e\u003cp\u003eBefore CBC, teachers worked in silos. Now, our PLCs meet weekly to design cross-subject projects. For example, science and language teachers co-created a ‘Climate Change Storytelling’ unit. This not only improved pedagogy but also built trust among staff. The Ministry’s online portal connects rural and urban teachers. Last year, our NLC shared resources for inquiry-based math lessons. One teacher in Taitung adapted our materials to include Indigenous weaving patterns, showing how networked learning fosters localized innovation.\u003c/p\u003e\u003cp\u003eCollaborative approaches have become integral to teacher development. One respondent highlighted\u003c/p\u003e\u003cp\u003eThe formation of professional learning communities has been a game-changer. Educators now collaborate regularly, sharing best practices and resources across networked learning communities. This cooperative teaching model ensures that innovation is not isolated to individual classrooms but becomes a shared responsibility for systemic improvement. In my school, in some cases, two teachers now co-lead classes, one focuses on content delivery, the other on individualized support. This approach reduced student disengagement, especially in mixed-ability groups.\u003c/p\u003e\u003cp\u003e\u003cb\u003eAuthentic Assessment\u003c/b\u003e\u003c/p\u003e\u003cp\u003eAnother key theme was the shift toward authentic assessment methods, which aim to capture the full spectrum of student learning beyond traditional exams. The sub-themes here include: portfolios, student profiles,, checklists, reflective journals, peer assessments, rubrics, observation schedules, anecdotal records, high-stake exams and a focus towards formative assessment.\u003c/p\u003e\u003cp\u003eEducators have increasingly adopted portfolios and student profiles as central assessment tools. A respondent stated.\u003c/p\u003e\u003cp\u003ePortfolios and student profiles provide us with a holistic view of each student’s progress. Unlike conventional exams, these tools allow us to see the evolution of a student’s skills and competencies over time. This continuous assessment model is transformative; it documents learning journeys in a way that is both meaningful and reflective of real-life abilities. Students curate portfolios with essays, art, and reflection journals. For instance, a shy student used her portfolio to showcase leadership in a community garden project; something exams never captured.\u003c/p\u003e\u003cp\u003eThere is also an emerging need to reform the structure of assessments to align with modern pedagogical goals. As one educator noted,\u003c/p\u003e\u003cp\u003eReformatting our assessment methods has required us to rethink how we evaluate learning. We are reconceptualizing classroom activities so that they serve both as learning experiences and as assessments. This dual purpose not only motivates students but also provides a richer data set for evaluating their true capabilities. Through this, we create student profiles. Each student’s profile includes peer feedback, self-assessments, and teacher notes. One profile revealed a student’s aptitude for conflict resolution, leading us to assign her as a peer mediator\u003c/p\u003e\u003cp\u003eThe traditional high-stakes exam model is undergoing significant reconstruction. A respondent explained,\u003c/p\u003e\u003cp\u003eHigh-stake testing has long been a source of stress and often fails to capture the nuanced skills of our students. By re-constructing these tests to include diverse assessment elements, we are shifting the focus from rote memorization to genuine competency and critical thinking. I know a student who used to panic before tests. Now, his final project, a robotics prototype, counts for 50% of his grade. He’s more motivated and creative.\u003c/p\u003e\u003cp\u003e\u003cb\u003eLegal Framework: Directions, Acts, and Regulations\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe third theme centers on the pivotal role of legal and regulatory frameworks in underpinning the CBC reforms. This theme encompasses several sub-themes such as directions, acts, policy guides and regulations. A key informant noted that “the directions issued by our Ministry of Education have been crucial. They outline the vision and practical steps for CBC implementation, offering clarity and a sense of purpose that has galvanized the entire education community.”\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe research revealed that Taiwan\u0026rsquo;s competency-based curriculum was developed through an inclusive, bottom-up process that actively engaged a broad spectrum of stakeholders, including teachers, parents, curriculum specialists, and local communities (Ministry of Education Republic of China (Taiwan), \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). This collaborative approach facilitated the identification and incorporation of core competencies that transcend traditional subject boundaries, emphasizing critical thinking, creativity, communication, and social participation (H.-L. S. Chen \u0026amp; Huang, 2017; Erstad \u0026amp; Voogt, 2018). The integration process was anchored in both international frameworks (e.g., UNESCO\u0026rsquo;s DeSeCo) and localized needs assessments, ensuring that competencies were contextually relevant while remaining aligned with global trends (Voogt \u0026amp; Roblin, 2012).\u003c/p\u003e\u003cp\u003eThe study further indicates that the curriculum reform was designed with an explicit focus on enhancing student employability by aligning academic competencies with the needs of the labor market. Stakeholder consultations, including significant input from industry representatives, informed the tailoring of curriculum content and assessment practices to reflect evolving market standards (Coudenys et al., \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Mocanu et al., 2014). Initiatives such as cooperative education classes and practical technical programs have been integrated to bridge the gap between theoretical knowledge and practical skills (Cheruiyot, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Ministry of Education, 2023). Despite these efforts, some key informants noted that the extent of labor market responsiveness could be further enhanced, suggesting that while policy borrowing from OECD models has been beneficial, additional contextualization is necessary to fully meet local industry needs.\u003c/p\u003e\u003cp\u003eFurther, the implementation of the CBC has been characterized by a multi-pronged strategy that includes the adoption of a grassroots approach, systemic professional development, authentic assessment reforms, and supportive legal frameworks. The bottom-up methodology not only allowed for widespread stakeholder participation but also fostered a sense of ownership among educators and communities (Skedsmo \u0026amp; Huber, 2019). Systemic professional development programs, supported by both government funding and local initiatives, have been crucial in equipping teachers with the skills to integrate innovative pedagogies and competency-based assessments into their daily practice (Borko, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2004\u003c/span\u003e; Ministry of Education, 2023; Porcenaluk et al., 2023). Moreover, the establishment of legal frameworks through clearly articulated directions, acts, and regulations has ensured the consistency and accountability of the reform process. Nevertheless, challenges remain, notably the persistent perception among some teachers that the reform remains overly top-down, potentially dampening enthusiasm for its long-term success (Coudenys et al., \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eCollectively, these findings highlight both the achievements and the challenges inherent in implementing a competency-based curriculum in Taiwan. The successful integration of competencies and alignment with labor market demands underscore the potential of such reforms to foster 21st-century skills. However, the ongoing need for deeper teacher engagement and further contextualization of labor market inputs indicates that continuous refinement is essential. These insights offer valuable lessons not only for Taiwan but also for other nations, particularly those in low socio-economic contexts, endeavoring to reform their educational systems to meet the demands of a rapidly changing global landscape.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eTaiwan\u0026rsquo;s Competency-Based Curriculum (CBC) reform provides a model for aligning education with 21st-century needs. In its efforts to prioritize stakeholder collaboration, teacher development, and labor market alignment, Taiwan has promoted critical thinking, creativity, and social participation. However, adapting this model to Africa requires addressing structural, cultural, and resource-based challenges.\u003c/p\u003e\u003cp\u003eTaiwan\u0026rsquo;s participatory approach, engaging educators, parents, and industries, highlights the importance of inclusive curriculum design. African nations must ensure local values and socio-economic priorities shape reforms while balancing global benchmarks with indigenous knowledge. Integrating traditional practices into STEM education and aligning vocational training with key industries are crucial steps.\u003c/p\u003e\u003cp\u003eResource constraints pose significant challenges, including infrastructure gaps, teacher shortages, and limited digital access. Taiwan\u0026rsquo;s use of ICT and professional learning communities offers insights, but Africa may need offline tools and community-funded teacher hubs. Strong legal and policy frameworks, decentralization, and cross-sector partnerships will be essential for sustainable reform.\u003c/p\u003e\u003cp\u003eResistance from educators accustomed to exam-driven systems is another barrier. Taiwan\u0026rsquo;s approach: continuous training, incentives, and teacher leadership shows that systemic investment can drive change. Addressing urban-rural disparities in resources is equally vital.\u003c/p\u003e\u003cp\u003eTaiwan\u0026rsquo;s CBC is not a one-size-fits-all solution but a catalyst for reimagining African education. Phased, participatory reforms, strategic resource mobilization, and bold policy actions are essential. Without innovation, education systems risk deepening inequities. Taiwan\u0026rsquo;s experience, adapted to local contexts, offers a vision for transformative change.\u003c/p\u003e\u003cp\u003e\u003cb\u003eImplications\u003c/b\u003e\u003c/p\u003e\u003cp\u003eIn order to engage wide stakeholders, African nations should adopt a participatory, bottom-up approach to curriculum reform, engaging educators, parents, students, local communities, and industry representatives in co-designing CBC frameworks.\u003c/p\u003e\u003cp\u003eTo invest teacher training, teacher readiness is critical for CBC implementation. African governments must prioritize context-specific, ongoing professional development (PD) programs that equip educators with skills to deliver competency-based pedagogies such as PLC, NLC and CoP groups. This enables also to combat the teacher resistance which is critical to curriculum reforms.\u003c/p\u003e\u003cp\u003eIn order align the curriculum with the labor market demands, curriculum design must integrate input from industries to ensure graduates possess skills relevant to local and global job markets to bridge the theory-practice gap.\u003c/p\u003e\u003cp\u003eIn order to leverage adaptive resource strategies, addressing infrastructural deficits requires innovative, low-cost solutions should be considered. While Taiwan utilized ICT platforms for curriculum delivery and teacher collaboration, African systems must adapt to connectivity challenges by developing offline resources (e.g., printed modular guides, community radio programs) and mobile resource centers. Partnerships with NGOs and international donors can subsidize textbooks, digital tools, and classroom materials. Prioritizing gender-responsive infrastructure\u0026mdash;such as safe learning spaces and menstrual hygiene facilities\u0026mdash;can improve retention.\u003c/p\u003e\u003cp\u003eWhile adopting global CBC models (e.g., OECD, UNESCO), African curricula must embed local languages, traditions, and knowledge systems. For example, integrating Indigenous ecological practices into environmental science or oral storytelling into literacy programs can enhance relevance and student engagement.\u003c/p\u003e\u003cp\u003eLastly, in order to mitigate the CBC reform risks, African nations should pilot CBC in select urban and rural schools, using feedback to refine strategies before nationwide scaling. Pilot programs should test resource allocation models, teacher training efficacy, and community responsiveness. Mobile training units and \u0026ldquo;model schools\u0026rdquo; can serve as innovation hubs, disseminating best practices.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eData Availability Statement.\u003c/strong\u003e The data that support the findings of this study are available from the corresponding author upon reasonable request. Due to privacy and ethical considerations involving the participants, the data are not publicly available.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics Approval and Consent to Participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe manuscript has not been submitted to any other journal. The study is conducted in accordance with the American Psychological Association\u0026rsquo;s Research Ethics Code. The ethical review was carried out to ensure that the research complied with national research standards and ethical principles regarding studies involving human participants. The study was found to adhere to appropriate ethical guidelines, and approval was granted by the \u003cstrong\u003eMinistry of Education and Science of Somaliland\u003c/strong\u003e \u003cstrong\u003eResearch Ethics Commission\u003c/strong\u003e with the following details: \u003cstrong\u003eApproval Number: REC/MOES/0748/2022.\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for Publication.\u0026nbsp;\u003c/strong\u003eInformed consent was obtained for all participants to their participation in the study. Additionally, participants were reminded at the start of the study that they had the right to withdraw from the study at any time.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe researcher acknowledges the Ministry of Foreign Affairs of Taiwan for granting the fellowship program. I also thank for the high-level supervision and resources provided by National Taiwan Normal University during the fellowship period.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAI ACKNOWLEDGEMENT\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe author acknowledges the use of AI for the grammatical correction, spelling and sentence structure of some areas.\u0026nbsp;\u003c/p\u003e\n\n\u003cp\u003e\u003cstrong\u003eINFORMED CONSENT\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe author has obtained informed consent from all participants.\u0026nbsp;\u003c/p\u003e\n\n\u003cp\u003e\u003cstrong\u003eCONSENT TO PUBLISH THE PAPER\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe author declares that he provides the consent for publishing this paper.\u0026nbsp;\u003c/p\u003e\n\n\u003cp\u003e\u003cstrong\u003eCONFLICT OF INTEREST\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe author declares that there is no conflict of interest.\u003c/p\u003e\n\n\u003cp\u003e\u003cstrong\u003eFUNDING\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThere was no funding available.\u0026nbsp;\u003c/p\u003e\n\n"},{"header":"References ","content":"\u003col\u003e\n\u003cli\u003eBorko, Hilda. 2004. \u0026ldquo;Professional Development and Teacher Learning: Mapping the Terrain.\u0026rdquo; \u003cem\u003eEducational Researcher\u003c/em\u003e 33 (8): 3\u0026ndash;15. https://doi.org/10.3102/0013189X033008003.\u003c/li\u003e\n\u003cli\u003eBroadhead, Pat. 2001. \u0026ldquo;Curriculum Change in Norway: Thematic Approaches, Active Learning and Pupil Cooperation - from Curriculum Design to Classroom Implementation.\u0026rdquo; \u003cem\u003eScandinavian Journal of Educational Research\u003c/em\u003e 45 (1): 19\u0026ndash;36. https://doi.org/10.1080/00313830020023375.\u003c/li\u003e\n\u003cli\u003eByrne, David. 2022. \u0026ldquo;A Worked Example of Braun and Clarke\u0026rsquo;s Approach to Reflexive Thematic Analysis.\u0026rdquo; \u003cem\u003eQuality \u0026amp; Quantity\u003c/em\u003e 56 (3): 1391\u0026ndash;1412. https://doi.org/10.1007/s11135-021-01182-y.\u003c/li\u003e\n\u003cli\u003eCashian, Paul;Clarke, Julia; Richardson, Mark. 2015. \u0026ldquo;Perspectives on: Employability Is It Time to Move the Employability Debate On?\u0026rdquo;\u003c/li\u003e\n\u003cli\u003eChen, Hsiao-Lan Sharon, and Hsuan-Yi Huang. 2017. \u0026ldquo;Advancing 21st Century Competencies in Taiwan.\u0026rdquo;\u003c/li\u003e\n\u003cli\u003eChen, Hsiao-Lan Sharon. 2023. \u0026ldquo;Systemic Approach Toward Teacher Professional Development for Curriculum Reform and Pedagogical Innovation in Taiwan: An Insider\u0026rsquo;s Reflective Tale.\u0026rdquo; In \u003cem\u003eInternational Handbook on Education Development in the Asia-Pacific\u003c/em\u003e, 1713\u0026ndash;32. 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Springer Nature. https://doi.org/10.1007/978-981-10-0330-1_3.\u003c/li\u003e\n\u003cli\u003eVoogt, Joke, and Natalie Pareja Roblin. 2012. \u0026ldquo;A Comparative Analysis of International Frameworks for 21 \u003csup\u003est\u003c/sup\u003e Century Competences: Implications for National Curriculum Policies.\u0026rdquo; \u003cem\u003eJournal of Curriculum Studies\u003c/em\u003e 44 (3): 299\u0026ndash;321. https://doi.org/10.1080/00220272.2012.668938.\u003c/li\u003e\n\u003cli\u003eWedekind, Volker. 2019a. \u0026ldquo;Curriculum Responsiveness and Student Employability: An Institutional Analysis.\u0026rdquo; http://www.lmip.org.za/document/. 2019b. \u0026ldquo;Curriculum Responsiveness and Student Employability: An Institutional Analysis.\u0026rdquo; http://www.lmip.org.za/document/.\u003c/li\u003e\n\u003cli\u003eWeyant, Emily. 2022. \u0026ldquo;Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 5th Edition.\u0026rdquo; \u003cem\u003eJournal of Electronic Resources in Medical Libraries\u003c/em\u003e 19 (1\u0026ndash;2): 54\u0026ndash;55. https://doi.org/10.1080/15424065.2022.2046231.\u003c/li\u003e\n\u003cli\u003eWu, Jessica, and Matt Chia-Lung Lee. 2017. \u0026ldquo;The Relationships between Test Performance and Students\u0026rsquo; Perceptions of Learning Motivation, Test Value, and Test Anxiety in the Context of the English Benchmark Requirement for Graduation in Taiwan\u0026rsquo;s Universities.\u0026rdquo; \u003cem\u003eLanguage Testing in Asia\u003c/em\u003e 7 (1): 9. https://doi.org/10.1186/s40468-017-0041-4.\u003c/li\u003e\n\u003cli\u003eYang, Shen-Keng. 2001. \u0026ldquo;Dilemmas of Education Reform in Taiwan: Internationalization or Localization.\u0026rdquo;\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Competency-based curriculum, Taiwan, Africa, curriculum reforms","lastPublishedDoi":"10.21203/rs.3.rs-6819720/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6819720/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study explores Taiwan\u0026rsquo;s Competency-Based Curriculum (CBC) reforms, to identify transferable strategies for African education systems. Through qualitative analysis of policy documents and interviews with 15 educators and policymakers, the research examines Taiwan\u0026rsquo;s shift from exam-centric instruction to a holistic CBC model emphasizing 21st-century competencies: critical thinking, creativity, and social participation. Key findings reveal that Taiwan\u0026rsquo;s success stemmed from grassroots stakeholder engagement, systemic teacher professional development, and alignment with labor market demands via industry partnerships. Challenges included resistance from teachers accustomed to traditional pedagogies and bureaucratic inertia. The study underscores Taiwan\u0026rsquo;s phased implementation, which integrated global frameworks (e.g., UNESCO\u0026rsquo;s DeSeCo) with local needs, fostering school autonomy and innovative assessments. For African contexts, the paper advocates participatory curriculum co-design involving communities and industries, adaptive resource strategies (e.g., offline tools for connectivity gaps), and context-driven teacher training. It highlights the necessity of balancing global benchmarks with indigenous knowledge, such as integrating local languages and traditions into STEM education. By adopting Taiwan\u0026rsquo;s lessons, prioritizing stakeholder ownership, decentralized governance, and phased scaling, African nations can address infrastructural deficits, enhance employability, and cultivate equitable, future-ready education systems. The study concludes that while Taiwan\u0026rsquo;s CBC model is not a one-size-fits-all solution, its emphasis on flexibility, inclusivity, and systemic collaboration offers a transformative blueprint for low-resource settings seeking to align education with socio-economic development.\u003c/p\u003e","manuscriptTitle":"Leveraging Taiwan’s Competency-Based Curriculum Model: Implications for Low- and Middle-Income Countries","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-09-01 16:14:16","doi":"10.21203/rs.3.rs-6819720/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2025-09-01T04:42:16+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-08-30T00:48:12+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"76536340005640338274627418594917579776","date":"2025-08-27T00:23:20+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-08-26T16:06:33+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"28677698870276825043346062997208725116","date":"2025-08-26T13:37:18+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"296824217211131804315881064009985368928","date":"2025-08-24T19:57:47+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"138926581286852196608218716982578170947","date":"2025-08-24T12:38:10+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"243767720694495376056866572746929505240","date":"2025-08-24T12:19:13+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-08-24T12:07:04+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-08-05T10:26:34+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-07-07T08:18:20+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Education","date":"2025-07-07T08:14:52+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"aed40af8-c361-4af2-a983-34d5c8794e11","owner":[],"postedDate":"September 1st, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2026-01-01T19:08:26+00:00","versionOfRecord":[],"versionCreatedAt":"2025-09-01 16:14:16","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6819720","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6819720","identity":"rs-6819720","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}