Research Center for Education Systems and Policy has long been concerned with various issues related to education systems and policies at all levels. In line with the research orientation of NAER, it systematically plans and executes integrated research programs focusing on the three major dimensions: Equity and Literacy, Human Resources in Education, and Educational Accountability, in order to keep abreast of the global educational trends and look ahead to the development needs of domestic education policies.。
The Center is planning to establish a national educational research database, with the goal of integrating and promoting the value-added application of administrative data in education and strengthening “evidence-based decision-making”. In addition, the quality of policy research will be improved by establishing the database, and the relevant research results of the educational administrators and authorities provided will be further used as a reference for policy formulation and system adjustments.
In recent years, the Center has executed a number of integrated research projects covering issues in the areas of: classification of schools in remote areas and its supporting measures; student advancement and local innovation in rural areas; selection and training of future school leaders; core competencies of college students; and competitiveness of higher education.
Research Center for Curriculum and Instruction is committed to a long-term, systematic and forward-thinking research on curriculum and instruction for primary and secondary schools, focusing on student learning and strengthening evidence-based professional curriculum and instructional development. At the same time, it is concerned with the trends of social change and international trends in curriculum reform, and deepens theoretical and empirical research on curriculum and instructional strategy in all domain.
The Center has established a comprehensive system for curriculum research and development, and a 12-year Basic Education Curriculum Research and Development Committee to initiate the study and research work on curriculum guidelines within the curriculum review schedule of the Ministry of Education. In addition, it conducts tracking and investigation on curriculum teaching and learning by signing collaborative agreement with elementary and secondary schools. In doing so, it gets to understand the collaboration result of each innovative instructional strategy, experiment, and the pilot implementation of a curriculum guideline to build a holistic development in education and develop training modules for curriculum leadership.
In recent years, the focus of the Center's integrated research project has been on the issues such as the implementation and prospect of the development mechanism for the 12-year Basic Education curriculum; and the implementation of the competency-based curriculum integrated in daily classroom practice and so on.
The mission of Research Center for Testing and Assessment focuses on the evaluation about designs literacy tests and builds longitudinal data on students' academic achievement to provide policymakers with multidimensional policy suggestions that takes all internal and external factors into consideration based on empirical evidence.
In order to evaluate the effectiveness of the implementation of the 12-year Basic Education Curriculum Guideline and the changes in student learning outcomes, the Center launched the Taiwan Assessment of Student Achievement: Longitudinal Study (TASAL), which conducts a longitudinal study on the actual learning performance of students between the old and new curricula. In addition to the accumulation of empirical data on Taiwan students’ learning performance, the global data of international large-scale studies in education (e.g., PISA, TIMSS, ICCS, PIRLS, etc.) are also used to analyze Taiwan's education and global trends, and further provides accurate and specific comparisons.
In recent years, the focus of the Center's integrated research program has been on the development of assessment tools in the domains of Language Arts, Mathematics, Sciences, and Social studies, which are administered at different learning stages from elementary and junior high schools to senior high school, to assess the academic achievement of elementary and secondary school students, investigate the causes of changes, and understand the educational performance and root causes of problems.
The Research Center for Translation, Compilation and Language Education has two main duties: fundamental language knowledge enrichment and research in language education. The former covers the research on the language knowledge content development, and the establishment and updating of the content, while the latter covers different languages education and English language education in Taiwan.
The Centre has conducted pioneering and in-depth research in the areas of the classification for commonly used Chinese words and phrases, the application of academic terms in textbooks, and the development of dictionaries. In addition, the Center has engaged in fundamental content knowledge such as Chinese translation of academic terms in major academic fields, Enlish transltion of Chinese terms, the compilation and revision of five Mandarin Chinese dictionaries, and the establishment of written Chinese corpus, spoken Chinese corpus, interlanguage corpus and Chinese-English parallel corpus. The online database, which is based on the results of the work, is authoritative and complete, and is widely used by the public.
The recent focus of the research areas and integrated research projects include the construction of grading standards for Chinese language learners and the application of corpus integration, as well as the learning standards of Mandarin Chinese words, phrases and sentence patterns for elementary and secondary education.
The mission of the Center for Textbook Research includes the conduction of fundamental and applied research on textbooks development, the review and approval of elementary and secondary school textbooks, as well as the collection, utilization and promotion of textbook resources.
The Center reviews and approves elementary and secondary school textbooks in accordance with relevant laws. In order to ensure textbook quality, we also follow the competency-based curriculum guidelines and the trend of digital development and laws, regulations and systems to keep pace with new situations. The Center has set up the Textbook Library that collects elementary and secondary textbooks and related research materials and has conducted research on textbook systems and relevant issues based on its practical experience in administrative review to meet the long-term needs.
The Center’s recent studies have focused on textbook policies and systems, textbook design, instruction and utilization, digital textbook development, and many other important textbook-related issues. The center also plans and executes integrated research projects concerning the system of textbook publication, review, adoption, and accreditation, the content design and instruction of transitional justice in textbooks, and the interpretation and implementation of core competencies through textbook design.
Research Center for Indigenous Education was established with the aim of promoting historical justice and the transitional justice project for indigenous peoples, acting as a national think tank on indigenous education. It plans and executes research related to indigenous education, and provides consultation on indigenous education policies to meet the learning needs of students at all levels and in all types of schools.
The Center brings together the power of domestic research on indigenous education, develops its objectives and educational system, perfects the system of educational administration and the goal of good governance, maps the indigenous knowledge system, constructs standards for indigenous curriculum and learning assessment, and establishes indigenously oriented indicator of teacher quality in order to enhance the indigenous students’ academic achievement, and improve their cultural competence and competitiveness, thereby demonstrating the sovereignty of indigenous peoples and promoting the sustainable development of indigenous education.
In recent years, a number of integrated research projects related to Indigenous education have been planned and executed, including the planning of a grading system for schools with an Indigenous focus and its corresponding strategies, as well as the content and implementation of the Indigenous knowledge curriculum.
Center for Educational Resources and Publishing is committed to providing a wide variety of educational resources and publishing services, planning important educational issues in line with the research orientation, effectively communicating messages in the education policy, conveying important academic research achievement, and expanding the influence of NAER.
The Center is in charge of the printing and publishing of important educational publications for the entire centers in NAER, namely the book series related to the research and development of Curriculum Guidelines of 12-year Basic Education, as well as professional journals such as “The Republic of China Education Yearbook”, “Journal of Educational Research and Development”, “Journal of Textbook Research”, and “Compilation and Translation Review”. In addition, it continues to expand online resources such as “Taiwan Education Resources Information Center (TERIC)” and “i-Fun Learning”, and regularly publish NAER newsletter in order to provide important educational resources for educational decision-making, academic research, and instructional media.
Center for Educational Leadership and Professional Development is committed to the training of educational personnel and the establishment of a complete system of continuous learning for leadership talents. This center executes tasks that include conducting preservice preparation for director and principal candidates in all counties and cities and providing intensive workshops and accommodation to participants. Moreover, this center hosts theme-based professional training exercises for in-service directors, principals, and other personnel education administration. In conformity with the contemporary education policies and critical issues, the center supports the Ministry of Education to host three-stage training exercises for compulsory education counseling groups as well as in-service training exercises for teachers and administrative personnel. Thus, the professional skills of educational teams can be improved.
The longitudinal development of training courses for the education workforce contributes to the creation of diverse learning contents, innovative training modes, and performance assessment systems. Additionally, the emphasis on mentoring and learning from paradigms evokes educators’ sense of purpose and passion, and enhances teachers’ educational competency.