Taiwan's Education System: An Island Experiment from Exam Hell to a Maze of Diversity

30 Second Overview: In 1981, there were 48 university re-examination classes in the Nanyang Street and Roosevelt Road area of Taipei, with over 100,000 students; by 2023, only 3 remained, with about 2,500 people. Taiwan spent 30 years reforming education to break the "one test determines a lifetime" mold, and the re-examination classes truly disappeared, but tutoring centers did not: in five years after the new curriculum was implemented, the number of private tutoring centers nationwide increased by 960. Behind this cycle is an island's repeated dialectic on the definition of "fairness."

In November 2023, a CCTV reporter walked into Nanyang Street in Taipei. On this street, dubbed a "tutoring street" for decades, signs for civil service exam preparation classes could still be seen, but more were bubble tea shops and snack stalls. The Association of Tutoring Education estimated that only 3 university re-examination classes remained on the entire street¹.

The departure of the re-examination classes seems like a victory for educational reform. However, in the five years after the new curriculum was implemented, the number of private tutoring centers nationwide actually increased by 960². We spent 30 years trying to escape the centralized examination system—why didn't tutoring follow suit?

The answer is hidden in an island experiment concerning "fairness."

The Era of Centralized Exams: The Iron Rule of One Test for Life (1954-2002)

In 1954, Taiwan established the University Entrance Joint Admissions System. All candidates took exams on the same day and were assigned to different university departments based on their scores. This system operated for 48 years, shaping the youth memories of two generations in post-war Taiwan.

The logic of the centralized exam was extremely simple: fairness meant a unified standard, and opportunity meant high or low scores. Whether you came from Xinyi District in Taipei or a remote area in Pingtung, you sat in the same examination hall, took the same test paper, and knew which school you could attend after finishing. There were no back channels, no favors—only a competition between effort and talent.

But this "fairness" came at a heavy cost. In 1996, Taiwan Guanghua Magazine cited an advisory report from the Executive Yuan's Education Reform Council, which stated that the centralized exam "only assesses students' abilities using a few subjects," and that "one test determines a lifetime" caused students to "over-focus on intellectual education while neglecting arts and sports," leading them to "lose individual spiritual freedom" ³. More critically, it spawned Taiwan's unique private tutoring culture.

The Legend of Nanyang Street: A 100,000 Strong Re-examination Army

According to estimates by the Taipei Tutoring Education Association, in 1981, there were 48 university re-examination classes clustered around Nanyang Street and Roosevelt Road in Taipei, with over 100,000 students¹. Given that Taiwan's population was less than 20 million at the time, this meant one student out of every 200 was preparing for a re-exam.

📝 Curator's Note
What is the concept of 100,000 re-exam students? It’s roughly the population of half of Tamsui District today⁴, all flocking to two streets near Taipei Station.

The reason Nanyang Street became a holy ground for tutoring was that famous re-examination teachers were in Taipei during the 60s and 70s, forcing students from central and southern Taiwan to travel north to rent rooms and study. Coupled with its proximity to Taipei Station, which offered convenient transportation, it formed a "pilgrimage route" for re-exam students: take the train $\rightarrow$ get off at Taipei Station $\rightarrow$ head straight to Nanyang Street to compare tutoring classes $\rightarrow$ rent a room for a year $\rightarrow$ take another exam.

Zhang Hao-ran, the general secretary of the Taipei Tutoring Education Association, recalled: "There were over 40 tutoring classes on Nanyang Street back then, one after another, and students could even compare them."¹ The entire street was filled with a mixed scent of youth and anxiety—lunch shops, bookstores, photocopy shops, all revolving around one goal: getting into a good university next year.

Education Reform Begins: The Ideal of Diversified Admissions (1994-2019)

In 1994, education reform began promoting "diversified admissions." Recommendation selection, application admissions, the General Scholastic Ability Test (GSAT), and the College Entrance Examination (Jizkao)—various channels meant students no longer had just one chance.

The core philosophy of this reform was: every child has different talents and should not have their value defined solely by test scores. Those good at drawing applied to art departments, those who were good at sports went through special athletic recruitment, and those skilled in programming showcased their abilities through supplementary materials. A fairer society should provide a stage for every type of talent.

The data shows that the reform was effective.

The number of re-exam students decreased by 97.5% over 40 years; there were more bubble tea shops and snack stalls on Nanyang Street than tutoring centers¹. It seemed that Taiwan successfully transitioned from "Exam Hell" to a "Diversified Paradise."

But reality is more complex.

The New Curriculum Generation: Diversity Becomes Multiple Burdens

The new curriculum was implemented in 2019, known as the "108 Curriculum" or "Competency-Oriented Curriculum." Its philosophy shifted from "knowledge memorization" to "application of skills," and from "standard answers" to "critical thinking."

The GSAT system also adjusted: mixed question types were added to test higher-order thinking; competency orientation was emphasized, testing not just knowledge but also application. These changes reflected a fundamental transformation in educational philosophy.

However, in 2022, the first cohort of students under the new curriculum faced unexpected difficulties. The Subject Placement Test (which replaced Jizkao) did not test Chinese, English, or Mathematics B, forcing many departments to revert to using GSAT scores for admissions. As a result, the system originally designed to "reduce pressure" instead caused students to bear greater stress.

⚠️ Controversial Viewpoint
Hu Yu-shan, chairman of the Taipei Parents Association, explained why parents study more: "Since it's low birth rates and elite planning, am I doing my best for one shot? Whatever my child lacks, I supplement that²."

Re-examination did not disappear; it just narrowed into a tight path. In 2023, tutoring masters told CCTV that many who came to prepare for re-exams were aiming for medical or computer science departments in national universities¹. In an era where university acceptance rates approached 100%, the competition was for those specific departments.

Tutoring Culture: The Never-Ending Parallel Education System

Even as the number of re-exam students decreased, Taiwan's tutoring culture remained vibrant. During the COVID-19 pandemic, nearly 2,600 tutoring centers closed nationwide, and they slowly recovered after the pandemic; in five years after the new curriculum was implemented, the total number of private tutoring centers increased by 293, with 960 in the humanities and science categories. The Ministry of Education interpreted this as parents being more dedicated to their children's studies due to low birth rates².

This phenomenon reflects not just academic pressure but also a deep societal anxiety about education in Taiwan. Dual-income families need childcare services; diversified admissions require portfolio creation; the 108 Curriculum requires competency cultivation—every educational reform creates new business opportunities for tutoring centers.

Modern tutoring centers have evolved into an "educational ecosystem":

• Learning-focused tutoring centers: Traditional math, English, physics, and chemistry.
• Talent-focused tutoring centers: Music, art, dance, and programming.
• Portfolio-focused tutoring centers: Specializing in guidance for portfolio creation and interview skills.
• Competency-focused tutoring centers: Claiming to cultivate "108 Curriculum competencies."

Zhang Hao-ran, the general secretary of the Taipei Tutoring Education Association, observed that many tutoring centers now follow an "all-in-one" model, even providing childcare for middle and high school students—beyond teaching, they also take care of the children's daily lives². The work of tutoring centers has extended from teaching exams to caring for children's daily routines.

The Light and Shadow of PISA Scores: High Rankings, Greater Gaps Than Others

In international assessments, Taiwanese students have indeed performed well. In the 2022 PISA results, Taiwan scored 547 in Math (3rd place), 537 in Science (4th place), and 515 in Reading (5th place), all significantly higher than the OECD average⁵. In the latest round in 2025, scores were 546 in Math, 508 in Reading, and 540 in Science, showing no statistically significant change compared to 2022⁶.

The Ministry of Education pointed out that the average performance of students from the weakest socioeconomic backgrounds is now comparable to the OECD average, and the difference in math scores explained by socioeconomic status has decreased from 17.9% in 2012 to 15.7%, attributed to resources like learning assistance programs and digital teaching platforms⁷. The OECD country report, however, pointed out another side: among the top and bottom 25% of students based on socioeconomic status, there was a 119-point gap in math compared to the OECD average of 93 points, and this gap did not narrow from 2012 to 2022⁸.

Another common saying is that "Taiwanese students are good but unhappy." The PISA 2022 questionnaire did not reflect this: 87% of Taiwanese students felt they belonged to school (compared to 75% in the OECD average), and only 15% were dissatisfied with their lives, lower than the 19% in 2018 and below the OECD average of 18%⁸. A more noticeable gap was in learning motivation: in the 2025 round, only 58.6% of Taiwanese students said they enjoyed learning new things at school, compared to 68.8% in the OECD average⁶.

This presents another challenge for Taiwan's education: how to make students want to learn while maintaining academic performance?

The Dual Reality of Vocational Education

Taiwan has a complete vocational education system, ranging from junior colleges and specialized colleges to science and technology universities. However, the number of students choosing vocational paths is decreasing: in the 111th academic year, only 46.4% of high school graduates were in vocational groups, down from 53.9% four years prior⁹. Taiwan has shown remarkable performance in the WorldSkills Competition: in the special competition held across 15 countries in 2022, they won 6 gold, 13 silver, and 6 bronze medals, ranking 3rd out of 57 participating countries; at the Lyon competition in 2024, 58 participants brought back 2 gold, 3 silver, 10 bronze, and 28 awards¹⁰.

✦ A characteristic of Taiwan's vocational education is "learning by doing" and "industry-academia cooperation": students participate not only in theoretical courses but also internships, project creation, and skills testing. Many science and technology universities have established cooperative relationships with industries.

Yet, vocational education still faces challenges in social perception. The ingrained view that "all professions are inferior except studying" means vocational education is often seen as a "second-tier choice" compared to academic education. The government promotes the "reconstruction of vocational skills" policy to try and overturn this stereotype, but changing societal values takes time.

Teacher Training: Behind the Scramble to Become a Teacher

The social status of teachers in Taiwan is high, and their salaries are stable, making it a coveted profession for many young people. In 2024 (the 113th academic year), 10,377 people applied for the teaching qualification exam; among the 9,620 who qualified and showed up, 5,022 passed, resulting in a pass rate of 52.2%, meaning nearly half failed¹¹.

This level of competition reflects society's high regard for the teaching profession but also exposes structural problems: low birth rates lead to fewer teacher needs, educational reform increases workload, and parental expectations raise professional pressure.

After passing the teaching qualification exam, there is still the teacher selection process; many trainee teachers spend several years cycling through substitute teaching, internships, and exams before settling in the field of education.

The Double-Edged Sword of Parental Involvement

Parental involvement in education in Taiwan is rarely seen globally, ranging from parent-teacher conferences to educational volunteers, and from parenting education to study companionship. However, this "high attention" can also turn into "over-intervention."

Educational choice is the most concerned issue for Taiwanese parents. The school district system causes housing prices near star schools to skyrocket; private schools offer differentiated education; and experimental education meets individual needs—each choice reflects parents' anxious pursuit of quality education.

But educational choices also exacerbate educational inequality. Families with better economic conditions can choose private schools or move to prime school districts, while disadvantaged families are left with existing resources. How to ensure educational equity while guaranteeing freedom of choice remains an eternal challenge in policy-making.

COVID Lessons from Digital Education

During the COVID-19 pandemic, Taiwan's online teaching capabilities attracted international attention. The Ministry of Education invested heavily early on to build a digital learning environment; every school had computer labs and Wi-Fi, which played a crucial role during the pandemic.

The new curriculum in 2019 listed "technology" as a required subject for high school students, evolving programming education from Scratch visual programming to Python text programming to cultivate computational thinking. AI education also became a new focus; the Ministry of Education subsidizes primary and secondary schools to offer artificial intelligence-related courses, promoting the grassroots development of AI education.

However, digital learning also exposed the digital divide: students in remote areas lack equipment, disadvantaged families lack stable internet, and the urban-rural gap may widen in the digital age.

Alternative Choices: Experimental Education

Taiwan's experimental education is flourishing: 132 schools that passed experimental education plans in the 112th academic year (2023) exist; there are 11,360 students in non-school formats (self-study); and a total of nearly 26,000 students participate in experimental education, an increase of over 10,000 in the face of declining birth rates⁹. Waldorf education, Montessori education, and self-study groups offer diverse choices outside mainstream education.

But experimental education also faces challenges: inconsistent quality, insufficient teacher training, and difficulties in transitioning to higher education. The government has established a regulatory mechanism through the "Three Laws on Experimental Education" to ensure quality, but achieving a balance between innovation and quality remains an ongoing task.

Lifelong Learning and Adult Education

Taiwan has a thriving culture of lifelong learning. Community colleges, senior citizen universities, vocational training, and online courses allow people to continuously learn and grow. Nearly 90 community colleges across the island serve hundreds of thousands of students annually with courses ranging from academic knowledge to life skills, meeting diverse learning needs.

Digital learning platforms are also developing rapidly. The surge in demand for online courses during the pandemic promoted the growth of the digital learning industry. Taiwanese online education platforms like Hahow and PressPlay Academy offer diverse learning content, making "learning until old age" a reality rather than just a slogan.

From Exam Hell to the Maze of Diversity: What Did We Learn?

Returning to the question at the beginning: why did Taiwan spend 30 years reforming education—the re-examination classes disappeared, but tutoring centers did not?

The answer is that we underestimated the complexity of the definition of "fairness." Fairness in the centralized exam era was "equal opportunity"—everyone took the same test. Fairness in the diversified admissions era is "aptitude development"—giving every talent a chance. But in practice, diversified admissions may have widened class gaps: wealthy families can invest more resources to prepare for various channels, while poorer families are left scrambling for scores.

From the 100,000 re-exam students of Nanyang Street to the 2,500 in 2023, and then to the 960 humanities and science tutoring centers that appeared after the new curriculum was implemented, this cycle tells us that educational reform is not just a problem of system design; it is a fundamental challenge of social values. As long as the myth of "good universities" and "popular departments" exists, as long as society's definition of success remains narrow, any educational system can become a new "competition ground."

✦ "True educational fairness may not be about giving every child the same starting line, but about allowing every child to find their own track—even if that finish line is different from others."

Taiwan's educational experiment continues. Every reform is a social dialectic, and every generation of students is a participant in this experiment. We are still searching for an educational system that balances fairness, efficiency, and happiness—if such a system truly exists.

References