臺灣光復四十年教育文化的發展

The Development of Education and Culture of The Late 40 Years in Taiwan, R.O.C

中華民國台灣地區光復四十年來，秉持三民主義的一貫教育政策，舉凡延長九年國民教育，加強高中教育的功能，建立技術職業教育體系，擴充高等教育、加強社會教育及促進文化建設等，皆已獲致卓越的成就。且於實際的教育指標上，顯示：無論學校數、學生數、學齡兒童就學率，教育經費與師生比率等， 都有重大發展，較之先進國家毫不遜色，與中國大陸相較，則有天壤之別。這是因為中華民國的教育文化建設始終重視：（1）普及，（2）平等，（3）與國家建設配合的結果。今後，我國的教育文化發展，當在以往的基礎上，發揮既有的特色，必能促進國家早日的現代化，完成三民主義統一中國的神聖使命。

In the late 40 years since the reconstruction of Taiwan district, Republic of China, our educational policies are the three principles of the people. Under the force of circumstances, both government and people have been making concerted efforts for the development and expansion of education. Consequently, our educational quantity and quality have been reproving from year to year. The number of schools in the Republic of China was 1,504 in the 1950-51 school year which was an average of 41.8 schools per 1000 square kilometers. The number increased to 5,738 in the 1983-84 school year, or an average of 158.68 schools per 1000 square kilometers. This means that in the 34-year interval, the number of schools has gone up nearly 282%. Other relevant educational indicators are as follows: (1) student-population ratio: the number of students per 1,000 population increased to 255.43 in the 1983-84 school year, (2) teacher-student ratio: the ratio was 1:26.69 in the 1983-84 school year, (3) percentage of school-going children between ages 6 and 12: the percentage was 99.98% in the 1983-84 school year, and (4) the ratio of the total amount percentage was 99.98% in the 1983-84 school year, and (4) the ratio of the total amount of educational expenditures to the gross national product is approximately 5:100 plus. There are three characteristics of educational development of the Republic of China. First of all is universality of nine-year free education, According to the Chinese Constitution, all children from six to twelve years of age are required to received free elementary education. The three years of junior high school were reassigned to the elementary segment of the educational system in the 1968-69 school year, Second is equality of educational opportunity. Third is cooperation between educational development and country construction. Above of all, educational development in the late 40 years have constructed good basis for its national modernization in the future.