Innovation and Entrepreneurship in an Educational Ecosystem - Cases from Taiwan

Foreword by Ying-Yao Cheng

Foreword by Lichia Saner-Yiu

Foreword by Hong Tat Ewe

Preface by Sehwa Wu

Preface by Carol Yeh-Yun Lin

Executive Summary

Contents

Acronym

Chapter 1: Introduction

1.1 Why Educational Innovation Matters

1.2 Current Issues of Global Education

1.3 Educational Reform in Various Countries

1.3.1 Trend1: Preparing Students for the Future

1.3.2 Trend2: School Improvement

1.3.3 Trend3: Equity and Equality in Education

1.4 Education in Finland

1.4.1 Educational Belief

1.4.2 Horizontal Competence

1.4.3 Peer Coaching

1.4.4 Cooperative Learning

1.4.5 Alternative Classroom Assessment

1.4.6 Multiple Intelligence

1.5 Education in the Netherlands

1.5.1 1993 Reform: Emphasis on Basic Life Education

1.5.2 1998 Reform: Emphasis on the Ability to Develop Independent Learning

1.5.3 2014 Reform for 2032: Emphasizing Students’ Ability to Pursue Knowledge Independently

1.6 Education in the U.S.A.

1.6.1 STEM Education

1.6.2 A New Educational Law

1.7 Education in Taiwan

1.7.1 Core Competencies

1.8 Non-State Actors

1.8.1 Ashoka Organization

1.8.1.1 Identify and Support the World’s Leading Social Entrepreneurs

1.8.1.2 Accelerate the “Everyone a Change Maker” World

1.8.1.3 Equip Everyone to be a Change Maker

1.8.2 AltSchool

1.8.2.1 AltSchool Helps Schools Become Learner-Centered

1.8.2.2 Reimaging Education Together

1.8.2.3 Start with Students Starting Now

1.8.3 UNICEF

1.8.4 DFC: Design for Change

1.8.4.1 Design for Change, Taiwan

1.8.5 Khan Academy

1.8.5.1 A Personalized Learning Resource for All Ages

1.8.5.2 Free Tools for Parents and Teachers

1.8.5.3 Participating in a Global Classroom

1.8.6 Google

1.8.6.1 Inspiring the Creative Problem Solvers of the Future at I/O Youth

1.8.6.2 Igniting Innovation and Learning

1.9 Challenges of Education in Taiwan

1.9.1 Low Birth Rate

1.9.2 Digitalization

1.9.3 Globalization

1.9.4 Urbanization

1.9.5 Paradigm Shift

1.10 Summary

1.10.1 Educational Innovation is Gaining Social Attention

1.10.2 Educational Entrepreneurial Spirit, the First Step of Future Education

References

Chapter 2: The Evolution of Educational Innovation Policies in Taiwan

2.1 Experimental Education: From Non-institutional Reform to Support Within the System

2.2 Educational Innovation: Creativity and Imagination

2.3 Action Year of Educational Innovation

2.4 Educational Innovation from the Peripheral: Flipping Education in Rural Areas

2.4.1 Experimental Education and Educational Innovation

2.4.2 Digital Integration, Virtual and Physical Learning Integration

2.4.3 Resource Matching and Social Connection

2.4.4 Turning the Concept of Being the First One Into the Only One

2.5 Technology-Integrated Teaching

2.5.1 Building a Fiber Infrastructure

2.5.2 MOOCs Online Courses

2.5.3 Community Building to Expand the Benefits of Innovation

2.5.4 Maker

2.6 Shaping the Milieu of Educational Innovation

2.6.1 Dream Hi Future Education Idea Exhibition

2.7 Conclusion

2.7.1 Pathfinding Taking on the System

2.7.2 Project Planning, Model Case

2.7.3 Forming Institutions, Setting Rules of Law

2.7.4 Activating Administration, Entering the Action Year of Education Innovation

2.8 Appendices

2.8.1 Appendix 1: Milestones of Educational Innovations in Taiwan

2.8.2 Appendix 2: Proportion of Various Types of Experimental Schools from 1992 to 2015

2.8.3 Appendix 3: Proportion of Various Experimental Education Groups from 1995 to 2015

References

Chapter 3: Educational Innovation, Educational Entrepreneurs and Ecosystem

3.1 Educational Innovation

3.2 Factors Influencing Educational Innovation

3.3 Educational Entrepreneurs

3.3.1 The Difference Between Educational Entrepreneurs and General Entrepreneurs

3.4 Ecosystem

3.5 Ecosystem of Educational Innovation (ECOEI)

3.5.1 Elements in the ECOEI

3.5.2 The Operation of ECOEI

3.5.2.1 Actor-centered

3.5.2.2 Activity-centered

References

Chapter 4: Educational Innovation for Schools

4.1 Tongmen Elementary School – Principal Mei-Chen Hsiao

4.1.1 Background of Tongmen Elementary School

4.1.2 Key Person – Principal Mei-Chen Hsiao

4.1.3 Educational Innovation

4.1.4 Building a Tribal Culture Campus

4.1.4.1 General Campus

4.1.4.2 Awarding Winning Restroom

4.1.4.3 A Playground Platform

4.1.5 Educational Innovation Practices

4.1.5.1 Rationale for Double-Core Programs

4.1.5.2 The School-Based Curriculum

4.1.5.3 Maker Classroom

4.1.5.4 Village School Programs

4.1.5.5 Summer Programs

Face-Mountain Education & Root-Seeking

Summer Music Program

4.1.5.6 Environmental Education

4.1.5.7 Financial Support

4.1.6 Social Impact

4.1.6.1 Students

4.1.6.2 Teachers/Staff

4.1.6.3 Parents

4.1.6.4 The School

4.1.6.5 Community

4.1.7 Eco-System of Educational Innovation (ECOEI)

4.1.8 Case Conclusion

4.2 Huanan Experimental Elementary School – Principal Chin-Chun Chen

4.2.1 The Legendary Educator Papa Principal Ching-Chun Chen

4.2.2 Educational Innovation

4.2.2.1 For Students

Curriculum Innovation

Spring: Discover your Village

Summer: Free-Style Travel

Autumn: Mountain Climbing

Winter: Learning through Biking

Environmental Education

Integrating Courses to Community Needs

Coffee Course

Huashan Educational Farm

Revitalizing the Local Industry

Passing down a Traditional Craft

Festivals Expressing Gratitude to the Earth

4.2.2.2 For the Community

Fundraising

Clinic at School

River Rafting for Tourists

4.2.3 Social Impact

4.2.3.1 Students

4.2.3.2 Teachers

4.2.3.3 School

4.2.3.4 Parents and Community

4.2.3.5 Environment

4.2.3.6 Taiwan Government

4.2.4 Eco-System of Educational Innovation (ECOEI)

4.2.5 Case Conclusion

4.3 Ruro Innovation Project – Director Jyi-Shane Liu

4.3.1 Background

4.3.2 Educational Innovation

4.3.2.1 Sample Post of a Rural School

4.3.2.2 Stories

4.3.3 The Platform Provider– CCIS at NCCU

4.3.4 Partnering Volunteers

4.3.4.1 Overseas Volunteers

4.3.4.2 Young Volunteers

4.3.4.3 Associations

4.3.4.4 Corporate Foundation

4.3.5 Social Impact

4.3.5.1 Students

4.3.5.2 Regular Teachers

4.3.5.3 Schools

4.3.5.4 Volunteers

4.3.5.5 Parents and Community

4.3.5.6 Government

4.3.5.7 Corporate Donors

4.3.6 Ruro’s Sustainability

4.3.7 Eco-System of Educational Innovation (ECOEI)

4.3.7.1 Case Conclusion

4.4 Taiwan Plurkers Education and Technology (TPET)

4.4.1 Background of TPET

4.4.2 The Key Person – Principal Hsu-Liang Hung

4.4.3 Educational Innovation

4.4.3.1 The Rationale for Establishing TPET

4.4.3.2 Innovative Sharing

4.4.3.3 Innovative Conference

4.4.3.4 Applications of Digital Technology

4.4.4 Social Impact

4.4.4.1 Teachers

TPET Management Team

Member Teachers

4.4.4.2 Students

4.4.4.3 Local Nantou County and Local Government

4.4.5 Eco-System of Educational Innovation (ECOEI)

4.4.6 Case Conclusion

4.5 Ci-Xin Waldorf School – Founder Ms. Chun-Shu Chang

4.5.1 The Godmother of Waldorf School in Taiwan - Ms. Chun-Shu Chang

4.5.2 The Core Values of Waldorf Education

4.5.3 Educational Innovation

4.5.3.1 Curriculum Design Based on Human Developmental Stages

Kindergarten and High School Education as Examples

Art as a Way of Education

Natural World Experience

4.5.3.2 Creating a Family Environment

4.5.3.3 Other Activities

4.5.4 Building a Privately Managed Public Charter School

4.5.5 Social Impact

4.5.5.1 Students

4.5.5.2 Teachers

4.5.5.3 Ci-Xin Waldorf School

4.5.5.4 Parents

4.5.5.5 Community

4.5.5.6 Yi-Lan County Government

4.5.6 Eco-System of Educational Innovation (ECOEI)

4.5.7 Case Conclusion

4.6 Tao-Xi Special Education Center – Founder Freddy Chu

4.6.1 Background

4.6.2 The Key Person – Big Brother Founder Mr. Freddy Chu

4.6.3 Educational Innovation

4.6.3.1 Motivation for Setting up Tao-Xi

4.6.3.2 Distinctive Views on Kids with Special Needs

4.6.3.3 Innovative Teaching Methods

Personalized Program with Frequent Companionship

Real-Life Learning

Teaching Students According to their Aptitude

4.6.4 Social Impact

4.6.4.1 Students

4.6.4.2 Parents

Overprotective Parents

Over-Controlling Parents

Parents Who Easily Change their Mind

4.6.4.3 Teachers

4.6.4.4 Schools

4.6.4.5 Government

4.6.5 Eco-System of Educational Innovation (ECOEI)

4.6.6 Case Conclusion

References

Chapter 5: Educational Innovation for Students

5.1 Shung-Wen Middle School – Teacher Cheng-Chung Wang

5.1.1 School Background

5.1.2 Legendary Educator – Teacher Cheng-Chung Wang (Mountain Uncle)

5.1.3 Educational Innovation

5.1.3.1 Learning Passports

5.1.3.2 Collective Achievement

5.1.3.3 Initiating Small Changes to Make a Large Difference

5.1.3.4 Successful Experience Transfer

5.1.3.5 The Path to Success

5.1.3.6 Creating the MAPS Learning System

5.1.3.7 Shortening the English Learning Gap

5.1.3.8 Alumni as Volunteers

5.1.3.9 Open Classroom and Material Sharing

5.1.3.10 Building Communities of Teachers

5.1.4 Social Impact

5.1.4.1 Students

5.1.4.2 Teachers

5.1.4.3 Parents

5.1.4.4 Shung-Wen School

5.1.4.5 Community

5.1.4.6 Nantou County

5.1.5 Eco-System of Educational Innovation (ECOEI)

5.1.6 Case Conclusion

5.2 Tainan University Affiliated Elementary School – Teacher Mei-Yu Wen

5.2.1 School Background – National Tainan University Experimental Primary School

5.2.2 Key Person – Teacher Mei-Yu Wen

5.2.3 Educational Innovation

5.2.3.1 Innovative Teaching Methods

Teaching Strategy

5.2.3.2 Tool Kits

5.2.3.3 Reading Worksheet

5.2.3.4 Writing Worksheet

5.2.3.5 Six-Star Discussion Worksheet

5.2.3.6 Other Teaching Innovations

5.2.3.7 Classroom Management

5.2.4 Sharing Through Community

5.2.4.1 Teacher Wen’s Lesson Preparation Party

5.2.4.2 Book Publications

5.2.5 Social Impact

5.2.5.1 Students

5.2.5.2 Teachers

5.2.5.3 Parents

5.2.5.4 Other Societies

5.2.6 Eco-System of Educational Innovation (ECOEI)

5.2.7 Case Conclusion

5.3 Shiquan Elementary School – Math Magician Chin-Yi Hung

5.3.1 School Background

5.3.2 The Key Person – Math Magician Chin-Yi Hung

5.3.3 Educational Innovation

5.3.3.1 Rationale for the Educational Innovation

5.3.3.2 Star Teaching Method

5.3.4 Math Teacher Community

5.3.5 Social Impact

5.3.5.1 Students

5.3.5.2 Teachers

5.3.5.3 Parents

5.3.6 Eco-System of Educational Innovation (ECOEI)

5.3.7 Case Conclusion

5.4 Zhong-Shan Girls High School – Teacher Hui-Cheng Chang

5.4.1 Taipei Municipal Zhong Shan Girls High School

5.4.2 The Key Person – Hui Cheng Chang

5.4.3 Educational Innovation

5.4.3.1 Learning Pyramid

5.4.3.2 Open Classroom

5.4.3.3 Students – Main Players in the Classroom

5.4.3.4 Developing Students’ Self-Learning Ability

5.4.3.5 LTEP or Sharestart

5.4.4 Sharestart Community

5.4.5 Social Impact

5.4.5.1 Students

5.4.5.2 Teachers

5.4.5.3 Parents

5.4.5.4 Schools

5.4.5.5 Government

5.4.6 Eco-System of Educational Innovation (ECOEI)

5.4.7 Case Conclusion

5.5 Chung Shan Industrial and Commercial School – Champion Maker Teacher Yang

5.5.1 School Background

5.5.2 The Key Person – Champion Maker Zhen Ze Yang

5.5.3 Educational Innovation

5.5.3.1 Educational Philosophy

Teaching Principles

Principles for Selecting Students

Project Selection Principles

Generous Sharing

5.5.3.2 Maker Spirit

5.5.3.3 Real Projects

5.5.3.4 Collaboration with Industry

5.5.3.5 Competing in the National and International Arena

5.5.4 Social Impact

5.5.4.1 Students

A Major Accomplishment Can Emerge from a Small Idea

Real- Life Experience

Team Spirit

From Making to Marketing

Developing a Good Mindset

Building Confidence

5.5.4.2 Parents

5.5.4.3 Teachers

5.5.4.4 School

5.5.4.5 Partners

5.5.5 Eco-System of Educational Innovation (ECOEI)

5.5.6 Case Conclusion

5.6 Junyi Academy – Founder Shin-Jou Fang & CEO Ray Lu

5.6.1 Junyi Academy

5.6.2 Two Key Persons – Founder Mr. Shin-Jou Fang and CEO Guanwei (Ray) Lu

5.6.3 Educational Innovation

5.6.3.1 Khan Academy

5.6.3.2 Traditional Education vs Technology-Integrated Education

5.6.3.3 Innovations of Junyi Academy

Vision and Drive

Technological Innovation

NPO Supports NPO

Prioritizing Taiwan with Partners

Knowledge Leverage in Staffing

Software Engineering Team

Content Creation Team

Sales and Marketing Team

Operations Team

5.6.3.4 Performance of Junyi Academy

5.6.4 Social Impact

5.6.4.1 Students

5.6.4.2 Teachers

5.6.4.3 Parents

5.6.4.4 Government/School

5.6.5 Eco-System of Educational Innovation (ECOEI)

5.6.6 Case Conclusion

Appendix 1 Examples of Seven Major Components of Star Teaching Method

References

Chapter 6: Educational Entrepreneurs

6.1 Unique Characteristics of Educational Entrepreneurs

6.1.1 Belief: Humanism, Practical Creation, Common Good

6.1.1.1 Humanism

Student-centered

Everyone is good at something

Respect individual differences

6.1.1.2 Practical Creation

Peripheral Innovation

Resources at Hand

Active Implementation

6.1.1.3 Common Good

Mutual Enjoyment

Community

Co-creation

6.1.2 Examples of Belief

6.1.3 Vision: Insight, Introspection, Persistence

6.1.3.1 Insight

Macro-thinking

Opportunity Identification

Sense Making

6.1.3.2 Introspection

Confronting the Problem

Reflection

Epiphany

6.1.3.3 Persistence

Beginning With the End in Mind

Effective Execution

Fearless

6.1.4 Examples of Vision

6.1.5 Capability: Creativity, Innovation, Entrepreneurship

6.1.5.1 Creativity

Creative Thinking

Constant Renewal

6.1.5.2 Innovation

Familiar Novelty

Universal Usefulness

6.1.5.3 Entrepreneurship

Financial Independence

Legitimacy

Business Model

6.1.6 Examples of Capability

6.2 Conclusions

References

Chapter 7: Insights and Implications

7.1 General Insights

7.2 Educational Innovation Ecosystem (ECOEI)

7.2.1 Educational Entrepreneur

7.2.2 Students

7.2.3 Other Teachers

7.2.4 Parents

7.2.5 Experts

7.2.6 Community

7.3 Social Educational Innovation Ecosystem (SOECOEI)

7.3.1 Administration

7.3.2 Legislation

7.3.3 Media

7.4 Implications for General Entrepreneurs and Private Organizations

7.4.1 Humanistic Innovation Is the Soul of Future Innovation

7.4.2 Sustainable Innovation Helps Solve Social Problems

7.4.3 Resource Constraint Is Not an Excuse for No Innovation

7.4.4 Creating Something from Nothing Is Real Innovation

7.4.5 Sustainable Innovation Requires a Sound Eco-System

7.5 Conclusion

References

Author Index

Subject Index