| Both Mainland China and Taiwan attach much importance to higher education. The two sides always try hard to develop higher education. This is one of China's deep-rooted traditional ideas and concepts. Since 1949, the two sides have been politically opposite, economically sealed from each other, and the contact between the people has been minimized. The two sides developed their own higher educational systems, respectively, according to the specific conditions and needs of the two varied societies.; The purpose of this study was to compare the higher educational systems in Mainland China and Taiwan, focusing on the similarities and differences between the two. The desired outcome of this study was to facilitate the communication and cooperation between both China and Taiwan in the international community of higher education and promote the development and reform of higher educational business within both entities.; This study carried out the following four aspects in order: (1) It described both higher educational systems and conducted a brief historical analysis of how they developed. (2) It described the higher educational systems of both countries, as they exist today. (3) It revealed the strengths and weaknesses, and similarities and differences of each system. (4) It showed how the political, economic, cultural and technological factors in the society and environment of both sides have affected the higher education systems and how those elements contributed to making them what they are today.; Through the investigation of these four aspects, this study found: (1) Common features of higher educational systems on both sides of the Taiwan Strait exceed differences. (2) Attaching importance to and developing higher education are long time policies that Taiwan and Mainland China both adhere to. (3) The political factors still have an impact on the exchanges and cooperation in the educational fields between the two sides. (4) The reform of higher educational systems of the two countries brings about more opportunities for countries with more highly developed educational systems to participate and invest in both sides. (5) The extent of higher education reform of both sides is different. (6) Increasing exchanges and improving cooperation are indispensable for the future cooperative development of higher education between the two sides. |
