About IERC

 The Origin for IERC

The awareness of global internationalization is increasing; as global economic, cultural activities and talent exchanges are becoming more frequent, the national education policy also sets 2030 as the year of bilingual countries. responding to global internationalization.  And due to the impact of globalization on the education scene and the introduction of the 108 new syllabus, the Ministry of Education hopes to cultivate national-conscious global citizens and has decided to upgrade primary and secondary International Education 1.0 to IE2.0. There are a few major differences between the two, including that in the past, the international education exchanges that were dominated by ordinary schools were changed to be led by the competent authority. The level of school exchanges was upgraded to the level of the education authorities of each county and city. The Education Alliance allowed each county, city or school to negotiate and cooperate with each other in the past, which was time-consuming and unsmooth communication. In the future, it can be taken over by the alliance to connect and match with the international community.

Starting 2020, the national plan took six years to promote international education in primary and secondary schools, from loosening regulations, establishing alliances to bridge the world, and curriculum reform. Qiu Yuchan, the secretary of the Office for Internationalization of Elementary and Secondary Education of the Ministry of Education, said that in the curriculum, the 108 new syllabus is encouraged, the school plans include more international education-related courses, and adopts the integrated curriculum approach. In addition to English classes, it also adopts cross-cutting methods. The field of teaching methods cultivate students’ international outlook, and the Ministry of Education will also provide teachers with professional growth opportunities and cultivate related abilities.  Further more, the smooth promotion of International Education 2.0 must loosen the current unfriendly regulations. Qiu Yuchan gave an example, high school students go International exchange or as an exchange student, after returning to the country, the credits cannot be deducted and the courses cannot be connected, which results in the need to postpone the course, which affects the students' willingness to go abroad. .


Four Levels of International Education

The International Education 2.0 Promotion Organization Structure includes four levels: They are the national level which the Ministry of Education, the education authorities level and schools.  At the national level, there are the International Education Promotion Alliance (IEA) and the International Education Promotion Alliance Policy Development Group; at the Ministry of Education level, it includes the Project Office for the Internationalization of Elementary and Secondary Education, the National Education Administration, the International Cross-Strait Education Department, the International Education Central Training Group (IECCG), the International Education Industry-Government-University Cooperation Platform (IECP); and at the education authority level , it Includes various teaching and competent agencies, the International Education Local Training Group (IELCG), the International Education Administration Support Center (IEAS), and the International Education Resource Center (IERC); while the school level includes elementary, middle school, high school vocational, experimental Education schools and institutions, etc., which are the implementation units of international education.


Resource Center established

Appointed by the Mayor of Miaoli County in May 109, President Fang Liping of the Gungguan Junior High School, undertook the director of the Miaoli County International Education Resource Center, in charge of the Miaoli County’s international education planning, in addition to co-organizing pilot visits and pilot receptions, and also handling cooperation case matchmaking activities ; At the same time, IERC operates and manages the international exchange platform; handles international exchanges (including host families) research; and handle the collection and preliminary review of the district cooperation case subsidy; and it must build and maintain the district’s international exchange database and resource sharing platform.