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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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After the withdrawal of the Kuomintang government to Taiwan, the United States began to reverse its hands-off policy, and tried to ensure the safety of Taiwan through military and economic aid. It aimed to stabilize Taiwan’s economy in order to prevent the expansion of communist forces in the wake of the Korean War. The United States, which recognized the need for the Taiwan’s self-sustained economic development, planned to help in expanding the education sector and reforming the vocational education system to develop the workforce. The goal of the United States was to produce practical industrial technicians through the ‘Unit Trade Training System’ and efficient rural farmers through the agricultural vocational education. However, this goal was compromised due to the educational philosophy of the Kuomintang government, the education system of Taiwan, and the traditional view on occupations. Eventually, the American agricultural education system, which was divorced from the Taiwanese reality, was discarded. Nevertheless, U.S. aid was used to cultivate students’ practical skills in order to solve the unemployment problem. In addition, the expansion of teacher training and facilities provided the technical work force necessary for Taiwan’s economic development.
Meanwhile, aid from the United States in the form of overseas Chinese education aimed to increase anti-communist sentiments and to restrain communism in Southeast Asia. This policy coincided with efforts by the Kuomintang government to be recognized as the legitimate regime, as the Kuomintang and the Chinese Communist Party were quarreling about which should get the overseas Chinese. Because most of the overseas Chinese aid was used for school buildings and facilities and their travel and cost of living, Taiwan and the United States did not disagree on curriculum and content. Overseas Chinese who received their higher education in Taiwan played a pivotal role in state building in their countries and in the improvement of relationships between Taiwan and their countries. However, their contribution to enhancing democracy, which the United States expected, remains unclear.
Even though U.S. educational aid did not achieve its purpose, the aid trained the workforce, which was needed for economic development, and provided an environment, in which the government could obtain the support of the Chinese community. The Kuomintang government, which desperately needed U.S. aid, made an effort to accept the U.S. proposals as far as possible without its sovereignty, and on the basis of the reality in Taiwan.
Meanwhile, aid from the United States in the form of overseas Chinese education aimed to increase anti-communist sentiments and to restrain communism in Southeast Asia. This policy coincided with efforts by the Kuomintang government to be recognized as the legitimate regime, as the Kuomintang and the Chinese Communist Party were quarreling about which should get the overseas Chinese. Because most of the overseas Chinese aid was used for school buildings and facilities and their travel and cost of living, Taiwan and the United States did not disagree on curriculum and content. Overseas Chinese who received their higher education in Taiwan played a pivotal role in state building in their countries and in the improvement of relationships between Taiwan and their countries. However, their contribution to enhancing democracy, which the United States expected, remains unclear.
Even though U.S. educational aid did not achieve its purpose, the aid trained the workforce, which was needed for economic development, and provided an environment, in which the government could obtain the support of the Chinese community. The Kuomintang government, which desperately needed U.S. aid, made an effort to accept the U.S. proposals as far as possible without its sovereignty, and on the basis of the reality in Taiwan.
목차
Ⅰ. 머리말
Ⅱ. 미국원조와 대만의 농공직업교육
Ⅲ. 미국원조와 대만의 화교교육
Ⅳ. 맺음말
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UCI(KEPA) : I410-ECN-0101-2016-912-001651216