What is the 108 Curriculum? The Impact of Competency-Based Learning and Learning Portfolios on School Selection and Further Education
The 108 Curriculum is the 'Twelve-Year Basic Education Curriculum Guidelines' implemented from the 2019 academic year (the 108th academic year of the Republic of China). Its core is 'competency-based learning'—emphasizing the integration of knowledge, skills, and attitudes for application in real-life situations, and introducing flexible learning, diverse electives, and high school 'learning portfolios'. It changes not only the content of classes but also affects further education (university application admissions consider learning portfolios). Therefore, when choosing a school, one can pay attention to the school's elective courses and diverse learning resources. The following explains key points and provides official references.
What is the 108 Curriculum and when did it start?
The '108 Curriculum' is a curriculum framework designed according to the 'Twelve-Year Basic Education Curriculum Guidelines'. It has been implemented progressively from elementary, junior high to senior high school since the 108th academic year (August 2019), replacing the previous 99 Curriculum. It covers all learning stages of twelve-year basic education and is a national-level curriculum standard developed by the National Academy for Educational Research and promulgated by the Ministry of Education. Understanding the 108 Curriculum is fundamental to comprehending what is being taught in primary and secondary schools today and how further education connects.
Official Source：National Academy for Educational Research
Core spirit: competency-based learning, not just rote memorization
The most frequently mentioned keyword of the 108 Curriculum is 'core competencies', referring to the integration of knowledge, skills, and attitudes needed for individuals to adapt to present and future life. Compared to the past emphasis on memorization and testing of subject knowledge, competency-based learning emphasizes applying what is learned to real-life situations, problem-solving, and self-directed learning. This is also reflected in adjustments to teaching and assessment methods: more inquiry, hands-on practice, cross-disciplinary work, and expression, rather than simple standard answers.
New elements in high school: school-based electives, flexible learning, and learning portfolios
At the high school level, the 108 Curriculum divides courses into 'ministry-required courses' and 'school-based courses' (including diverse electives, advanced electives, flexible learning time, etc.), giving students more space to choose courses based on their interests and aptitudes; thus, the elective courses offered by each school vary greatly. At the same time, 'learning portfolios' are introduced, where students upload course learning outcomes and diverse performances each semester as a record of high school learning. These designs make 'what students did at school' more visible than in the past.
Official Source：Ministry of Education, K-12 Education Administration
Impact on further education: university admissions consider learning portfolios
After the implementation of the 108 Curriculum, the 'application admission' channel for universities will consider students' learning portfolios and diverse performances at school, rather than just test scores; the admission and examination system has also been adjusted accordingly. That is, the course selection, learning outcomes, and diverse activities during the three years of high school will become part of the admission review. The specific items and weights considered by each university department vary, and the system is subject to rolling adjustments. It is recommended to refer to the latest brochures of the Joint Board of College Recruitment Commission and individual departments.
Official Source：Joint Board of College Recruitment Commission
Significance for school selection: look at curriculum resources, but don't over-glorify
Because elective courses and learning portfolios vary by school, when choosing a high school, one can pay attention to the diverse electives, special courses, clubs, and inquiry resources offered by the school, and whether these match the child's interests and aptitudes. However, it is not necessary to equate 'more courses at a school' directly with 'better further education outcomes'—learning portfolios emphasize quality over quantity, and the key is the degree of the child's genuine engagement and reflection. Treat curriculum resources as one reference, not the sole criterion.
How to view it rationally: rely on official curriculum guidelines, beware of marketing gimmicks
The 108 Curriculum contains a large amount of information and is often packaged by cram schools and course providers into anxiety-driven marketing (e.g., exaggerating 'you'll fall behind without tutoring' or 'guarantee a beautiful learning portfolio'). It is recommended to directly refer to official sources: curriculum content from the National Academy for Educational Research, implementation and student status from the Ministry of Education's K-12 Education Administration, and admission considerations from the Joint Board of College Recruitment Commission and individual department brochures. Base school selection and planning on the child's interests and genuine learning, with official data as the standard.
FAQ
What is the 108 Curriculum and when did it start?
It is a curriculum framework designed according to the 'Twelve-Year Basic Education Curriculum Guidelines', implemented progressively from elementary, junior high to senior high school since the 108th academic year (August 2019), replacing the 99 Curriculum. Its core is 'competency-based learning'. It is a national-level curriculum standard developed by the National Academy for Educational Research and promulgated by the Ministry of Education.
What is the biggest difference between the 108 Curriculum and the previous one?
It shifts from emphasizing memorization of subject knowledge to emphasizing 'core competencies'—integrating knowledge, skills, and attitudes for application in real-life situations. Teaching and assessment focus more on inquiry, hands-on practice, and expression; high schools also introduce diverse electives, flexible learning, and learning portfolios.
What is a learning portfolio? Is it necessary for further education?
It is a record of course learning outcomes and diverse performances uploaded by high school students each semester. The 'application admission' channel for universities will consider learning portfolios and school performances. The specific items and weights considered by each department vary. The system is subject to adjustments. It is recommended to refer to the latest brochures of the Joint Board of College Recruitment Commission and individual departments.
Should I consider the 108 Curriculum when choosing a school?
It can be used as one reference. Since elective courses and curriculum resources vary by school, when choosing a high school, you can pay attention to whether the school's diverse electives, special courses, and inquiry resources match the child's interests. However, 'more courses' does not equal 'better further education outcomes'; learning portfolios emphasize quality over quantity.
Will the 108 Curriculum make further education more dependent on family resources?
This is a common discussion. Learning portfolios emphasize students' genuine learning and reflection, not resource accumulation; officials also remind that quality over quantity is key. Parents should not be swayed by marketing gimmicks that 'guarantee a beautiful portfolio'. Focus on the child's interests and engagement.
Where can I find official content about the 108 Curriculum?
For curriculum content, check the National Academy for Educational Research; for implementation, student status, and regulations for each education stage, check the Ministry of Education's K-12 Education Administration; for admission considerations, check the Joint Board of College Recruitment Commission and individual university department brochures. Always refer to the latest official announcements.
Official Source：National Academy for Educational Research (Twelve-Year Basic Education Curriculum Guidelines)、Ministry of Education, K-12 Education Administration、Joint Board of College Recruitment Commission (Learning Portfolio)
This page is a neutral compilation of information for reference only. It does not constitute admission advice or any promise of admission or visa outcomes.