In order to ensure curriculum effectiveness and quality, it is necessary for thestate to control curriculum to a certain degree. This study aims to: (1) explorechanges in curriculum control by analysing the National Curriculum for Citizenship(hereafter the NCC) announced in 1999, 2007 and 2014; (2) analyse thecorrespondence between the three editions of the NCC and related citizenshiptextbooks. Based on the research findings, this study offers revelations for textbookcompilation and accreditation for the Curriculum Guidelines for 12-yearBasic Education in Taiwan. The research findings are as follows. (1) Curriculumcontrol of the three editions of the NCC tended to be process-control-model,rather than product-control-model. (2) The intensity of curriculum control ofthe NCC shifted from the medium in 1999, to strong in 2007, then to weak in2014. (3) Finally, textbooks corresponded with the NCC to a certain degree withthe 2014 version corresponding most. There are two revelations that can be derivedfrom these research findings: (1) clarify items in curriculum that are to becontrolled to serve as a basis for textbook compilation and accreditation, and (2)control the important dimensions of national curriculum in order to guidetextbook compilation and accreditation and release more autonomy for textbookdevelopment and design.

　　Taiwan has a diploma-oriented culture and this makes it difficult for elementaryand secondary schools to effectively equip students with technological literacy.In contrast, students in Singapore not only perform well on PISA, TIMSS, andPerson Learning Curve, but also regularly receive technological literacy educationin Design and Technology (D&T) courses, primarily because D&T is listedin the Singapore-Cambridge General Certificate of Education (Ordinary Level)Examination (GCE ‘O’ Level) and curriculum, teaching materials, instructionalmethods, and D&T assessment align with each other. Thus, the above alignmentin Singapore is worth exploring and benchmarking. Based on the concept ofcurriculum alignment, this study employed content analysis to explore D&T textbooks to examine how they align with other areas and to look for any implicationsthat can be drawn for Taiwan. Consequently, the following suggestionsare offered for Taiwan’s Living Technology textbooks: the core values for designand making should be demonstrated, systematic course articulation should bewell planned, and qualitative and quantitative assessments should be adopted toincrease learning effectiveness.

　　The development of a skill module is a notable reform for vocational highschools in the curriculum guidelines of 12-year basic education. The modulefocuses on basic and multidisciplinary skills with the purpose of improvinghands-on skills for students in technical and vocational education (TVE). Thepurpose of this study was to explore the rationale and theory for the skill module,its development model and process, the challenges of and solutions fortransforming rationale into textbooks. The data was collected and analyzed viadocument analysis and semi-structure interviews with eight senior textbook editors.The main findings are as follows: 1. the rationale of skill module fitted inthe pragmatic and practical goals for TVE; 2. the use of a competency-basedapproach to generate skill modules that correspond to mainstream skill training;3. the development respected the diversity of professional clusters, while theprocess revealed the problem of belonging among clusters showing the need toreexamine classification; 4. setting up a regular communication channel for curriculumstakeholders is necessary to facilitate curriculum transformation; 5. continuingto monitor the gaps between the ideal of skill module and its practice intextbook development and teachings in schools.

　　On-site guidance of preschool educators is one of the major projects sponsoredby the Ministry of Education in Taiwan. After the enactment of the EarlyChildhood Education & Care Curriculum Framework (ECECCF) in 2012,on-site guidance of curriculum implementation has also been incorporated intothe projects. In addition to guidance for preschool educators, on-site visits werealso employed. During on-site visits, data were collected to determine difficultiesencountered by preschool educators when implementing ECECCF. The datacollected during on-site visit was analyzed. Data related to curriculum and instructionin early childhood education setting included classroom management,designing daily routine activities, integrating curriculum design, setting up alearning environment, and teacher-child interaction, most of which reflects ideasof preschool educators concerning curriculum. Preschool educators need toselect materials suited to children and to design the curriculum themselves. Understandingthe curriculum is also important. The paper suggested that theconcept related to curriculum should evolve from ECEC 1.0 to ECEC 2.0.

　　Immigration has transformed Taiwan into a multicultural country. In addition, itis a democratic island nation whose economy depends heavily on internationaltrade. As such, Taiwan is well-suited to serve as a model for multi-cultural societies.Hence, it is imperative that multi-cultural education be implemented. Anumber of earlier studies have proven that multi-cultural education is most effectiveif it starts in preschool. A nation’s early childhood education & care curriculumframework is an important guideline for its young children’s educationaldevelopment. Curriculum guidelines that feature multi-cultural content has importantsignificance for Taiwan as it promotes preschool multi-cultural education.This research employed document analysis to understand the content andmeaning of multi-cultural education in the curricula outline of preschools. Byanalyzing the connotations of early childhood education & care curriculumframework, this study discovered that the curriculum guideline can not onlyprovide ideas and goals for preschool multi-cultural education, but can also beused to guide the implementation of multi-cultural education in preschools.This study hopes that through truly understanding and implementing theseprinciples, teachers will be able to help young children to build a solid foundationin terms of multi-cultural literacy and capabilities.