The Historical Limitations and Qualitative Transformation of General Education Policy

This study examines the historical limitations of general education policy and proposes strategies for its qualitative transformation. Successive governments have shaped these policies through legislation, institutional reforms, competitive mechanisms, and evaluative management. However, general education has been undermined by legal ambiguity, institutional marginalization, and exclusion from major funding initiatives. Moreover, evaluation-driven approaches have failed to normalize or internalize general education within higher education institutions. To address these challenges, this paper outlines a policy agenda aimed at fostering sustainable and independent development. Key proposals include enacting a “General Education Promotion Act,” establishing a National Liberal Arts College, introducing dedicated financial support programs, and implementing a voluntary accreditation system. These measures seek to realign policies with the unique goals of general education, ensuring its long-term quality and sustainability. This study contributes to the discourse on policy transformation by offering a conceptual framework for rethinking general education policy in higher education.