The Family Life Education Programs in Taiwan require a minimum of 10 subjects and 20 credits for successful completion, and gender education is a compulsory component of the curriculums. The Gender Equality Education Act 2004, which aims to promote gender education, and the contents of gender education were investigated. The major findings are as follows: 1) "Gender education" in the Family Life Education Programs in Taiwan corresponds to "human sexuality" in the Family Life Education Programs of the National Council on Family Relations (NCFR)of the U.S. 2) Based on the Gender Equality Education Act, gender equality education is provided in Taiwanese schools and is integrated with all areas of learning. It is comprehensive and reformative, and its contents include "development of body and spirit," "self-confidence," "human relations," and "social and cultural contexts." 3) The contents of gender equality education in Taiwan are similar to those stated in the Guidelines for Comprehensive Sexuality Education-Kindergarten through 12th Grade (3^<rd> edition) by the Sexuality Information and Education Council of the United States. In both the above guidelines, the social and cultural contexts are reinforced.

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The purpose of this research is to review the role of Home Economics in Home Economics education and its academic task by clarifying the existence of "Principles of Home Economics" related lectures in Home Economics Teachers' Training Courses and its content. Analysis was conducted as a research method using Japan National and Public University Syllabus 2008 which covers 48 schools. As a result, lectures recognized as "Principles of Home Economics" was only offered in 10% of the total target universities. Even including the university that introduces "Home Economics" partially in the teaching profession or technical subjects, the number resulted 25%. It became clear that there are many universities which conduct Home Economics Teachers' Training without regards to the discipline of "Home Economics". The necessity of establishing a new subject in the future was also indicated.

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The Family Education Act was established in Taiwan in 2003 for developing family support systems, and Family Education Centers have been positioned as the core of the Family Education System. In the present study, we investigated the actual situation of the Family Life Education Programs in Taiwan in September 2009 through interviews, observations, and studies of documents. The results are as follows: 1) The Family Education Center in Taipei County provides some family support programs, e.g., parental education, child education, gender education, marriage education, ethics education, and family resource management. These programs are integrated with other social aspects of education in Taiwan. 2) The Taipei County Center has 60 volunteers, who play an important role and carry out all activities. A 54-hour, specialized volunteer training program provides adequate knowledge and skills prior to start of volunteer work. 3) However, some requirements were identified, e.g., integration of budget allocation with the evaluation system, a more organized and stable system of volunteers, and a reconsideration of the officials' excessive responsibilities.

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