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This paper aims to clarify the characteristic of the Mathematics, Data Science, and AI programs (The MDASH Literacy programs) by analyzing related policies and the response of higher education institutions. In conclude, to cultivate talents who can respond to the change of information-oriented society, Japanese higher education institutions offered courses related to the MDASH Literacy consciously. However, the resources, scale, and institutional frameworks are different in these institutions. Secondly, most of the MDASH Literacy programs are in the transition stage without being well-developed. In other words, the institutions established the new MDASH literacy programs for all students cautiously. Furthermore, some of them offered the programs by modifying the existing information science subjects or reincorporating several subjects corresponding to the model curriculum. According to the offering status of these programs, it can be supposed that though each higher education institution realized the importance of introducing the MDASH literacy programs, there is no surplus for them to establish new courses, hire the specialized faculties and reorganize the educational organizations.

This paper aims to clarify the difference and the issues of the Unification of Kindergarten and Nursery Schools Policy (Unification Policies) between Japan and Taiwan by analyzing the integrated-childcare-institutions, Taiwanese kindergartens and Japanese Certified Centers for Early Childhood Education and Care (Certified Centers). These institutions were introduced under the implementation of the Unification Policies. The background, purpose, institutional framework and the status of integrated-childcare-institutions were examined in this paper for exploring the research questions. The above examinations raise three different points of Unification Policies between Japan and Taiwan. First of all, Japan and Taiwan adopted the traditional system differently within implementing Unification policies. Secondly, although Japan and Taiwan's Unification policies both introduced integrated-childcare-institutions for responding to education needs diversely, Taiwan put emphasis on organizational reform for enhancing the function of institutions. On the other hand, Japan mainly pays attention to increase the options between institutions. Lastly, the early childhood system was considered differently between Japan and Taiwan. Japan tends to create a more flexible system to support raising children. However, Taiwan's early childhood education system is expected to offer quality education rather than to support raising children. To sum up, it is necessary to implement Unification policies from a more comprehensive perspective and think about how to respond to the various needs of the early childhood education system.