• The Journal of the Korea Contents Association
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• v.19 no.1
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• pp.496-512
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• 2019

The purpose of this study is to analyze the social welfare ideology and social welfare education practice theory of Deok Joon Kim(1919-1992) who was a pioneer in Korean social welfare education and a founder of Korea's very first independent department of social welfare. Through examining his life, and social welfare related works, ideology and education practice theory following conclusions were derived. Relationship involving first, spirit of shalom, second, human dignity, third, love of the cross, fourth, social justice, fifth, worshiping God and loving human being, and sixth, love of neighbors were found. These social welfare ideology and social welfare education practice theory of Deok Joon Kim are values that can resolve today's Korean social welfare education problems and insights which would reestablish essential goals and objectives in cultivating social workers with principles. These could be applied to Korean social welfare education in forms involving social worker's justice, stance, role, and function.

• Social Workers
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• no.4 s.48
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• pp.4-7
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• 2006

학교에서 배운 교과목을 토대로 현장에 나가보지만, 그동안 배워왔던 이론 속의 사회복지와 현장의 사회복지는 다른 점이 너무나 많다. 심지어 ‘처음부터 다시’라는 말이 선임사회복지사들의 입에서 나오고 있다. 현장에서 활동 중인 사회복지사들의 이야기를 통해 사회복지교과목에 대한 방향성을 알아보자. 또 사회복지사 1급 국가시험과 맞물려 대학의 교과목 운영방안과 깊은 관련이 있는 한국대학교육협의회의 사회복지교육지침서 개편 방안에 대해서도 들어보자.

• Korean Journal of Social Welfare
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• v.56 no.1
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• pp.253-282
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• 2004

The study is to examine the actual conditions and problems of educational welfare which is a part of social welfare and to offer its future directions and things to do. First of all, education has been considered to be part of social welfare in developed countries for a long time and it has been used the same as school educational welfare. These days Korea is confronted with increasing needs of educational welfare caused by emphasis of manpower, appearance of new poor class after IMF, handing down poverty to their children, absence of public education and educational fever, stress of life long learning and extending needs of students' social welfare service. In advanced countries compared to Korea, people perceive education as an equal opportunity. To reach this thesis, various efforts have been making in terms of manpower development such as reform of related laws, financial and official support, offering of parental skills and protecting children for the disadvantaged, dispatching school social workers and overall life improvement. The subjects and age of educational welfare are also diverse ranging from poor families and pre school children to general public and adults. On the other hand, Korea lacks related laws and financial support that are supposed to enforce educational welfare systematically. Also integrated and professional services are not often available due to the lack of cooperation between related agencies. Therefore, government's role and responsibility should be defined clearly in the future directions of educational welfare in Korea. For this, it is needed to establish related laws and build a concrete financial and executive interrelationship. Also every person should be a target of educational welfare putting priorities on the disadvantaged. A lot of efforts should be made to achieve things mentioned above. Multi-dimensional approach intertwined with education, welfare and labour, establishment of cooperation system between related agencies, reinforcement of life long learning, extension of free education including infants and toddlers, and offering financial support to the poor are a few among these efforts. Finally, institutionalization of school social welfare and improvement school facilities are strongly recommended to get to the right track of educational welfare.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.9
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• pp.508-518
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• 2016

The purpose of this study was to develop a curriculum for international social workers. Due to the changed circumstances of social welfare agencies, the demand for international social welfare and the need for suitable training for social welfare education agencies has increased. This study explored the job competency of international social welfare and suggested a competency-based curriculum for international social welfare. Researchers analyzed the social welfare NCS, social welfare curriculum and job of international development cooperation agencies and presented a combined curriculum for international development cooperation and social welfare. The findings are as follows: the core subjects of international social welfare are "Human Rights and Social Welfare", "International Social Welfare", NGOs and International Development Cooperation", "the North Korea Development Project", "International Development Cooperation and ODA", "PCM (Project Cycle Management)", "Evaluation and Monitoring", "Seminars in International Social Welfare", "International Social Welfare Practicum", "International Social Welfare Internship", "Community Welfare and Practice", "Program Planning and Evaluation for Social Welfare", "Social Welfare Ethics and Philosophy", "Skills and Techniques for Social Work Practice", "Multicultural Social Welfare", "Poverty and Social Welfare", "Social Enterprise and the Third Sector", "Social Problems", etc.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.12
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• pp.441-450
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• 2018

The purpose of this study is to develop curriculum contents for assistive product specialists and to prepare professional standards for said curriculum. First, after identifying and targeting employees in the assistive product center, hospital and medical facilities staff, users of the assistive product, and instructors for the assistive product, the task importance and education required for each duty of the assistive product specialist were examined. Based on a demand analysis, the subjects(plan) for assistive product specialist was drawn and then the curriculum(plan) was developed. Regarding the developed subjects(plan) and curriculum(plan), a Delphi method was conducted with five professional panels to verify the validity. Finally, a curriculum(plan) for assistive product specialist was developed to include a total of 21 courses(17 compulsory courses, 4 elective courses) totaling 44 hours (36 hours for compulsory courses, 8 hours for elective courses). The construction of systematic content for of assistive product specialist curriculum for qualitative training of assistive product specialists is important. Through this study, it will now be possible to secure professionalism and qualitative improvements in curriculum for assistive product specialists.

• The Journal of the Korea Contents Association
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• v.17 no.10
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• pp.9-18
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• 2017

This study was conducted to develop the educational program for enhancing newly hired social welfare and reshuffled officials' welfare value. To this end, it verified social welfare officials' perceptions on welfare mind and value, and drew educational necessity through interviews with professionals and incumbent officials, and thus developed the educational program of welfare value. The findings can be summarized: First, educational contents were designed for them to directly share three factors in social welfare value and also think examples observed in the field. Second, the educational method was organized to share opinions each other through discussions and presentations and provide feedbacks. From the findings, the following suggestion can be found. It is necessary to systematically develop and implement the educational program adjusted for each position from the lowest to the highest, in order for social welfare officials to internalize the fundamental welfare value that they should have.

• Social Workers
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• no.1 s.33
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• pp.12-15
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• 2005

사회복지 교육은 현장교육과 대학교육 두 가지를 말할 수 있다. 현재 대학교육에 비해 현장교육은 거의 방치상태에 있는 것이 사실인데, 이러한 상황에서 현장교육에 있어서의 새로운 틀을 만들고자 발 벗고 나선 꽃동네현도사회복지대학교 이태수 교수. 지난 11월 1일 개원한 한국보건복지인력개발원의 원장이기도 한 이교수는 또 한번의 새로운 시도를 하고 있다. 현장교육의 장(국립사회복지연수원)에서 대학교육의 장(꽃동네현도사회복지대학교)으로, 그리고 그 양쪽의 경험을 가지고 다시 현장교육의 산실(한국보건복지인력개발원)로 돌아와 사회복지 현장에서 가장 절실한 현장교육의 새로운 틀을 만드는데 능력을 최대한 발휘해 보게다는 이태수 원장을 만나보았다.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.7
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• pp.46-53
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• 2020

The purpose of this study was to examine the direction of social welfare education in the 4th Industrial Revolution as well as discuss the overall direction of social welfare education such as competency and curriculum and the educational dimension of social welfare professionals. Using Text Network Analysis, 223 studies published from 2005 to 2019 in the Korean Journal of Social Welfare Education were examined in order to explore the direction of social welfare education in the 4th Industrial Revolution. Using Word cloud, overall frequency was analyzed. As a result of key words analysis, social welfare education (43), research method (28), and social welfare field practice (23) were analyzed as influential key words. The directions of social welfare education in the 4th Industrial Revolution era are as follows. First, competency, curriculum, and qualifications are necessary in general social welfare education. Second, education centering on social workers and social welfare students, who are social welfare professionals, is necessary. Third, the ethical sensitivity of future social welfare should be carefully established. Finally, the need for a shared welfare system must be further studied.

• Korean Journal of Social Welfare
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• v.61 no.4
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• pp.381-402
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• 2009

This Study explores and describes the present status and effects of Korean social work ethic course , reflecting increasing concerns about social worker's ethics. Using the member list of the Council of Korean Social Welfare Education, this study first examines the extent to which the ethic course is established and how the course is managed. Then, for the purpose of investigating the practical effects of the enrollment in the ethic course, using the test scores designed to measure the students' sensitivity to ethical issues, this study compared test scores between students who attended the course and those who did not. This study also compared pre-post test scores of students who attended the course. The results show that enrollment in the course contributes to significant changes in the students' ethical sensitivities, in spite of social work education system that does not very yet empathize the ethics curriculum very strongly. Further, enrollment in the ethic course is proved to be a more powerful factor to ethical sensitivity than any other demographic or education related factors. These findings suggest a stronger emphasis abd serious consideration of the course, as well as more efforts to bring up professionals and invest in research in the field of social work ethic education.

• 한국사회정책
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• v.20 no.2
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• pp.35-68
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• 2013

Class has been the factor that affects welfare attitudes in western societies. But the results of the studies on affects of class in Korea are not consistent. This Study focuses on the relations between three class variables-income, status in employment, occupation-and the Korean attitudes on welfare policy and examines the regulating effects of education on that. Attitudes on welfare policy consist of 'reinforcement of established welfare programs', 'expansion into new welfare area' and 'universalism in welfare policy.' The result shows that all three class variables, education and age do not affect the attitudes to 'reinforcement of established welfare programs.' Age and class variables affects the attitudes to 'expansion into new welfare area' statistically, but education does not. Education explains largest parts of the attitudes to 'universalism in welfare policy.'