• The Journal of the Korea Contents Association
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• v.22 no.4
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• pp.499-508
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• 2022

The Korean Education Centers (KECs) are facing a growing demand for innovation in terms of roles and functions due to the new Korean wave. Thus, this study examined the organizational conditions of the KECs and the need for their changes in order to explore their development direction. For these purposes, a semi-structured interview was conducted with a total of 12 former and current KECs' directors. The major findings are as follows. Whereas the demand for changes in the KECs was growing due to the change of the generation of overseas Koreans and the increase in the demand for Korean language, it was difficult to switch their roles due to the Act on the Educational Support for Overseas Korean Nationals and lack of administration resources. Therefore, the Korean government should help the KECs transform their roles and responsibilities according to the changes in the local demands for Korean language education.

• Proceedings of the Korean Radioactive Waste Society Conference
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• 2011.05a
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• pp.209-210
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• 2011

• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.298-307
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• 2004

한 개인의 입장에서도 영재성의 발휘는 매우 중요한 일이지만, 민주국가와 인류공영에 크게 이바지하는 입장에서도 영재성의 발휘는 매우 중요한 일이다. 하지만 현재 운영되고 있는 영재교육을 살펴보면 국가에서 영재교육을 해야 한다고 영재교육의 중요성만 이야기했지 실제로 현장에서 활용할 수 있는 교육과정이나 교육내용을 정해주지 않았기 때문에 실제로 영재교육이 이루어지고 있는 것을 보면 그 내용과 방법은 영재교육을 맡은 기관에 따라 매우 다르게 이루어지고 있다. 현재 17개 대학 부설 과학영재교육원에서 영재교육을 담당하고 있다. 하지만 각 대학 부설 과학영재교육원의 교육과정을 보면 대부분 프로그래밍 위주의 교육을 하고 있고, 그 교육과정도 다른 곳에 개방되어 있지 않아서 각 대학 부설 과학영재교육원마다 교육과정 개발에 상당한 어려움을 겪고 있다. 따라서 본 논문에서는 초등학교에서 고등학교 1학년까지의 10학년에 걸쳐 실시되고 있는 정보통신기술교육내용과 방과 후 특기적성 교육에서 이루어지고 있는 컴퓨터 교육내용, 각 대학 부설 과학영재교육원에서 이루어지고 있는 교육내용을 분석하여 실제로 대학 부설 과학영재교육원에서 활용할 수 있는 초등 정보과학영재를 위한 교육 과정을 개발하였다. 단, 현재 과학영재교육원에서 이루어지고 있는 영재교육이 기초반과 심화반으로 나누어서 운영되고 있는 점을 고려하여, 본 논문에서는 기초반과 심화반 중 기초반에 초점을 두고 연구를 진행하였다.

• KSCI Review
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• v.8 no.1
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• pp.123-129
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• 2001

• Journal of the Korea Institute of Information and Communication Engineering
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• v.21 no.11
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• pp.2184-2190
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• 2017

In the age of knowledge informationization, various educational programs utilizing cyber education were introduced to schools, corporate education, military service, lifelong education facilities as well as public education and training programs. In the case of the national government officials, the education and local government officials, which are organized by cyber center in the national civil service personnel development center, are organized by 15 cities and provincial public service training institutes. In 2008, it became to be mandatory for them to receive education and training over a certain period of a year through the introduction of the regular learning system of public officials, and cyber education got active in the education and training of public officials. The purpose of this study is to suggest the development plan of cyber education based on the results of the analysis of the trainees of the civil servants of Chungcheongnam-do who participated in the cyber education in the viewpoint of the public education and training system.

• Proceedings of the Korean Radioactive Waste Society Conference
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• 2016.10a
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• pp.279-280
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• 2016

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2017.10a
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• pp.387-390
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• 2017

Various education programs using cyber education in the age of knowledge informatization were introduced to schools, corporate education, military service, lifelong education facilities as well as public employee education and training system. In the case of the national government officials, the education and local civil servants are organized by 15 cities and provincial public officials training institutes, which are organized by the national civil service personnel development center cyber education center. The purpose of this study is to find out the development plan through questionnaires of the students who are in charge of cyber education in the chungcheongnam-do local civil servants.

• New Physics: Sae Mulli
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• v.68 no.12
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• pp.1338-1346
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• 2018

The purpose of this study is to analyze the curriculum of a university-affiliated science gifted education center based on the core competencies and to suggest a direction for improving the education at the gifted education center. For this purpose, we set the 12 core competencies as follows: 6 cognitive competencies such as knowledge, creativity, scientific thinking ability, inquiry ability, problem solving ability and fusion ability, and 6 non-cognitive competencies such as task commitment, self-directed learning ability, motivation reinforcement and challenge, communication skills, collaboration ability and leadership. The curricula of the science gifted education centers reflect all the competencies, but some competencies are only potentially included in the contents of the programs. In this study, we present examples of education programs by each competences and suggest additional descriptions for the development of gifted education centers.

• Proceedings of The KACE
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• 2018.01a
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• pp.61-62
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• 2018

공무원 교육시스템에서 역량 개발의 관심은 공공부문의 우수인재 양성의 측면과 개인의 역량 개발을 통한 국민의 눈높이에 맞는 행정서비스를 위해 매우 필요하다고 할 수 있다. 인터넷과 통신 기술에 기반을 두어 대규모 학습자에게 무료로 제공되고 있는 MOOC의 도입과 2015년 한국형 무크(K-MOOC)의 시작으로 평생교육, 대학교육, 기업교육은 물론 공무원의 교육훈련 프로그램에서도 MOOC의 필요성이 대두되고 있다. 이에 본 연구에서는 공무원의 역량 개발의 관점에서 K-MOOC의 활용방안과 현재 진행 중인 Gov-MOOC에 대한 활성화 방안을 토대로 공무원 교육훈련제도의 개선방안을 제언하고자 한다.

• Journal of the Korea Convergence Society
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• v.7 no.6
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• pp.297-305
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• 2016

The purpose of this study was to suggest the operational problems and improvement methods of the teacher aide system in Korean special education. To suggest the operational problems and improvement methods of the teacher aide system in special education, annual statistics for special education, annual reports for special education, annual operational plans for special education, and the Act on Special Education for the Disabled Persons, etc. were analyzed. The operational problems of the teacher aide system in special education included (1) the uncertainty of special education teacher aide's role, (2) the lack of cooperation between teachers and special education teacher aides, and (3) the lack of a specific guideline for the management of special education teacher aides. The improvement methods included (1) the legislation of special education teacher aide's role, (2) a training system to improve special education teacher aide's professionalism, and (3) the development of a specific guideline to use and manage special education teacher aides.