• 대한공업교육학회지
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• v.36 no.2
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• pp.65-84
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• 2011

This Study was to conducted in order to suggest future direction for reorganization of Suwon ${\bigcirc}{\bigcirc}$ Women's High School as a vocational high school. The purpose of this Study was to provide suggestions for the Suwon ${\bigcirc}{\bigcirc}$ women's high school through workforce demand of electric-electronic-communication industry in Gyeonggi Province and SWOT Analysis. The findings of the study were as follows: First, the high school need to work out a educational strategy geared to workforce demand of region based electric-eElectronic-communication industry in Gyeonggi Province for students' employment. Second, the following two approaches are recommended for curriculum development to meet region based electric-eElectronic-communication industry in Gyeonggi Province for students' employment. (1) School curriculum development that is geared to a enterprise for students' employment. Demand of the enterprise is reflected when curriculum is developed under cooperation between school and enterprise. Specific knowledge, attitude and skills is emphasized to students according to demand of the enterprise. (2) school curriculum development that is geared to industry for students' employment. Demand of the electric-electronic-communication industry in Gyeonggi Province is reflected when curriculum is developed under cooperation between school and the electric-electronic-communication industry. Broader knowledge, attitude and skills is emphasized to students for the industry.

• 대한공업교육학회지
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• v.36 no.2
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• pp.85-109
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• 2011

The purpose of this study is to find out the measures to improve the curriculums of the specialized vocational high schools aided by Small and Medium Business Administration through estimating whether they have satisfied the purpose of the aids and analyzing the related factors. Among specialized vocational high schools aided by Small and Medium Business Administration, 49 technical high schools which comprised the largest proportion were chosen as subjects for this study. Among the 49 subjects, 57.1%(28 schools) are reported to be suitable, 36.7%(18 schools) so-so, and 6.2%(3 schools) unsuitable for the curriculums. The curriculums of specialized vocational high schools aided by Small and Medium Business Administration were mostly associated with the local strategic business. However, many of them implemented the pre-existed curriculums because they didn't reflect the job analysis of the business properly. To establish more effective curriculums of the specialized vocational high schools aided by Small and Medium Business Administration, most of all, guides for them should be prepared in its level. Also, midium and long-term development plans of school departments should be made to reorganize the current departments which hinder the specialization in curriculums by government or offices of education. Finally, a conference of government departments on the curriculum establishment should be organized.

• 한국벤처창업학회:학술대회논문집
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• 2018.04a
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• pp.131-134
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• 2018

우리나라의 전체 인구는 증가추세인 반면 농촌과 농업인구는 계속해서 감소하고 있으며 인구 구조도 급속히 고령화되고 있어 농업경영과 농촌사회의 지속성이 취약해지고 있다. 이에 정부와 각 지자체에서 귀농 귀촌을 권장하고 농업분야의 창업을 권장하기 위해 다양한 정책들을 추진하고 있으나 정책의 수혜자들에게 노출되지 않아 제대로 활용되지 못하거나, 지원체계가 혼란스러워 적절한 지원이 이뤄지지 않고 있는 문제점을 노출하고 있다. 본 연구에서는 농업분야에서의 창업현황을 살펴보고 농업벤처 창업과 6차산업 창업으로 구분하여 해당 분야에 중심이 되는 '6차 산업 창업지원 체계화 방안'과 '6차산업 사업단계별 맞춤형 지원 방안', 그리고 '농식품 벤처창업생태계 활성화대책'을 중심으로 농업분야 창업 지원을 위해 정부와 각 기관에서 시행중인 정책들을 살펴보았으며, 경영체의 설문조사를 통해 창업과정에서 발생한 문제점들과 보완할 사항들에 대해 살펴보았다. 특히 대부분의 정책들을 농림축산식품부에서 담당하고 있으나 창업관련 정책은 농촌진흥청에서 기획을 하면서 '농식품 가공' 중심의 창업이 활성화되고 상대적으로 홍보나 판촉 및 유통, 농촌관광 등 서비스업 분야의 지원은 취약하다는 것을 알 수 있었다. 창업 지원정책에 대한 세밀한 분석과 경영체별 설문조사를 토대로 실제 창업에 도움이 되기 위해서는 준비단계부터 경영체별로 맞춤형 지원이 필요하다는 점과 이론 교육보다는 실제 창업준비를 위한 상담이나 멘토링의 제도를 활성화시키는 것이 실질적인 도움이 된다는 것을 알게 되었다. 또한 각 시행 기관별 연계를 강화하기 위해 농림축산식품부가 컨트롤타워 역할을 수행하며 각 지자체 중심의 단일화된 지원 창구가 되어 창업단계별로 필요한 지원을 하는 것이 중요하다.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2022.10a
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• pp.276-279
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• 2022

The 4th industrial revolution refers to the transition to a knowledge society in which the production speed of knowledge is fast and the proportion of the knowledge industry is greatly increased. The reorganization of the industrial structure and the change of occupations and jobs due to new technologies are bringing about changes in education, and the development of digital technology has made education that is borderless, individual and dynamic, becoming the new standard of education. With these changes, interest in nano-degrees on new technologies or micro-degrees focused on core courses rather than regular course degrees is increasing. As a representative example, Udacity in the United States has opened and operated online nanodegree courses related to jobs, and collaborates with major companies to develop and educate core training courses necessary for companies, thereby efficiently supporting companies in securing talent. With the revitalization of online vocational and job training, an environment has been prepared in which individuals can set goals for vocational competency development and continue their portfolio-based sustainable learning. However, for effective vocational education, automated and personalized educational content design should be preceded. To this end, in this paper, we propose a personalized career and course map recommendation system in the era of online learning

• The Journal of the Convergence on Culture Technology
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• v.10 no.5
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• pp.107-115
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• 2024

Curriculum revision is a very important process for improving students' learning achievement and abilities, responding to social needs, strengthening equality and inclusiveness, strengthening teachers' professionalism, strengthening national competitiveness, and responding to the era of globalization, and for continuous development and innovation. Through this, we can provide better educational opportunities and environments for future generations. The 2022 revised curriculum is a curriculum that reflects the knowledge and skills students need in modern society and enables them to respond to changes in industry and society. The purpose of this study is to present the direction of career education by analyzing the career education shown in the 2022 revised curriculum. If we analyze only the contents related to career education in the 2022 revised curriculum that directly mention career and occupation, the following contents are found. First, in the curriculum for future response, contents related to career education appear in the strengthening of basic digital knowledge. Second, in the field of autonomous innovation support tasks at school sites, the organization of the free semester system and improvement plans are presented among the details of the improvement of flexibility in the operation of the elementary and secondary school curriculum. Third, in the area of strengthening learner-customized education, the core of career education is strengthening career-linked education between elementary, middle and high schools. Career education is mentioned in the area of the detail itself. As such, it is no exaggeration to say that the core content of the 2022 revised curriculum is career education. The direction and contents of career education are faithfully reflected in the 2022 revised curriculum.

• The Journal of the Convergence on Culture Technology
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• v.10 no.2
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• pp.17-26
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• 2024

The purpose of this study is to explore the direction of the role of lifelong vocational education as a field of lifelong education based on the content analysis of the innovation plan for lifelong vocational education and training in 2018. The conclusion is as follows. First, in terms of policy orientation, the direction of lifelong vocational education is possible to carry out life-integrated lifelong vocational education in terms of lifelong education. Second, in the education and training process, lifelong education can be carried out in specific practical competency areas in terms of lifelong vocational education. Third, in the case of the education and training system, in terms of lifelong vocational education, the philosophy of lifelong education is to establish an education system that spans the entire life. Fourth, in the case of education and training programs, various programs can be operated by type of lifelong education institution in terms of lifelong vocational education. Fifth, in the case of education and training, lifelong education can be distributed evenly across life stages from the perspective of lifelong vocational education. Sixth, in terms of the relationship with the industrial sector, lifelong education can strengthen the connection with industrial demand in terms of lifelong vocational education, and it can also strengthen the connection with government agencies. Seventh, in the case of support for the underprivileged, lifelong education is viewed from the perspective of lifelong vocational education. Free education and customized support for the underprivileged are possible at provincial and provincial lifelong education institutions and city, county, and district lifelong learning centers.

• Information Systems Review
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• v.26 no.1
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• pp.367-383
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• 2024

Korea faces challenges in securing technical talent due to low birth rates and an aging population. To bridge labor market gaps, tailored education programs through universities are crucial. Although Program for Industrial needs-Matched Education (PRIME) encouraged developing industrial-university education courses, a few universities have the opportunities and the courses development is often depending on capability of a professor. Furthermore, administrative issues hinder progress. This study proposes streamlining administrative processes and leveraging technology to meet industry demands. Active collaboration between academia and industry can enhance education and benefit both employees and students.

• 대한공업교육학회지
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• v.41 no.1
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• pp.68-87
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• 2016

This research conducted a survey for total 166 teachers of schools so as to analyze validity and satisfaction for performance objectives of SMB administration subsidy the HRDP and the CEP in Specialized High School. The results of research are as follows. First, teachers recognize that purpose of HRDP is to expand employment of specialized high school and provide human resource of SMB. And, they recognize that HRDP is important to improve school outcomes and makes a positive effect on the improvement of school outcomes. Second, teachers recognize that objectives of HRDP are improvement of student's understanding for SMB, improvement of teacher's understanding for SMB, improvement of SMB's understanding of school, cultivation of student's occupational view, systematization of career guiding program based on employment process, strengthening of industry-academia cooperation education, improvement of the level of student's skill, fulfillment of workplace experience and practice focusing workplace learning, training of customized human resource for SMB, improvement of student's adaptation to the workplace, improvement of employment rate for SMB, expansion of job opportunities for students with SMB, preparation of the base of connection between school and SMB, publicity of school, expansion of opportunities to cooperate between SMB and school, establishment of cooperative system among industrial association and school, introduction and operation of the employment connective model for joint education and employment, strengthening of field professionalism of teachers. However, satisfaction for the achievement of objectives of HRDP except for strengthening of industry-academia cooperation education and improvement of employment rate for SMB is relatively lower than the validity. Third, teachers in charge of human resource training business of middle and small sized company's specialized high school recognize that objectives of CEP are expansion of job opportunities for students with SMB, excavation of good-quality SMB, expansion of opportunities to cooperate between SMB and school, fulfillment of workplace learning, improvement of student's major foundation and in-depth skill, improvement of literacy, math, teamwork and communication abilities for students' job performance, improvement of student's working attitude and student's proper career exploration decision. However, satisfaction for achievement of objectives of CEP is relatively lower than the validity.