• Journal of Christian Education in Korea
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• v.74
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• pp.135-157
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• 2023

Competency means 'the ability to do something', and competency-based education means 'the process of education based on the concept of competency'. Competency-based education is generally implemented in general education. However, competency-based education has not yet been actively conducted in the field of Christian education. In particular, it has not been established academically on what competencies Christian alternative schools provide in common. Most of the previous studies related to competency-based education in Christian education are related to competency-based education conducted by Christian universities. Research related to competency in Christian alternative schools is mainly related to the professionalism of teachers or the ideology of Christian alternative schools. In other words, there are few specific studies on what kind of competency they provide to students attending Christian alternative schools. Therefore, this study aims to understand the reality of competency-based education conducted by Christian alternative schools using Delphi analysis techniques. Through this study, four goals and 20 competency elements of competency education pursued by Christian alternative schools were found. By categorizing the goals and elements of competency education, it can be divided into relationships with God, relationships with oneself, and relationships with others and the world. In conclusion, it was suggested that Christian alternative schools should provide education that pursues the universal purpose of Christian education based on specificity and reflect the goals and elements of competency education in the curriculum.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.8
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• pp.359-369
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• 2020

This study was an exploratory study for the development of a competency-based social welfare curriculum. This study was conducted through a literature review focused on guidelines for social welfare published by the KCSWE (Korean Council for Social Welfare Education). The purpose of this study was to explore social welfare professional competencies, subject goals, teaching methods, and the participatory learning environment for the development of a competency-based social welfare curriculum. The findings are as follows. First, each university had been researching professional competencies individually. Second, the social welfare subjects tended to include all elements of knowledge, skills, and attitudes, and these goals were matched with professional competencies set by each university. Third, the guidelines for social welfare subjects provided various teaching methods to achieve the goals of the subject as well as a participatory learning environment based on discussion. However, it was difficult to determine whether the various teaching methods were effective in achieving core and professional competencies. Therefore, it is necessary for KCSWE to set up a standardized competency-based curriculum and research professional competencies based on social welfare, a curriculum and subjects according to their competencies, effective teaching methods, and a method for evaluating educational outcomes.

• 한국벤처창업학회:학술대회논문집
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• 2019.11a
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• pp.67-73
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• 2019

본 연구는 기업가정신 교육을 받은 청소년의 창업역량이 창업가적 프로세스에 미치는 효과를 기업가정신의 매개를 중심으로 검증하였다. 기업가정신 교육은 주식회사 슘페터 청소년 기업가정신 프로그램을 활용하여 2018년 10월부터 2018년 12월까지 특성화고등학교 1학년 학생 303명을 대상으로 실시하였다. 슘페터 기업가정신 프로그램 커리큘럼의 학습 목표 및 활동내용을 분석을 통해 다양한 키워드를 도출하여 최종적으로 11개의 변수를 채택하여 사전 사후 설문을 실시하였다. 기업가정신 교육을 통해 창업역량(창의성, 기회발견, 문제해결력) 이 높아지고 이를 통해 학생들의 창업가적 프로세스(자기효능감, 목표설정)에 미치는 영향을 분석한다. 또한 청소년의 창업역량이 생기면 창업의지와 창업행동에 영향을 줄 것이라고 가정했다. 이를 바탕으로 효과적인 기업가정신 및 창업교육 활성화 방안을 제시하고자 한다.

• Proceedings of the Korea Contents Association Conference
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• 2019.05a
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• pp.203-204
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• 2019

역량기반의 교육으로 재편되고 있는 현재의 교육목표에 따라 고전문학교육이 어떠한 방식으로 이루어져야 하는지를 살폈다. 특히 콘텐츠 활용과 제작, 융합을 중심으로 고전문학이 현대에도 유의미한 문학이며 문화의 원형이라는 점을 교육시켜야 한다고 보았다.

• Korean Journal of Comparative Education
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• v.24 no.1
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• pp.1-29
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• 2014

The purpose of this case study is to examine and compare the basic characteristics of quality assurance systems of the 3 leading countries in international higher education: Australia, Canada, and the Netherlands. The comparative analysis of the three cases demonstrates that, taking a more commercial stance on the international education service market, quality assurance systems of the 3 countries aim at facilitating effective promotion of student recruitment and enhancing their national brand image as advanced knowledge society. Consequently, rules and regulations of their systems are concerned primarily with strengthening institutional capacities to educate international students effectively, and, ultimately, improving their learning experiences in the host countries. Compared to these foreign cases, the newly-adopted quality assurance system in Korea places too much emphasis on internationalization process itself, thereby neglecting evaluation of educational capabilities of higher education institutions. Further implications for improvement of the Korean International Education Quality Assurance System(IEQAS) are discussed.

• Journal of Digital Contents Society
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• v.11 no.4
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• pp.487-494
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• 2010

One of the major issues in the field of corporate training and formal education is the support of personalized learning. Successful personalized learning needs the availability of the relevant learning contents at just-in-time for learners each. The competency is one of personal characteristics. So competency-based learning is one of the methods that fulfill the above need. Successful competency-based learning needs the method that recommends the relevant contents for the user's deficient competency based on the user's current competency and objectives. We assume that there exists a student information system that provides each user's competences and objectives as fields of a LIP/ePortfolio-compliant student information. This paper proposes an ontology-based system that, given the user's competences and objectives from the above student informaton system, recommends the relevant contents among a large number of educational contents using competency ontology and domain ontology. The advantage of this system can easily handle the change of competency map and terms related with competences in student information and education contents.

• Communications of Mathematical Education
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• v.27 no.2
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• pp.99-119
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• 2013

This study investigated the schemes to apply key competencies to middle school math teaching. Key competencies (KCs, hereafter), however, have been discussed only at the national-level general curriculum. Through the survey with mathematics educators, we selected key competencies that can be better developed through mathematics subject. We investigate ways to apply key competencies into math teaching and learning with the math-talented students who usually lack interpersonal skills and communication skills. Along with KC goals, we selected graphs (or graphing skills in math contents) as learning goals, and we designed and implemented competency-based instruction for the gifted. Through participant observation of math teaching and learning, we identified students' improvement in interpersonal skills and communication skills. We also identified students' skill development in other key competencies such as creativity, problem solving, information processing skills, etc., which can be developed through mathematics teaching and learning. Through this study, we found out that key competencies can be developed through mathematics teaching and we need in-depth studies on this matter.

• Proceedings of the Korean Society of Computer Information Conference
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• 2020.01a
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• pp.103-104
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• 2020

본 논문은 예비유아교사 양성과정에서 요구되는 핵심역량 중 재개념화가 필요한 지식정보처리역량의 구성방향과 이를 위한 교육내용 탐색을 목표로 한다. 이를 위해 과거 정보화역량과 지식정보처리역량의 개념 및 가치를 비교하여 기초내용을 구성한 후 현장전문가, 교육전문가, 예비교사 등 15인을 대상으로 포커스그룹 인터뷰 연구방법을 통하여 연구결과를 도출한다. 본 논문에서는 선행연구를 참고하여 예비유아교사의 지식정보처리역량을 교육현장의 문제해결을 위하여 다양한 영역의 지식과 정보를 처리하고 활용할 수 있는 역량이라 개념정의 하였고 전문가 인터뷰를 통해 이를 위한 교육내용을 설정할 것이다. 본 논문을 통해 제시된 예비유아교사의 지식정보처리역량의 개념 및 교육내용은 예비유아 교사양성과정의 교육과정개발을 위한 기초자료로 활용될 것이다.

• Journal of The Korean Association For Science Education
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• v.39 no.2
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• pp.207-220
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• 2019

Although the 2015 revised science curriculum has newly introduced core science competencies, there are a lot of confusions and difficulties at the school sites because the concept of competence is not clear. In this study, we conducted literature analysis to understand what constitutes the components of science competence and how the components are related. Based on this analysis, a model of science competency, composed of six factors (non-cognitive characteristics, knowledge, skill, context, performance, level) was suggested. In addition, we have explored ways to utilize this science competency model to re-write the achievement criteria of current science curriculum as science learning objectives expressed in the form of science competency. Finally, advantages and limits of the model are discussed and related further researches are suggested.

• Journal of Korean Home Economics Education Association
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• v.35 no.1
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• pp.15-34
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• 2023

This study focuses on Social and Emotional Learning (SEL) as a theoretical perspective to provide education that enables adolescent students to understand themselves, establish healthy relationships with others, and form a healthy community. The meaning of learning and core competencies were analyzed. Results showed that the core competencies of SEL were all included in the nature, goals, subject competencies, core concepts, generalized knowledge, and achievement standards of the 2015 revised Home Economics Education (HEE) Curriculum. The implications for this are: First, the core competencies of SEL can be sufficiently cultivated through explicit education in HE classes without introducing a separate SEL program in the school field. Second, since HEE is a subject that emphasizes practice, the competencies of SEL can be applied in connection with actual life outside of school. Lastly, the effectiveness of SEL can be increased through HEE because the goals of SEL, which emphasize the connection between parents and the creation of healthy and safe community, are similar to the goals of HEE.