• Journal of Korean Society of Forest Science
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• v.107 no.1
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• pp.96-107
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• 2018

This study analyzed the linkage between the Forestry sector Official Development Assistance (ODA) Project in South Korea and the Sustainable Development Goals (SDGs) of United Nations (UN), Suggested direction of ODA project focusing on the implementation of the SDGs. Forestry sector ODA project data in South Korea have collected from Economic Development Cooperation Fund (EDCF) statistical inquiry system developed by The Export-Import Bank of Korea. According to the analysis result, Forestry sector ODA project in South Korea have been actively implemented in the fields of forestry development, forestry policy and administration. In both fields, Korea Forest Service and Korea International Cooperation Agency (KOICA) carried out the most projects. The Forestry sector ODA project data in South Korea are classified technical development, capacity building, construction of infrastructure and afforestation based on their objectives and contents. SDGs emphasizes the importance of national implementation assessment and this study analyze linkage between ODA activity content in each classification item and 2016 Korea Forest Service Performance Management Plan indicator. Analyzed the 2016 Korea Forest Service Performance Management Plan indicator and SDGs target and SDGs indicator were identified. finally, SDGs goals were recognized. In conclusion, Forestry sector ODA project in South Korea are associated with the SDGs Goal 1 (No Poverty), Goal 2 (Zero Hunger), Goal 6 (Clean Water and Sanitation), Goal 13 (Climate Action), Goal 15 (Life on Land) and Goal 17 (Partnership for The Goals). Therefore, With the launch of the SDGs, This study analyzed the linkage among the Forestry sector ODA Project in South Korea, the 2016 Korea Forest Service Performance Management Plan and the SDGs. it presented the limitations of Forestry sector ODA Project in South Korea and made proposals for the implementation of the SDGs.

• Journal of The Korean Association For Science Education
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• v.41 no.6
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• pp.483-499
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• 2021

The curriculum localization policy is closely related to the decentralization and autonomy policy, which is a direction of the 2022 revised curriculum. In particular, considering the continuously expanding and changing environment and contents in science education, the localization of the science curriculum has the advantage of advancing to expertise through diversity. In this paper, through experts' perception of the science curriculum localization policy, the implications of the curriculum revision were confirmed, focusing on 'MPOE(Metropolitan and Provincial Offices of Education) curriculum arrangement and implementation guidelines(hereinafter referred to as 'guidelines')' and the achievement standards revision of science curriculum. In conclusion, study participants considered that the possibility of expanding the localization of the curriculum was high due to the unique characteristics of science practices. And they recognized the level of localization at the 'district office of education or village'-level between MPOE-level and school-level. When localization reaches the school-level in the future, it was considered necessary to discuss linkage with teacher policies such as teacher's competency, noting that the level of teachers could become the level of localization. In addition, there was a common perception that in order for the science 'guidelines' to be localized, 17 MPOE must be given the authority to autonomously organize some achievement standards in parallel. It was considered that 'restructuring or slimming of achievement standards' should precede localization of achievement standards in connection with this. On the other hand, it was predicted that the curriculum localization policy would enhance the aspect of diversification and autonomy of the science curriculum, and the establishment of achievement standards was directly related to evaluation, so it recognized the need to refine policies such as new description for evaluation clause in future science 'guidelines'. Finally, considering science and characteristics, it was mentioned that it is necessary to specify regional intensive science education policies in the 'guidelines' themselves beyond the localization of teaching materials.

• Korean Journal of Construction Engineering and Management
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• v.17 no.2
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• pp.3-11
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• 2016

CM at Risk has been introduced in Korea to keep up with the global standards of construction management and provide a higher quality of cm service in line with a rapid change of the construction industry recently. However, it is widely considered that more time would required to settle down the system due to a lack of understanding towards CM at Risk, shortage of reliability and low capability to manage and undertake CM at Risk. Therefore, this research is analyzed problems of contract types, open book policies, and contract conditions of 33 numbers of projects undertaken by a bespoke domestic construction management firm in this research. Moreover, this research is suggested a method to establish an open book policy of CM at Risk aiming a better customers satisfaction through staff training, simplifying and improving a payment system, and a way to settle down an open book policy by improving a performance management system on site. It's expected that this research will contribute to a more competitive system with more dominating the market and a differentiation of the service so as clients to rely more on the CM at Risk.

• The Journal of Korean Association of Computer Education
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• v.14 no.1
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• pp.147-158
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• 2011

The purpose of this study is to define the teachers' perception for technology leadership when utilizing the Digital Textbook (DT). The subjects of this study were 97 elementary school teachers (40 males and 57 females) working in digital textbook research schools that implemented digital textbooks in 2009. Needs assessment instrument was revised based on previous instruments. Perception was calculated using Borich formula. According to the results, teachers of digital textbook research schools recognized 'teachers' instructional methods' as the most important area, while the least recognized area was 'support by the school'. The highest technology leadership needs by categories included 'role setting between members when implementing digital textbooks', 'instructional methods to cultivate creativity when using digital textbooks', 'troubleshooting digital textbook problems', 'additional staff support in case of problems', 'development of various assessment tools for measuring the effect of the digital textbook', and 'support of digital textbook resources for students with disabilities'. Based on these results, the study proposed specific methods to enhance technology leadership for the successful introduction of digital textbooks in schools.

• The Journal of the Korea Contents Association
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• v.13 no.2
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• pp.331-340
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• 2013

Recently there is a heated debate going on regarding the patient-doctor communication in the medical schools and medical service sector. Patient-doctor communication is an interactive communication made during the consultation session which is known to bring positive effect to both the patient and the doctor. Through this research, a doctor coaching model was developed by combining a method that would help the patient and doctor communicate better by increasing the doctor's communication skill and a coaching mechanism. Through the research, the doctor coaching model consists of 5 levels. First is the 'relationship creation' which would cause the doctor's interest and expectations toward coaching mechanism. Second is 'recognition of change' and this would cause to understand the problem and pros of the doctor's communication with the patient and set a direction regarding the coaching. Third is 'understanding the perspective' and this would lead the doctor to think from the patient's perspective. Fourth is 'increasing problem solving and communication skills' and this would set specific terms as to how the doctor can improve his communication skills. Fifth is 'goal setting and support' where goal regarding the improvements can be set and agreement regarding the ways to maintain and strengthen the advantage can be made. The developed doctor coaching model is most meaningful in a way that it has first adapted a coaching mechanism to improve patient-doctor communication. Also in cases where such will be utilized in the future medical service sector, it is expected to affect greatly the doctor's communication skill and patient sympathizing skills. Hereby it will contribute in increasing the patient's treatment satisfaction.

• Journal of Practical Engineering Education
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• v.12 no.1
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• pp.163-176
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• 2020

Promoting job growth and quality has been central to developing countries to reduce poverty for decades. In this regard, Nepal is not unique in its need to develop effective TVET programme as it is considered showing positive association with workforce development and productivity. While the copious academic literature has highlighted upon staff training programme in general education, it encounters lack of adequate attention in the field of TVET education. The purpose of the study is to identity and prioritise the professional development needs for the teachers of TVET sector in Nepal. A sample(N=317) of Nepalese teachers from seven provinces were asked to answer the scale. The Borich needs assessment model was employed to assess the perceived level of importance and present preferred training modules among 29 teaching subjects. Moreover, a quadrant analysis using 2×2 matrix was used as a diagnostic tool to denote overriding training topics. The result shows that following competence skills constructs were perceived to be in high need of enhancement as well as in existence of discrepancies: 'occupational characteristics of TVET trainer', 'training needs analysis and curriculum development', 'curriculum development based on national competence standard(NCS)', and 'Institution management evaluation'.

• Journal of The Korean Association of Information Education
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• v.22 no.1
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• pp.81-89
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• 2018

Because the success of SW education depends on teachers' competences and understanding, many universities of education are carrying out SW education for pre-service teachers. The purpose of this research is to analyze the current status of pre-service teachers' programming learning experiences and understanding of curriculum and educational effects related to SW education. The participants were 294 junior and senior students enrolled in a university of education. In relation to 'programming learning experiences', many responded positively in terms of interest, usefulness and willingness to learn. However, many were not satisfied with their programming experiences, felt difficulty in programming, and evaluated their programming abilities as low. For the 'understanding of SW education curriculum', many recognized the necessity of SW education and understood that the allocated time was insufficient. Both positive and negative opinions were reported concerning the fact that SW education is conducted in practical arts. In comparison, many did not understand well about the concept and characteristics of SW education and the details of the curriculum. In relation to the 'understanding of SW education effects', many understood positively about all the effects presented in the questionnaire including problem solving abilities and creativity. In addition, significant differences were found among pre-service teachers' major categories regarding the programming learning experiences and the understanding of SW education curriculum and effects. Based on the results of the research, suggestions were made for the improvement of the pre-service teachers' SW education program.

• Journal of Korean Home Economics Education Association
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• v.30 no.1
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• pp.29-42
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• 2018

The purposes of this study were to develop and apply teaching-learning plans using ARCS strategies to improve character of middle school students and analyze whether a home economics class helps to give positive effects on youth character change. Nine-period classes were conducted for 110 male students in 4 classes of M middle school in Gwangju metropolitan city for 5 weeks from March 6 through April 7 in 2017. The effectiveness of classes were examined with learners' class assessment and pre- and post- character index test. The research steps and results in this study are as follows. First, the teaching-learning plans for 9 periods were developed for the character education class of the chapter 'Understanding families'. These teaching and learning course plans were designed to enhance learner's interests in learning using ARCS motivational strategy and improve character of middle school students in consideration of character elements. In the chapter 'Understanding families' of Technology Home Economics in middle school, the teaching-learning plans for 9 periods, 14 student activity sheets, and 2 powerpoint materials for teaching and learning were developed. Second, students who had the character education classes using ARCS motivational strategy showed significant differences in all character elements. Therefore, the character education class using ARCS shows positive effects to build up character of middle school students. Third, the character education classes using ARCS motivational strategy increased the class satisfaction of learners. The character education class teaching and learning course plans and learning materials in Technology Home Economics using ARCS motivational strategy will be used as a basic resource to build up students' character in the future.

• Education of Primary School Mathematics
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• v.27 no.2
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• pp.111-137
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• 2024

The purpose of this study is to identify the expected difficulties and necessary support when applying the 2022 revised mathematics curriculum to elementary schools, and to support the establishment of the field. To this end, we explored the major changes in the 2022 revised mathematics curriculum, and based on this, we conducted a survey of elementary school teachers to identify the expected difficulties and necessary support when applying it in the field. In particular, when analyzing the results, we also examined whether there were any differences in the expected difficulties and necessary support depending on the size of the school where it is located and the teaching experience of the teacher. The research results are as follows. First, the proportion of teachers who expect difficulties in applying the 2022 revised mathematics curriculum was mostly below 50%, but the proportion of teachers who demand support was much higher, at around 80%. Second, the difficulty of elementary school teachers in applying the 2022 revised mathematics curriculum was found to be the greatest in evaluation. Third, in relation to the use of edutech, teachers in elementary schools are also expected to have difficulties in teaching and learning methods to foster students' digital literacy, assessment using teaching materials or engineering tools, and assessment in online environments. Fourth, the difficulty of elementary school teachers in applying the 2022 revised mathematics curriculum was also significant in relation to mathematics subject competencies. Fifth, it was found that there is also difficulty in understanding the major changes of the achievement standards, including the addition, deletion, and adjustment of the achievement standards, and the impact on the learning of other achievement standards. Finally, the responses of elementary school teachers to the expected difficulties and necessary support in applying the 2022 revised mathematics curriculum did not differ depending on the size of the school where it is located, but statistically significant differences were found in a number of items depending on the teaching experience of the teacher. Based on these research results, we hope that various support will be provided for the 2022 revised mathematics curriculum, which will be applied annually from 2024.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.17 no.2
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• pp.65-80
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• 2022

Despite the uncertainty and risky factors of startups, the special and critical role of accelerators in carrying out professional nurturing and investment for them is becoming increasingly significant in the startup social-system. However, academic research on investment determinants that have a profound impact on the survival of accelerators is lacking, and there are only a few empirical studies on the classification and importance of factors, and they do not enjoy the benefits of theoretical studies. This study proposes a business model innovation framework based on the business model innovation theory that reflects the nature and properties of startups that are investment targets of accelerators and derives 12 investment decision factors. The framework defines that the target, direction, and performable force of startup innovation are a business model, strategy, and dynamic capability. Besides, the framework analyzes the investment decision factors of the existing accelerators based on the business model innovation framework to verify the suitability and sufficiency of the composition. As a result of the analysis, first, most of the items were faithfully composed from a static point of view of business model innovation, but it was found that the factors related to the core activities to evaluate the activity and customer relationship were insufficient. Second, from the strategic point of view, the necessity of developing factors that can encompass the definition and content of core resources, which are internal strategic factors, was raised. Third, from the dynamic point of view, it was found that many of the investment determinants of accelerators were concentrated on the lower level of dynamic competencies. This can be judged as a result of reflecting the characteristics of a startup that needs to develop a solution with few resources and a small number of team members. In addition, the roles and interrelationships between each factor are not clear, thus it was found as a limiting point for startups to view and evaluate the direction and process in which startups dynamically innovate their business models. This study is considerably differentiated in that it provides a business model innovation framework and offers a theoretical basis for investment determinants by deriving the investment determinants of accelerators based on the framework and design the foundation for subsequent research. The business model innovation framework presented in this study has great implications in that it contributes to the achievement of startups, accelerators, and startup support organizations.