• Korean Journal of Comparative Education
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• v.18 no.4
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• pp.27-55
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• 2008

Since quality assurance and enhancement (QAE) raises the fundamental issue of the survival of higher education institutions and national competitiveness, guides on quality assurance (QA) are popular both domestically and worldwide. Despite the focus in many countries on trying to establish and implement QA systems, no clear investigation has been conducted on what actually happens in the institutions. Therefore, the present study examines the quality control system of the UK at an institutional level by focusing on the case of Scotland QAE. As Scottish QAE especially emphasizes student engagement and quality culture, this study investigates the present QAE situation in the institution and current ideas for better future practices by analyzing the perceptions of internal stakeholders' from the University of Edinburgh, School of Education, based on the stakeholder theory and implications for other contexts. The stakeholder analysis results demonstrate the successful application of QAE with a high level of understanding and stakeholder interest. However, the current strategy is missing certain opportunities for staff and students. Therefore, further information disclosure, formative evaluation, better communication and administrational supports are required for improved practice.

• Journal of Korean Society of Archives and Records Management
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• v.4 no.1
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• pp.87-100
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• 2004

The purpose of this study is to analyze the style and the subject of the teaching kits published by the National Archives in the Australia, the USA. and the UK. The teaching kits-the educational document packets-made in printed format or PDF, HTML style are useful tools and better medium with which the national archives support classroom study and publicize the holdings of archives to students and teachers. Although subjects covered in the teaching kits vary slightly according to national circumstances, primary topics are history of nation and government, civil rights, immigration, war, events, culture, and records, etc. It is important to select the theme, find the related original records, and edit packets for students take much interest in.

• Journal of The Korean Association For Science Education
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• v.35 no.5
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• pp.805-815
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• 2015

The Korean education curriculum is making efforts to improve education to foster competencies that the future society demands through the 2007 and 2009 revised curriculum. The revised curricula focus on enhanced articulation for the quality curriculum. In this study, the curriculum is analyzed for vertical and horizontal articulation. In addition, the study found a problem in Korea's curriculum through international comparison and sought improvement. Furthermore, the study compared internationally articulation of the concept of photosynthesis, of which the results are as follows. First, our science curriculum focuses on vertical articulation and has relatively neglected the problem of horizontal articulation. To compensate for this problem, curriculum design should introduce aspects of 'nature' and 'environment' and should consider the interests and concerns of students, as countries with high horizontal articulation do. Second, the actual education field has a problem with the a lack of continuity and sequence because of concentration of concept in a specific grade or simply repeating the concept across multiple grades. These results have led to alternative proposals that should arrange basis of concept configuration such as 'Big Idea' and should establish the adoption of 'systems' frequently appearing in the other curricula. Finally, there may be mentioned a lack of research on students' learning progression, which can be a common standard of horizontal and vertical articulation. Research on learning progression has been a trend overseas, but there exists no study to fit Korea's situation, so education fields need to conduct the appropriate research on learning progression as part of the commitment to high-quality curriculum.

• The Journal of the Korea Contents Association
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• v.20 no.11
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• pp.268-280
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• 2020

This research conducted an empirical analysis of factors that influence the process of job choices and start-ups among the youth. By conducting a comparative analysis on 6 countries with adequate career systems and booming startup industries (China, Indonesia, the UK, Germany, Israel, the US.). The statistical sample is based on the Global Entrepreneurship Trend Ratio and covers a total of 7,082 youth across 7 countries. Multivariate variance analysis and correlational analysis were conductedto compare the average figures among different countries and analyze the regulation effect of parental influence. Job satisfaction, parental influence, and willingness to change future job were selected as the factors that influence job choices. Korea's job satisfaction was the lowest among 7 countries and a willingness to change future job was the highest. Meanwhile, Korea's parental influence was at a medium level among 7 countries. It was proven that job satisfaction had a quasi-control effect on the process of influencing willingness to change future job. Entrepreneurial education, willingness to start-up, job satisfaction, and parental influence were chosen as the factors that influence start-up. Two-way ANOVA were conducted to comparatively analyze each country's average, mutual influence among different factors, and analyze the regulation effect of parental influence. In all countries, start-up education has the effect of raising the willingness to start-up. Also, it was verified that parental influence had a quasi-control effect in the process of career satisfaction influencing the willingness to start-up. The research results will provide meaningful implications for the government and educational institutes including universities when designing policy directions to guide overall career for the youth in the future.

• Journal of Labour Economics
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• v.26 no.1
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• pp.75-110
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• 2003

It is urgent to systematically understand vocational training and qualification systems in advanced nations in order to evaluate and reform the Korean counterparts. In the British case, the system has been transformed from the market-led one to the state-led one while the German system is still classified as a corporatistic one. This structural difference is crucial to understand their performances and the German one won a relatively more positive evaluation in its performance. However, the structure and function of the German system has lately revealed numerous limitations in face of the political unification and long duration of economic recessions. This study shows that those differences in structural and functional features and recent developments of the systems in two nations are closely associated with their differences in educational philosophies and occupational cultures, roles of the state and employers, and operation mechanisms of training courses and vocational qualifications systems. Understanding those national differences raises a fundamental question on the hasty prescription of some domestic studies that a few policies in the foreign systems must be implanted to reform the Korean counterpart without understanding the fundamental difference between the domestic and those foreign systems.

• The Southeast Asian review
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• v.22 no.2
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• pp.239-267
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• 2012

이 논문은 근대 민족국가 형성과 민족 공용어의 창출의 상관성을 염두에 두고 식민지기 버마에서 버마어가 어떠한 정치적, 사회적 환경 하에서 어떻게 공용어의 지위를 획득해나갔는지에 대해 주로 버마어 산문의 대중화라는 각도에서 분석한 것이다. 베네딕트 앤더슨의 연구가 시사하는 것처럼 근대적 인쇄매체의 출현과 더불어 근대 버마어의 등장 및 대중화는 버마의 근대적 민족 형성에 큰 영향을 미쳤다. 제1차 영국-버마 전쟁 종결 후, 정치, 사회, 경제적 상황 변화와 함께 인쇄산업의 발달과 더불어 버마어는 대중매체에서 공용어로서의 지위를 획득해갔다. 식민시기에 버마 내 여러 지역에 어학원이 설립되었고 버마인이 어학교육 담당자로 고용되었다. 1930년대 초반에 근대 버마어 산문이 많은 저자들에 의해 집필되었으며, 1930년대 후반에 들어서서 독자들 사이에서 널리 읽히는 호황을 누렸다. 일본군 점령 후에는 일본군 당국의 허가 하에 버마어는 제2차 세계대전 중에 공식적 언어로서 인정되었다. 이러한 바탕 위에 근대 버마어는 1947년 헌법에 버마의 공식 언어로 명기되었다. 이러한 과정에 대한 분석을 통해 이 논문에서는 버마어가 식민지기에 표준어로서의 지위를 획득하고 그 버마어로 작성된 근대 버마어 산문의 사용이 버마의 민족 형성과정에서 결정적인 역할을 하였다는 점을 부각시켰다.

• Journal of Educational Research in Mathematics
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• v.26 no.3
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• pp.403-420
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• 2016

Some of the critical changes in the revised 2015 Korean Mathematics curriculum were that direct proportion and inverse proportion were moved from elementary school to middle school and that supplementary content related to correlation was included. These decisions were based on comparative studies of international curriculum. Therefore in this study, we selected countries for comparison; United States, England, France, Finland, Australia, Japan, Singapore, China and Taiwan. We looked into the timing and scope for direct/inverse proportion and correlation in curricula of these countries. Along with this, we established four criteria; vertical sequence, horizontal sequence, external connection, and internal connection for an analysis framework. Then we compared and analysed the direct/inverse proportion and correlation in each curriculum. As a result, in most of these curricula, the direct/inverse proportions are introduced at middle school or are introduced at elementary school and then developed further at middle school. Most of curriculums on direct/inverse proportion and correlation match the four criteria. Correlation is introduced in high school mathematics in all counties except Finland and it is dealt in diverse context introducing related concepts, for example, correlation coefficient, regression straight line, and least square. We suggested that it is necessary to refer these international trends for the next revision of curriculum.

• Journal of the Korean earth science society
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• v.26 no.8
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• pp.759-770
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• 2005

The purpose of this study is to examine the Earth science content relevance of the 7th national science curriculum. For this purpose, we (1) analyzed science curriculum or content standards of Korea, California, England and Japan, (2) compared science textbooks of Korea and Japan, (3) conducted a nationwide survey to gather opinions from students, teachers, professors and textbook authors about the relevance of the science curriculum and textbooks. According to the results, the Earth science contents of the 7th national science curriculum were not appropriate in terms of the objectives of science curriculum and the needs of students and society. The main reasons include the equal division among physics, chemistry, biology and earth science, iack of connection due to fractionation of units, overly strict application of spiral curriculum, and redundant amount of activities and concepts to cover in the textbook. Major suggestions fir securing the relevance of Earth science contents are as follows: First, the science contents and the size of units at each grade level should be determined according to the students' characteristics, not by equal portion rule. Second, the excessive overlapping and repetition of contents due to the spiral curriculum should be avoided. In addition, the number of activities should be reduced and the quality of required science activities should be improved. Third, to raise students' interest in Earth science, real-life applications and real-world Earth science contents should be emphasized including natural disasters, safety, universe and space exploration, and natural resources. Lastly, considering one of the relevance criteria is feasibility, supports for schools and science teachers are needed to realize the goal of the intended science curriculum.

• Journal of the Korean Society of Marine Environment & Safety
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• v.19 no.6
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• pp.649-657
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• 2013

In this study, for a proposal of job-based IMDG code expert training model, the training cases of other countries were analyzed comparatively and a questionnaire-survey was conducted to find the needs of workers. As results of comparative analysis, various curriculums were operated by jobs of workers in USA and by kinds of dangerous goods or vehicles in UK, but a common curriculum was provided for various jobs of workers in Korea. It was analyzed that current domestic curriculum is not efficient, and the respondents demand expansion of training including provision of information via web-site as results of questionnaire survey. Therefore, in conclusion, after the shore workers were classified into three groups(on-site worker, office worker, & carrying worker), the customized training program of each group was suggested. Furthermore, this study proposed the regional operation of training course to meet regional demand on education including establishment of on-line curriculums.

• The Korean Journal of Archival Studies
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• no.28
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• pp.83-121
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• 2011

Archival contents service for education is now a major service program in a foreign National Archives. Therefore We need to study their archival contents services in more depth-analysis methods for the development of our contents. My study is based on the summary of the Homepage Sites for Education of the TNA of UK and the NARA of USA. And also a depth-case study on structures of the samples, 'Coldwar' contents of the TNA and the 'McCarthy' contents of the NARA. As a results, first, the formats of archival contents for teaching-learning materials should be in consistent contents structures like a standard textbooks. Second, archival contents service for teaching-learning materials certainly have to support original images of primary resources and educational kits in order to read easily primary sources. Third, given the costs of development, it's desirable for archive to develop archival contents for teaching-learning materials in the way of cross-use by age and curriculum. Forth, when selecting primary sources for teaching-learning materials, priorities have to be given to the text-sources in the light of learning purposes for history education. Fifth, National archives must develop archival contents for teaching-learning materials in connection with standard curriculums in order to promote a nation-wide use.