• Korean Journal of Comparative Education
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• v.26 no.3
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• pp.1-21
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• 2016

This paper aims to explore the historical characteristics of CESE (Comparative Education Society in Europe) and BAISE(British Association of International and Comparative Education) through the analysis of their theoretical discourses which have impacted on Korean Society of Comparative Education. Inaugurated in 1963 by UK scholars, CESE is an ongoing international educational society beyond Europeanization. It seems intellectually struggling for setting up its peculiar comparative methodology discriminated from Americanization of method in general, because a long tradition that Europe is the center of the world has been shrunk by the emergence of WCCES led by US. While BAICE, inaugurated in 1997, is floating an international association with international students coming from overseas countries, tackling the global issues actively and making more balances with a critical equilibrium theories.

• Korean Journal of Comparative Education
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• v.28 no.3
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• pp.1-22
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• 2018

The purpose of this study is to understand the features of private tutoring and its social and economic implications in Eastern European countries. In recent decades, academic attention to private tutoring increased as the expansion of private tutoring has been noticed globally including Europe, Africa and South America. Firstly, this study will investigate the nature and the scale of private tutoring in Eastern European countries which experienced transition to a democratic and market economy. Secondly, it will analyze the growth of private tutoring in the context of education market. Finally, it will consider some issues relating to intervening private tutoring in order to promote the equal opportunity of education in public education provision.

• Magazine of the Korea Concrete Institute
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• v.14 no.1
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• pp.15-18
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• 2002

우리나라의 콘크리트 교육에 대한 보다 객관화된 평가를 위하여 외국의 콘크리트 교육 사례를 조사하고 우리나라와의 차이점 및 배울 점들을 분석하였다. 교육 사례로는 학제 등 교육 제도와 교육 내용을 포함하였으며, 대상 지역으로는 비교적 우리나라보다 선진화된 일본, 유럽, 미국의 예를 조사하였다.(중략)

• Korean Journal of Comparative Education
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• v.27 no.1
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• pp.199-222
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• 2017

This study explores and compares how three guidebooks on intercultural education in Europe (Education Pack, Intercultural Learning, and Intercultural Education in Primary School) define their objectives, contents, methods, and evaluation in order to promote intercultural education to young people and adults. All these three guidebooks start with the underlying fact that difference is the reality of our societies and propose similar objectives. These guidebooks include furthering an understanding of the reality of an interdependent world, going beyond negative prejudice and stereotypes, and generating positive attitudes and habits of behaviors towards people from other societies and cultures. They also suggest similar contents for intercultural education, which all relate to the discovery of mutual relationships and the dismantling of barriers between people from other cultural backgrounds. However, with regard to methods, they show significant contrast: Education Pack and Intercultural Learning propose several stages that consist of imagining ourself from the outside, understanding the world we live in, being acquainted with other realities, seeing difference positively, and favouring positive attitudes, values and behavior, while Intercultural Education in the Primary School insists on positive learning, discussion and group work. Evaluation remains the least developed area in intercultural education; fortunately, the last guidebook treats this problem more seriously than the first two by dedicating a whole chapter to it. What is required of us now is determining how to adapt the principles and approaches of European intercultural education to Korean societies and schools.

• Journal of Christian Education in Korea
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• v.65
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• pp.29-54
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• 2021

In Europe, the diversity in religions, cultures, languages and historical backgrounds is enormous. World War II and the Soviet Regime have played a large part in this and the flow of refugees from other continents increases the pluralism. How can religious education add to bridging between differences? The language across European countries is different, literally between countries, but also figuratively speaking and even inside individual countries. These differences occur in cultural sense and across age groups as well. Secondary education has the task to form young people to become firmly rooted people who can hold their own in society. It is essential that they learn to examine their own core values and their roots. Recognising their values should be a main focus of religious education. However, schools are currently accommodating increasing numbers of non-religious pupils. What role do religious values still play in this situation? How do pupils feel about active involvement in religious institutions, and about basing life choices on religious beliefs? Can other, non-religious values be detected which could form the basis for value-oriented personal formation? Research of these subjects has been ongoing in the Netherlands for more than twenty years and is currently being expanded to the Czech Republic and(former East) Germany. These are also secularized countries but have a very different history. Does the history and context of these countries play a role, and does this show in the values that are important to pupils? A comparative pilot study is being conducted as start of this broadening perspective geared towards greater insight into the values of pupils in these three European countries. This information helps to design appropriate new forms of religious value-oriented worldview education.

• Korean Journal of Comparative Education
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• v.27 no.4
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• pp.23-44
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• 2017

The purpose of this study is to review the trend in comparative education research related to curriculum published in the Korean Journal of Comparative Education, and to critically analyze its characteristics from the postcolonial perspectives. In this study, I analyzed 61 articles published in this journal from 1995 to 2016. The result showed that comparative studies related to curriculum were conducted mainly by benchmarking policies or contents related to curriculum and textbooks of Western countries including North America and Europe as well as Japan which colonized Korea. In addition, although Korea has been changing into multicultural society, studies on Asian countries such as China and Vietnam which are the nationalities of many foreigners living in Korea were rare. Based on the results, this study suggested that the expansion of comparative education research subjects, overcoming of coloniality in comparative education, and ontological reflection of comparative education researchers are necessary.

• 한국디지털정책학회:학술대회논문집
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• 2003.12a
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• pp.569-584
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• 2003

최근 인터넷이 발전하면서 교육과 학습의 적용에 관심을 보여 이러닝의 보급과 확산이 화두로 떠오르고 있다. 때에 맞추어 선진국을 비롯한 각국은 플랫폼 독립과 컨텐츠 재사용성 제고를 위한 정보기술 표준활동에 노력을 기울이고 있다. 그러나 교육이라는 특수성과 나라 사이의 정보기술의 격차 때문에 국가 별로 표준에 임하는 입장 차이가 두드러지게 나타나고 있다. 본 논문은 이에 관하여 북미, 유럽, 일본, 중국 및 싱가포르에서 추진중인 E-Learning 관련 단체에 대한 현재까지의 활동과 움직임을 분석하고 조명함으로써, 향후 우리가 준비해야 할 정보기술 측면과 교육설계구조 측면에서 전략적이고 실천적인 대응방안을 제시하고자 한다.

• The Journal of Korean Association of Computer Education
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• v.23 no.1
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• pp.37-44
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• 2020

As the importance of artificial intelligence(AI) education is emphasized recently, policies and researches are being promoted to develop the AI curriculum or courses for K-12 students in worldwide. In this study, researcher analysed a synthesis of contents and standards on AI education curriculum to present implications for AI education in the elementary and secondary schools. As a result, Korea and the United States are proposing national curriculum standards to provide the basis for AI curriculum establishment in school sites and to provide guidelines for various related policies such as teacher training programs. The EU's AI education is characterized by its curriculum and online courses to ensure that all citizens of the EU have AI literacy, rather than designating students or subjects at specific school levels. In terms of educational contents and levels, Korea, United States, and EU's curriculum or standards includes basics and applications related to machine learning and neural network based on the fundamental concepts and principles of artificial intelligence.

• Journal of Engineering Education Research
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• v.11 no.1
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• pp.101-116
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• 2008

As industrial society has changed to knowledge-based society, the needs for the intellectual property education in the engineering school is emphasized. Therefore graduate engineering school in USA, Europe, and Japan has strengthened intellectual property education. The curriculum has expanded from intellectual property introduction to business development using patent technology, valuation of intellectual property, intellectual property strategy and management. However, the intellectual property education in engineering school in Korea is in early stage. This study has surveyed the intellectual property education in major engineering school in USA, Europe and Japan, and compared it with the education in Korean engineering school. Finally, some recommendations are provided based on this study.

• 한국디지털정책학회:학술대회논문집
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• 2005.06a
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• pp.591-604
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• 2005

이러닝의 중요성과문화산업에의 파급효과 및 장래성에 대하여는 이미 많은 문건이나 발표로 알려져 있다. 이렇게 여러 분야에 중요한 효과를 가져가기 위해서는 교육의 양적 성장 뿐 만 아니라 효율적인 교육과 이에 대한 효과에 대해 관심을 기울여야 한다. 이미 미국이나 유럽을 중심으로 각종 이러닝 관련 연구를 통해 ROE(교육투자회임) 연구와 더불어 품질인증(QA : Quality Assurance)에 대한 중요성이 부각되고 있다. 이러한 움직임은 이러닝을 위한 교육자원의 상호운용 또는 활용이라는 측면에서 강조되어 온 이러닝 표준화와 연계되어 그 움직임이 활발히 진행되고 있다. 이러닝 품질표준화의 논의는 단순히 교육자원의 상호운용과 재사용이라는 측면에서 제시되어 온 메타데이터 관리 차원의 SCORM과 같은 기준 외에 교육자원의 생성으로부터 교육시스템 및 교육과정 운영에 이르기까지 그 영역이 광범위한 것에 주목할 필요가 있으며, 국가와 문화적으로도 다양한 환경을 고려해야만 할 것이다. 본고에서는 이러닝 품질보증 표준화의 정의와 범위 그리고 표준안을 만들기 위한 수행절차 및 적용방법 등을 살펴본 후에 외국의 개발 현황과 국내의 개발 현황을 비교함으로써 우리가 가져야 할 미래지향적 표준전략을 제시하고자 한다.