• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.169-179
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• 2023

The purpose of this study is to suggest the direction of secondary school career education in a lifelong learning society. In that direction, first, it is necessary to strengthen teacher capacity and develop professionalism. Second, career education programs need to be improved and diversified. Third, it is necessary to strengthen collaboration and communication with career education experts as a way to strengthen cooperation and connection outside the school. Fourth, it is necessary to support online career education through improvement of career information network. Fifth, there are policy support and institutional improvement plans. Sixth, it is necessary to expand the subject of career education to the entire life. To this end, career education in secondary school is designed to flexibly cope with changes, overcome crises and turn them into opportunities, and provide experiences to solve problems. Comprehensive support for individually customized career education from a lifelong perspective that manages the degree is needed. Second, it is necessary to expand field-oriented career and job experience to provide sufficient job-related experience and support mentoring by field experts. Third, it is necessary to establish a career education network where schools, education offices, and local communities work together. Fourth, retraining of career counseling teachers is also necessary to support the strengthening of career education capacity of all teachers.

• Journal of Korean Home Economics Education Association
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• v.21 no.4
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• pp.145-158
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• 2009

The purpose of this study was to find out how much home economics(HE) textbook was focused on what kind of factors in career education, by analyzing the HE textbooks from the 7th grade(1st grade of the middle school) to the 10th grade(1st grade of high school), which were developed by applying the 7th educational process. 12 textbooks which were published by three publishers were randomly selected by grade. This study used the instrument developed by Korea Research Institute for Vacational Education & Training(2001) as an analysis frame, along with a content analysis system. The results of this study were as follows. The publishers of HE textbook stressed similar points in each section of career education, evenly reflecting the objectives and contents of career education. Three kinds of publishers also placed the same weight on the factors of career education in each unit, and suggested the contents related to career education in the whole units. HE textbook was designed to lead learners to understand self and have interest in varied occupations. Additionally, it provided the learners with a chance to consider their career and occupation by means of detailed job information, and its contents including learning of occupational ability for job selection were useful to plan and prepare for career. Accordingly, as HE textbook is most effective to promote connection between work and learning and contains proper factors of career guidance, it is one of the most appropriate textbooks to deal with career education.

• 한국데이터정보과학회:학술대회논문집
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• 2003.05a
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• pp.57-63
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• 2003

시대적으로 요구되는 수요자(학습자) 중심 교육의 구현과 교육 공급자(학교)는 학습자의 적성, 능력, 흥미, 진로에 부합하는 교육과정을 개방하고 이에 적합한 교육환경을 제공하여 학습 주체인 학습자가 교육을 통해 생활에 필요한 능력과 적성에 맞는 진로를 찾을 수 있도록 교육과정을 운영하는 것이 제7차 교육 과정의 핵심이다. 1997년부터 시행되어 2002년 고등학교에서 처음 실시한 수학과교육과정 속의 초등 및 중등학교 통계교육과정의 개요와 특성을 살펴보고 문제점을 제시한다.

• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.149-158
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• 2023

The purpose of this study is to examine the current status of the career guidance counselor system and to explore the challenges of the career guidance counselor system in the future. The results of the study are as follows: First, in the case of the career counseling teacher system, ① The qualifications for career counseling teachers are through regular education and training according to the law. ② After acquiring the qualifications for career advancement counseling, receiving an appointment to become a subject teacher for 'career advancement counseling' is subject to another selection criteria. ③ At least one career counseling teacher must be assigned to each school. ④ The common job of secondary career counseling teachers suggested by the Seoul Metropolitan Office of Education consists of 15 items, focusing on the task of overseeing school career education as the head of the career counseling department. are presenting ⑤ The Ministry of Education is using a career guidance model as a guideline for career guidance to be referenced when providing career guidance in secondary schools. Second, the task of the career counseling teacher system is to examine the theoretical basis of the career guidance model presented in the ① Career Guidance Guidelines. ② It is necessary to transform former teachers into career teachers. ③ It is necessary to expand the number of career guidance counselors currently assigned to middle and high schools. ④ It is necessary to expand subject-integrated career education.

• Smart Media Journal
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• v.13 no.2
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• pp.145-155
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• 2024

As the importance of software and artificial education is emphasized on the digital transformation era, various educational materials are being developed and distributed. To achieve the purpose of software education, various software education programs suitable for school settings need to be provided. In this paper, we developed a software education program using self-driving that can be applied to secondary school software education and applied it to secondary school students. The developed software education program is a physical computing program consisting of various motion control programs such as object detection, line tracing using various sensors, focusing on experience and practice. As a result of the survey, students' attitudes and career orientation toward software and artificial intelligence, and satisfaction with software education were over 90%, and satisfaction with the proposed program was over 95%.

• Journal of The Korean Association of Information Education
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• v.14 no.3
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• pp.355-364
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• 2010

Elementary/secondary school must make the scheme for the Low Carbon Green Growth embodiment because of the environmental problems and the Low Carbon Green Growth Policy for responding to global environmental crisis. This paper proposes a plan to make green elementary/secondary school model through the educational information. It divides into 'Greening of IT Information Resources' and 'Greening of Education Environment' through the educational information'. It is expected to embody Green School if these projects are realized to the elementary/secondary school. 'Greening of IT Information Resources' suggests the guideline necessary to the introduction of IT products, the method to abandon considering recycling IT products and environmental information infrastructure model. 'Greening of Education Environment' proposes the IT green practice method for teachers and students to keep and shows the practice of various educational information service to seek a conversion to low carbon education environment. It is expected to embody Green School if these projects are realized to the elementary/secondary school.

• Journal of vocational education research
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• v.37 no.5
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• pp.55-78
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• 2018

The purpose of this study is to investigate the recognition of the professionalism required for strengthening the effective career guidance capacity of the secondary career teachers who are required to prepare for the coming fourth industrial revolution era. Based on these research objectives, we derived the required roles(8), the required competencies(20), and the contents(23) for enhancing professionalism by the required competencies, based on this, the questionnaire was composed and 217 respondents were collected and analyzed. First, the t-test was conducted to confirm the statistically significant difference between the current level and the important level of each content item by each role. As a result, it was found that in all roles except role of 'administrator' The t-value is statistically significant and the t-value distribution is high. Second, the demand value calculation and the priority ranking using the Borich demand calculation formula were found, and as a result, the directionality between the t value and the Borich demand was in agreement. Third, as a result of prioritizing using the Locus for Focus model, the contents of all 5 (middle school 7, high school 2) education contents were given priority. Fourth, three middle schools and five high schools were derived from the subordinate. Finally, we confirmed the relevance of the contents of education to actual educational necessity. Although this study has many limitations and limitations due to the fact that there are few prior data due to the segmentation of the subject related to the 4th Industrial Revolution and career guidance, it is necessary to develop educational training program I hope to be able to use it as basic data of various follow-up studies and make some suggestions.

• 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.

• Journal of vocational education research
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• v.35 no.4
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• pp.1-18
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• 2016

The purposes of this study is to verify additional demand of students for secondary vocational education, and draw political implications. To meet the purposes, firstly we analyzed current policies on the secondary vocational education. Second, we divided additional demand of students for secondary vocational education into practical and potential demand. Practical demand by students who would like to take further vocational education in secondary education system includes students who hoped to enter vocational high school however they failed to go, the first or second year students who transferred from general high school to vocational high school, and the third year students who are in general high school would like to take commissioned vocational courses. Potential demand is an additional demand for secondary vocational education in a society perspective. This includes a student who downgraded employment even though they entered college or university after graduated general high-school. Comparing the result of this study with the entrance quota of vocational high-school, additional demand of students for secondary vocational education showed that accounted for 61.2 percent of the entrance quota year 2015. Specifically, potential demand accounts for 31.7 percent of the entrance quota for vocational high school and practical demand accounts for 29.5 percent.

• The Journal of Korean Association of Computer Education
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• v.21 no.3
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• pp.21-33
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• 2018

The 2015 revised national curriculum emphasizes software education according to national and social needs for the development of computational thinking. Therefore, it is necessary to analyze meaningful factors influencing the development of computational thinking ability, as well as researches on various teaching, learning and evaluation methods. The purpose of this study is to analyze secondary school students' computational thinking ability in the Bebras challenge 2017 tasks and the participants' results of the challenge, and to figure out the differences according to factors such as evaluation area, gender, and region. The results of this study are meaningful to understand the factors for the development of computational thinking and to suggest directions for the improvement of Bebras challenge as a evaluation tool for computational thinking ability.