• The Southeast Asian review
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• v.20 no.2
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• pp.101-133
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• 2010

Nowaday our school education have been undergone decisive influences by the entrance and examination-oriented education system. To enter universities which belong to top classes in Korean society could be look upon the important success of school education, and it could be equaled to the quality of competent teacher(teacher's professionalism). However, the creativity and knowledge composition ability in the school education will be considered seriously in the coming of 21st century knowledge, information-oriented and globalization society. In this situation, we try to trace about the system and style of foreign school education which is unfamiliar to us, spontaneously we should explore the educational implication which affects to our school education. In this paper, we have reviewed about the present condition and the current situation of Philippines school education(San Beda College Alabang and Rizal Campus). Of course, we tried to observe the practical education activities including a curriculum, teacher, teaching and studying method and student activity. Through this trial, we tried to suggest the effective environment and methodology for the improvement in quality of our school education. Philippines school education 1) could be achieved educational ideas and goals based on the spirit of school establishment, 2) could be gained teacher's professionalism through the system of Coordinator and Prefect, 3) could be conducted learner-centered lessons by the learning method of exploration, discussion, task-resolving, 4) was able to created a pleasant school education through the development and application of a variety of educational programs.

• Korea journal of population studies
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• v.32 no.3
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• pp.127-144
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• 2009

이 연구는 한국에 이미 입국한 국제결혼여성들을 분석한 기존의 연구와는 달리, 필리핀의 국제결혼여성들이 어떤 국적의 남편과 결혼하는가를 살피고 있다. 필리핀의 국가통계에 따르면, 한국으로 시집가는 필리핀 여성들이 증가하고 있지만, 미국 등을 비롯한 다른 국가에 비해 그 규모도 작고, 역사도 짧다. 필리핀 신부들의 관점에서 보면, 한국은 자신들이 시집갈 수 있는 여러 국가의 하나에 불과하다. 국제결혼을 하고 출국을 기다리는 필리핀 신부들에 대하여 사회 조사를 실시해 본 결과, 자료가 갖는 한계나 문제점에도 불구하고 남편의 국적에 따라 필리핀 신부와 남편의 특성은 매우 다른 것으로 나타났다. 한국, 일본을 포함한 동아시아 지역으로 시집가는 여성들은 북미, 유럽, 오세아니아 지역 등으로 시집가는 여성들에 비해 매우 젊으며, 교육수준이나 영어구사 수준이 낮다. 또한 동아시아 지역의 남편들은 저학력자가 많다. 부부가 만난 경로에서도 지역간 차이가 나타난다. 북미, 유럽, 오세아니아 지역 국적의 남편들과는 인터넷을 통해 만난 사례가 두드러지는 반면, 동아시아 지역 국적의 남편들과는 친지 및 제3자의 소개를 받은 사례와 학교나 직장에서 만난 사례가 많다. 필리핀 신부들의 국제결혼 과정과 배경을 단순화시키기에는 무리가 있으나, 동아시아 지역과 북미, 유럽, 오세아니아 지역으로의 국제결혼 이주 양상은 필리핀 결혼이주 여성들내에서도 계층화 현상이 이루어지고 있음을 가늠하게 한다.

• Journal of Korean Library and Information Science Society
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• v.52 no.2
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• pp.331-355
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• 2021

The purpose of this study is to derive the implications of operating the Media and Information Literacy (MIL) curriculum in Korea through analysis of MIL curriculum and guidance in the Philippines. The Philippine Ministry of Education runs the MIL as a core subject that high school students in grades 2-3 had to complete. MIL in the Philippines is a tool curriculum that integrates information, media, and digital literacy. In the MIL curriculum, a total of 17 units are designed to be operated for a total of 80 hours, 20 weeks in a semester. And it presents two content criteria, two achievement criteria and 58 learning competencies. The implications drawn from the research results are as follows. First, the chapter presented in the MIL curriculum can be composed only of the knowledge of a higher category or core concept of subject content. Second, it is necessary to present the concept of the term used in the MIL curriculum and specific examples according to the concept. Third, it is necessary to specify the contents necessary for practice in the MIL textbook and to strengthen the competence for the function. MIL, proposed by UNESCO and designated and operated as a subject in the Philippines, needs to be designated as a subject in Korea and operated as a curriculum.

• Journal of the Korean association of regional geographers
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• v.17 no.2
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• pp.231-244
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• 2011

This study is to examine how activities using local multi -cultural resources and world geography lessons using the CCAP(Cross-Cultural Awareness Programme) affect students' multi-cultural understanding. Activities using local multi-cultural resources were carried by visiting in an alien worker community, volunteering in multicultural center, attending on UNESCO ASP(Associated School Program), and making radio broadcasting program associated with 'SCN FM' which is a local broadcasting station on the weekend. And world geography lessons using the CCAP were conducted with 5 classes including orientation by inviting foreign instructors from that place after reconstructing the Southeast and South Asia unit of the countries such as Pakistan, the Philippines, Myanmar and Cambodia. According to twice questionnaire survey conducted before and after activities using local multi-cultural resources and world geography lessons using the CCAP, it appeared that students had familiarity more than before through direct meeting with foreigners inside and outside classroom, and understood and respected other cultures by acquiring contextual regional knowledge. In the end, multi-cultural activities and world geography lessons using the CCAP contributed to students' global citizenship, which overcame prejudice toward third world cultures. Like that, if world geography classes provide continually students with opportunities to experience directly diverse cultures inside and outside classroom, world geography overcome negative image that it transmit decontextual regional knowledge and is regarded as the subject that is very fit for nurturing global citizenship based on contextual knowledge, consideration and tolerance needed in global and multi-cultural society.

• Journal of the Korean Society of Food Science and Nutrition
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• v.41 no.6
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• pp.807-815
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• 2012

This study was carried out to investigate the factors affecting the dietary adaptation of female immigrants in multi-cultural families in Busan. The survey was conducted from October 10 to November 30, 2010 using questionnaires, and the data was analyzed using the SPSS program. The subjects were mainly from China (58.8%), Vietnam (14.7%), Philippines (8.8%) and Japan (7.4%). The longer they had resided in Korea, the lower their preference they had for Korean foods. There were no significant differences in preference according to their nationality. The subjects reported that their consumption of cereals (36.7%), meats (40.0%), fish (50.8%), milk and dairy products (47.4%), vegetables (48.3%), fruits (44.8%), fat and oil (29.1%) and beverages (32.8%) were increased after immigration. They usually obtained information about Korean foods from family (26.5%) and television and internet (26.5%). Sixty four point seven percent of the females ate 'everyday' Korean foods and 30.9% ate their home country foods every day. A higher will for learning Korean foods, intake frequency and age resulted in a higher adaptation of Korean dietary life. Lower marital conflict resulted in higher adaptation. These results suggest that it would be effective to provide systematic nutrition education program for female immigrants and their families to adapt to Korean dietary life.