• Journal of Engineering Education Research
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• v.9 no.1
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• pp.5-19
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• 2006

The study aims to design and suggest criteria of the academic credit approval for those who obtain diverse qualifications. In order to achieve the objectives of this research, a Delphi survey was conducted. Consequently this study suggests the following, based on the argument that existing credit approval system covering all qualifications requires improvement especially due to limited function and efficiency. First, most respondents who took part in the management of academic credit bank system in the Korea Educational Development Institute stated that the current system is of limitation. Out of the all items, one was indicated as one not directly related the majoring area for the degree, three items were indicated as approved in the bachelor degree and two items were as approved in the associate degree. Second, occupational area for approving qualification items should be classified according to the KRIVET classification structure for national qualification.

• Journal of Engineering Education Research
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• v.7 no.2
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• pp.5-21
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• 2004

The study aims to propose plans to give credit approval to those who obtain authorized civil qualifications, in accordance with the enforcement regulations under the Clause 7, Article 4 of $\ulcorner$the law on credit approval and others$\lrcorner$. Preceding studies on the grounds and principles of credit approval, analyses on the related references and materials, and surveys asking the managers of authorized civil qualifications their opinion over giving credit approval to authorized civil qualifications were conducted as the methodology of this study. Besides, a conference inviting experts from the relevant fields was held to specifically overview the contents and levels to be examined by qualification items, to conduct a face-to-face survey on directions to take in the credit approval of authorized civil qualifications, and to analyze the level and the degree of the difficulty of questions in the examinations of authorized civil qualifications. The contents and the level of credit approval in this study are as follows. For the authorized civil qualification items unable to formulate criteria in accordance with the principles of credit approval taken in the national technique qualification and other national qualifications, two factors were put under consideration for setting the level of the credit approval. First, the level and scope of work were investigated. Second, the content of qualification was compared with the course work of college. The degree of difficulty in the scope and performance of work was reviewed by specialized qualification and general qualification, respectively. Specialized qualification indicates whether or not the required knowledge and technique are acquired for performing duty in specific work fields. It falls into service fields and qualification items except qualification items on general clerical work of the national technique qualification and other national qualifications. To the contrary, general qualification is to prove the degree of acquisition of knowledge and technique for improving the basic competencies throughout diverse types of occupations. It includes competencies to verify language proficiency, mathematical and statistical capacity, problem settlement, negotiation and communication skills. When the authorized civil qualification came under the specialized qualification, the level of qualification was determined in comparison with the level of work of national qualifications. In the case of the general qualification, the credit to be approved was settled by conducting a comparative analysis on the course work of college.

• 대한공업교육학회지
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• v.33 no.2
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• pp.26-43
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• 2008

The purpose of this study is to survey of specialists cognition to authorize credits for the same subjects in entering a department of the same area in college among technical high school graduates. Today with generalized college education, about 80% of technical high school graduates enter college. Therefore, authorization of credits for the same subjects is necessary to reduce educational waste in terms of articulation among technical high schools, junior colleges and universities. In this study, a survey was conducted with 100 specialists in technical education, including technical high school teachers, researchers, and professors at junior college or technical college in university, getting answers from 84 subjects (81.25%). The results of this research can be summarized as follows: First, it is valid to authorize credits for all practical subjects completed in technical high school when technical high school graduates enter the same department at college but most of junior college professor unsuitable response. Second, it is valid to authorize credits through its own prescribed test for the same subjects when technical high school graduates enter the same department of engineering at junior college or technical college in university but opposed 62.5% of junior college professor. Third, it is most of respondent valid to authorize credits for the same subjects if results of its own examination for authorization by university are at a fixed level or higher when technical high school graduates are admitted as a junior at the same department in technical college of university after graduation from the same department at junior college.

• 월간 기계설비
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• no.7 s.216
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• pp.50-51
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• 2008

국토해양부는 특급기술자에 대한 의무학점제 전문교육 내용을 담은 '건설기술인력 교육훈련 방법 및 이수인정 기준' 제정안을 지난 6월 9일 고시하고, 7월 1일부터 시행에 들어갔다. 건설기술관리법 개정으로 신설된 특급기술자의 학점제 전문교육 시행 방법은 특급기술자의 경우 3년마다 전문교육을 통해 90학점을 채워야 한다. 90학점 중에는 반드시 전문교육으로 35학점을 이수한 후 나머지 55학점은 수강교육과 무형식 교육으로 획득하면 된다.

• 지반과기술
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• v.6 no.4
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• pp.43-48
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• 2009

• Journal of Korea Entertainment Industry Association
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• v.15 no.1
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• pp.99-115
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• 2021

The aim of this study is to improve the curriculum of the physical education by recognizing the necessity of new physical education to meet the needs of the sports industry. As a preliminary study for this, the subjects of physical education at American universities and those at regular domestic universities have been investigated. Then, the current state of operation of the physical education system of the credit bank system has been investigated. The first is the definition of the credit banking system, the investigation of accreditation of credits and the institutions of education and training. The Second is the investigation of the educational goals and qualifications of each major in the standard education curriculum and the current status of accredited credits. The third is the type and operation of institutions by degree in physical education, and the survey on current majors in progress. The fourth is the survey on the current status of operating institutions by region. The fifth is the classification of detailed subjects by major and the survey on the status of subjects by major. The last is the detailed subjects by major, and the analysis of the consistent or similar subjects in domestic and international sports industry subjects. Through the findings of this investigation, the following directions for improvement of the credit bank system curriculum have been suggested. Firstly, it is necessary to newly establish major courses tailored to social change. Secondly, it is necessary to develop mandatory and optional courses that meet the needs of the times. Thirdly, it is necessary to increase courses centered on field training that can meet the needs of the sports industry. Fourthly, in relation to the evaluation and recognition of the credit banking system, the conclusion have been derived that institutional improvement should be urgently performed.

• Journal of Engineering Education Research
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• v.3 no.1
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• pp.53-62
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• 2000

The purpose of this study is to modify the bridge program especially for active 2+2 articulated educational system. The bridge program was assessed through the survey on opinions of technical high school teachers. Through this study, technical skills, coping skills in future, and the basic set of skills which takes to transfer from one jobs or areas of works to another are suggested. For college to approve credit transfer, the articulated practical subjects and their educational contents and also prototypes of bridge program were developed.

• The Korean Nurse
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• v.17 no.4 s.96
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• pp.41-47
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• 1978

1. 기초간호교육제도- 기초간호교육은 4년제 대학과정과 3년제 전문 대학과정의 두 제도가 있다. 수업년한, 졸업기준 학점이 다르다. ''학술의 심오한 이론, 그 정치하고 광범한 응용방법을 교수 연구하고 지도적 인격을 도야함''은 대학의 교육목적이며, 전문대학은 ''전문적 지식과 이론을 교수''연구하며 재능을 연마하여 중견 직업인을 양성함''으로 명시되었다. 전자는 학문과 지도력에 중점을 두었고 후자는 전문적 지식과 이론에 바탕을 둔 재능의 연마와 중견직업인에 역점을 두고 있다. 교육과정의 편성비율에 있어서도 대학과정과 전문대학 과정에 현저한 차가 있다. 전문대학은 총 이수학점 중 20$\%$를, 대학과정은 30$\%$를 교양과목으로 과하고 있고, 전문대학은 전공선택과 필수를 총 학점의 80$\%$로 하는데 비해 대학과정은 총 이수학점의 50$\%$ 내외로 하고 자유선택, 부전공 등에 나머지를 할애하고 있다(표 7, 표 8) 2. 계속교육제도- 계속교육제도는 정규교육제도에 포함되고 있는 대학원 과정과 보사부장관이 인정하는 특정 기관에서 개설하는 특수분야별 수습과정들로 나눌 수 있다. 대학원 과정은 간호학 전공 외에도 보건학 교육학동 인접학문 영역을 연구하여 학위를 받고 있고 서울대학교와 연세대학교에서 박사학위 과정을 개설하고 있다. 전공분야별 간호원의 자격인정은 보건간호, 마취간호, 정신간호 분야에 가능하나 극소수의 간호원 자격을 취득하고 있다.

• 베이커리
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• no.12 s.353
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• pp.138-148
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• 1997

• Ceramist
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• v.19 no.4
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• pp.74-79
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• 2016

창원대학교 스마트융합 메카트로닉스 인력양성 사업단의 교육 목표는 1) 창조적 교육과정을 통한 지역거점 특성화, 2) 세계적인 수준의 경쟁력을 갖춘 기술 인력 양성, 3) 분석력, 창의력, 적응력 및 설계능력을 갖춘 능동적 기술인력 양성, 4) 시대의 환경변화를 선도하는 진취적 기술인력 양성, 5) 인재공급 및 취업률향상으로 정하였다. 이를 달성하기 위한 교육전략은 1) Major전문성(메카트로닉스심화, 공통실험교육 강화), 2) Global국제적감각(팀기반능력, 근접학문이해능력), 3) Creative지속성장 (Capstone Design, 현장적응교육)으로 정하였다. 따라서 메카트로닉스공통융합심화트랙 교육과정으로 기계, 전기전자제어, 신소재분야의 공통트랙으로 이론 30학점, 실험 6학점(16과목, 36학점)을 신설하여 운영하였다. 수강지도를 통한 교차이수권장 학생들의 자율선택기반을 조성하고, 현장적응교육, 캡스톤 디자인 2과목 7학점을 수강하도록 하였다. 학생의 본인주도 학습권을 인정하여 2학년 진학 시 학생본인직접 100% 자기 전공 선택 기회 제공하는 구조조정을 실하고, 타 전공 관련정보 상호교류, 학문간 통합교육, 조직의 유연성확보가 가능하도록 하였다. 교과목(정규/비정규)개편을 통해 개선된 현장 실무 형 내실화 교육의 실시하여 취업률을 향상시켰다. 따라서 창원대학교 신소재공학부는 기계, 전기전자에 관련된 기본소양을 의무적으로 학습하기 때문에 메카트로닉스 분야에서 필요한 신소재공학도를 육성하는 기반을 마련하였다.