• Journal of Navigation and Port Research
• /
• v.47 no.1
• /
• pp.37-48
• /
• 2023

Recently, the increase of international trade volume is leading to risk exposure and safety accidents in the port terminal industry. In addition, as Serious Disaster Punishment Act came into effect on January, 2021, various guidelines and laws to protect safety and life in port terminals are being enacted. However, despite these efforts, medium-to-large safety accidents in the port terminal industry have occurred. According to the Korea Occupational Safety and Health Agency, from 2016 to 2019, the number of casualties in the port handling industry increased by 4.2%. To build some effective follow-up management of port accidents and preparation of related safety laws/systems, a risk analysis in consideration of causes and damage of accidents should be conducted. Therefore, in this study, major risk factors and preventive measures were derived by conducting risk assessment based on 1,039 cases of port terminal accidents collected by the Korea Occupational Safety and Health Agency for five years. Priorities for preventive measures were then determined through IPA analysis, Borich needs analysis, and The Locus For Focus analysis.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
• /
• 2022.06a
• /
• pp.389-390
• /
• 2022

Recently, Recently, the increase in international trade volume and the explosive increase in cargo volume due to the non-face-to-face society are leading to an increase in risk exposure and safety accidents in the port industry. In addition, as the Serious Disaster Punishment Act came into effect on January 27, 2021, various guidelines and laws to protect safety and life in port terminals are being enacted. However, despite these efforts, medium-to-large safety accidents in the port terminal industry continue to occur. According to the Korea Occupational Safety and Health Agency, from 2016 to 2019, the number of casualties in the port handling industry increased by 4.2%. For effective follow-up management of port accidents or the preparation of related safety laws/systems, a risk analysis in consideration of the cause and damage of the accident must be conducted first, so that realistic accident reduction and prevention measures can be established. Therefore, in this study, major risk factors and preventive measures were derived by conducting risk assessment based on 1,039 cases of port terminal accidents collected by the Korea Occupational Safety and Health Agency for 5 years from 2016 to 2022. After that, the priorities for preventive measures were determined through IPA analysis, Borich needs analysis, and The Locus For Focus analysis.

• Journal of the Korea Convergence Society
• /
• v.11 no.1
• /
• pp.267-277
• /
• 2020

The purpose of this study is to analyze the needs of experts in childhood education field on what is the primary core competency of the beginning childhood teachers to cope with the future society. For this, the survey was conducted for 252 of teachers in charge, assistant directors, and directors who are currently working at the daycare centers and kindergartens in Busan and Gyeongsangnamdo. In order to derive the requirement and priority on the core competencies required to beginning childhood teachers, 3-step analysis method of paired t-Test, Borich Needs Model Analysis, and the Locus for Focus was used. As a result, seven sub-competencies of five competencies of cooperation, communication, self-improvement and development, vocational ethics, and emotional intelligence was identified as the core competencies required by priority to the beginning childhood teachers in order to cope with the future society. These results may provide the basic data for designing the competence and field-based curriculum in the teachers' training schools for pre-service childhood teachers.

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

• Journal of Agricultural Extension & Community Development
• /
• v.29 no.4
• /
• pp.203-224
• /
• 2022

This study aims to examine the educational needs of migrant farm workers and farmers in Korea. For developing survey instruments, content analysis of migrant workers & employer training programs, in-depth interviews with farmers and expert reviews had been conducted. Therefore, eight parts and twenty nine educational contents for migrant workers, five parts and twenty educational contents for farmers have been constructed. For data analysis, Borich analysis and The Locus for Focus Model were hired to analyze the educational needs assessment. Results showed that migrant workers' educational priorities were 'basic korean for farming, working attitude in farming, safety guidelines and first aid skills for rural life, safe use of pesticides and protective equipment, driving skills, safe use of agricultural machinery, operation & maintenance of agricultural machinery, pest control by crop', and for the farmers' were 'communication with migrant workers, trouble controls with employment, farming guidance, industrial accident cases and countermeasures, preventing disease and promoting mental health of migrant workers'.

• Journal of the Korean earth science society
• /
• v.37 no.4
• /
• pp.230-242
• /
• 2016

IS-Geo (International School for Geoscience Resources) was established with a purpose of developing domestic and international human resources within the field of geological resources, andit has been achieving its training goals well since its inception. This study conducted training needs analysis and training performance assessment to assure the objectivity of the performance outcome of IS-Geo. For the training needs analysis, Borich's equation and Locus for Focus method were used. A survey was utilized for the training performance assessment to analyze the satisfaction and the transfer of training based on gender, age, education, and attendance of the trainees. The results of this study showed that training needs of training course in the fields of geology, mineral resources, petroleum and marine, and geologic environment have been deducted, and the urgent need of training course development has been determined by locus for focus. As a result of performance assessment of training course, the fields of mineral resources and geologic environment's course showed a higher satisfaction with the learning achievement than the course of geology fields.

• Journal of Korean Home Economics Education Association
• /
• v.35 no.2
• /
• pp.41-59
• /
• 2023

This study aimed at analyzing the educational needs of home economics teachers for food literacy cultivation education in secondary school home economics. A total of 192 home economics teachers were surveyed about their perceptions of importance and performance of food literacy education content categories and elements, and their priorities were identified. Among the 38 content elements presented, home economics teachers recognized that the current performance level was significantly lower than that of the importance over 34 content elements. Based on the Borich educational needs assessment and the Locus for Focus Model, we identified five content elements with 'very high' educational needs ('food security/food sovereignty', 'reducing food-related waste', 'food waste management and recycling', 'food-related waste recycling', and 'country of origin information'), and four content elements with 'high' educational needs ('genetically modified food', 'ethical food consumption', 'food additives', and 'eco-friendly agricultural products'). These results indicate that dietary education in secondary school home economics should emphasize both the production and disposal of food. The findings of this study suggest implications for the needs for a new dietary education in secondary school home economics that allows students to learn all stages of food system. These results can also be used as a basis for dietary education for cultivating food literacy in secondary school home economics education.

• Journal of The Korean Association of Information Education
• /
• v.22 no.5
• /
• pp.545-556
• /
• 2018

The purpose of this study is to suggest the knowledge elements for HPC education in computational science. For this purpose, the survey for HPC experts was conducted to verify the content validity and reliability, and the 20 candidate knowledge elements was extracted. And the second survey for HPC users was conducted to apply the t test, Borich requirement, and The Locus for Focus model. And 10 knowledge elements for HPC education were derived. As a result, the first group was 'Parallelism Fundamentals', 'Parallelism', 'Parallel communication and coordination', 'Parallel Decomposition', 'Parallel Algorithms, Analysis, and Programming' and 'Introduction to Modeling and Simulation', 'Fundamental Programming Concepts', 'Fundamental Data Structures', 'Memory Management', 'Algorithms and Design' were second group for HPC education.

• Korean Journal of Childcare and Education
• /
• v.20 no.3
• /
• pp.1-18
• /
• 2024

Objective: The purpose of this study was to investigate and analyze the needs of early childhood teachers in order to improve their competencies for Education for Sustainable Development (ESD). Methods: Two hundred fifty-four early childhood teachers working in the B area responded to a questionnaire developed by the researcher, assessing the importance and performance of various competencies. The data were analyzed using the Borich demand model and the Locus for Focus model. Results: First, in terms of educational needs by category, the competency to implement ESD was identified as the highest priority, followed by understanding the value of ESD and the economic aspects of ESD content. Second, 17 items were identified as the top priority for educational needs in each detailed item, and 6 items were identified as the next priority. Conclusion/Implications: By directly analyzing the needs of early childhood teachers to improve their competencies for ESD, this study was able to identify the competencies required to enhance ESD for young children. Additionally, it provided a basis for discussing the direction of teacher education for early childhood teachers in the context of ESD.

• Journal of Practical Engineering Education
• /
• v.12 no.1
• /
• pp.163-176
• /
• 2020

Promoting job growth and quality has been central to developing countries to reduce poverty for decades. In this regard, Nepal is not unique in its need to develop effective TVET programme as it is considered showing positive association with workforce development and productivity. While the copious academic literature has highlighted upon staff training programme in general education, it encounters lack of adequate attention in the field of TVET education. The purpose of the study is to identity and prioritise the professional development needs for the teachers of TVET sector in Nepal. A sample(N=317) of Nepalese teachers from seven provinces were asked to answer the scale. The Borich needs assessment model was employed to assess the perceived level of importance and present preferred training modules among 29 teaching subjects. Moreover, a quadrant analysis using 2×2 matrix was used as a diagnostic tool to denote overriding training topics. The result shows that following competence skills constructs were perceived to be in high need of enhancement as well as in existence of discrepancies: 'occupational characteristics of TVET trainer', 'training needs analysis and curriculum development', 'curriculum development based on national competence standard(NCS)', and 'Institution management evaluation'.