• Journal of the Korea Convergence Society
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• v.13 no.1
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• pp.417-424
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• 2022

The purpose of this study was to develop the psychology-based naturalistic competency curriculum so that forest-related experts could fully play the role of a mediator between nature(forest) and human(visitors). The curriculum was designed in three parts: a pleasant life, a wise life, and a meaningful life. Contents were focused on recognizing and naming one's senses and emotions in nature, discovering nature-related memories and Naturalistic Intelligence, experiencing the flow in nature and activating the Default Mode Network. The curriculum supplemented by expert's advice was implemented as job training for forest-related experts, and the curriculum was finally revised by examining the understanding and utilization of the participants. As a result, the curriculum in three areas of emotion, cognition, and practice was completed. It is expected that this curriculum will be upgraded through evaluation in the future so that forest-related experts can provide more qualitative service by strengthening their naturalistic competency.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.11
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• pp.537-544
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• 2016

National Competency Standards (NCS) need to be introduced to train newly hired staff and to gradually improve employees' work performance in the information security industry. In particular, the introduction of a new NCS curriculum for new hires is important in order to retain and efficiently manage professionals in the information security field. However, the legacy NCS is not clearly designed for the information security field. So a formal curriculum has been suggested for institutions training the information security workforce. Therefore, this study establishes a competency unit based on the types of personnel, their duties, and required knowledge. To select the competency unit, this study reviewed prior research to understand the required skills and work knowledge, and reviewed recruitment-based NCS that public agencies and public and private companies have carried out, including them in the study. The selected competency unit was classified into a required competency unit and an elective competency unit based on the importance of the duties and the demands of training. Through a verification process for the new, licensed career path model in the NCS information and communications field, this study suggests updated NCS competency units and required courses to provide an appropriate NCS curriculum for newly hired employees in the information security industry.

• Journal of Practical Engineering Education
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• v.7 no.1
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• pp.67-76
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• 2015

National Competency Standard (NCS) is a national standard for competencies which are required of an employee to achieve his job successfully. For a university with four-year course, since there is no plan to redesign its subjects by applying NCS and some issues with regard to industrial aspects consistently incur, it should be verified that NCS can be applied to the curriculum of a university following the introduction to new National Qualification Test with the progress evaluation based on NCS. Thus, in this paper, we show the feasibility of applying NCS to the curriculum of a computer engineering department and present the redesign to curriculum using NCS.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.2
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• pp.130-141
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• 2017

This study examined the effects of learners' job competency development on their vocational key competency improvement in lifelong education based on national competency standards. A survey was empirically carried out to 480 learners of lifelong education institutions in Seoul and the results were statistically analyzed. Covariance analysis was conducted to allow for external influences of lifelong education learners' educational environment in the process that verifies the effects of job competency development on vocational key competencies classified into 4 units, namely, mathematical skill, problem-solving skill, resource management skill, and communication skill. The findings are summarized as follows. First, all factors of job competency development had no effect on mathematical competency in the single dimension. Second, the testing of hypothesis 2 showed that education system(F=3.021, p<.05) and curriculum(F=6.684, p<.05) of job competency development factors had a significant positive effect on mathematical competency in the single dimension. Third, the testing of hypothesis 3 showed that only curriculum(F=5.865, p<.05) of job competency development factors had a significant positive effect on resource management in the single dimension. Fourth, the testing of hypothesis 4 showed that all factors of job competency development had no effect on communication in the single dimension. These findings suggest that the proper harmony of both education system and curriculum or all education system, curriculum and evaluation management in the combination of lifelong education support with teaching interaction can have a positive effect on the improvement of communication.

• Korean Medical Education Review
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• v.19 no.3
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• pp.145-148
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• 2017

One important purpose of premedical education is to help students attain core competencies during the two-year premedical program. Since premedical curriculum is the foundation of medical education, it is necessary to develop the premedical curriculum in accordance with the overarching curriculum of a medical school. Inje University's College of Medicine (IUCM) has attempted to integrate competency-based medical education into the premedical education curriculum. The revised premedical curriculum aims to develop students' intrinsic competencies during premedical years. In an effort to do so, IUCM defined competencies for premedical education, analyzed and designed premedical courses according to the defined competencies, and suggested learner-centered instructional methods. As a result of implementing the revised premedical curriculum, students have reported both positive experiences and difficulties. Based on the results, it will be necessary to continuously improve the premedical curriculum as well as develop appropriate methods for evaluating student achievement of the defined competencies.

• The Mathematical Education
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• v.59 no.4
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• pp.389-403
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• 2020

This study aims to examine how information processing competency as one of the mathematical competencies has been interpreted and applied in mathematics education by analyzing tasks in middle school mathematics textbooks under the 2015 revised national curriculum. Based on the sub-elements of information processing competency organized by Park et al.(2015), we analyzed 191 tasks in 30 different middle school mathematics textbooks using descriptive statistics and ANOVA. Also, we investigated the meaning of information processing competency embedded in the tasks by distinguishing the characteristics of several different types of tasks. The results from this study showed that the number of tasks related to information processing competency in mathematics textbooks was too small and there was a huge difference across the textbooks in terms of the sub-elements. Even though there were four sub-elements of information processing competency, 'the use of manipulative and technological tools' was extremely dominant in the tasks in general. Even many of them used technology and manipulatives superficially. Furthermore, any textbook did not provide tasks dealing with all the four sub-elements. Such an unbalanced and fragmented approach to information processing competency could produce biased knowledge and insufficient experiences for information processing competency. It calls for further investigation and discussion about how to improve information processing competency in school mathematics.

• Journal of Science Education
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• v.43 no.1
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• pp.94-118
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• 2019

The purpose of this study is to explore the multi-faceted understanding and issues of science subject matter competencies from the trends of competency-based curriculum discourse, and to examine the relationship between general core competencies and science subject matter competencies. First, we examined the theoretical background of competency-based curriculum focusing on behaviorism, humanism, and its comprehensive synthesis. After that, we reviewed OECD's competency-related projects (DeSeCo; OECD Education 2030), US Next-Generation Science Standards (NGSS) and Korea's 2015 Revised National Curriculum from the viewpoint of competency-based curriculum. After that, we summarized and systematically analyzed a list of competencies, 105 general core competencies and 45 science subject matter competencies proposed by 15 important documents from home and abroad. The results of this study are as follows: First, the issues of the proper number, appropriate dimension, and how individual competencies should be unique and independent were pointed, in terms of defining and categorizing competencies. Second, it was suggested that the competency items are presented in various dimensions such as personal-micro dimension, community meso-dimension, and social-macro dimension. Meso-dimension was placed on both general core competencies and subject matter competencies. Third, in the relationship between general core competencies and subject matter competencies, the former emphasizes macro-dimension, and the latter emphasizes micro-dimension, revealing an existing gap, and where the two can meet each other is the meso-dimension. These discussions are thought to provide insight into the understanding of competencies in the national curriculum, including the 2015 Revised National Curriculum.

• Korean Medical Education Review
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• v.15 no.1
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• pp.31-38
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• 2013

This paper focuses on the outcome-based curriculum of Inje University College of Medicine to describe our curriculum development process and results. Starting in 2006, we have revised the curriculum based on the competency-based clinical presentation curriculum. We stated clearly the learning outcomes from the social needs and educational goal of our university. We defined 8 exit outcomes and specified phase outcomes, course outcomes, lesson outcomes, and outcome objectives. By 2012, we identified 128 clinical presentations and 149 basic scientific concepts. Various evaluation and assessment methods and teaching-learning strategies were assigned to each outcome. Problem-based learning, standardized patient practice, and learning portfolios are the main strategies of our curriculum. We have performed a progress test to assess the level of achievement of students' outcomes. We have also collected feedback from students and faculty members about the curriculum, including every lesson, course, and the overall curriculum. To maintain this change of the curriculum, we reorganized the curriculum committee, educational faculty and teams, and administrative support system. To fine tune this curriculum, we have held three 3-day workshops on curriculum development and weekly meetings. We believe this is just the beginning of developing the curriculum of Inje University. Further upgrades will be necessary to continue to improve medical education.

• Journal of Digital Convergence
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• v.5 no.2
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• pp.109-122
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• 2007

The original element for development in current society is recognized as knowledge, technology and information. It has been developed and improved the human resources development system through the occupational standards that closely connected system among work, education training and qualification in every country. This study is for development of the occupation standards that was standardized the required competency element, performance criteria, range statement, assessment guideline in machinery industry, also developing the education training program based on competency to be able to apply department of relevant machinery industry in vocational high school. Occupational standards and key competencies were developed by expert in field engineer and verified about contents and level system by questionnaire and interviewing. Education training program was developed on SCID model, and the effectiveness and suitability of the training program was verified by teacher, professor and student belonging to training organization.

• Journal of Korean Home Economics Education Association
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• v.30 no.1
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• pp.79-97
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• 2018

The purpose of this study was to analyze the democratic civic competencies of the activity tasks in 'the Family Life' part in Middle School Technology Home Economics textbooks according to the 2015 revised national curriculum. In order to achieve the purpose of this study, the activity tasks of six types of middle school Home Economics textbooks (for a total 12 of volumes) were analyzed. As a result, the use of the citizenship competency group was the most often recorded out of the three democratic civic competency groups and the subset of trust and value competencies also were frequently observed. Additionally, democratic civic competency was the seen most within the 'human development and family' area by the national curriculum, and showed the highest frequency in big idea, 'the relationship'. Activity tasks in the 'KH' textbooks were dealing with democratic civic competency the most. Based on the relationship between Home Economics education and democratic civic competencies, it is necessary to study the practice of classroom instruction so that students can develop democratic civic competence in 'the Family Life' by means of a Home Economics curriculum.