• Journal of Practical Engineering Education
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• v.11 no.2
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• pp.239-249
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• 2019

Currently financial support for vocational skills development training is provided based on the NCS standard unit price set according to the NCS occupational classification. Such a standard unit price system has the advantage of reducing administrative burdens required in managing the training levy-grant system. In this paper, it is pointed out that current unit price system may distort the social integration function of vocational training policy as it is based on the tuition fees of training course. As a basis for finding a more appropriate financial support system, we analyzed what factors are influencing the training course fees set by training institutions. As a result, it was confirmed that the monopolistic nature of the training courses or the high level of willingness of pay of training participants influenced the training course fees. Therefore, the necessity of removing the influence of such factors from unit price system was suggested so as that the training policy contributes to the social integration. Furthermore, it is required to establish new support criteria centered on the government's policy judgment if the training costs of all training courses cannot be exactly estimated.

• Journal of Advanced Navigation Technology
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• v.24 no.1
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• pp.37-46
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• 2020

Multi-crew pilot license (MPL) is a new pilot licensing concept introduced and operated by ICAO. Mostly, candidates for MPL are educated and drilled with competency-based trainings (CBTs). In this paper, to present education and training measures for the domestic MPL application, ICAO documents and Korea aviation laws for pilot licensing, domestic and foreign airlines' employee requirements, and status of operations related to MPL system are identified. Also feasibility of MPL application in Korea is reviewed by checking approved domestic aviation training institutions' capabilities, airlines' pilot demands, and concerns of airlines and trainees with MPL system. Finally, three education and training measures on MPL application in Korea for the air navigation safety are suggested.

• Journal of Practical Engineering Education
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• v.15 no.2
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• pp.259-271
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• 2023

The purpose of this study is to prepare a plan to activate vocational training through a company-customized qualification system that meets the needs of the industry and responds promptly to changes in the external environment and trends. The BRIDGE 3.0 model was presented as Establishment of qualification system based on education and training result certification, a customized qualification operation system based on local companies by setting the qualification system as a strategy centered on companies that are consumers. To this end, the current status and limitations of vocational competency development projects, the current status and limitations of the domestic qualification system, government policies related to vocational competency development, FGI of corporate personnel managers, surveys of personnel managers of SME, expert advice.

• Journal of Korean Society of Archives and Records Management
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• v.24 no.1
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• pp.111-136
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• 2024

This study aims to identify the current status of the village citizen archivist training program (hereinafter "training program") and propose a competency-based training program operational model to improve it. With the steadily increasing number of training programs, revitalizing programs and systemizing operations become imperative. This study focuses on achieving the program's goals, the competence of village citizen archivists, and the continuity of training programs and archiving activities. To this end, the meaning and role of village citizen archivists were investigated through domestic and international literature. Moreover, the current status of training programs from 2015 to 2023 was identified, and the implications of literature reviews and case studies were verified through interviews with the program educators. The implications of the interview were summarized as the program operational plan for each goal, the competence of village citizen archivists, and the development plan, thereby being reflected in the operational model. The competency-based education program operational model was proposed to incorporate a model structure, design principles, curricular modules for each goal, and considerations for each stage of education program operation.

• Journal of Korean Home Economics Education Association
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• v.25 no.3
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• pp.61-77
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• 2013

Developing textbook evaluation criterion is as important as textbook development in education. Home economics subject has been involved in textbook evaluation since 1995, at which the first home economics textbook was under the national authorization system in South Korea. There has been little research on home economics textbook evaluation criterion even though there were more studies using textbook analysis. The purposes of this study were to explore the reason why subject perspectives were reflected on the textbook evaluation criterion, the relationships between the perspectives presented by national curriculum and technology home economics textbook evaluation criterion, and the future direction for developing textbook evaluation criterion. So this study was related to analyze practical arts(technology home economics) textbook evaluation criterion and the meaning of subject perspectives in textbook evaluation criterion, to drive perspectives consistently presented by the 2007 revised and 2011 revised national curriculum, to analyze the relationships between the perspectives in national curriculum and textbook evaluation criterion, and to provide the future direction for textbook evaluation criterion development. Textbook evaluation criterion is very important because it provides subject perspectives for developing textbook, delivers the core concepts and unique values of our subject, and provides the direction for teacher education. According to the analysis of both national curriculum, the perspectives such as management competency, life competency, practical experience, integrative competency for understanding individual and family, career and life planning, and life problem-solving were presented in this study. Implication for future research would be needed to develop the factors of textbook evaluation criterion based on the perspective presented by national curriculum.

• Journal of the Korean Chemical Society
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• v.65 no.6
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• pp.468-483
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• 2021

The purpose of this research was to analyze the impact of Collaborative Problem solving for Character competency (CoProC) applied science classes on the character competence and scientific affective characteristics of vocational high school students. To achieve this, two junior classes of chemical industry majors in a vocational high school, were selected as the experimental group with 43 participants, and character competence test, scientific affective characteristic test, group discussion voice recordings, reflection activity sheets were analyzed. Based on the results of the study, the experimental group showed a statistically significant differences in value for the total character competence test score compared to the control group, and it had statistically significant differences in the nine lower character competence factors. Based on the results of the scientific affective characteristic test result, the experimental group was higher in total score to a statistically significant degree compared to the control group, and showed a statistically significant difference in seven of the lower factors, excluding consistency in interest. Therefore, science classes with CoProC applied were effective in cultivating the character competence and enhancing the scientific affective characteristics of vocational high school students.

• The Mathematical Education
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• v.62 no.2
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• pp.211-236
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• 2023

The purpose of this study is to derive implications of preservice mathematics teacher education in Korea by analyzing the case of edTPA used in the preservice teacher training process in the United States. Recently, there has been a growing interest in promoting professional competencies considering not only the cognitive dimension related to knowledge development of preservice mathematics teachers but also the situational dimension considering reality in the classroom. The edTPA in the United States is a performance-based assessment based on lessons conducted by preservice teachers at school. This study analyzes the professional competencies required of preservice mathematics teachers by analyzing handbooks that described the case of edTPA in which preservice mathematics teachers in the United States participate. The edTPA includes planning, instruction, and assessment tasks, and continuous tasks are performed in connection with classes. Thus, the analysis is conducted on the points of linkage between the description of evaluation items and criteria in the planning, instruction, and assessment tasks, as well as the professional competencies required from that linkage. As a result of analyzing the edTPA handbooks, the professional competencies required of preservice mathematics teachers in the edTPA assessment were the competency to focus on and implement specific mathematics lessons, the competency to reflectively understand the implementation and assessment of specific mathematics lessons, and the competency to make a progressive determination of students' achievement related to their learning and their uses of language and representations. The results of this analysis can be used as constructs for competencies that can be assessed in the preservice in the organization of the preservice mathematics teacher curriculum and practice training semester system in Korea.

• Journal of Digital Convergence
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• v.20 no.2
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• pp.447-454
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• 2022

The purpose of this study was to strengthen the practicality of preliminary teachers in preparation for future education, to respond to structural changes in the teacher training system due to a decrease in the school-age population, and to seek a future-oriented direction for the curriculum of teacher training institutions. To this end, we analyzed the competency diagnosis items of the teacher training institutes in the 5th cycle from 2019 to 2020, and based on the proposal for the development plan for the teacher training system announced by the Ministry of Education in July 2021 and the contents of the 4 discussions, content was presented. The results were as follows. First, to nurture creative and convergence-type talents, teacher training institutions need to develop multi-curricular competency and reorganize the curriculum into a future-oriented curriculum. Second, in order to foster the competence of teachers and preliminary teachers in teacher training institutions, it is essential to strengthen the competence of teachers through the introduction of the metaverse, general teaching methods, and ICT-using teaching methods. Third, teachers' training institutions will introduce and strengthen the 'education practice teacher homeroom system' to strengthen school field-oriented practical competencies, 'dedicated mentor-mentee' centered on seniors and juniors, 'monitoring system' led by university professors, and 'probationary teacher system'

• Journal of Korean Home Economics Education Association
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• v.15 no.3
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• pp.13-28
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• 2003

This study presents a development of internet-based consumer education program for children. We also investigate how this program affects on the children's consumer competency and how much children are interested in this program. This program consists of 6 domains: the concept of consumer. wants and scarcity. advertisement, tips on purchasing. consumer's rights. and consumer's problem imd solutions. In order to attract children. multimedia data such as pictures. drawings. and animations were included in designing the screens. The subjects of this study were 40 children at forth grade to participate in consumer education program. Surveys were conducted twice to collect data for consumer competency and children's interest in the program. According to the results of t-test. We found that consumer education has a positive effect on consumer knowledge and consumer-role attitude but has not a positive effect on consumer skill. We also found that children's interest on this program was very high.

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.495-504
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• 2018

This study was conducted to develop items to measure scientific core competency based on statements of scientific core competencies presented in the 2015 revised national science curriculum and to identify the validity and reliability of the newly developed items. Based on the explanations of scientific reasoning, scientific inquiry ability, scientific problem-solving ability, scientific communication ability, participation/lifelong learning in science presented in the 2015 revised national science curriculum, 25 items were developed by five science education experts. To explore the validity and reliability of the developed items, data were collected from 11,348 students in elementary, middle, and high schools nationwide. The content validity, substantive validity, the internal structure validity, and generalization validity proposed by Messick (1995) were examined by various statistical tests. The results of the MNSQ analysis showed that there were no nonconformity in the 25 items. The confirmatory factor analysis using the structural equation modeling revealed that the five-factor model was a suitable model. The differential item functioning analyses by gender and school level revealed that the nonconformity DIF value was found in only two out of 175 cases. The results of the multivariate analysis of variance by gender and school level showed significant differences of test scores between schools and genders, and the interaction effect was also significant. The assessment items of science core competency based on the 2015 revised national science curriculum are valid from a psychometric point of view and can be used in the science education field.