• Journal of Fisheries and Marine Sciences Education
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• v.24 no.2
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• pp.234-245
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• 2012

This study aims to analyze the factors of the extra-curricula area in personal school performance record and propose the practical strategies for entrance examination affairs on this area. To address this goal, we have applied a SWOT analysis with related documents and research results. We found out five strengths: (S1) Link the students' experience to right people for the university, (S2) Quantitative Indicators, (S3) Qualitative Indicators, (S4) Link to other evaluation factors, and (S5) Analysis of Human Resource. The weakness included: (W1) Fairness, (W2) Reliability, (W3) Difficulties to set standards, (W4) Difficulties to set environments, and (W5) Lack of systemic experience of an evaluation. We also discovered five opportunities (O1) Recognition of public education, (O2) The need of national support, (O3) The importance of autonomy, (O4) Specialization, and (O5) Networks. Finally, threat factors consisted of: (T1) Frequent change of educational policy, (T2) Increasing of private education, (T3) Lack of information and preparation time, and (T4) The accuracy and reliability of personal school records. Based on these results, we suggested practical strategies with these four dimensions: S-O, W-O, S-T, and W-T.

• Journal of the Korean School Mathematics Society
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• v.18 no.3
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• pp.311-334
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• 2015

This study compares and contrasts elementary mathematics curricula of Korea, China, Japan, and USA, as a part of efforts to compose contents of global elementary mathematics. This paper analyzed the similarities and the differences of mathematical contents in the domain of geometry. On the basis of this comparative analysis, this paper included implications that are expected to be informative in the revision of the Korean mathematics curriculum.

• Applied Biological Chemistry
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• v.24 no.1
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• pp.74-83
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• 1981

Agricultural departmental curricular of the universities have been compared and analyzed with an exception of that of Chung Nam National University where agricultural chemistry department was established in 1979. The analysis reveals that major subjects covered by the undergraduate curricula of all the universities in agricultural cheimstry departments are in the fields of soil science, plant nutrition, agricultural chemicals, biochemistry, and fermentation technology or applied microbiology, although there are minor differences in curricula among universities. Besides, it must be pointed out that the ratio of students to teaching staffs, a significant index of the educational quality, is shown to be somewhat lower than expected for an appropriate college education. According to the analysis, the curricula of universities located in various areas in Korea do not show substantial differences among them, indicating that there is no locality. Thus, it may be recommendable to set up a unified curriculum of agricultural chemistry departments in Korea so as to achieve a balanced educational improvemet.

• Journal of Korean Library and Information Science Society
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• v.50 no.2
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• pp.43-60
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• 2019

Since information technology such as database or network technology was brought into the information and library science fields, the functions and services of libraries have drastically changed. To cope with the changes of fields, library schools have been improving curricula. This study collected curricula of library and information science in US and Korea and selected classes related to information technology. It also investigated the title keywords and keywords of class description statistically. As a result, 'system, 'database', 'network', 'programing', 'web' are major topic keywords for both countries, but 'library'shows high frequency pnly in Korea.

• Journal of the Korean School Mathematics Society
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• v.25 no.1
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• pp.19-38
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• 2022

This study aims to find ways to improve the statistics education policy in Korea for the future based on the results from examining the high school statistics curricula in Korea and New Zealand. The statistics curriculum in New Zealand was analyzed comparatively with the corresponding contents of the probability and statistics domain in the Korea 2015 revised national mathematics curriculum. The analysis centered around achievement goals and key ideas of each of the two curricula. This comparative analysis provides implications on finding a direction in line with the global trend in the curriculum for statistics education and ultimately for Korea's statistics education for the future.

• The Journal of the Convergence on Culture Technology
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• v.6 no.4
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• pp.95-101
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• 2020

This study aims to investigate the current status of the operation system of the curriculum support extra-curricular program, focusing on the extra-curricular program operation system of other universities, and suggest the desirable operation system and performance management plan of the extra-curricular program in cultural education. To this end, the analysis of the extra-curricular program operation system of eight four-year universities in the Seoul metropolitan area was conducted on the existence of core competencies, computer systems and extra curricula program guides, credit-linked and mileage scholarship programs, and the analysis focused on the characteristics, merits and demerits of each university's operating system. It was also intended to propose the desirable operation system and performance management plan of the extra curricula program in liberal arts education, focusing on the operation system of the extra curricula program of E University and the corresponding performance management. Conclusion To operate the extra curricula program efficiently, the computer system and the extra curricula program guide, credit link and mileage scholarship system should be introduced. In addition, the analysis of the operation system of the curriculum support program of E University shows that E University operates systematically with the direction of operation of the core competency-based curriculum support extra-curricular program, and the performance management of the extra curricula program of E University is carried out through the EU-TQM System Integrated Management System.

• Journal of Korean Medical classics
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• v.33 no.3
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• pp.63-89
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• 2020

Objectives : To suggest conditions that will allow for change in Traditional Korean Medicine (TKM) curricula through analysis of the failure of widespread acceptance of the integrated curriculum into all Traditional Medicine Colleges. Methods : First, the process of change between TKM education and medical education was compared. Next, the conditions that would stimulate change in TKM curricula were analyzed in three levels: structure, policy, and actor. Results : TKM colleges have not experienced a structural change from the six-year to four-year structure. The accreditation standards of TKM education (KAS2021) should be more supportive instead of forcing change, and the goals should be reset to education improvement instead of meeting the standards of WFME. The deans' leadership and professors' ownership over their subjects need to be modified. A group of professionals that could lead change is required, while other factors such as full-time professorships, clinical practice hours, obligatory teaching hours and overall teaching environment need to be improved. Conclusions : It would be ideal if individual TKM colleges created success models of curricula change-despite the time and effort that is required-that could spread to other colleges. After the new curriculum has been accepted in more that half of the total eleven TKM colleges, an institutional isomorphism can be demanded.

• Journal of Technologic Dentistry
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• v.44 no.1
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• pp.8-14
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• 2022

Purpose: This study aims to provide basic data for developing and improving a nationwide curriculum for advanced courses in dental technology departments. Methods: For the study, the 2021 academic curricula for all six universities with operating departments for advanced study of dental technology were investigated from November 18 to December 10, 2021. If a curriculum was not available for analysis on the university's website, it was obtained via e-mail or phone and then analyzed. Results: The curricula offered advanced courses in a range of 7~14 subjects, with an average of 9.7 subjects. The total number of credits ranged 20~33, and the average for all universities was 25.2. Among the total subjects opened, digital-related subjects comprised the largest proportion at 26.2%, followed by other major-related subjects (e.g., dental techniques, occlusion, and implants) and other liberal arts subjects. Conclusion: The study revealed that the curricula for bachelor's-level dental technology course at universities adequately reflect the industry demand. In the future, university leaders must maintain ongoing collaboration and consultation with industry experts with regard to school curricula for analyzing the education demand and industry prospects, including careers.

• Proceedings of the Korean Society of Computer Information Conference
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• 2023.01a
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• pp.233-236
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• 2023

본 연구에서는 Computing Curricula 2020에서 제시하고 있는 지식 요소를 바탕으로 초등학교 실과와 중학교 정보 교과의 내용 요소의 변화를 비교·분석해 보았다. 연구 결과, 초등학교는 2022 개정 교육과정에서 총 5개의 지식 요소를 포함하였고, '컴퓨팅 시스템 기초', '디지털 디자인'과 관련한 내용 요소가 추가되었다. 중학교는 2022 개정 교육과정에서 총 11개의 지식 요소를 포함하였고, '운영체제', '지능 시스템(AI)'과 관련한 내용 요소가 추가되었다. 그 중 내용 요소의 비율이 크게 변화한 영역은 '소프트웨어 설계', '자료구조 및 알고리즘과 복잡도', '운영체제', '지능 시스템(AI)' 등이었다. 향후 연구에서는 본 연구에서 분석하지 못한 고등학교 정보과의 내용 요소를 분석해보고자 한다.

• Korean Journal of Human Ecology
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• v.20 no.5
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• pp.897-915
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• 2011

The purpose of this study was to investigate the actual conditions and characteristics of weekly and daily child care programs for infants, to provide a basis for the improvement of infant care quality. Weekly and daily curricula of 18 classes for one and two-year-olds classes (9 for each ages) from childcare centers in D city were collected from Nov. 2009 to February 2010. The results are as following: first, classes for one-year-olds plan 6-25 activities and classes for two-year-olds plan 12-30 activities weekly, with differences in the number of weekly activities according to the childcare centers. The number of weekly activities should be planned considering infants' interest as well as educational continuity of the activities. Second, the investigation of daily activities showed that the routine activities planned for one-year-olds were for total of 310-600 minutes and for two-year-olds 310-540 minutes. Among these, on average of 66% of the time was planned for everyday life such as eating and napping. The rest of time was dedicated to indoor and outdoor free play. However a few centers allocated more time for group activities according to subjects compared to free play. A curriculum composed of group activities ignoring infants' individual developmental differences should not be encouraged. Last, the results of cluster analyses on weekly and daily curricula in terms of the number of activities and time, duration, number of group activities and time showed that curricula for infants could be characterized into two types: "free play" and "group activity" curricula.