• Journal of vocational education research
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• v.37 no.2
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• pp.101-127
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• 2018

The purposes of this study are to study out competencies of teacher for organizing and operating of NCS based curriculum in vocational high schools, and to analyze the relative importance of the competencies. The results of the study are as follows. Firstly, the competencies of teacher for organizing and operating of NCS based curriculum are composed of the following 4 areas, 11 competencies and 35 sub-competencies. 'Needs and learning environment analysis(area 1)' is composed of 2 competencies of 'analyzing needs', 'analyzing learning environment', and their 7 sub-competencies. 'Curriculum organization(area 2)' is composed of 4 competencies of 'organizing and operating curriculum committee', 'setting educational goals and workforce type', 'analyzing and selecting NCS competency units learning modules', 'developing subjects', and their 10 sub-competencies. 'Curriculum operation(area 3)' is composed of 3 competencies of 'preparing teaching-learning activities', 'implementing teaching-learning activities', 'evaluating teaching-learning activities', and their 15 sub-competencies. 'Curriculum evaluation and feedback(area 4)' is composed of 2 competencies of 'evaluating curriculum', 'giving feedback on the curriculum', and their 3 sub-competencies. Secondly, the relative importance of the competencies is as follows; 'implementing teaching-learning activities' has the highest relative importance of 19.6%, followed by 'evaluating teaching-learning activities'(14.2%), 'evaluating curriculum'(12.5%), 'giving feedback on the curriculum'(11.2%), 'preparing teaching-learning activities'(9.2%), 'developing subjects'(8.6%), 'analyzing and selecting NCS competency units learning modules'(7.5%), 'setting educational goals and workforce type'(6.6%), 'analyzing learning environment'(5.4%), 'analyzing needs'(3.9%), 'organizing and operating curriculum committee'(1.5%).

• Journal of the Korea Convergence Society
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• v.11 no.4
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• pp.221-231
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• 2020

In Korea's national competency standards, competency is defined as a concept that includes the common skills required to be a member of an organization, the knowledge, skills, attitudes, and values necessary to perform the task, in addition to the skills necessary to perform the task in the field. This study examines the recently published NCS-related paper, and summarizes the key findings in the areas of the design and operation of NCS-based curriculum, key factors that should be included in the design of each individual NCS-based curriculum, positive effects and negative effects of NCS-based education and training processes. Based on these findings and educational implications, the feasibility of expanding the NCS-based curriculum in junior colleges is discussed. In addition, the roles of Human Resources Development Service of Korea and NCS web site are discussed and some suggestions concerning their roles are provided.

• Journal of The Korean Association of Information Education
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• v.25 no.2
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• pp.289-300
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• 2021

SNS data was collected and analyzed by topic modeling techniques to examine recent trends in information education. By deriving keywords and topics for SW education and AI education, we not only attempted to discover insights ahead of the next revised curriculum but also suggested directions. According to the SNS data analysis, the contents of human resource development for software and the instructional method in schools are indicated as a high requirement. Meanwhile, SW education should be conducted through a separate curriculum from elementary school, and this was consistent with the opinion that it is necessary to be organized as a required subject. There was an opinion to support the schools since AI education is newly introduced in next revised national curriculum. The trends in SW education and AI education which are observed through SNS data analysis could be concluded to conduct the substantial operation of information education and curriculum organization.

• The Journal of the Convergence on Culture Technology
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• v.10 no.5
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• pp.107-115
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• 2024

Curriculum revision is a very important process for improving students' learning achievement and abilities, responding to social needs, strengthening equality and inclusiveness, strengthening teachers' professionalism, strengthening national competitiveness, and responding to the era of globalization, and for continuous development and innovation. Through this, we can provide better educational opportunities and environments for future generations. The 2022 revised curriculum is a curriculum that reflects the knowledge and skills students need in modern society and enables them to respond to changes in industry and society. The purpose of this study is to present the direction of career education by analyzing the career education shown in the 2022 revised curriculum. If we analyze only the contents related to career education in the 2022 revised curriculum that directly mention career and occupation, the following contents are found. First, in the curriculum for future response, contents related to career education appear in the strengthening of basic digital knowledge. Second, in the field of autonomous innovation support tasks at school sites, the organization of the free semester system and improvement plans are presented among the details of the improvement of flexibility in the operation of the elementary and secondary school curriculum. Third, in the area of strengthening learner-customized education, the core of career education is strengthening career-linked education between elementary, middle and high schools. Career education is mentioned in the area of the detail itself. As such, it is no exaggeration to say that the core content of the 2022 revised curriculum is career education. The direction and contents of career education are faithfully reflected in the 2022 revised curriculum.

• Journal of vocational education research
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• v.37 no.3
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• pp.85-111
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• 2018

The purpose of this study is to derive the competence of nursing teacher in Specialized vocational high school. The knowledge, skills, and attitudes required for the nursing teachers were verified and the competency groups and sub-competencies were verified and priorities were suggested. To do this, 23 nursing teachers who were currently working in the Specialized vocational high school were selected as expert panels and the study was conducted using Delphi and Layered Analysis(AHP) technique. The results of this study were as follows. First, the competency group of the nursing teacher in Specialized vocational high school showed teaching and learning methods & techniques, student guidance, curriculum development and operation, school management support, industry-academy cooperation, self-development and professionalism improvement. The total number was 6. Second, the sub-competency is composed of knowledge and skills related to the curriculum, planning and preparation of instruction, instruction operation, guidance of experiment and practice, instruction evaluation, development and utilization of teaching and learning medium, instruction environment, guidance on student education activities outside the curriculum, career guidance, life guidance, class management, guidance of technology and qualification, development of school curriculum, organization and operation of school curriculum, planning and operation of field practice, work planning, school management support, teacher evaluation and personnel management support, leaning support(practice place and equipment), establishment and operation of industry-academia cooperation, strengthening community cooperation, public relations in the school(department), field research for improvement of educational activities, participation in conferences and training, exploration of new knowledge and technology, The total number was 26. The most important of the relative importance was the curriculum development and operation. The subordinate competencies that have a high priority in each competency group were guidance of experiment and practice, guidance of technology and qualification, planning and operation of field practice, leaning support(practice place and equipment), management and work planning, establishment and operation of industry-academia cooperation, exploration of new knowledge and technology. The competency system derived from this study will be applied to the training and evaluation of nursing teachers in the future and can be used as basic data for related research.

• 대한공업교육학회지
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• v.43 no.1
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• pp.58-75
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• 2018

The purpose of this study was to analyze the extent of possession of competence to organize and operate NCS-based curriculum among vocational teachers in specialized vocational high schools, their educational needs and demands. To this end, the questionnaire was used as a research tool. The draft of questionnaires was developed based on the element of competence to organize and operate NCS-based curriculums, and was modified, supplemented through review of four experts in the field of vocational education. The questionnaire survey was done by distributing questionnaires (online) among total 71 vocational high schools located at Gyeonggi-do and collecting 433 questionnaires and then analyzing 340. The findings were as follows. First, whole average of the extent of possession of competence to organize and operate NCS-based curriculums was 3.63. Seen by the average of each area, 'analysis of needs and environment' was 3.59, curriculum organization 3.54, its operation 3.74 and its assessment and feedback 3.57. Second, educational needs for competence to organize and operate NCS-based curriculums of vocational teachers in specialized vocational high schools was 1.47.

• Korean Journal of Comparative Education
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• v.28 no.4
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• pp.221-248
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• 2018

The purpose of this study was to analyze the performance of the Daegu Happiness Competency Education Program. It was confirmed that students, parents, teachers, and education professions are aware of the middle and higher level of education for happiness in Daegu in terms of the formation and operation of the curriculum. There is no significant difference between students and parents in terms of average value, and teachers' perception level is relatively high, which is understandable in that teachers are the subjects of the curriculum organization and operation. In addition, there was no statistically significant difference between the parents and the school level, but there were significant differences between students and teachers. In particular, students' and teachers' perceptions were lowered as the number of schools increased, unlike the predictions. They showed the lowest results in the special schools, autonomous schools and special schools. The reason for this is that Daegu Happiness Competency Education was implemented in 2014, and it was because there was little room to recognize and accept the new curriculum due to the burden of college entrance examination or employment. In the future, it will naturally improve as the education process is settled, but here we can find suggestions for the establishment of Daegu Happiness Competency Education.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.239-247
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• 1999

This study is to make suggestion for developing textbook systematically by analyzing biological contents and organization in science textbooks which are important instructional media to accomplish objectives of the 6th middle school science curriculum. The inclusiveness degree of the 6th science educational objectives reflected in the textbooks was analyzed by Klopfer's and the Korean Educational Department's objectives taxonomy. And the biological contents and the organization of the science textbook were analyzed by learner, subject matter, and society dimensions which are selecting criteria for curriculum objectives suggested in Tyler's curriculum model. The analyzed results are as follows: 1. The inclusiveness degree of the educational objectives was very low. 2. Regarding the dimension of learner, the concepts of formal operational cognitive level were much increased as grade becomes higher. And the degree of learner's interests reflected on the learning topics and domains was very low. 3. Regarding the dimension of subject matter, the concept-centered learning was increased, in relation to inquiry learning as grade becomes higher. The analyzed results of inquiry subskills showed that observation, classification, and recording skills in 1st grade, observation and operation skills in 2nd grade, and interpreting data skills in 3rd grade were centered. As the problems and processes were presented, so most of inquiry activities had low openness scale. The learning contexts were organized into discipline-centered in relation to real life. 4. Regarding society dimension, the learning topics of environments and health were much presented. but those of biotechnology and career were presented scarcely. And most learning topics related society dimension were organized in textbooks of the 2nd and 3rd grade. These suggested that to accomplish curriculum objectives effectively. the inclusiveness degree of educational objectives is to increase and, the contents and organization of textbook were constructed harmoniously in aspects of learner, subject matter and society dimensions.

• Journal of the International Relations & Interdisciplinary Education
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• v.4 no.2
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• pp.21-41
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• 2024

The The purpose of this study is to find the legal regulations of the National Education process monitoring team and challenges.The research method was used for literature research, and method of counseling, and methods.literature study used for national education process monitoring terminals related laws and status analysis, and legal interpretation was used for national education process monitoring related to the system and logic organize the system and logic of national education process monitoring.The interview was used directly and indirectly used to reduce errors in the development of law experts from the development of law and educational experts.The main contents of research was examined based on the need of legal nature and system based on the need of legal characteristics and system.Next, it was evaluated on the operation of the national education process monitoring team, and tasks based on these evaluation results. The results of discussion was presented separately divided into the issue of the Enforcement Decree of the Act, task, and the problem of the Enforcement Decree. The problem of the Enforcement Decree of the Act was discussed on the obligation of the purpose of the purpose of the purpose of the establishment, monitoring unit, monitoring unit and role of the compliance organization.The problem and tasks were discussed with negative synthesis of monitoring and monitoring complex definition of the qualification criteria for representativeity, monitoring range of monitoring and monitoring range of monitoring.As a result of these discussion, the reorganization and operation of the organization was requested to establish a special profit group based on expertise, there were room for special profit groups based on expertise.

• 대한공업교육학회지
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• v.39 no.2
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• pp.101-121
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• 2014

The study aims to develop the NCS based vocational curriculum model for the practical and creative human resources. For effectiveness of the study, the study consists of literature studies of both domestic and international, contents analysis, case study, expert(9samples) consultation and review, and in-depth-interview of the three advisory members. The validity of the developed model is analyzed through mean, standard deviation and contents validity ratio(CVR). The main results of the model development in our study are as follow. First, our NCS based vocational curriculum model for the practical and creative human resources is developed with the analyses of NCS development manuals, training standard utilization and training curriculum organization manuals, NCS learning module development manual and case studies, NCS research report, NCS based curriculum pilot development resources directed toward the high schools and vocational school as well as the domestic and international literature study on career training model like NCS. Second, based on the findings of our analysis in combination with the findings from the consultations with the expert and advisory committee, total 19 sub-factors of each step and domain are extracted. The sub-factors of domain in step 1 are the competency unit, definition of competency unit, competency unit element, performance criteria, range of variable, guide of assessment, key competency; in step 2, they are subject title, subject objectives, chapter title, chapter objectives, pedagogical methods, assessment methods and basic job competence; and in step 2, they are NCS based subject matrix table, NCS based subject profile, NCS based job training curriculum table, NCS based subjects organization flowchart, NCS based job training operation plan. Third, the final model including step 3 NCS based subject profile are developed in association with the linked organizational sub-factors of step 1 and step 2. Forth, the validity tests for the final model by the step and domain yield the mean 4.67, CVR value 1.00, indicating the superior validity. Also, the means of each sub-factors are all over 4.33 with the CVR value 1.00, indicating the high validity as well. The means of the associated organizations within the model are also over 4.33 with the CVR value of 1.00. Standard deviations are all .50 or lower which are small. Fifth, based on the validity test results and the in-depth-interview of the expert and advisory committee, the model is adjusted complemented to establish final model of the NCS based vocational curriculum for the practical and creative human resources.