• The Mathematical Education
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• v.58 no.4
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• pp.507-518
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• 2019

The OECD launched the Education 2030 project to develop a learning framework and to conduct the international comparative study on curriculum. As a part of the OECD international curriculum analysis, Korea Institute for Curriculum and Evaluation(KICE) conducted a main study of Curriculum Content Mapping (hereafter, CCM) in the 7 learning areas/subject areas such as national languages, mathematics, humanities/social sciences, natural science, physical education/health, arts, and technologies. The CCM study aimed to identify how the competencies on CCM framework were reflected in the Korea curriculum. For this purpose, KICE identified the competencies on CCM framework, revised the coding framework, and undertook the mapping process. In this study, we gathered the CCM data as an evidence of how competencies on CCM framework were embedded in the 2015 revised mathematics curriculum. For this purpose, experts in mathematics education undertook the mapping process, we summarized the results of CCM main study in mathematics. As the results, numeracy, critical thinking, problem solving, anticipation, action, reflection were perfectly embedded in the 2015 revised mathematics curriculum. the competencies on CCM framework were embedded in the 2015 revised mathematics curriculum, and but literacy, physical/health literacy, trust, learning to learn, reconciling tension and dilemmas, literacy for sustainable development, financial literacy, and entrepreneurship/enterprising were not clearly related to mathematics curriculum. The mapping results should help the Korea Ministry of Education and KICE for preparing the future curriculum revision and development.

• Journal of the Korean earth science society
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• v.43 no.1
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• pp.41-59
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• 2022

In accordance with the enactment of 'the Paris Agreement' in 2015 and 'the Framework Act on Carbon Neutrality and Green Growth for Response to the Climate Crisis' in 2021, each local government has set appropriate reduction target of greenhouse gas to achieve the nationally determined contribution (NDC, the reduction target of 40% compared to 2018) of greenhouse gas (GHG) emissions in 2030. In this study, the current distribution of GHG emissions was analyzed in a time series centered on the Chungbuk region for the period from 1990 to 2018, with the aim of reducing GHG emissions in Chungbuk by 2030 based on the 2030 NDC and scenario. In addition, the prospected reduction by 2030 was estimated considering the projected emissions according to Busines As Usual in order to achieve the target reduction of GHG emissions. Our results showed that GHG emissions in Chungbuk and Korea have been increasing since 1990 owing to population and economic growth. GHG emissions in 2018 in Chungbuk were very low (3.9 %) relative to the national value. Moreover, emissions from fuel combustion, such as cement and lime production, manufacturing and construction industries, and transportation industries, were the main sources. Furthermore, the 2030 target of GHG emission reduction in Chungbuk was set at 40.2% relative to the 2018 value, in accordance with the 2030 NDC and 2050 carbon-zero national scenario. Therefore, when projected emissions were considered, the prospected reduction to achieve the target reduction of GHG emissions was estimated to be 46.8% relative to 2018. The above results highlight the importance of meeting the prospected reduction of GHG emissions through reduction means in each sector to achieve the national and local GHG reduction target. In addition, to achieve the 2030 NDC and 2050 carbon zero, the country and each local government, including Chungbuk, need to estimate projected emissions by year, determine reduction targets and prospect reductions every year, and prepare specific means to reduce GHG emissions.

• Journal of Korean Home Economics Education Association
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• v.31 no.2
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• pp.113-135
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• 2019

The purpose of this study was to analyze the characteristics reflected in the 2015 revised home economics curriculum for the key competencies presented in the OECD education 2030 project. The results indicate that first, in general, about 46.5% of the competencies could be classified into the skill, attitude and value category; 17% into the learning concept framework category; 24.2% into the competency development cycle category; and 12.5% into the complex competency category. Overall, the competencies of the OECD learning framework are found to be reflected primarily in the achievement standards(59%), followed by characteristics(16.1%), teaching-learning and assessments orientation(9.4%), content system(8%), and goals(7.6%). Second, the key competencies were reflected in the middle school curriculum, more often in the descending order of action, problem-solving, communication, respect, creative thinking, conflict resolution, empathy, critical thinking, self-regulation, and student agency. In the high school curriculum, the competencies were reflected more often in the descending order of action, empathy, problem-solving, anticipation, global competence, self-regulation, student agency, literacy for sustainable development, reflection, and critical thinking. Third, the heat map shows that the competencies corresponding to the third and fourth levels are most frequently reflected in the curriculum. Therefore, it is advisable to develop effective plans to execute and support the reflection of key competencies in the curriculum. Through this study, home economics educators are expected to understand the inter-connectivity between the key competencies emphasized by the OECD learning framework and the competencies of home economics as a practical subject, and to scrutinize how to help individual students develop their overall competencies and be prepared for the future.

• International Journal of Computer Science & Network Security
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• v.21 no.9
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• pp.261-266
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• 2021

The spread of cloud computing, digital computing, and the popular social media platforms have led to increased growth of data. That growth of data results in what is known as big data (BD), which seen as one of the most strategic resources. The analysis of these BD has allowed generating value from massive raw data that helps in making effective decisions and providing quality of service. With Vision 2030, Saudi Arabia seeks to invest in BD technologies, but many challenges and barriers have led to delays in adopting BD. This research paper aims to search in the state of Big Data Analytics (BDA) in Saudi higher education sector, identify the barriers by reviewing the literature, and then to apply the design-reality gap model to assess these barriers that prevent effective use of big data and highlights priority areas for action to accelerate the application of BD to comply with Vision 2030.

• International Journal of Computer Science & Network Security
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• v.22 no.12
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• pp.217-228
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• 2022

The study aimed to build an electronic strategy in innovative learning situations for the role of education in combating intellectual currents. A total of 525 Saudi university faculty members and general education teachers were surveyed using two electronic questionnaires. Arithmetic averages and standard deviations, One-way ANOVA, Scheffé's test, Pearson's correlation coefficient, and Cronbach's alpha stability coefficient were used as statistical methods. The study statistically identifies the differences between the study sample at the level of significance (0.05). and the design of a digital application for individual learning to combat deviant intellectual currents to activate them in light of Saudi Vision 2030 by combining the theoretical academic material and turning it into a learning e-game called (crosswords). The game is equipped with hyper media that supports education with entertainment to direct ideas towards the promotion of identity, the development of values towards moderation and the consolidation of intellectual security. Additionally, the learning e-game represents awareness messages in three short films to activate the role of curricula and intellectual awareness centers to apply realistically, innovatively, and effectively.

• Communications for Statistical Applications and Methods
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• v.17 no.3
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• pp.423-440
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• 2010

The purpose of this paper is to prepare the department creation and the staff increase of education institution by forecasting the demand of health and welfare workers according to execution of the elderly's long-terms treatment insurance system in July, 2008. We estimated confirmors of the elderly's long-terms treatment and the demand of professional workers of health and welfare field due to the increase of care insurance users in facilities treatment organization, care at home service facilities, and family allowance facilities for 2010-2030. The numbers of social welfare professional worker are estimated as 16,624 workers in 2020 and 24,688 workers in 2030. The numbers of nurses are forecasted as 11.287 in 2020 and 16,624 in 2030, we expect that the increase of the demand be accelerated. The demand of necessary care probation worker is 44,824 in 2009, but we already trained over around 500,000 workers in 1,078 education institutions through one year in Aug. 31, 2009, which excesses over the numbers of workers demanded as much as 10 times.

• Journal of Information Science Theory and Practice
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• v.4 no.4
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• pp.16-29
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• 2016

Around the world, public access to information plays a crucial role in improving lives and facilitating development. People, technology, and information, which also represent common themes of i-Schools, are deemed relevant in adapting to these global challenges. The main purpose of this research is to identify the orientation of curriculums in LIS Schools in South Korea toward technology, information, and people for graduate schools of library and information science. This research also correlates the directions of the schools with the UN 2030 Agenda. Using the Wilson model, this study examines the orientation of courses offered. The result of classification and content analysis revealed that courses offered are leaning towards technology and information content. Courses reviewed in the light of developing knowledge and skills of information professionals to facilitate the fulfillment of global goals can make libraries more responsive to the changing times.

• Journal of Korean Home Economics Education Association
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• v.34 no.1
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• pp.131-149
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• 2022

The purpose of this study is to explore what value home economics education should pursue to be established as an essential subject in the 'with-/post Covid-19 era', and to suggest directions for the development of the future. To this end, first of all, changes in the future society symbolized by the with-/post- Covid-19 era were diagnosed through literature review. Moreover, the 'OECD Education 2030' project and Korea's 'Educational Vision 2045', which identified the purpose of education in response to changes in the future, were considered. Furthermore, the teleology of education of John White, a British educational philosopher, was contemplated. As a result, the purpose of education for the future society is considered to be changing toward the well-being of society and individuals, and efforts such as the development of a well-being subject are being made in various countries for this purpose. While several a number of strategies are possible for the implementation of well-being education in Korea, this study argues that the easiest way is to strengthen home economics education that already exists as a subject. In addition, the main value of home economics education as an essential subject in the with-/post-Covid-19 era is evaluated to lie in the fact that this subject helped society and individuals cultivate diverse competencies necessary to pursue well-being. Finally, this study suggests a conceptual framework necessary to develop a discourse on home economics education as 'happiness and well-being education.' Additionally, a conceptual framework describing the unique thinking and execution process that learners will represent in the course of learning of home economics that implements well-being education is suggested. In the follow-up studies, it is expected that the discourse on well-being education in home economics education will be verified by empirical studies.

• Education of Primary School Mathematics
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• v.23 no.4
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• pp.229-255
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• 2020

In this study, considering the OECD's DeSeCo and 2030 projects, the curriculum to develop competency was expected to be more emphasized, and the evaluation standards of the 2015 revised mathematics curriculum for elementary school in Korea and the Australian curriculum were analyzed in depth. To this end, the capabilities newly emphasized in the OECD 2030 Project were examined in detail and examined how the Australian elementary school mathematics curriculum included capabilities in achievement standards and content descriptions. The achievement standards of elementary school mathematics curriculum in Korea and Australia were matched, and the contents of number and arithmetic domain were compared and analyzed, and the skill verbs included in the achievement standards were analyzed and compared to see how their competencies were reflected in the achievement standards. Based on the results of the analysis, implications for improving math achievement standards were derived to faithfully reflect the capabilities into the mathematics curriculum.

• The Journal of the Korean dental association
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• v.58 no.2
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• pp.68-82
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• 2020

Running title: Adequacy of dentist supply Objectives: The proper provision of dentists is very important for delivering the dental care that people need. The purpose of this study is to evaluate the adequacy of dentist supply and to predict the proper supply of dentists in Korea for the next 10 years. Methods and materials: Using the data from 2004 to 2017 in the Statictics Korea, the dental needs were measured as days of admission and the annual total dental care hours in 2020, 2023, 2026 and 2030 were predticted using regression analysis. The dental care productivity (average in-office hours) of dentists was analyzed using regression analysis including age, gender, education level and region as a confounder. The annual care hours were predicted according to seven scenarios based on the percentage of women among dentists, post-dentist education levels, the percentage of dentists in the metropolitan area, aging and retirement age. Results: The needed dentist based on the data in the Statictics Korea will be 27, 288 ~ 27, 311 in 2020, 28,104 ~ 28,1785 in 2023, 28,977 ~ 29,124 in 2026, and 30,174 ~ 30,413 in 2030. On the other hand, the number of dentists in Korea will be 26,945 in 2020, 28,813 in 2023, 30,682 in 2026 and 33,173 in 2030. The adequacy index of dentist supply will be -0.01 in 2020 to +0.10 in 2030. Conclusions: Our data showed that dentists will be adequately supplied in Korea for the next 10 years. Overall, the ratio between dentist versus 1,000 Koreans will be increased from 0.5 in 2019 to 0.7 in 2020, which will meet the mean of OECD countries.