• Korean Journal of Construction Engineering and Management
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• v.2 no.1 s.5
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• pp.98-106
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• 2001

The Ministry of Education and Human Resource Development has implemented the Construction Cost Saving Policy since 1998. The National Universities and Regional Education Committee have been required to follow the details of the Policy in constructing educational facilities in their jurisdiction. While the Policy has positive effect on construction cost saving of the entities, it has been criticized from the beginning of the Policy implementation because of its negative impact on project quality, education quality, trust in the public sector construction business, and solvent operation of the private construction companies which build the educational facilities in the entities. The research aims at investigating the pitfalls of the Policy and suggesting more reasonable approaches that can satisfy both the governmental entities and the private companies.

• Journal of the Korean Institute of Educational Facilities
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• v.27 no.1
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• pp.11-19
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• 2020

The purpose of this study is to think about the educational effect of school space innovation project through user participation, to investigate and analyze the actual situation of user participation school space innovation project of elementary, middle and high schools of Incheon Metropolitan Office of Education, The educational effect was analyzed. After the students and teachers participated in the improvement of the school space, the students' skills were improved. Overall, emotional abilities were most cultivated, and elementary school students were most physically cultivated. The intimacy created by participation and activities and play-oriented projects may have helped to develop students' abilities. In addition, the school became fun after user participation, and there was a positive effect of increasing a sense of apathy and belonging. The expansion of user participation has resulted in not only the satisfaction of space but also the friendship and emotional part of students. As a result of this study, the school space constructed through the user participation process brought about significant educational changes in school life and individual quality of life in the learning activities and school life of teachers and students, the main users of the school space.

• Korean Journal of Comparative Education
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• v.26 no.4
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• pp.173-198
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• 2016

The purpose of this study is to analyze the characteristics of Educational Reforms Policy in lately Japan and to evaluate it. Especially focus on the activities of the [MEXT; Ministry of Education, Culture, Sports, Science and Technology] and [CCE;The Central Council for Education] This article composed of five chapters; Implication and problem situation, History of the Japanese educational reforms, the characteristics in the site of process of educational reforms policy, evaluation on the main policies, and Conclusion(contain the suggestion for Korea). The method of study composed of the literature search and interview. The System Analysis[input-process-output-feedback] is used as a model of the analyze the characteristics of educational reforms policy. By the new Basic Act on Education, the principles of educational administration is changed. Education administration shall be carried out in a fair and proper manner through appropriate role sharing and cooperation between the national and local governments(Article 16). As a conclusion, The initiative in the establishment of educational reform plans has gone over to the cabinet side from MEXT. And evaluate the five policies. That is Japan's Basic Plan for the Promotion of Education, The new Basic Act on Education(enacted on 2006), Provincial Governor's (Tokyo & Oska) Educational Reform Plan, Reform plan of the Boards of Education, and Improvement Policy of the Quality of Teachers.

• Child Studies in Asia-Pacific Contexts
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• v.4 no.2
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• pp.77-94
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• 2014

Little attempt has been made to empirically investigate the effects of childhood poverty on children's educational attainments and their everyday life in Bangladesh. Quality education is a prominent aspiration in the Millennium Development Goals (MDGs), but there are few studies of school improvement in relation to the educational achievement of disadvantaged children living in rural Bangladesh. This article offers a theoretical understanding of childhood poverty and educational exclusion, building on the empirical research carried out in two rural areas to explore the following questions: Why do so many socio-economically disadvantaged children tend to dropout from formal secondary school? and Why do some succeed? After exploring the challenges of childhood poverty and educational exclusion, it shows how the challenges could be mitigated through attention to the ecology of human development in the contexts of individual children. Complex ways in which efforts can be made to tackle the challenges of childhood poverty are influenced by ecological factors within the context of the study. Recommendations for policy and practice are offered based on the findings to improve formal secondary schooling for socio-economically disadvantaged children in Bangladesh.

• Journal of the Korean Institute of Educational Facilities
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• v.17 no.5
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• pp.31-35
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• 2010

• Journal of the Korean Institute of Educational Facilities
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• v.22 no.4
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• pp.11-14
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• 2015

• Journal of the Korean Institute of Educational Facilities
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• v.18 no.5
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• pp.16-19
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• 2011

• Journal of the Korean Institute of Educational Facilities
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• v.20 no.2
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• pp.22-25
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• 2013

• Journal of the Korean Institute of Educational Facilities
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• v.20 no.2
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• pp.16-21
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• 2013

• Journal of the Korean Institute of Educational Facilities
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• v.15 no.4
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• pp.91-95
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• 2008