• Fashion & Textile Research Journal
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• v.9 no.1
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• pp.89-95
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• 2007

The purposes of this study were to investigate the names and locations of beauty-related high schools, and to examine the cources and subjects of beauty-related high schools according to types of high schools. Data were obtained from 8 beauty-related high schools, which consisted of 2 schools for each beauty-related high schools types and permitted the investigation of their curriculum. The findings of this study were as follows: First, These were about 30 beauty-related high schools that were mostly industrial high schools, located in Busan and Kyungsang Province, and almost used "Beauty" or "Aesthetics" as the name of department. Second, the rates of common and professional courses of business high schools and industrial high schools were similar to those suggested from the Ministry of Education and Human Resources. But for specialized high schools and integrated high schools, the rate of these courses were not in accord with those of the Ministry of Education and Human Resources. Third, The credit hour of special study in beauty-related high schools largest in hair care, followed by skin care and makeup courses. But nail and foot care were established only 2-3 beauty-related high schools. Fourth, The number of subjects of special study were largest in specialty high school. Industrial high schools offered the least number of subjects of special study. Fifth, as a result of making a comparative analysis of their subjects of special study, eight high schools offered hair care, skin care, public health and makeup courses, which had the same or similar titles. The independence titles were established nail care and foot care. The others titles were established actual training, food and nutrition, digital image processing, accounts theory, coordinatin.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.2
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• pp.393-404
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• 2013

In order to improve the employment rate of graduates in maritime and fisheries high schools, we investigated the employment situations of the those graduates for the last 8 years. The results were as follows, The ratio of graduates in maritime and fisheries high schools to total graduates of on-board departments are 69.1% and 30.9% respectively. The on-board employment rate of maritime high schools and fisheries high schools graduates are 63.2% and 26.7% respectively. Nearly all of the maritime high schools students were employed to merchant ship and fisheries high schools students were employed to merchant ship 77.2% and only 22.8% of them got a job on fisheries ship. The ratio of getting a job in maritime high schools to ocean-going ship was 76.7%, that was the highest ratio and the ratio of fisheries high schools got a job to ocean-going ship was 55.1%. The on-board career of maritime high schools graduates was 1~5 years, which took 86.4% of all careers and that of fisheries high schools was less than 1 year, which took 60.0% of all careers. We should make the various efforts to improve the employment rate of getting job to fisheries ship in the fisheries high school graduates.

• Journal of Gifted/Talented Education
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• v.7 no.2
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• pp.47-67
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• 1997

Fourteen Special high schools for developing talents in Science, Foreign Languages, and Arts in Seoul Metropolitan city were analyzed in terms of their educational objectives, Students screening system, curriculum, teaching-learning methods, teachers, and consistency with higher education. Special high schools in talent area were more or less similar to each other in all the above aspects. However, special high schools in different talent areas were quite different in student screening, teaching-learning methods, teachers, and consistency with higher education. Public schools were more affluent than the private ones. Special high schools in Science, arts and Sports were providing individualized, activity oriented, process-oriented teaching-learning methods, while the Foreign languages high schools excercised teacher-centered, grammar oriented, lecture-focused teaching methods more. Special high schools in arts and sports could have consistency with higher education because the university focuses on talents in the specified field rather than academic scores. In conclusion, the schools have a great deal of rooms to improve in teaching-learning methods with which students can maximize their potential development. However, the special high schools were equipped with better learning environments than regular high schools in many aspects.

• Journal of the Korean Society of Clothing and Textiles
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• v.40 no.1
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• pp.188-201
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• 2016

A Clothing Department is a major fields of specialized vocational high schools. Specialized high schools with clothing related departments are located in Seoul (4 schools), Busan (2), Incheon (3), Daejeon (1), Ulsan (1), Kangwondo (1), Kyungkido (1), Kyungsangbukdo (1) and Chungcheongbukdo (1). In these 15 specialized high schools, 92 classes of clothing departments are run by 72 clothing teachers with 2,459 students enrolled. The range of object of this study is 15 clothing related departments of specialized high schools and their titles are department of Fashion Design, Clothing Design, Clothing Art, Multi Fashion Design, Fashion Textile Design, and Global Design. They were investigated by literature from previous research and education statistics from the Korean Educational Development Institute (KEDI). Websites such as 'School Information', 'portal site of Specialized High School', 'Ministry of Education-Education Statistics and Information' were also searched. The homepages of specialized high schools with clothing department were also investigated respectively. In this study, current scale, employment rate of graduates, major courses, scale of teachers of clothing major of clothing department of specialized high school were analyzed. In 2015, employment rate and college enrollment rate of vocational high schools were 46.6% and 36.6% respectively, whereas employment rate and college enrollment rate of clothing departments four specialized High Schools were 39.9% and 45.8% respectively. The number of major courses of clothing departments are 12-15, and the main subjects of the curriculum were Fashion Design, Construction of Western Clothing, Construction of Korean Clothing, Textile Materials and Mangement and Computer Graphics. Major courses consist of 90-108 weekly lesson-hours for 6 semesters. Thanks to government projects to encourage specialized high schools, the educational environment has improved in areas of practice room equipment, industry connections, field training, internship, and scholarship funds. However, despite government projects to encourage education at specialized high schools, there is a need for a more flexible education system to enhance student creativity at specialized high schools.

• The Journal of Economics, Marketing and Management
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• v.10 no.1
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• pp.1-14
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• 2022

Purpose: The purpose of this study is to analyze the measurement results of the financial comprehension test conducted ten times in order to study the financial comprehension. Research design, data, and methodology: In this study, correct answer rates in the Economics and Finance Literacy Certification Test were analyzed across ten rounds of tests taken by 6,662 high school students in Korea. Result: The analysis revealed that Korean high school students' level of financial literacy generally increased as the grade level increased, and the correct answer rates of students at autonomous high schools and special-purpose high schools were statistically different from those of students at general academic high schools and specialized high schools. Conclusion: We can therefore infer that students at specialized high schools face limitations in tackling financial problems due to their lack of proficiency in interpretation and calculation of data necessary for real life financial decision-making. In contrast, students at general academic high schools, special-purpose high schools, and autonomous high schools who do not learn finance as a part of their official curriculum at school were lacking in basic financial knowledge as well as knowledge about the financial system compared to students at specialized high schools, highlighting the need for a measure to address the deficiency.

• Korean Journal of Health Education and Promotion
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• v.29 no.1
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• pp.109-120
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• 2012

Objectives: The objectives of this study were to assess the implementation status of Health Promoting Schools (HPS) among elementary, middle and high schools and to identify characteristics of the schools that affect the implementation of HPS. Methods: A total of 703 teachers (male 32.2%, females 67.8%) from 70 elementary, middle and high schools in Seoul and Gyeonggi participated in the survey. A 60-item self-evaluation questionnaire was used to assess implementation status of HPS. Results: Implementation of HPS in elementary schools were more favorable than middle and high schools after controling for participants' characteristics, such as age, gender, and their duties at school (<0.001). Being a private school was associated with higher score on implementation of HPS in both elementary (${\beta}$=0.170) and middle/high schools (${\beta}$=0.275). However, being located in rural areas (${\beta}$=-0.409) and having larger number of students (${\beta}$=-0.521) were associated with lower score on implementation of HPS in middle/high schools. Conclusions: Middle and high schools, especially large public and/or rural schools, were less favorable in implementing HPS. Therefore, supporting those schools are necessary and developing evaluation and monitoring system for HPS implementation will contribute to promote students' health.

• The Journal of Sustainable Design and Educational Environment Research
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• v.5 no.2
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• pp.53-66
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• 2006

Recent color plans in school buildings are made by experts through public offerings for prizes for designs etc in relatively many cases. But it is necessary to review if such color plans are actually well conform to students' emotions and what trend the color plans made as such have. Therefore, this study examined and analyzed the exterior colors of the school buildings planned by public offerings for prizes for designs and reviewed the result comparing to the color preferences of students that had already been studied to figure out the differences between existing theories and the realities. And it was examined what differences were existing in the trends of color plans and color images examined between each of school levels. The result of the study compared to theories is as follows. First, when the color distributions were reviewed for each school level, it could be confirmed that the overall distributions moved from Y category to B category and whereas warm colors were more widely distributed and the number of colors were greater compared to cold colors in case of elementary schools, the distributions of warm colors gradually decreased as school level moves to high schools. Second, the color use distributions of elementary school students were revealed to be more diversified than middle and high school students and also the number of colors used was 9.5 in average in elementary school and middle schools and high schools were similar to each other with average 5.86 colors in middle schools and 6.33 colors in high schools showing a little differences in color use distributions among school levels of elementary schools, middle schools and high schools. Third, in case of elementary schools, except main colors, both of subsidiary colors and emphasizing colors had the distributions of warm colors of R, YR, Y categories and cold colors of B, PB categories and this is also consistent with the results of existing research results indicating that low grade students prefor for warm colors and high grade students prefer for cold colors. Fourth, in case of middle schools and high schools, although the distributions of warm colors decreased, the distributions of warm colors and cold colors were revealed to be similar. This is considered to be consistent with the existing research results indicating that girl students prefer for warm colors even if their ages go up. Fifth, as for the images of main colors, subsidiary colors and emphasizing colors resulted from the comparisons by solid color Image Scales and adjective Image Scales, first, in case of main colors, natural images or clear images appeared the most in all of elementary schools, middle schools and high schools indicating that basically calmness is emphasized with soft images rather than hard images and static images rather than dynamic images. Also, in case of subsidiary colors or emphasizing colors, cheerful images or splendid images are also seen to decrease as school level goes from elementary schools to high schools in adjective Image Scales and this is considered to reflect the color sentiment differences between children and juveniles based on ages.

• Journal of vocational education research
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• v.36 no.1
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• pp.1-22
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• 2017

This study examined the process of admission selection of vocational high schools and meister high schools and how the process have been utilized by schools to select appropriate students and by students to make decisions for application in consideration of their interests, aptitudes, and career paths. To address the purpose of this study, Focus Group Interviews(FGI) were conducted with three groups of participants: vocational high schools and meister high schools teachers, high school freshmen' parents, and middle school teachers who had many students advanced to vocational and meister high schools. The findings indicated that during the promotion process, schools made efforts to attract students with higher GAP and provided information mainly regarding employment rate instead of curriculum or program of majors. Since schools usually visited middle schools where higher GPA students were, not all students had balanced opportunities of high school promotions and enough information about majors. For the application process, the schools placed a high value on scholastic performance while students applied high schools considering their interests, aptitudes, and career paths. In terms of admission type and criteria, the high school teachers reported no big differences between special admission and general admission while students took advantage from the special admission process which was less competitive than general admission. Based on the findings, a number of suggestions were made in order to improve the process of admission selection of vocational high schools and meister high schools.

• KDI Journal of Economic Policy
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• v.38 no.3
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• pp.1-15
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• 2016

Improving the quality of school education is one of the key policy concerns in Korea. This paper examines whether providing schools with adequate autonomy and incentives can meet the policy goals by looking at a recent policy reform in Korea. In 2009, the Korean government granted autonomy to certain private high schools on the condition that no financial subsidies would be provided to the schools. Because the autonomous private high schools cannot receive a subsidy, they have a strong incentive to meet parental demands because schools failing to meet these demands will lose students and will have to close. Applying the value-added model to longitudinal data at the student level, I find that students entering these autonomous schools show faster growth in their academic achievement than their peers in traditional non-autonomous schools. These results suggest that providing schools with autonomy and incentives can be a useful policy tool for improving school education.

• Journal of the Korean Society for Geothermal and Hydrothermal Energy
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• v.14 no.2
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• pp.1-7
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• 2018

The purpose of this study was to analyze the energy consumption of Elementary, Middle and High Schools in Daejeon Metropolitan City. The main results are as follow: 1) Annual energy consumption per class was 12,825 (kWh/class) at elementary schools, 15,780 (kWh/class) at middle schools, and 29,447 (kWh/class) at high schools, 2) Generally the smaller the size of the school, the higher the energy consumption per class. However according to the HVAC system there was no consistent pattern of energy consumption per class. 3) According to Box and Whisker's Chart, distribution of energy consumption of elementary and middle schools' had small range. However, the range of high schools increased. 4) Energy consumption in winter season was larger than that of summer season in schools.