• Proceedings of KOSOMES biannual meeting
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• 2017.04a
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• pp.36-36
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• 2017

• The Journal of the Korea Contents Association
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• v.17 no.9
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• pp.192-202
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• 2017

This study analyzed the influence relations of the subjectivity of satisfaction with curriculum in food cooking area based on NCS by applying Q methodology, targeting graduates of hotel cooking department in college. This paper largely suggests two research questions like following. Research Question 1: What are the acceptance types of satisfaction with curriculum in food cooking area based on NCS? Research Question 2: What are the homogeneous characteristics and implications of each type? In the results of typological analysis based on such research questions, total four types were drawn like following: Type1(N=7): Basic Practical Classes Pursuit-type, Type2(N=5): Domestic Employment Preference-type, Type3(N=5): Famous Chef Inviting Class Pursuit-type, and Type4(N=3): Tailor-Made Lessons Pursuit-type. Each type showed its own distinctive characteristics. In this study, the graduates' perception in a specific cooking department would be used as a basis for follow-up researches. In the future, it would be necessary to have researches to establish the customized-curriculum system such as planning/operating student-centered teaching/learning guidelines and also conducting mentoring programs. Also, it is expected to have continuous follow-up researches to complement the limitations of this study.

• 대한공업교육학회지
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• v.43 no.1
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• pp.134-157
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• 2018

This study surveyed and analyzed satisfaction and issues about an intellectual property education system, and educational needs for intellectual property NCS (intellectual property management, intellectual property information survey analysis, intellectual property assessment trade), in order to introduce and operate NCS-based education system that trains practical manpower in the field. The results of this study are as follows. First, satisfaction for intellectual property education system showed education contents (M=3.86), followed by lecture (M=3.79), teaching method and environment (M=3.66) and education assessment (M=3.50). The issues to be improved are low application in the current occupation due to no reflection of demands of industrial fields, as well as insufficient education contents system, lectures who fall short of education capability and interactions with students tend to stress theoretical knowledge more than practical ability, teaching method lacks application of educational medium, insufficient interest and motivation, assessment methods that fall short of theoretical knowledge and practical ability achievement, and that is theory-centered. Second, educational needs for intellectual property NCS showed intellectual property assessment trade (4.33), followed by intellectual property management (3.68), and intellectual property information survey analysis (2.99), which should be reviewed to reform or newly develop NCS-based education course. Conclusively, intellectual property education showed satisfaction above the average, but a job-centered education is demanded to elevate application in the industrial field, which puts emphasis more on practical ability than theory. For this, it is necessary to introduce intellectual property NCS reflecting demands of industrial field, and to reform or newly develop into NCS-based education course. In addition, intellectual property education needs to be operated by changed education paradigm, such as user-centered teaching method, not provided-centered, and performance and course-centered assessment method, not theoretical knowledge-centered.

• Korean Journal of Comparative Education
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• v.27 no.1
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• pp.223-245
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• 2017

The purpose of this study is to examine the qualification system of competency assessor based NCS(National Skill Standards) in Australia and Scotland. To meet the purpose of the study, the characteristics of competency based assessment and the role of assessor was reviewed, and competency assessor qualification system of both countries were analysed. Australia and Scotland have developed the certification system of competency assessor based on national qualification framework. Education and Training Institutes in both countries should meet the requirement of RTOs(Registered Training Organizations) and CRBs(Credit Rating Body), which can develop and operate assessor qualification course based NQF. Also they must ensure all assessors are qualified with competency, currency and professional development and show how they have maintained, upgraded or developed new skills relevant to the current industry needs. In recent years, Korea has been introduced competency based curriculum linked with NCS in education and training sector. Also the introduction of competency assessor qualification system are currently under consideration by government. In this circumstances, the results of comparative analysis about Australia and Scotland can help the Korean government review the policies and strategies qualifying competency assessor. They also provide some implications for exploring and examining assessor qualification system based NCS and KQF(Korean Qualification Framework) in Korea.

• Proceedings of the Korean Society of Computer Information Conference
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• 2016.01a
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• pp.173-174
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• 2016

본 논문에서는 유아교육기관에서 유치원 교사들이 행정 업무 및 교육에서 활용하는 컴퓨터 소프트웨어를 알알아보고 이에 대한 활동 내용을 제시하고자 한다. 일반적으로 유치원 교사들은 컴퓨터를 전공하지 않았고 많은 업무로 인하여 컴퓨터의 고급 기능을 섭렵하기가 어려운 실정이다. 그러나 새로운 소프트웨어들의 등장이나 업무에서 활용이 높은 소프트웨어에 대해서 필수 기능 및 업무 위주로 교육과정을 편성할 필요가 있다. 따라서 본 연구는 유치원 교사들의 업무를 분류하고 이에 대한 소프트웨어를 활용할 수 있도록 NCS 기반 교육목표 및 수행준거를 제시하고자한다.

• 대한공업교육학회지
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• v.45 no.1
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• pp.42-62
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• 2020

The Ministry of Education has been quick to apply National Competency Standars (NCS) to industrial sites and educational·training institutions in order to resolve discrepancies between practical affairs in industrial sites and vocational education, training & requirements. Full implementation of NCS-based curriculum in vocational education of vocational high schools has been mandatory since 2018. This research used a region-stratified sample of 350 from teachers in 'machinery' and 'machine·metal' majors in mechanical departments of vocational high schools to investigate the awareness of practical courses for metal machining among the teachers. The research results are as follows. First, a majority of the respondents indicated the availability of turning process, milling process, computer integrated manufacturing and measuring courses in mechanical departments. Second, capabilities required by the industry are considered most in selecting practical courses and competence units. Third, positive changes with the introduction of practical courses in the school education are students' practical skills improvement and satisfaction of industrial requirements. Fourth, negative changes with the introduction of practical courses in the school education are too difficult learning modules used in practical courses for students and students' difficulty in learning because of the difference between equipment in schools and industrial equipment in learning modules. Fifth, teachers' satisfaction with practical courses classes and overall conditions is above the average, and their satisfaction with the level of practical courses and bookbinding or purchase of rearranged textbooks of practical courses is below the average. Therefore, application conditions of above-mentioned representative 4 practical courses should be examined and taken care of for consistent improvement to stabilize NCS-based educational courses in mechanical departments.

• Convergence Security Journal
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• v.20 no.1
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• pp.25-32
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• 2020

In the midst of the rising need for Industrial Security experts, the development of National Competency Standards(NCS) with regards to industrial security is a very important and urgent task. The NCS standardizes university-level academic curriculum and qualification systems and connects them with the industry's needs. This study has extracted, classified and analyzed security-related jobs and tasks requiring security expertise that is required within NCS. Through this study, many tasks have been confirmed to require security competencies that are different from those in IT-security, physical security that already exist as a NCS tasks. It is expected that the industry's needs of industrial security expertise will be reflected in future NCS development, which will be used as basic data for systematizing industrial security jobs and competency.

• Journal of Digital Contents Society
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• v.17 no.4
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• pp.243-255
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• 2016

The purpose of this study is to develop the components and design strategies of e-learning content for the development of interpersonal competency, one of NCS vocational core competencies. In order to standardize the educational curriculum and content of interpersonal competency, this study has referred to the educational handbook of NCS vocational core competencies that the Human Resources Development Service of Korea has developed. Based on such standardized content, e-learning content components and design strategies were extracted by analyzing related studies and e-learning cases as well as by conducting surveys and interviews with experts and instructors of the field. Applying components and design strategies extracted through those investigations, the e-learning content for the development of interpersonal competency was developed. Its design's validity and educational effect were evaluated by interviews and surveys with students, professors, and experts. The evaluation results show that the e-learning content was appropriately designed and was effective in learning interpersonal competency as one of NCS vocational core competencies.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.4
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• pp.1057-1067
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• 2016

National Competency Standards are the major administrative project to build a competence-based society. The manpower for the global society should be recognized by performance rather than educational records. Therefore, all colleges should first nurture NCS-type manpower based on field needs. This study comparatively analyzed the differences between the lecture style of four-year colleges and the outcomes of problem-solving and project-based learning method to prove why it is necessary to introduce the NCS program. Especially, It will review the constraints and measures of NCS introduction to overcome in a four-year university. Through this, it can be used as a means to help improve the field conformity of a four-year college curriculum by presenting the development and utilization of curriculum-based NCS in a four-year university. As a result, it was found that the overall satisfaction with the problem-solving and project-based learning method was above average. Many students were dissatisfied with the traditional teaching methods and the new project-based learning method was relatively effective in college education. Students' participation also improved. Based on the evaluation of learning performance, the new method was found more satisfactory than the old teaching method in terms of comprehension of professional knowledge in various fields, nurturing of logical thinking skills, acquisition of analytical skills, comprehensive thinking skills, creative problem recognition, and open-minded thinking skills.

• Journal of Korea Entertainment Industry Association
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• v.13 no.5
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• pp.263-271
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• 2019

The recent phenomenon of job "Miss Match", which is inconsistent with knowledge in the demand of educational training institutes and industries, has spread to an increase in private education costs for reeducation and employment of new hires, resulting in weak individual job competency and poor employment capability, as well as economic and material waste at the national level. To compensate for these problems, the National Competency Standards(NCS), which are available immediately in practice and look for a standard point of national job competency with the aim of fostering human resources sought by industries, were developed, and even the NCS-based qualification system was launched in line with the stream of times. This study is intended to look into the importance and priority of competency units and competency unit elements at the NCS-based qualification L3 level in the skin care field for an overall check of the NCS-based qualification level at a time when educational institutes are organizing and operating the school curriculums according to the NCS and NCS-based qualification level. And it is attempted to provide basic data for the development of curriculum in fostering professional human resources required by industries. To analyze the needs for competency units and competency unit elements at the L3 level, a survey using AHP method was carried out to a group of field experts and a group of education experts. In addition, the SPSS(Statistical Package for Social Science) ver. 21.0 and Expert Choice 2000, an AHP-only solution was used to do statistical processing through the processes of data coding and data cleaning. The findings showed that there was a partial difference of opinion between a group of field experts and a group of education experts. This indicates that the inconsistencies between educational training institutes and industrial sites should be resolved at this time of change with the aim of fostering field customized human resources with professional skills. Consequently, the solution is to combine jobs at industrial sites and standardized educations of educational institutes with human resources required at industrial sites.