• 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.

• Journal of Digital Convergence
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• v.13 no.8
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• pp.69-82
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• 2015

This article critically examines the backgrounds and meanings of National Competency Standards (NCS) that is employed by Korean colleges for managing performance-based, competency-based curriculum. Findings are as follows: 1) the NCS-based curriculum was primarily adopted to enhance students' business competency for their successes in a competitive job market. 2) NCS is questioned its efficacy to resolve Korean employment issues in a serious economic structure in which a growing number of jobless youth and aged employees and education discrimination are involved. 3) NCS, with its emphasis on the Tyler Rationale and principles of scientific curriculum development, has many criticisms due to its technical approaches to educational processes and needs to be replaced with an alternative paradigm. 4) This article suggests that administrators, policy makers, and educators seek ways to resolve NCS issues considering contextual features of Korean job market and rethinking NCS ideology in the education process. A need for curriculum reconceptualisation is discussed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.8
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• pp.673-683
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• 2016

The purpose of the NCS-based curriculum is to prepare students for practical competencies to perform tasks demanded by industries by applying nationally and industrially developed and certified NCS to the currently held curriculum. In order to achieve this academic goal, education institutions must dedicate their utmost efforts to train trainees to attain flexibility in rapidly changing industry environments and competitiveness to perform the various tasks demanded by industries. The 47th article of the Higher Education Law explains that the purpose of the College corresponds with that of the NCS-based curriculum because the contribution of national and social development is related to the development of an industry. The college purpose and the NCS-based curriculum require close collaboration and cooperation between industries and colleges. This thesis analyzes cases of industry and college cooperation, researches adequate cases that suit the purpose of the NCS-based curriculum and proposes an appropriate industrial-education cooperation model that suits college and NCS-based curriculum by analyzing the cooperation model held by highly acknowledged universities oversea. In addition, this paper proposes a process and guideline to establish the industrial-education cooperation model. The industrial-education cooperation model proposed herein not only practically aligns the NCS-based curriculum to fit the industry environments, but also supports each party in pursuing and achieving its goals through an effective cooperative structure. The NCS-based industrial education model is anticipated to improve colleges' employment rates, allow industries' procurement of brilliant human resources, and contribute to the development of domestic industries through effective college education and training competent professionals for society.

• 대한공업교육학회지
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• v.41 no.1
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• pp.22-43
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• 2016

The purpose of this research is to identify how industrial highschool try to organize and apply NCS based curriculuma, to find out problems, and to suggest what the task for the sustained development and growth under the NCS based industrial highschool curriculum In order to identify actual situation and problems, when a industrial highschool organize and apply NCS based curriculum, we suveyed NCS based curriculum that 583 specialized, Meister highschools organize. The problems to identify through analysis about NCS based curriculum that schools organize are the followings First, schools' NCS based curriculum is set up too much comprehensive type for training human resources. Second, carreer path of students is not considered by schools' NCS based curriculum. Third, yearly plan for schools' NCS based curriculum is not balanced to raise working experience skill among each grades. Forth, schools are not ready to use NCS learning module. Task to solve these problems are the following. First, schools' curriculum have to be organized on the basis of NCS's purpose. Second, teachers have to restructure the NCS learning module in order to go up availability of NCS learning module. Third, industrial highschools have to make efforts to raise students' working experience skill. Finally, industrial highschools have to make efforts to raise teachers' competency to need that they teach and train their students' working experience skill.

• 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.

• The Journal of the Korea Contents Association
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• v.16 no.3
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• pp.694-711
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• 2016

National Competency Standards (NCS) is a good resource for curriculum development and operations corresponding to the industrial damand. Recently, four-year colleges and universities are committed to a restructuring of the industry demand-driven training courses in order to strengthen competitiveness. However, NCS is focused to train the technical personnel in vocational training institutions(ex. College, Polytechnic University). Accordingly, NCS applications of four-year colleges and universities are hard to find. In this study, we propose a new model for NCS-based curriculum development and operations. Also, NCS was utilized to complement the existing curriculum. This paper includes the following contents; 1) NCS-based curriculum development process, 2) NCS-based course development and operation, 3) learner satisfaction analysis. Finally, this study provide practical implications to four-year colleges and universities to consider NCS application.

• Proceedings of The KACE
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• 2018.01a
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• pp.103-106
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• 2018

NCS 기반 교육과정은 산업현장의 국가직무능력(National Competency Standards: NCS)을 고교 직업교육과정에 적용한 2015 개정 교육과정이다. 따라서 전문교과 교사는 학습자가 학습 종료시점에 NCS 수행준거를 만족하는 역량을 갖추도록 교육할 수 있는 교수역량을 필요로 한다. 이에 본 연구는, NCS 기반 교육과정 '전자' 교과의 실무과목, 학습모듈, NCS를 분석하여, 기초과목이나 실무과목으로 편성되지 않은 마이크로 프로세서 기본 역량에 대한 선수지식을 여러 영역에서 요구하고 있음을 밝혔다. 그러므로 NCS 기반 교육과정의 원활한 운영을 위해 '전자' 교과 교사는 마이크로프로세서관련 지식, 기술, 태도에 대한 교수역량을 강화할 필요가 있고, 학습모듈과 NCS는 수정 보완될 필요가 있음을 제안한다.

• 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%).

• The Journal of Korean Association of Computer Education
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• v.21 no.6
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• pp.1-14
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• 2018

The purpose of this study was to identify the teachers' competency for the NCS-based microprocessor course in the 'electronic,' and analyzed the relative importance among vocational teachers' competencies. Findings were (1) the teaching competencies for the microprocessor course consists of 8 major factors and 22 sub-factors, and (2) the AHP gained the result of the relative importance of the teaching competencies. In conclusion, the programming was identified as the most critical competency, suggested a guidelines for Microprocessor course to use in vocational schools.

• 대한공업교육학회지
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• v.40 no.2
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• pp.111-129
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• 2015

This study tried to investigate the possibility and expectation effect to organize and operate NCS(national competency standards)-based vocational education curriculum in technical specialized high schools and meister high schools and the perceptions of specialty subject teachers about support plans for effective operation of the NCS-based curriculum. For this, the survey was conducted targeting 286 specialty subject teachers in technical specialized high schools and meister high schools. And the results are as follow: First, the specialty subject teachers in the technical specialized high schools and meister high schools recognized that the positive expectation effect can be obtained through the NCS-based vocational education curriculum and the NCS-based vocational education curriculum should very much be applied to the school curriculum but it is impractical to organize and operate the NCS-based vocational education curriculum as the school curriculum from 2016. Second, the specialty subject teachers in the technical specialized high schools and meister high schools recognized that industrial education needs can be analyzed, industry duties-based educational objectives and contents can be set up, industrial duties-based education can be done, the capability to develop and operate teachers' curriculum can be improved, and the NCS-based curriculum will be effective for industrial and academic cooperation and connection with communities by applying it but the realistic possibility will relatively be low. Third, the specialty subject teachers in the technical specialized high schools and meister high schools recognized that tools for practice should be reorganized and expanded, the number of students targeting practical classes should be reduced by 15 to 20 persons, teachers' field education capability should be strengthened, supply and demand of teachers should be supported, industrial and academic cooperation-based field-centered education should be reinforced, and support of the NCS-based teaching materials to be textbooks should be required in terms of operating schools to operate the NCS-based vocational curriculum effectively. Support of finding jobs and field education which correspond with the NCS-based vocational curriculum should be provided, field instruction by ability of the national competency standards should be supported, field practice education projects about the NCS-based vocational curriculum should be provided and introduction and operation of the industrial employee performance evaluation system should be required in terms of the support plans of relevant organizations.