• Journal of the Korean BIBLIA Society for library and Information Science
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• v.27 no.3
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• pp.129-149
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• 2016

The purpose of this study is to examine in depth the personal experience of Instructor during National Competence Standards (NCS) Curriculum at Department of Library and Information Science. We conducted in depth interview (FGI) with participants who had recently experienced and data analysis was undertaken. We hope this study that an application of NCS would be activated fully in Library, educational institutes and qualifying examination institutes and that diverse feedbacks from related parties would makes leading to a better updated version of NCS development. As a result, First, The instructor had generally familiar with the background and purpose of the NCS. and they issued the inadequacies of job elements, non-reflection of the opinion on field education, the problems of classification of NCS. second, In the experience of NCS curriculum operating, There were the paperwork burden, Problems of methods of evaluation, evaluation period discrimination, the need to well communication with students. Third, In the problems on the NCS Curriculum operating, we found that there were The need on the proper Class size/hour, additional education, re-evaluation, Support system for NCS Curriculum operation, tools for practice, discrimination between relative evaluation and NCS evaluation, Enhancement for Competence/Standards. Fourth, On The ways of improving for NCS curriculum, We found that There were Class size, Support tools for practice, The improvement Competence/elements/standards based on LIS characteristic. The result of this study may contribute for improving the overall environment Based upon FGI analysis, several new directions for NCS education in the filed LIS curriculum are suggested.

• The Journal of the Korea Contents Association
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• v.21 no.5
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• pp.200-220
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• 2021

The purpose of this study was to analyze the scope and content of high school textbooks based on the NCS competency unit criteria. The job competency level of hair beauty is included in the range of Level 1 to Level 5 according to the NCS standard. Among all the 40 units of NCS competency units, the number of them which can be acquired at the high school is 30 units. Among them, high school beauty textbooks were published around 19 competency units, 75% of which corresponded. Only about 85% of all the contents were contained in the text book. Based on the analysis contents, the improvement plan of the textbook is as follows. First, textbooks on 11 competency units that can be acquired at the high school level should be published and the professional curriculum with lessons related to this will be expanded at the same time. Second, there is a need for discussion to establish terminology in the field of Cosmetology. Third, it is necessary to improve the quality of the photographic and illustration materials. Fourth, it should be needed to correct typing errors and maintain a consistent editorial format. The results of this study can be used as basic data need to make curriculum and publish textbooks for high school graduates to perform their jobs at the same time as they get a job.

• Journal of Digital Convergence
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• v.17 no.2
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• pp.381-387
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• 2019

Since the development of NCS-based curriculum in field of game education is not well studied, so we carried out research on the curriculum development of game contents department of Kimpo University as the first study to link game education and NCS. In order to develop the NCS-based game education course, we analyzed the game industry environment and conducted a demand survey on the game industry officials to derive the vocational basic subjects required for game contents creation. In addition, we analyzed the types of manpower training by using on-site experts (SME). SME also designed the NCS curriculum by matching the manpower type comparing with NCS classification and capacity unit, analyzing the usefulness of each Capacity unit, and finally, by arranging each NCS and non-NCS subjects by semester. This research is meaningful as the first study linking NCS and game content creation, and it will be a reference for other education institutions planning game education course based on NCS. It also can be used as a basic material for researching game education quality management (CQI) as well as improvement methods for future game education courses.

• The Journal of the Korea Contents Association
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• v.16 no.2
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• pp.652-665
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• 2016

National Competency Standards or NCS is an educational system that emphasizes developing job-related abilities. Therefore it will be an effective solution in training field-oriented work forces if properly applied. However, in the department of social welfare, it is not easy to apply NCS to the curriculum since most academic subjects concerning social welfare focus not on practice but on theory and in addition, most of social welfare departments in junior colleges have an accredited curriculum for the 2nd degree of the social worker qualification. This means it is preposterous if NCS is applied to the curriculum without prior changes in the existing qualification system. So, this paper proposes a draft model to apply NCS to the already-accredited curriculum for the 2nd degree social workers in the junior colleges and details are as follows. Firstly, the competency units will be customized for the existing academic subjects in the curriculum rather than developing new subjects in accordance with NCS competency units. Secondly, some client-related competency units including children, seniors, the disabled are newly developed and then applied to the curriculum, which are crucial for the career development at the junior college level. Thirdly, the competency units are categorized into three types in accordance with the degree of job relevancy - type 1, type 2, type 3. Fourthly, four out of 11 basic job abilities are selected and then developed into academic subjects. Fifthly, all competency units concerning the main job market are regarded as one virtual competency unit and then arranged in the order of type 1s, type 2s and type 3s and then the scope of their study is adjusted to the job abilities required at the main job market.

• Journal of the Korean Institute of Landscape Architecture
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• v.43 no.1
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• pp.40-53
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• 2015

To train the manpower to meet the requirements of the industrial field, the introduction of the National Qualification Frameworks(hereinafter referred to as NQF) was determined in 2001 by National Competency Standards(hereinafter referred to as NCS) centrally of the Office for Government Policy Coordination. Also, for landscape architecture in the construction field, the "NCS -Landscape Architecture" pilot was developed in 2008 to be test operated for 3 years starting in 2009. Especially, as the 'realization of a competence-based society, not by educational background' was adopted as one of the major government projects in the Park Geun-Hye government(inaugurated in 2013) the NCS system was constructed on a nationwide scale as a detailed method for practicing this. However, in the case of the NCS developed by the nation, the ideal job performing abilities are specified, therefore there are weaknesses of not being able to reflect the actual operational problem differences in the student level between universities, problems of securing equipment and professors, and problems in the number of current curricula. For soft landing to practical curriculum, the process of clearly analyzing the gap between the current curriculum and the NCS must be preceded. Gap analysis is the initial stage methodology to reorganize the existing curriculum into NCS based curriculum, and based on the ability unit elements and performance standards for each NCS ability unit, the discrepancy between the existing curriculum within the department or the level of coincidence used a Likert scale of 1 to 5 to fill in and analyze. Thus, the universities wishing to operate NCS in the future measuring the level of coincidence and the gap between the current university curriculum and NCS can secure the basic tool to verify the applicability of NCS and the effectiveness of further development and operation. The advantages of reorganizing the curriculum through gap analysis are, first, that the government financial support project can be connected to provide quantitative index of the NCS adoption rate for each qualitative department, and, second, an objective standard is provided on the insufficiency or sufficiency when reorganizing to NCS based curriculum. In other words, when introducing in the subdivisions of the relevant NCS, the insufficient ability units and the ability unit elements can be extracted, and the supplementary matters for each ability unit element per existing subject can be extracted at the same time. There is an advantage providing directions for detailed class program and basic subject opening. The Ministry of Education and the Ministry of Employment and Labor must gather people from the industry to actively develop and supply the NCS standard a practical level to systematically reflect the requirements of the industrial field the educational training and qualification, and the universities wishing to apply NCS must reorganize the curriculum connecting work and qualification based on NCS. To enable this, the universities must consider the relevant industrial prospect and the relation between the faculty resources within the university and the local industry to clearly select the NCS subdivision to be applied. Afterwards, gap analysis must be used for the NCS based curriculum reorganization to establish the direction of the reorganization more objectively and rationally in order to participate in the process evaluation type qualification system efficiently.

• Journal of Korea Society of Industrial Information Systems
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• v.22 no.4
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• pp.117-129
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• 2017

The Purpose of this Study is to Identify the Learning Modules of the National Competency Standard (NCS) Related to the Information Systems Development Curriculum of 4-year Colleges, to Explore the Possibility of Applying NCS to the Curriculum, and to Examine Implications. The Importance of 26 Competency Units in the Applied SW Engineering of NCS was Compared by Area Experts Composed of 14 Information Systems Developers and Professors of 7 Universities who Teach Software Engineering Subjects Through the Hierarchical Analysis Process (AHP). The Results of the Study as Follows. First, the Relative Importance of the Competency Elements was in order of 'Confirming the Requirements', 'Checking the UI Requirements', 'Designing the Physical Data Repository', 'Testing Developer Integration', and 'Fixing Developer Defects'. Second, while the Entry and Intermediate Level Developer Group Determined that the Competency Elements Related to the IS Development Implementation Stage is more Important, the Advanced IS Developer Groups Consider the Competency Elements Related to the Theory-oriented Design Stage as Important Competency. In Addition, the Group of College Professors was Found to Choose all the Practical and Theoretical Competency Elements that Two Developers Groups Considered Important. Implications of the Study Suggested that the Job Performance Competence and Quality of Education Related to IS Development can be Enhanced.

• Journal of Cadastre & Land InformatiX
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• v.53 no.1
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• pp.5-20
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• 2023

The government is operating a course evaluation-type qualification system for the purpose of overcoming the limitations of the test-type qualification system and cultivating talents with practical skills applicable to related industries. However, there is a part that does not match the purpose of the course evaluation qualification system by educating competency units in the field of surveying rather than the field of cadastral field in the education and training course of the course evaluation qualification. Therefore, this study closely analyzed the course evaluation qualification system in the cadastral field and suggested improvement plans accordingly. First, NCS in the cadastral field has not been supplemented or developed since its development in 2014, and there are many parts that do not conform to the current laws, so supplementary development is necessary. Second, It was proposed to improve the optional competency unit in the field of surveying to the NCS competency unit in the cadastral field. In addition, if the 12 competency units of the current NCS in the cadastral field are designated as essential competency units and education and training are operated, it will be possible to foster working-level talents with sufficient competency at the cadastral engineer level. However, for practical system operation and application, supplementation and development of NCS in the cadastral field, which is used for education and training of the course evaluation qualification system, must be preceded.

• 대한공업교육학회지
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• v.39 no.1
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• pp.143-163
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• 2014

This study developed a National Competency Standard(NCS) regarding the casino operations management based on the manual for developing National Competency Standard of 13 years and a revised classification system chart of the National Competency Standard. For the research method, this study developed a national competency standard of relevant jobs after going through review, consultation, modification, supplementation, and reporting procedures 10 times with development experts of the National Competency Standard, the industrial setting professionals, education and training experts, qualification(job analysis) experts, facilitators, and a working group of job verification committee based on the phased range and DACUM procedure of study. The major development results of this study are as follows. First, this study selected and defined duties based on the revised classification system chart of the National Competency Standard, then drew and developed total 8 ability units based on the applicable duties. Secondly, based on the developed ability units, total 27 ability unit factors were deduced and developed. Thirdly, a standard system by ability unit factor was developed based on the level of the national competency standard and revised classification system chart, then this study deduced and developed a supra-domain of the standard system by competency units using the standard tranquility value by these competency unit factors. Based on such development contents and guidelines for the national competency standard ability unit classification number, this study deduced and developed category numbers by relevant competency unit. Fourthly, total 27 relevant performance standard by competency units and knowledge, skill, and attitude were deduced and developed. Fifthly, this study deduced and developed a scope of application, work situation, evaluation guide, core competency, and development history in reference to the total 8 relevant competency units based on the duties.

• 대한공업교육학회지
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• v.43 no.2
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• pp.1-23
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• 2018

This study analyzes the status of the NCS (National Competency Standards) based curriculum in which the apprenticeship program of vocational education and training high schools (VET high schools) participating in the apprenticeship system is included to present suggestions for organizing and evaluating the apprenticeship curriculum. For this, data on the status of curricula of 141 courses (75.8%) in 116 VET high schools participating in the apprenticeship system were analyzed. The results of the study are as follows. First, the average time assigned for the apprenticeship program was 1,054.2 hours and the apprenticeship program was organized in 12.4 courses in the school curriculum. The degree of evaluation per NCS competency unit of courses was found to be 95.4% for evaluation per competency unit and 5.6% for evaluation regardless of competency unit. Second, the average number of courses including apprenticeship programs in time assigned for the courses in school curriculum (when appropriate) was 11.5 (93.1%) and the average number of courses including apprenticeship programs in the contents of the school curriculum courses (when appropriate) was 10.6 (85.5%). Third, it was found that courses organized only for 'common competency units' were 8.5 (68.5%) and the number of courses in which 'student option competency units' were included was found to be 3.9 (31.5%). In addition to these study results, policy suggestions such as applying suspension on the approval period for change of curriculum by metropolitan and provincial offices of education, inspection on curriculum and enhanced consulting by metropolitan and provincial offices of education, providing plans to evaluate 'student option competency units', newly establishing 'subjects specialized for companies' or 'student option subjects' in national level curriculum are proposed.

• Journal of the Korean Institute of Landscape Architecture
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• v.45 no.2
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• pp.23-39
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• 2017

This study began from the question, "is there a way to efficiently apply industrial demand in the university curriculum?" Research focused on how to actively accept and respond to the era of the NCS (National Competency Standards). In order to apply NCS to individual departments of the university, industrial personnel must positively participate to form a practical-level curriculum by the NCS, which can be linked to the work and qualifications. A valid procedure for developing a curriculum based on the NCS of this study is as follows: First, the university must select a specific classification of NCS considering the relevant industry outlook, the speciality of professors in the university, the relationship with regional industries and the prospects for future employment, and the need for industrial manpower. Second, departments must establish a type of human resource that compromises goals for the university education and the missions of the chosen NCS. In this process, a unique competency unit of the university that can support the basic or applied subjects should be added to the task model. Third, the task model based on the NCS should be completed through the verification of each competency unit considering the acceptance or rejection in the curriculum. Fourth, subjects in response to each competency units within the task model should be developed while considering time and credits according to university regulations. After this, a clear subject description of how to operate and evaluate the contents of the curriculum should be created. Fifth, a roadmap for determining the period of operating subjects for each semester or year should be built. This roadmap will become a basis for the competency achievement frame to decide upon the adoption of a Process Evaluation Qualification System. In order for the NCS to be successfully established within the university, a consensus on the necessity of the NCS should be preceded by professors, students and staff members. Unlike a traditional curriculum by professors, the student-oriented NCS curriculum is needed sufficient understanding and empathy for the many sacrifices and commitment of the members of the university.