• Journal of the Korea Society of Computer and Information
• /
• v.22 no.1
• /
• pp.135-141
• /
• 2017

This thesis progressed research on the improvements of NCS multimedia utilization for preliminary teachers. A national module has not been developed yet in terms of child education, so this thesis suggests a curriculum according to the courses taught for freshmen and sophomores of K University Child Education majors. To lessen the burden of tremendous work and classes, provide motivation and interest in learning and maximize the effect, this thesis provides NCS based curriculum. It expects to improve task performance of teachers and help them with better skills to make class materials using up-to-date multimedia, regardless of the computer literacy of preliminary teachers. This thesis does prior research on the abilities to make use of computers and understand the level of computer literacy. Then it suggests NCS based curriculum goals and its performance standards to utilize task-suitable software. It aims to enable efficient multimedia usage, and optimize the learning efficiency of education linked to Nuri precesses.

• The Journal of the Korea Contents Association
• /
• v.19 no.8
• /
• pp.584-597
• /
• 2019

The purpose of this study is to find out constitutions of education service quality in NCS based education and to investigate the effects on vocational key competence, loyalty to college and self-confidence in getting job of college students as important performance variables. The results of this study are as follows. In the NCS based education, five dimensions of education service quality were teaching-learning-lecture, reputation, education program, administrative service and facilities. It is analyzed that the teaching-learning-lecture and administrative service have a great influence on vocational key competence of students. In addition, education service quality and vocational key competence were analyzed as important factors for student's loyalty to college and self-confidence in getting job and proved to be important performance variables.

• Journal of vocational education research
• /
• v.37 no.2
• /
• pp.101-127
• /
• 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%).

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

• Journal of Practical Engineering Education
• /
• v.8 no.1
• /
• pp.39-47
• /
• 2016

Owing to increasing concern that jobseekers are wasting too much time and effort building up so-called "spec" skills to get a decent job, many companies including state-run enterprises are now hiring rookies based on their job competency rather than test scores unrelated to the job. However, universities which are mainly responsible for training professional personnel needed for various kinds of companies and factories are reluctant to adopt NCS-based educational courses. The NCS defines how much knowledge and skill are required to work in a certain industry and then evaluates them. Although the Korean government and several junior colleges have been tentatively operating the course-based qualification system at the "industrial technician" level since 2014, the results are falling far short of diverse stakeholders' expectations. Therefore, there are urgent needs to study how to develop NCS-based curriculum at the university level, and how to strengthen the linkage between work, training, and qualification.

• Journal of Practical Engineering Education
• /
• v.7 no.1
• /
• pp.67-76
• /
• 2015

National Competency Standard (NCS) is a national standard for competencies which are required of an employee to achieve his job successfully. For a university with four-year course, since there is no plan to redesign its subjects by applying NCS and some issues with regard to industrial aspects consistently incur, it should be verified that NCS can be applied to the curriculum of a university following the introduction to new National Qualification Test with the progress evaluation based on NCS. Thus, in this paper, we show the feasibility of applying NCS to the curriculum of a computer engineering department and present the redesign to curriculum using NCS.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
• /
• v.6 no.10
• /
• pp.145-153
• /
• 2016

The purpose of the study is to draw competencies of faculty members at graduate school faculty to implements the NCS-based curriculum. A set of competency was deductively derived from a total of three professors and consultants with more than ten-year experiences and has been involved in developing the college curriculum. The political endeavors of the Korean government toward the competency-based education have been implemented as a movement to the NCS-based curriculum. The requirements for the reorganization of curriculum and education system as well as cooperation among faculty, industry, region and development part of NCS were suggested for the activation of NCS based education and the operation of NCS. However, one of the most critical factors in introducing and implementing the NCS-based curriculum is the role of faculty members. Therefore, it is an urgent issue to equip the faculties with required competencies. Result showed that the competencies required professors at graduate school for the NCS-based curriculum implementation were classified into four areas: marco-level curriculum development; micro-level course design; knowledge across areas; and attitude across areas.

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

• Journal of the Korea Safety Management & Science
• /
• v.22 no.4
• /
• pp.35-43
• /
• 2020

The National Competency Standards(NCS) has been developed a good curriculum to reflect the demand in the industry. NCS is defined as systemizing the knowledge, skill, and attitude required to perform a task in the industry. It is an effort to reduce the gap between educational requirements and occupational requirements. However, when NCS is applied, the task level is changed to the title of qualification according to the policy outcomes for the government project. And, the NCS has been emphasizing the purpose of license acquisition, rather than using the standard for tasks in the industry. It means that the misuse of NSC hinders utilizing it as the original purpose of standardizing a task. It requires the customer to study the required competency unit with a no-choice option. Moreover, it makes it hard for companies or industry autonomically run the NCS. Therefore, we define the operational range in terms of the education field, the qualification field, and the career field to diffuse and apply NCS, and suggest the effective utilization method.

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