• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.7
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• pp.133-144
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• 2019

The purpose of this study is to analyze the difference in perceptions of job applicants on core competency in the recruitment environment based on National Competence Standards(NCS), and also to obtain information relating to the seeking of employment and employment education plans. A survey and paired t-test were conducted on 355 job applicants of vocational colleges and four-year universities. Through these applicants, the difference between the current level and level of importance dependent on areas of core competency was analyzed. In addition, IPA analysis was conducted in order to confirm the educational necessity in this area. As a result, there were significant differences between the current level and level of importance in all 10 areas. IPA analysis confirmed that educational needs are prioritized. As a result, it was found that the areas which should be strengthened in both groups were interpersonal ability, communication ability, numerical ability, problem solving ability, and self-development ability. The area recognized as being in 'a state of excess' was resource management ability. As a result of checking the necessity levels of the two groups, it was found that job applicants of vocational colleges had to strengthen their problem solving ability, and the applicants of four-year universities had to intensify their communication ability, interpersonal ability, and information ability.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.4
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• pp.925-935
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• 2016

It is provided that seafarers qualified in accordance with STCW(International Convention on Standards of Training Certification and Watch-keeping for Seafarers) convention and code in safety training shall be required, every five years, to provide evidence of having maintained the required standard of competence, to undertake the tasks, duties and responsibilities listed in Chapter VI, section A-VI/1 of the STCW Code A. Every party to the STCW Convention has amended the relevant national regulations according to the above international convention and code. These amended Seaman's Act require the updating safety training which is only five years valid for existing seafarers serving onboard ship on international voyage. And above specified existing seafarers must, as of the 1st January 2017, have documentary evidence of either having completed the training course or updated their training within the last 5 years. In relation to the above international trend, the Korean Ministry of Oceans and Fisheries also has completed an amendment to its Seaman's Act. But, the Korean Seaman's Act has a supplementary provision to exempt the seafarers who have completed STCW advanced safety training from basic safety training. The purpose of this study is to define the problems of above mentioned exemption provisions and to make better policies for improvement. In order to complete the purpose, the research team has conducted an in-depth survey of various foreign cases on STCW safety training. Moreover, the team has suggested an improvement scheme in consonance with Korean shipping industry and society through out this report.

• Journal of Convergence for Information Technology
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• v.9 no.3
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• pp.82-89
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• 2019

The reason why NCS education is conducted in college is because students are expected to improve their skills through practical education. In addition, NCS education is expected to have a positive impact on job competence and competitiveness. The purpose of this study is to explain the necessity of NCS education, and to analyze whether the education transition and practical performance are manifested. For this purpose, the research model was composed of "NCS Education ${\Rightarrow}$ Educational Transition ${\Rightarrow}$ Practical Results" and surveyed about 300 college students in the metropolitan area. If NCS education is necessary in practice, colleges and other educational institutions should plan to make NCS education operate efficiently. As a analysis result, it was confirmed that the internal consistency was secured and both the intensive validity & discriminant validity were confirmed in the validity. As a result of using the structural equation model, this research model was found to be suitable. As a result of the hypothesis test, it is analyzed that the standardization coefficient of the research hypothesis is above the appropriate level and the correlation is highly formed.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.16 no.1
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• pp.71-85
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• 2021

Representative domestic start-up support organizations include the Business Incubator(BI), Korea Institute of Startup & Entrepreneurship Development(KISED), Techno Park(TP), and Center of Creative Economy Innovation(CCEI), and there are about 260 Business incubator nationwide. The Business incubator is operated by universities, research institutes, and private foundations or associations. The organization consists of the center director and the incubating professionals (hereinafter referred to as "manager"), etc., and performs tasks such as center operation management and incubation support services for tenant companies. Until now, research on the operation of Business Incubator has been mainly focused on the performance of tenant companies. Studies on whether the manager's competency characteristics directly or indirectly affect the performance of the tenant companies through psychological mediators such as self-efficacy and organizational commitment were very scarce. The purpose of this study is to explore various factors influencing organizational commitment and job performance by the competence characteristics of Business incubator managers, and to explain the causal relationship among those factors. In particular, the difference in perception was investigated by a manager's survey that influences organizational commitment and work performance at the Business incubator. Through this, we intend to present practical implications for the role of managers in the operation of Business incubators. This study is an exploratory study, and the subject of the study was a survey of about 600 managers working at Business incubator nationwide, of which 116 responses were analyzed. Data analysis included descriptive statistics, exploratory factor analysis, and reliability. Structural equation model analysis was performed for hypothesis tests. As a result of the analysis, it was found that the cognitive characteristics of the Business incubator manager, communication, and situational response as the behavioral characteristics had a positive effect on the manager's self-efficacy, and the behavioral characteristics had a greater effect on the self-efficacy. It was also found that the manager's cognitive and behavioral characteristics, and self-efficacy had a positive effect on organizational commitment and work performance. In particular, a manager's self-efficacy has a positive effect on organizational commitment and work performance. This result showed that the manager's competency characteristics increase the manager's self-efficacy as a mediating factor rather than directly affecting organizational commitment and work performance. This study explains that the manager's competency characteristics are transferred to organizational commitment and work performance. The results of the study are expected to reflect the job standard of the National Competency Standards (NCS) and basic vocational competency to the job competency of managers, and it also provides a guideline for the effective business incubator operation in terms of human resource management. In practice, it is expected that the results of the study can reflect the vocational basic skills of the Business Incubator manager's job competency in the National Competency Standards(NCS) section, and suggest directions for the operation of the Business Incubator and the manager's education and training.

• Journal of Korean Elementary Science Education
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• v.42 no.4
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• pp.523-537
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• 2023

This study encompassed the responses of 284 elementary school teachers, focusing on their teaching experiences, readiness, and needs for science education concerning the risk posed by science and technology. The key findings are summarized as follows. First, a significant portion of teachers lacked prior experience in addressing risks associated with science and technology within their science education practices. Second, a greater number of teachers were aware of the inclusion of risk-related content in the 2022 revised science curriculum's achievement standards than those who were not. Third, in terms of teachers' understanding of risk perception, risk assessment, and risk management, they demonstrated a relatively high level of understanding of risk perception but a lower level of understanding of risk assessment. Fourth, most teachers had not undergone any formal education or training related to risk. Fifth, among the 10 objectives of risk education, teachers displayed the highest competence in teaching "information use" and "action skills," while their lowest competence was observed in "interpreting probabilities" and "evaluating risk assessment." Sixth, a majority of teachers believe that it is important to teach about the risks posed by science and technology in school science classes, with "action skills," "information use," and "decision-making skills" being considered the most important and "action skills," "information use," and "influence of mass media" being regarded as the most urgent. However, teachers anticipated difficulties in addressing risk in school science classes, including a lack of relevant educational materials, a lack of understanding of teaching theories related to risk education, and the relationship between science curriculum content and achievement standards. Seventh, as a result of calculating the educational needs for each of the 10 goals of risk education, "influence of risk perception," "decision-making skills," "action skills," and "evaluate risk assessment" were the priority needs of elementary school teachers.

• Journal of Korean society of Dental Hygiene
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• v.20 no.2
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• pp.139-153
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• 2020

Objectives: The purpose of this study was to define the concept of the community dental hygiene process of care and to develop competency-based learning goals applying the community dental hygiene process of care. Methods: Based on 12 references, the concept of community dental hygiene process of care was defined, and 393 learning objectives were derived to carry out the first and second categorization process. The 57 learning goals were classified according to the 15-week learning subject (once a week) for project learning. To evaluate the validity of the developed learning subjects and goals, 80 community dental hygiene professors were surveyed. The final learning subjects and goals were created by going through the process of collecting opinions from the 35 validity evaluation results received as responses, and opinions from 10 community dental hygiene professors. Results: The first and second validity surveys on the operational definition of community dental hygiene process of care showed 4.32 points and 4.60 points, respectively. As a result of the evaluation of the validity of the learning subjects and goals for 1~15 weeks, the average validity of the learning subjects was 4.44 points, and of learning goals was 4.32 points. Conclusions: The learning subjects and goals developed by applying the theoretical framework for community dental hygiene process of care defined in this study can be used as a learning guideline for learners to understand the theory of community dental hygiene area and to derive the standards of competence in the field of practice.

• 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 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 the Korean Society of Earth Science Education
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• v.16 no.2
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• pp.182-195
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• 2023

The purpose of this study was to analyze reports from research middle schools based on the criteria for process-focused assessment to find out how the characteristics of process-focused assessment were being implemented in middle school science classes. The analysis criteria for the characteristics of process-focused assessment (integration of lessons and assessments, evaluation elements and methods, content and timing of feedback, and learner growth management) were extracted. Using the analysis framework, the result reports of seven research middle schools for process-focused assessment were analyzed. In terms of integration of lessons and assessments, when the process-focused assessment was operated, the class and evaluation plan were well implemented based on the curriculum achievement standards, but the process-focused assessment was recognized as a performance evaluation. In terms of evaluation elements and methods, the evaluation element for knowledge was the main component, and competency was presented in the planning stage, but competency was not dealt with in class execution. The evaluation method was biased toward teacher-centered observation evaluation and written test, and the setting of scoring criteria for each evaluation element was insufficient. In terms of the content and timing of feedback, feedback was mainly provided based on achievement confirmation, but no case was found in which scaffolding was provided at an appropriate time for insufficient parts in the learning process. In terms of the learner's growth management, the competencies cultivated through science classes were included in the detailed subject specialties of the school record. However, little was shown in the report on how to systematically manage the process of developing learners' competencies and reflect the evaluation results to teachers' class improvement.

• Journal of the Korea Society of Computer and Information
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• v.26 no.10
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• pp.199-208
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• 2021

In this paper, the effect of artificial intelligence convergence education program that provides STEAM education using machine learning platform on elementary school students' STEAM literacy and learning flow was analyzed. A homogeneous group of 44 elementary school 6th graders was divided into an experimental group and a control group. The control group received 10 lessons of general subject convergence class, and the experimental group received 10 lessons of STEAM-based artificial intelligence convergence education using Machine learning for Kids. To develop the artificial intelligence convergence education program, the goals, achievement standards, and content elements of the 2015 revised curriculum to select subjects and class contents is analyzed. As a result of the STEAM literacy test and the learning flow test, there was a significant difference between the experimental group and the control group. In particular, it can be confirmed that the coding environment in which the artificial intelligence function is expanded has a positive effect on learners' learning flow and STEAM literacy. Among the sub-elements of convergence talent literacy, significant differences were found in the areas of personal competence such as convergence and creativity. Among the sub-elements of learning flow, significant differences were found in the areas such as harmony of challenge and ability, clear goals, focus on tasks, and self-purposed experiences. If further expanded research is conducted in the future, it will be a basic research for more effective education for the future.