• Journal of Korea Society of Digital Industry and Information Management
• /
• v.15 no.1
• /
• pp.43-51
• /
• 2019

This research proposed the necessary capability of cyber security professional personnel for cyber security education and training. Cyber security professional personnel were required specialized capability because the curriculum of cyber security education and training is structured around practice and training. Based on the knowledge, skills, and attitudes of professors, we derive candidate capabilities and index through the results of precedent research. As a result, we derived capability such the candidate capability group as teaching qualification, expert knowledge, practical ability, lecture ability, and research ability, and detailed capability index was derived accordingly. Finally, based on the questionnaire results of the professors related to the information security, it was determined that the capability required for the cyber security education and training professional personnel were expert knowledge, practical ability, and lecture ability. Among the capabilities, executive ability means that they have to fulfil abundant executive experience due to the high proportion of practical training due to the characteristics of cyber security education and training.

• International Journal of Computer Science & Network Security
• /
• v.22 no.9
• /
• pp.95-102
• /
• 2022

The article considers the fundamentalization of education in improving the future specialists professional training with usage of multimedia technologies by various scientists. Various points of view and approaches to defining the concepts of fundamentalization of education and multimedia technologies are identified. The concept of fundamentalization of professional training of a future specialist is based on the goals and functions of fundamentalization and - on the ways and means of achieving it, etc. Most authors agree only in their views that the fundamentalization of education is aimed at improving the quality of education and the education of the individual. Others involve the formation of a culture and worldview, increasing the creative and intellectual potential, forming the professional competence of a specialist and the potential for further education, and so on. The term multimedia refers to interactive systems that provide processing of moving and still video images, animated graphics, high-quality audio and speech. It is found out that professional training of a specialist by means of multimedia technologies includes not only the activities of the teacher and student, which form the learning process, but also the independent activity of the subject, self-development, assimilation of experience by the subject through analysis, comprehension and transformation of the field of activity in which he is included. It is revealed through the implementation of which approaches to the fundamentalization of higher professional education, it becomes possible to fully present theoretical training courses and effectively pass practical training by students, which contributes to improving the quality of training of future specialists in higher education institutions. Theoretical analysis of scientific views indicates a fairly serious attention of scientists to the problem of professional readiness of specialists and the possibility of higher educational institutions in preparing for it. At the same time, professional readiness is considered from different positions: as an active state of a person, which manifests itself in activity; as a result of activity; as goals of activity; as a quality that characterizes the attitude to solving professional problems and social situations; as a prerequisite for purposeful activity; as a form of activity of the subject; as an integral formation of personality; as a component of socio-professional culture; as a complex professionally significant neoplasm of the individual.

• International Journal of Computer Science & Network Security
• /
• v.21 no.3
• /
• pp.21-30
• /
• 2021

Economic transformations have led to an increase in the role of creative assets and their central role in public life. Changes in creative activity have led to a change in the organization of the work of institutes engaged in the training of specialists, in particular teachers of labor education. Methods and approaches to training determine the development of creative industries, being the basis for models of professional training of future teachers of labor training. The purpose of an article was to develop a modern model of professional training of future teachers of labor training based on the concept of creative economy. The methodology is based on the concepts of holistic craft and creative economy. Based on the integration of pedagogical learning models "Craft as design and problem-solving", "Craft as skill and knowledge building", "Craft as product-making" and "Craft as self-expression" developed and experimentally confirmed the conceptual model of professional training of future teachers of labor training. The proposed model forms a practitioner with professional, technical, digital and creative skills who is able to transfer the experience to students. The training course "Creativity and creative thinking" has been developed. The model provided for the development of a course based on the strategy of developing professional creativity, flexibility, improvisation, openness, student activity, joint practice, student-oriented approach. The practical value implies the adaptation of the developed model of professional training of future teachers of labor education during the training of teachers in higher education, which is confirmed in the experiment.

• Hwankyungkyoyuk
• /
• v.19 no.3
• /
• pp.183-199
• /
• 2006

The purpose of this study is to develop an in-service teacher training program for professional development in environmental education. In order to achieve the goal, the in- service teacher training program for professional development in environmental education development / implement team is formed to deal with the development and the implementation of the program. The team is composed of environmental education professionals and environmental education teachers. After the development of the program, 20 teachers were selected to implement the program. Then, through various researches such as interview, monitoring, and survey, the evaluation of the program was done. After the evaluation, the feedback on the program was collected in order to apply the final adjustments and changes to the developed training program for professional development in environmental education. The training program is designed to include the wide range of theories and real life cases. It focuses on certain topic, and is implemented through workshop type training method to increase the participation rate. The major motive of the participants was to develop their professionality in environmental education. Based on the analysis of the training program and the workshop, 69.1% of the program is focused on the environmental education/learning theory, and 71.4% is focused on the environmental education teaching method. The environmental education teaching method is focused on the real life teaching method that could be used in many schools. However, the parts on environmental education philosophy, psychology, and evaluation was not included as a part of the program. Also, the evaluation method of the students learning the environmental education was not introduced as a part of the program as well. It is due to the limited time frame of the training program, as well as its focus on the training method of environmental program. Based on the analysis of the evaluation results obtained through monitoring, the training program for professional development in environmental education is successful in terms of focusing the goal of the program around the environmental education/learning theory and environmental education teaching method, which was the motive of the participants. However, the effectiveness of the program differed from participants to participants based on their majors in environmental education, and it did not last long enough. The future training program for professional development in environmental education should consider the backgrounds of the program participants to have various programs prepared for various groups of people. We suggest that the results of this developed program will be applied to "environmental education teacher licence training" in the future.

• Health Policy and Management
• /
• v.29 no.4
• /
• pp.394-398
• /
• 2019

Education on the physician continues with undergraduate medical education, graduate medical education, and continuous medical education. The countries such as the United States, Japan, the United Kingdom, German, and others are required to undergo training in the clinical field for 2 years after completing the national medical examination, and to become doctors after passing the clinical practice license test. Korea can obtain a medical license and become a clinical doctor at the same time if it passes written and practical tests after completing 6 years of undergraduate medical education or 4 years of graduate school. About 90% of medical school graduates replace clinical practice with 4-5 years of training to acquire professional qualifications, but this is an option for individual doctors rather than an extension of the licensing system under law. The medical professional qualification system is implemented by the Ministry of Health and Welfare on the regulation. In fact, under the supervision of the government, the Korean Hospital Association, the Korean Medical Association, and the Korean Academy of Medical Sciences progress most procedures. After training and becoming a specialist, the only thing that is given to a specialist is the right to mark him or her as a specialist in marking a medical institution and advertising. The government's guidelines for professional training are too restrictive, such as the recruitment method of residents, annual training courses of residents, dispatch rule of the residents, and the quota of residents of training hospitals. Although professional training systems are operated in the United States, the United Kingdom, France, and Germany, most of them are organized and operated by public professional organizations and widely recognize the autonomy of academic institutions and hospitals. Korea should also introduce a compulsory education system after graduating from medical education and organize and initiate by autonomic public professional organization that meets global standards.

• Journal of the Korean Institute of Educational Facilities
• /
• v.19 no.2
• /
• pp.13-19
• /
• 2012

Under the WTO, UIA asks professional degree programs such as B.Arch program, practical experience, and an examination to meet the international requirements. In this context, we are started professional degree programs. Following the foundation of KAAB, Korean architectural education sectors have made substantial changes throughout the nation. There was lots of discussions about education system, however, we are lack of discussing about internship program in Korea. Therefore, this research was intended to review the professional practice program in other countries for the purpose of propose our education program. The specific content deals with various issues, like CPD and foreign architect legislations, and the recent korean legislation reform of 'Architect Law' centered upon Professional Training System. The aim is to identify the examples of forms and contents regarding the execution of new Professional Training System in current conditions.

• International Journal of Computer Science & Network Security
• /
• v.22 no.7
• /
• pp.259-267
• /
• 2022

With the rapid development and introduction of digital technologies, both everyday human life and technological processes of any production are changing, which stimulates the transformation of the economy and education. Digital technologies are not only a tool, but also a living environment of modern human, which opens up new opportunities: learning at any convenient time, continuing education, the ability to form individual educational learning trajectories and more. However, the digital environment requires teachers to take a modern approach to the organization of the educational process, the formation of new skills and abilities to work in the digital educational environment. As a result of the study, it was found that the system of vocational education should provide training for masters of industrial training who have a high level of digital competence. The purpose of the article is to single out, theoretically substantiate and determine the level of formation of structural components of digital competence of future masters of agricultural training. The structure of digital competence of agricultural master was analyzed on the basis of domestic and foreign scientists researches. Systematized research results indicate that digital competence consists of four components: motivational-value (combination of internal and external motives for the use of digital technologies in future professional activities), cognitive (a set of theoretical knowledge, skills and abilities of future master of industrial training to effectively build educational process with the use of digital technologies), activity-professional (expansion and deepening of knowledge, skills, necessary skills for effective implementation of digital technologies in the educational process) and evaluative-reflexive (ability to analyze and self-analyze own activities and its results taking into account professional characteristics, self-realization in professional activities through the use of digital technologies). These components are comparable with the indicators that describe the knowledge, skills and abilities needed by the future master of industrial training to organize the modern educational process. A questionnaire was conducted to determine the levels of this competence formation, which allows us to conclude that it is necessary to increase the level of formation of all components of digital competence of future masters of industrial training in agriculture. The results of the study can be used as a basis for the development of disciplines that form the special competencies of masters of industrial training in agriculture and programs of advanced training of teachers.

• Korean Journal of Health Education and Promotion
• /
• v.22 no.4
• /
• pp.257-273
• /
• 2005

Objectives: The study was to analyse health educator system of Japan and to suggest some implications to certification system of health education specialist in Korea. Methods: A content analysis carried out for the study which is an establishment the central operating organization, and curriculum of health educator system of Japan. Related documents of Japanese Association of Health Education were reviewed and personnel of the central operating body was interviewed in 2005. Result: Major findings were as follows: 1. Health educators in Japan were trained and certified through a non governmental organization, named Health Educator Training Organization in cooperation with Japanese Society of Health Education and Promotion. 2. Certification system was developed by Japanese Society of Health Education and Promotion, and health educators were certified through fulfillment of professional training and examination administered by Health Educator Training Organization. 3. The professional training sessions were held twice a year and the credential should be renewed every five years. 4. The eligibility of participation in the professional training sessions and renewal requirement were defined in the regulations of Health Educator Training Organization. 5. There were two kinds of health educators in Japan. The first one was a practical health educator, and the other was a professional health educator. The training for a professional health educator was more intensive than the practical one and consigned to a graduate school designated by Health Educator Training Organization. Conclusion: Review of operating system, clarity of operating process, and the development of renewal system of health education specialist would be necessary for the improvement of certification system in Korea.

• Journal of the Korean Professional Engineers Association
• /
• v.13 no.3
• /
• pp.60-64
• /
• 1980

Top manager and factory manager in the small-medium industrial factory in Korea was conscious of industrial education training requirement more than past, it began the Saemaul movement in factory from 1974, and the 1st nation wide meeting of industrial Standardization & Quality control Movement from 1975, etc. It is that industrial education training through the influence of pan-industrial nation with program. Because it is non-system and unplanned that are a short period introduction of industrial education training operation. Now then they are received better apprecation through the information of the program ecommendation and consultancy of industrial education training from coordination with related professional agencies and goverment agency for small-medium industry promotion.

• International Journal of Computer Science & Network Security
• /
• v.22 no.12
• /
• pp.116-124
• /
• 2022

Information and communication technologies used in the social sphere are born due to the development of computer technologies. The main task of the distance learning process in higher education institutions is not to provide information, but to teach how to obtain and use it. The purpose of the article: to identify innovative approaches in the training of specialists in higher education institutions in the context of distance learning. Various innovative approaches to organizing the work of students of higher educational institutions in the context of distance learning are considered. Based on the conducted research, it is concluded that each of the approaches described by us outlines the study of the phenomenon of professional training of a specialist in the condition of distance learning. All the described approaches significantly contribute to the improvement of professional training of specialists, encourage students to self-improvement, professional development and enrich their professional competence in modern conditions. The emergence and spread of innovative technologies means not only a change in the activity itself and its inherent means and mechanisms of its implementation, but also a significant restructuring of goals, value orientations, specific knowledge, skills and abilities. Therefore, the current stage of the development of civilization, scientific and technological progress requires the emergence of such specialists who would have broad humanitarian thinking, would have good psychological training, would be able to build professional activities according to laws that take into account the relationship between economic productivity and creativity, as well as the desire of the individual for constant renewal, self-realization. Only such qualities will help you master the specifics of innovative technologies well. We see the prospects in the study of innovative approaches to training specialists in higher education institutions in the condition of distance learning in foreign countries.