• 대한공업교육학회지
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• v.38 no.2
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• pp.114-135
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• 2013

The purpose of this study is to provide base line data for right concept and identity establishment of Specialized Vocational high school, to identify recognition of Specialized Vocational high school, to analyze image of Specialized Vocational high school recognized by middle school student. The population was all middle school third year students in Korea. Using random sampling technique, 50 classes of 61 schools were sampled for the study. A survey questionnaire used Semantic Differential(SD) suggested by Osgood(1957). SD consisted of a number of adjective pairs, finally, this study used 11 adjective pairs to have validity. 1,198 out of 1,441 questionnaire were returned (a return rate of 83.14%), among which 935 were used for the analysis after data cleaning. An alpha level of 0.05 was established a prior for determining significance. All data analysis was accomplished using the SPSS 20.0 Win. Based on the finding of the study, the major results of the this study were as follows : 1. Higher average is female students' image of Specialized Vocational high school than male students' that, but, The difference between the two samples was not statistically significant. 2. It was only 20% that receive career education of Vocational high school. It is necessary to accomplish and expand career education of Specialized Vocational high school for proper career education from middle school, to realize career exploration and decide one's career path based on one's specialty. 3. They have positive images who hope for going on to the Specialized Vocational high school of education than the others. 4. It is necessary to accomplish and expand career education of Specialized Vocational high school for proper career education from middle school, to realize career exploration and decide one's career path based on one's specialty, because the result was statistically significant. 5. They have the more possitive image of Specialized Vocational high school, the more know it, totally.

• 대한공업교육학회지
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• v.44 no.2
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• pp.65-85
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• 2019

This study is aimed to analyze vocational high school teachers' different perceptions on implementing High School Credit System in relation to their teaching subjects(the vocational high schooland the specialized subjects). The result indicates that the specialized subject teachers perceive the value of the prerequisites for implementation of High School Credit System more strongly than the common subject teachers. Otherwise, the result reveals that no significant difference exists between the common subject teachers' perceptions and the specialized subject teachers' perceptions of the external environment improvement, the operational modes, the characteristics of vocational high schools and the factors related to successful implementation of High School Credit System.

• Journal of vocational education research
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• v.37 no.3
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• pp.47-63
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• 2018

The purpose of this study is to develop the competency model of specialized vocational school teachers as admission officers. Whereas professional admission officers deal with a variety of admission activities in universities, teachers are responsible for admission duties in specialized high schools in Korea. Therefore, it is necessary to identify the core competencies required for teachers responsible for admission duties in specialized high school settings. In order to develop a competency model, factor analysis was completed for the survey results of 191 teachers who teach in specialized vocational high schools in Seoul, Korea. For evaluating validity of the competency model, the responses from those who had high experiences in admission duties and the average teachers were compared. As a result, this study identified a total of 14 competencies in three competency areas. The competencies required for specialized high school teachers include responsibilities for admission officers, ethics for evaluators, communication skills, teamwork, understandings of admissions process for specialized vocational high school, developing evaluation criteria, generating interview questions, increasing interrater reliability, interview skills, simultaneous evaluation of interviewees, quantification of evaluation results, synthesis of evaluation results, and decision making skills.

• Journal of the Korean Society of Clothing and Textiles
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• v.40 no.1
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• pp.188-201
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• 2016

A Clothing Department is a major fields of specialized vocational high schools. Specialized high schools with clothing related departments are located in Seoul (4 schools), Busan (2), Incheon (3), Daejeon (1), Ulsan (1), Kangwondo (1), Kyungkido (1), Kyungsangbukdo (1) and Chungcheongbukdo (1). In these 15 specialized high schools, 92 classes of clothing departments are run by 72 clothing teachers with 2,459 students enrolled. The range of object of this study is 15 clothing related departments of specialized high schools and their titles are department of Fashion Design, Clothing Design, Clothing Art, Multi Fashion Design, Fashion Textile Design, and Global Design. They were investigated by literature from previous research and education statistics from the Korean Educational Development Institute (KEDI). Websites such as 'School Information', 'portal site of Specialized High School', 'Ministry of Education-Education Statistics and Information' were also searched. The homepages of specialized high schools with clothing department were also investigated respectively. In this study, current scale, employment rate of graduates, major courses, scale of teachers of clothing major of clothing department of specialized high school were analyzed. In 2015, employment rate and college enrollment rate of vocational high schools were 46.6% and 36.6% respectively, whereas employment rate and college enrollment rate of clothing departments four specialized High Schools were 39.9% and 45.8% respectively. The number of major courses of clothing departments are 12-15, and the main subjects of the curriculum were Fashion Design, Construction of Western Clothing, Construction of Korean Clothing, Textile Materials and Mangement and Computer Graphics. Major courses consist of 90-108 weekly lesson-hours for 6 semesters. Thanks to government projects to encourage specialized high schools, the educational environment has improved in areas of practice room equipment, industry connections, field training, internship, and scholarship funds. However, despite government projects to encourage education at specialized high schools, there is a need for a more flexible education system to enhance student creativity at specialized high schools.

• 대한공업교육학회지
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• v.39 no.1
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• pp.85-101
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• 2014

This study investigated the current status and needs of career counseling based on the student's perception of specialized vocational high school in Daejeon. The main purpose of this study is to provide the future direction and improvement strategies of career counseling in specialized vocational high school through the evaluation of current situation and student's needs. The analysis results of this study are as follows. First, most of students decided their admission into a specialized vocational high school when they were three grades in middle school. It indicates that career counseling teacher plays important roles during that time. Thus, it is necessary to strengthen the ability of career counseling teachers and to develop the various programs to seek student's aptitude and talent from the period of middle school. Thus, it is necessary to strengthen the ability of career counseling teachers and to develop the various programs to seek student's aptitude and talent from the period of middle school. Second, since most of career counseling takes place primarily with class teacher, professional counseling education for class teachers is required. It also needs to expand the specialized counselors to reduce the overburden of class teachers and develop various counseling programs. Third, vocational high school students need the specialized counseling programs according to their major. Effective group counseling programs as well as one-on-one counseling programs which can help the student's career decision should be developed.

• Korean Institute of Interior Design Journal
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• no.29
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• pp.11-18
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• 2001

The purpose of this study is to desirable curriculum for interior design major in vocational high school in order to enhance their competitiveness. The study has been carried out by surveying the cognition and requirement among the people who are working in interior design field. The major findings from the survey research are summarized as follows : 1) Hiring vocational high school graduate is positively responded over sixty percentage. The main reason to hire interior design major in vocational school is because of firm believing their capabilities and their own specialties rather than academic degree. 2) It is believed that new vocational high school graduate is lacking behind in most area at the beginning comparing with new college graduate. However it is believed that high school graduate will become equal to the college graduate after a few years and they are more specialized in certain area that college graduate. 3) The most recommendable area for the vocational high school graduate are CAD and Interior Construction Work. 4) The appropriate text book content of (:AD and interior construction work based on the requirement from the industry are as follows ; Regarding to CAD, a specialized textbook for CAD should be written. It is desirable to) educate how to express plan, elevation, perspective drawing and how to develop the presentation skills. Regarding to the Interior Construction Work desirable to develop a specialized textbook and include on the job training program. On the job training is expected to give a practical knowledge and experience by monitoring and drawing by himself every steps from the architectural area to the material selection.

• 대한공업교육학회지
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• v.43 no.1
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• pp.41-57
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• 2018

The purpose of this study is to help research and application about effective strategies to improve school adjustment of students by investigating the influence of specialized vocational high school students' emotional intelligence on school adjustment. A survey was conducted to 760 engineering major students at the vocational high schools from 18 vocational high schools of 5 major metroplex. A questionnaire consists of measurement tool for emotional intelligence (40 questions) and one for school adjustment (20 questions). The findings of this study are as follows: First, students with high emotional intelligence showed a higher level of school adjustment than students with lower emotional intelligence, and they also has a higher standard in all sub factors of school adjustment, Second, it is found that the explanatory power of emotional intelligence on school adjustment is 33.6%. It means the higher the emotional intelligence of the students, the higher the school adjustment, so it can be seen that emotional intelligence might be one alternative that increases school adjustment for specialized vocational high school students. Furthermore, emotional intelligence shows the greatest explanatory power to peer relationship in school adjustment sub factors. This is showed that students with high emotional intelligence have good peer relationship than students with lower emotional intelligence relatively. Also, it can be known that school adjustment is high because the better peer relationship is, the higher self-efficacy, class immersion, resilience and so on are.

• Journal of vocational education research
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• v.37 no.4
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• pp.23-44
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• 2018

The purpose of the study was to examine the vocational competency of students enrolled in vocational high schools including specialized vocational high school and meister vocational high school, and vocation program of general high school. We analyzed their vocational competency, based upon the vocational competency data of KCCI (Korea Chamber of Commerce & Industry). The results were as follow. First, latent profiles of subjects were categorized into four folds: general cognition-low adaption, cognition adaption general, pursuit of job adaption, low cognition-job mal-adaption. Each percentage of four groups was 39%, 30%, 11%, and 20%. Second, mainly, specialized vocational high school pattern is matched with vocational high schools' pattern. However, the cognitive competency of students in meister vocational high school was higher than that of student in vocation program of general high school. Third, latent profile group was clarified in terms of non-cognition aspect. Fourth, The higher the job adaption is, the higher the career decision level. We suggested some policy implications for improve the vocational competency.

• Journal of vocational education research
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• v.35 no.4
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• pp.19-46
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• 2016

The purpose of this study is to analyze the curriculum implementation of the Nursing-Specialized Vocational High School by researching on operation, organization and environment of the program of Nursing. This study aims to improve the curriculum of the Nursing-Specialized Vocational High School. This study has analyzed previous existing studies, Link of School info, Educational Statistics and data indicating establishment, operation and curriculum of the department of Nursing which have been collected from web sites of institutions and associations relevant to Nurse Education. The major results of this study are as follows: 1) As of the first semester of the year 2016, out of a total of thirty eight Specialized Vocational High Schools and Meister High Schools in the country, 6.4% of the schools have nursing educational programs. These schools have established the programs under various names, such as Health Nursing, Dental Health Nursing, Nursing, Nursing and Medical Tourism, Accounting in Nursing and Nursing Management, etc. Since 2012, enrollment rates have increased while post-graduation employment rates have decreased, with the average employment rate of Specialized Vocational High School graduates having reached up to 46% by 2015. 2) The Nursing-Specialized Vocational High School aims to create skilled Nurses Assistant such as Nurse Aide and Care giver. The program is successful in providing necessary courses to acquire required certification and proficient field experience but requires revisional changes in order to create a long-term program of sufficient qualification. The official requirement of 780 hours of field practice was completed during the three educational breaks from the first year of high school to the second year, while the curriculum was conducted separately in the field hospitals. 3) An average of two laboratory classrooms were available based on the facility requirement standard of Cities and Provinces Educational Policies. In order to secure proficient instructors of Nursing education, establishment of specific indicated subjects, regional placement, in-service education, research and supervision are essential for establishing excellence and continual improvement.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.5
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• pp.1479-1490
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• 2015

This study analyzed the fishery and maritime vocational high school teachers' recognition on the outcomes and future agenda. In addition, it delineates the importance of the vocational education division being carried out for 10 years in the College Scholastic Achievement Test (CSAT). In order to gather relevant information, 76 teachers who work in 12 different fishery and shipping vocational high schools around the country were surveyed. The findings of the fishery and maritime department teachers' recognition on the matter are as follows: First, the biggest impact the vocational education division in the CSAT had was on the promotion of continuing education and on the fulfillment on the vocational high school students' desire to compete and enter universities. Second, the CSAT with the vocational education division allowed students to choose a variety of paths after high school whether they be full-time employments or pursuing a degree in universities. Third, the biggest obstacle for the vocational education division in the CSAT is in the most metropolitan universities not honoring the CSAT scores as a criterion in the admission process.