• International Journal of Advanced Culture Technology
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• v.9 no.2
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• pp.10-17
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• 2021

The core of the university policy pursued by the Moon Jae-in administration is to strengthen university competencies through the diagnosis of universities. To this end, the word structural reform evaluation is changed to strengthening the basic competencies of universities, and is trying to escape from the past reduction of pro-class capacity. Deputy Prime Minister Kim Sang-gon insisted, "We will improve the university structure evaluation, which is biased toward quantitative quota adjustment, with a diagnosis of basic university competency to support the autonomous development of the university." The Ministry of Education expressed its intention to strengthen the capacity of local universities by saying that it would also consider regional conditions in reducing the university quota due to the decrease in the school-age population so far. In the meantime, as the school-age population declined, the Ministry of Education promoted the reform of the university structure by dividing it into three cycles from 2014. This paper focuses on the problems of diagnosis of education reform and improvement measures, and tries to find out what is the desirable direction for education innovation. This paper studied the structural reform of universities following the decline of local universities. The policy alternatives in this paper are as follows. First, the contents of the government's push for university structural reform were analyzed. Second, we considered the problems of university structural reform. Third, they sought ways to develop local universities and enhance their competitiveness.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.1
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• pp.649-662
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• 2017

Since 1980, the number of universities have increased dramatically. However, compared to the quantitative growth, the lack of qualitative growth has often been criticized. Students entering university are estimated to decrease by half in 2025 compared to 2014. In swift response to challenges with decreasing student enrollment, the first University Reform Evaluation (URE) for innovating universities, was conducted and resulted in controversy. Opposition is based on distrust of the overall system, questioning the reliability of the evaluation process utilized for the URE evaluation index. Meta-evaluation is required to improve the quality of evaluation, and standards developed prior to conducting the URE. Therefore, an interdisciplinary approach is necessary for the evaluation of human resource development. This research uses the interdisciplinary approach from the human resources development point of view in attempting to develop meta-evaluation criteria which will enable effective evaluation and analysis of URE. The meta-evaluation standard features the creation of the ERPOU model, by conducting literature review, and considers data from expert symposiums, and surveys. The ERPOU model consists of 5 evaluation fields, 21 evaluation categories, and 42 evaluation standards.

• 대학교육
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• s.128
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• pp.109-125
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• 2004

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.8 no.11
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• pp.659-668
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• 2018

Since China and South Korea are equally concerned about high school education, so this study focuses on high school education, through the study of the objectives and structure, content, implementation, and evaluation of China's general high school education curriculum reform program, analyzing its characteristics and problems, and based on the problem, point to make the corresponding suggestions and comments. The results of the study, first, the reason for the reform of the high school curriculum is because of the emergence of compulsory education and need a curriculum that fits the actual high school education. Second, the character of China's high school curriculum goals are based on the trend of China's future social development, focusing on students' lifelong learning ability and core competence. the character of structure is that the subject courses and activity courses are parallel, and the elective courses and compulsory courses are parallel. The character of content is the emphasis on the era, basicity, and selectivity of the content. the character of Implementation and evaluation is the provision of support for implementation and the adoption of sustainable development methods. High school education courses have three problems in the curriculum itself and teachers and university entrance exams. There three suggestions about the problems, first, it is necessary to examine whether high school education is for preparation for admission or education for the public. Second, it is necessary to provide training that can enhance the core competencies of teachers. Third, the high school graduation evaluation and the university entrance evaluation system need to be improved.

• Journal of Digital Convergence
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• v.20 no.1
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• pp.87-94
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• 2022

The reform of the mixed ownership system of vocational colleges in China is an important driving force in the development of vocational education. The purpose of this study is to discuss the operation direction of the reorganization of the mixed ownership system of vocational colleges at this stage in accordance with the guidelines for vocational education reform in China. Therefore, this study analyzed the necessity and existing problems of reforming the mixed ownership system of vocational colleges using literature research methods. As a result of the study, it was found that the reform of the mixed ownership system of vocational colleges should be continuously developed by preparing measures in terms of legal support, providing incentives, and improving the evaluation system. This study has academic and practical significance in that it suggests the need to reform the mixed ownership system of Chinese vocational colleges, analyzes problems, and prepares policy measures.

• Korean Medical Education Review
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• v.25 no.2
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• pp.174-183
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• 2023

Educational evaluation involves data collection and the analysis of various education-related factors to make decisions that improve educational quality. Systematic educational evaluation is essential for enhancing the quality of education. This study reports a case of student-conducted process evaluation of a medical school's student support system and the procedure for devising improvement plans. Sixteen Inje University College of Medicine students participated in the Education Evaluation Committee (IUCM-EEC) to understand the educational improvement process as learners and actively achieve improvement. The Quality Improvement Committee of the Inje University College of Medicine (IUCM-QIC) decided to reform its student support system based on a previous educational evaluation in 2019. The evaluation of the student support system was conducted for 10 months in 2021 by the student subcommittee, under the guidance of the IUCM-EEC. The CIPP (context-input-process-product) evaluation model was used for a systematic evaluation. Accordingly, the subcommittee developed evaluation criteria and indicators, and analyzed relevant data collected from surveys and the previous literature. For further recommendations and revision ideas, the student subcommittee members interviewed faculty members from six other medical schools and also conducted a focus group interview with the dean and vice deans of IUCM. Finally, the student subcommittee submitted a report to the IUCM-QIC. Communication with various stakeholders is essential for a successful evaluation process. In this case, students, as key stakeholders in education, evaluated the student support system. Their active participation helped improve their understanding of the evaluation process.

• Journal of the Korea Institute of Military Science and Technology
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• v.23 no.6
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• pp.591-601
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• 2020

After North Korea's sixth nuclear test, the operational environment on the Korean Peninsula has fundamentally changed, and the South Korean military faces various security challenges, including a reduction in military service resources and shorter military service periods. In particular, the South Korean military is seeking a new paradigm in military construction amid changes in the defense acquisition environment linked to the push for defense reform 2.0 and the utilization of the fourth industrial revolution. Therefore, this study considered strategies for improving the operational test and evaluation of weapons systems suitable for changes in the defense acquisition environment to effectively prepare for existing military threats and future warfare patterns. For this purpose, external environment analysis and internal capabilities were diagnosed using PEST Analysis and SPRO Analysis, and improvement strategies were derived through SWOT analysis.

• Journal of The Korean Association For Science Education
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• v.21 no.5
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• pp.867-892
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• 2001

In both Korea and the U.S., science education leaders and specialists insist that there is a shortage of curricula to address the new national science education guidelines in support of reform. This paper addresses development of new curricula for science education reform in the hopes of facilitating further development of guideline-based curricula. We examine Korean and U.S. thematic-based (Korean Science Field Trip at Cultural Sites Program and U.S. Graduate Teaching Fellows in K-12 Education) and project-centered (Korean Teachers for Exciting Science and U.S. Foundational Approaches in Science Teaching Program) programs. Using the criteria of rationale for curriculum, content and scope, processes of implementation, and assessment strategies, we identify the curricular components that are common across four successful secondary science programs and determine which of these components address the national guidelines. Our findings indicate that common components of these four programs meet the expectations of the science guidelines being used to revamp science education in both countries. Therefore, these programs not only engage secondary students and teachers in practicing successful science education, but also lead to successful science education practices that can be incorporated in the future development of curriculum to support secondary science reform.

• The Southeast Asian review
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• v.26 no.3
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• pp.51-90
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• 2016

Vietnam has proceeded the gradual reform without radical political change since launching the 'Doi Moi', the comprehensive reform policy adopted in late 1986. Vietnam has been evaluated as a country to perform the economic growth for 30 years successfully, although there were economic recessions for a short time. Through looking at the process of reform, while the state economic sector and foreign-invested sector have contributed to the economic growth in the initial stage of reform, the domestic private sector and foreign-invested sector's economic roles have increased and the state sector's role has been decreased, as the reform has been proceeded. As the state's developmental role has been revealed prominently in the reform process and state's involvement into economic affairs in Vietnam, it is reasonable, in part, to categorize Vietnam as a developmental state like East Asian developmental states. However this evaluation is tentative, as it seems that Vietnamese state's industrial policies have contributed economic growth partly and remarkable economic growth has been shown in the sectors that the government has not focused. In conclusion, Vietnam has changed into a mixed country which has the characteristics of East Asian developmental state formally and the features of Southeast Asian countries which have focused more on the foreign-invested developmental strategy.

• Journal of The Korean Association of Information Education
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• v.5 no.2
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• pp.170-184
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• 2001

At the Information Age, the significant influence of computer education taking role of computer literacy education as well a information literacy education has been magnified. Since 2000, the 7th curriculum reform has been influenced on Korean education system. Therefore, this paper suggests to implement in textbook duvelopment of cumputer education based on the 7th curriculum reform focused on middle school education. It includes the design of textbook, its contents and organization, various teaching-learning situation method, and evaluation including real situational problems fashioned to the educational paradigm shift.