• 대한공업교육학회지
• /
• v.43 no.2
• /
• pp.1-23
• /
• 2018

This study analyzes the status of the NCS (National Competency Standards) based curriculum in which the apprenticeship program of vocational education and training high schools (VET high schools) participating in the apprenticeship system is included to present suggestions for organizing and evaluating the apprenticeship curriculum. For this, data on the status of curricula of 141 courses (75.8%) in 116 VET high schools participating in the apprenticeship system were analyzed. The results of the study are as follows. First, the average time assigned for the apprenticeship program was 1,054.2 hours and the apprenticeship program was organized in 12.4 courses in the school curriculum. The degree of evaluation per NCS competency unit of courses was found to be 95.4% for evaluation per competency unit and 5.6% for evaluation regardless of competency unit. Second, the average number of courses including apprenticeship programs in time assigned for the courses in school curriculum (when appropriate) was 11.5 (93.1%) and the average number of courses including apprenticeship programs in the contents of the school curriculum courses (when appropriate) was 10.6 (85.5%). Third, it was found that courses organized only for 'common competency units' were 8.5 (68.5%) and the number of courses in which 'student option competency units' were included was found to be 3.9 (31.5%). In addition to these study results, policy suggestions such as applying suspension on the approval period for change of curriculum by metropolitan and provincial offices of education, inspection on curriculum and enhanced consulting by metropolitan and provincial offices of education, providing plans to evaluate 'student option competency units', newly establishing 'subjects specialized for companies' or 'student option subjects' in national level curriculum are proposed.

• Journal of the Korea Convergence Society
• /
• v.12 no.7
• /
• pp.83-92
• /
• 2021

The purpose of this study is to explore the perception to Technical Vocational Education and Training (TVET) and General Higher Education (GHE) of students, teachers and TVET institutes' directors in Cambodia. As a research method, the study conducted the focus group discussions at Regional Technical Centers in the five representative regions from May to June in 2019. The result was TVET graduates have better chance with linkage in the labour market than GHE graduates through skill-focused curriculum and public private partnership between institutions and enterprises in Cambodia. The study recommend to implement a national strategy to improve the status and awareness of technical skills related jobs and the career pathways for the technical skill level courses.

• Journal of Korean Home Economics Education Association
• /
• v.26 no.4
• /
• pp.129-146
• /
• 2014

This study is a fundamental research in the field of home economics education to enforce vocational competencies. It was carried out in the purpose of examining the recent economical and social environmental changes and its management system related to the vocational training in the field of home economics education. It seeks change in direction in relation to the National Competency Standard(NCS) based on revisions in the educational system. The method of study was mostly through reference and data analysis, professional advisory and public hearing. The main research results are as follows. First, the main environmental change factors in relation to vocational training have been integrated to the changes in; population structure, gender related economic activities, generation composition, communications technology, and innovation of living technique. These change factors are forecasting innovations in related industries, lifestyle changes, demand for manpower and changes in capabilities required for each specific profession. Second, according to the analysis of current home economics education training, vocational home educations high school accounts for 9.4% of the total number of specialized high schools, where 8 standard departments are specialized in and characterized into 137 different department names. Despite differences among departments, overall employment rate of graduates were measured 44.7%, which rates above the entrance rate of 41.9%. These numbers show great change since 2010(overall employment rate 16.9%, entrance rate 75.2%), a meaningful outcome resulting from changes in policy from the previous employment-centered education system. Third, NCS based on high school vocational home economics education system revision and investigations in change of direction in vocational home economics, this study attempts to provide background for revision from the development of NCS. It also provides proposals for restructuring division of current classification and departments of home economics education, and propositions for further future research.

• Journal of Fisheries and Marine Sciences Education
• /
• v.19 no.1
• /
• pp.101-109
• /
• 2007

The school system of fisheries high school was proper to specialist objective school system in order to training for expert human resource development.Training a field of human resources development from fisheries high school is fallow; fisheries production, seamen's training, ship engine and refrigerator, marine electronic telecommunication and information, fisheries foods production and fisheries foods production and distribution, fishery fisheries self-management, marine distribution, management and conservation of marine environment, safety and marine prevention of disasters, apparatus of marine development, under water area development.A new department opening and each department was revised toward to department name and department character. The unit-lesson hour of curriculum according to specialist objective school system of fisheries and marine highschool was revised. professional subject 98 unit-lesson hour(52%), normality subject 90 unit-lesson hour(48%), and educational activity of professional subject 10unit-lesson hour, total training activity 10 unit-lesson hour. And the special objective school system need to revise curriculum of 208 total unit-lesson hour.

• 대한공업교육학회지
• /
• v.39 no.2
• /
• pp.101-121
• /
• 2014

The study aims to develop the NCS based vocational curriculum model for the practical and creative human resources. For effectiveness of the study, the study consists of literature studies of both domestic and international, contents analysis, case study, expert(9samples) consultation and review, and in-depth-interview of the three advisory members. The validity of the developed model is analyzed through mean, standard deviation and contents validity ratio(CVR). The main results of the model development in our study are as follow. First, our NCS based vocational curriculum model for the practical and creative human resources is developed with the analyses of NCS development manuals, training standard utilization and training curriculum organization manuals, NCS learning module development manual and case studies, NCS research report, NCS based curriculum pilot development resources directed toward the high schools and vocational school as well as the domestic and international literature study on career training model like NCS. Second, based on the findings of our analysis in combination with the findings from the consultations with the expert and advisory committee, total 19 sub-factors of each step and domain are extracted. The sub-factors of domain in step 1 are the competency unit, definition of competency unit, competency unit element, performance criteria, range of variable, guide of assessment, key competency; in step 2, they are subject title, subject objectives, chapter title, chapter objectives, pedagogical methods, assessment methods and basic job competence; and in step 2, they are NCS based subject matrix table, NCS based subject profile, NCS based job training curriculum table, NCS based subjects organization flowchart, NCS based job training operation plan. Third, the final model including step 3 NCS based subject profile are developed in association with the linked organizational sub-factors of step 1 and step 2. Forth, the validity tests for the final model by the step and domain yield the mean 4.67, CVR value 1.00, indicating the superior validity. Also, the means of each sub-factors are all over 4.33 with the CVR value 1.00, indicating the high validity as well. The means of the associated organizations within the model are also over 4.33 with the CVR value of 1.00. Standard deviations are all .50 or lower which are small. Fifth, based on the validity test results and the in-depth-interview of the expert and advisory committee, the model is adjusted complemented to establish final model of the NCS based vocational curriculum for the practical and creative human resources.

• Journal of vocational education research
• /
• v.37 no.3
• /
• pp.65-83
• /
• 2018

In this study, we want to analyze the aspect that required in the classroom for the operation of NCS-based curriculum, the interest of specialized subject teachers on implementable teaching and learning methods. As a result, the overall interest in teaching-learning method of specialized subject teachers was similar to that of non-user patterns among four types of interest patterns. In other words, specialized subject teachers want to know more about teaching-learning method for applying NCS-based curriculum, but we are only aware of the general facts at present, and it seems that there is low interest in actual operation. In addition, there was no statistically significant difference in the degree of interest in the teaching-learning method according to general variables(gender, related training experience, career, and curriculum group) of the specialized subject teachers. The specialized subject teachers are not well aware of the influence of the teaching-learning method according to the introduction of NCS-based curriculum, and to that end, there was little interest in collaboration with colleagues.

• Journal of vocational education research
• /
• v.29 no.3
• /
• pp.231-245
• /
• 2010

The purpose of this study is to examine the teacher's training program satisfaction of population education. The subjects of this study were elementary and secondary teachers who participated the training in Korea National University of Education for 9 days, from Aug. 13th to Aug. 22nd, 2008. The instrument of this study was questionnaire including likert scales. The training program consisted of five sections: respect for humans, population, family, welfare, and teaching-learning methods and textbook development. Instructors were from supervisors of the Ministry of Education, curriculum experts, subject experts, and persons from the Ministry of Health and Welfare, and so on. The result of the survey analysis in this study indicates that the level of the satisfaction about program composition, contents, and instructors was very high as 4.25 points, and both elementary and secondary teachers' textbook of the training were revised and supplemented by collecting trainee's satisfactory evaluation and experts' opinions.

• 대한공업교육학회지
• /
• v.41 no.2
• /
• pp.69-88
• /
• 2016

The study tried to investigate perception of the importance and educational needs of job performance competency of National Competency Standards based vocational education curriculum in technical specialized high schools and meister high schools. For this, the survey was conducted targeting 269 specialty subject teachers in technical specialized high schools and meister high schools. And the results are as follow: First, job performance competency were divided into 5 categories(curriculum guidance, school life guidance, class management, extraordinary activities and administrative duties) and 34 sub-categories. Second, higher importance values were curriculum guidance, extraordinary activities and school life guidance. Higher educational needs values were curriculum guidance, extraordinary activities and administrative duties in categories. Third, higher importance values were construction and reconstruction of NCS learning modules, organization and manage of NCS based vocational education curriculum, guide of the new laws and employment, student records manage, research activities of NCS, hands-on-background training, NCS projects in sub-categories. Fourth, the results show that the NCS experienced teachers more highly evaluated the importance and educational needs of the job performance competency than the NCS inexperienced teachers did.

• 대한공업교육학회지
• /
• v.42 no.2
• /
• pp.20-46
• /
• 2017

The purposes of this study are to derive supportive measures for the effective operation of vocational education and training high schools participating in the apprenticeship system (apprenticeship schools) and make policy suggestions by analyzing the need analysis and investigating the importance and the difficulty of teachers regarding the operation of those schools. To achieve these purposes, the study developed a questionnaire by deriving the areas and items for the operation of apprenticeship schools, and analyzed 121 completed questionnaires of head and senior teachers who manage the apprenticeship programs across the nation after conducting a survey. The findings of this study can be summarized as follows: First, the teachers of apprenticeship schools found all the operation areas of the schools are important but difficult. Out of the operation areas, teachers had relatively high needs for 'promotion, selection and management of enterprises', 'student management', 'development of apprenticeship programs, formation of the curriculum, and establishment of operation plans of the curriculum'. Second, the teachers found all the detailed items of the operation areas of apprenticeship schools are important but difficult generally. According to the results, it is required to relax the criteria for forming apprenticeship organizations; operate the local government-oriented apprenticeship system; establish information systems between schools and enterprises; improve the support methods of relevant agencies; and increase incentives of teachers who are in charge of apprenticeship programs. It is also necessary to operate exclusive agencies supporting for OJT; operate apprenticeship education centers of local small and medium-sized business associations; provide exclusive supervision of students; cultivate teachers who support industry-academia cooperation; and legislate on the NCS-based qualifications.

• Journal of Engineering Education Research
• /
• v.13 no.1
• /
• pp.52-61
• /
• 2010

The goal of this study is to prepare a measure to operate and link the educational curriculums in packaging sector to qualification test. In more detail, this study is aimed at first, preparing a skills framework on the packaging sector, and second, preparing a measure to operate the qualification test that is linked to the packaging educational curriculums. Also, we studied documents, consulted the expert group for this study. As a basic direction for preparing a measure to link the educational curriculums in packaging sector to qualification test, we can develop a skills framework in the packaging sector, and based on the skills framework, the national skill standards can be developed by each area of skill. And based on that, we will be able to develop and operate the education and training courses and utilize them in qualification test.