• 대한공업교육학회지
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• v.39 no.1
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• pp.47-65
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• 2014

The purpose of this study is to investigate the university academic achievements on the high school graduates of specialized vocational high school and general high school selected by the university admissions officer system. The implications of this study will contribute to improve development of university admission through the analysis of university admission achievements and correlation between university admission factors and university academic achievements. Participants of this study were university students selected by admission officer system in 2011 and have enrolled in the university for 6 semesters at A university. The results of this study are as follows: First, when it comes to the grades of university admission factors, graduates from specialized vocational high school outperformed those from general high school. Second, when it comes to the correlation between university academic achievements and university admission factors, graduates from specialized vocational high school slightly outperformed those from general high school. Third, when it comes to the correlation between university academic achievements and university academic achievements, graduates from specialized vocational high school showed poorer performance than those from general high school in overall courses and liberal arts courses. However, in major courses, graduates from specialized vocational high school outperformed those from general high school. Finally, when it comes to the development of university academic achievements, both of them showed a tendency of being improved as they advanced through school. Based on the findings of this study, several implications can be made as follows: First, it is necessary to improve the application ratio and application method of university admission factors. Second, it is required to provide preparatory courses of university to help graduates from specialized high school get adapted to university course of study.

• Journal of Labour Economics
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• v.33 no.2
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• pp.53-89
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• 2010

Curricula relevant to labor market needs are often designed with the goals of individual employment and regional development at the forefront. This study provided information on regional scope by investigating the extent and determinants of the geographic mobility of vocational high school graduates and the effects of that mobility on first-job wage rates. Geographic mobility was defined as being employed in other provinces in which vocational schools were located. About 38% of graduates were employed in other provinces. Geographic mobility was positively related to gender and human capital such as health, course of study, vocational certificate, and job training. Mobility led to higher wage rates even after controlling for sample selection bias. The implication is that vocational high school curricula which focus excessively on provincial concerns may weaken a workforce's effectiveness.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.2
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• pp.488-504
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• 2015

The purposes of this research are to analyze and compare curriculum of vocational high schools. In order to complete the purposes, the method of curriculum document analysis was used. Analysis subjects are Meister high schools, Technical high schools and Electronic high schools operating electron-related departments in Daegu and Gyungsangbuk-do. The conclusions of this research are as follows: Firstly, the educational goals of the vocational high schools were largely to educate professional men. The educational goals of vocational high school need to be improved in terms of high school's general educational goals and character education. Secondly, curriculum of vocational high schools consists of general subjects and specialized subjects and the rates of them vary according to region and school type. Thirdly, there were various general subjects by region and school type. Each school needs to organize the subjects to suit the progress of their students and graduates. Finally, there is a need to review the scope and sequence of specialized subjects.

• Journal of vocational education research
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• v.36 no.1
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• pp.47-75
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• 2017

The purpose of this study was to provide basic data for policy making for secondary vocational education in each region and transformation in vocational high schools. To achieve this, the regional strategic industries in Daejeon and Jeonnam were selected, new demand for vocational high school graduates was forecasted in each industry and occupation. The results of the study are as follows. First, locational quotient analysis and regional shift-share analysis revealed that Daejon and Jeonnam have different strategic industries. Daejon, unlike Jeonnam strategically develops 'manufacturing food, beverage and tobacco', 'manufacturing timber and paper, printing and copying', 'public service and administration of national defense and social security' and 'manufacturing electrical devices, electronics and precision devices'. Jeonnam has specialized industries distinguished from Daejon's, which are 'manufacturing of machinery transportation equipments and etc', 'manufacturing of non-metallic minerals and metal products', 'electric, gas, steam and water supply systems/industries', 'manufacturing coal and chemical products, refining petroleum', 'mining' and 'agriculture, forestry and fishery'. Second, new demand for vocational high school graduates by occupations and industries showed regional differences(in Daejon and Jeonnam). According the forecast, Daejon will have many workforce demands based on manufacturing industries, on the other hand Jeonnam's focused on service industries. Analysis by occupations was also different, Daejon showed high demands on professional and related workers, while Jeonnam requested many new office and service workers. Third, new workforce demand by occupations in regional strategic industries is big part of overall new workforce demand both in Daejon and Jeonnam. Forth, according to the results of analyzing the new demand for vocational high school graduates in Daejeon and Jeonnam in terms of industry location quotient and change effect, there was high demand in industries with positive total change effects. In terms of location quotient, Daejeon and Jeonnam showed different results.

• Journal of Labour Economics
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• v.37 no.3
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• pp.75-99
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• 2014

This study analyzes the initial effect of meister high school policy on labor market by DID based on the fact that most of the meister high schools that had its first graduates in 2013 were not newly established but assigned by government. We estimated employment and real hourly wages as quantitative measures and intent to remain in labor market as qualitative one. The results shows that, the meister high school policy increased the employment rate but didn't do real hourly wages and intent to remain. Therefore, meister high school policy can be assessed to be successful in short-term only in quantitative aspects. The study has its contribution as the first study of estimating the net effect of the policy.

• Journal of the Korean School Mathematics Society
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• v.3 no.2
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• pp.195-215
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• 2000

Illinois issues the following standard teaching certificates : Early Childhood (birth-grade 3), Elementary (grades K-9), High School (grades 6-12) Special (grade K-12), School Service Personnel, and Administrative. Any of the preceding certificates can be issued on a provisional (maximum of two fiscal years) basis to qualifying individuals. Other certificates issued are : Substitute, Provisional Vocational, Temporary Provisional Vocational, Part-Time Provisional, and General. To obtain an Early Childhood, Elementary, High School, or Special certificate in Illinois, you must either complete an approved teacher education program or be an experienced, licensed teacher seeking a subsequent certificate through transcript evaluation. You must meet all other requirements for the particular certificate you are seeking, For school Service Personnel and Administrative certificates you must have completed a state approved program before you may apply. The Standard Elementary Certificate, High School Certificate, and Special Certificate are valid for four years for teaching. These certificates may be issued to graduates with a bachelor's degree from a recognized college who have successfully completed the required certification examinations and who present certified evidence of having earned credits. All individuals receiving certificates must be of good character and in good health, and be at least 19 years of age and a citizen of the United States or legally present and authorized for employment.

• Journal of the Korean Society of Clothing and Textiles
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• v.34 no.2
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• pp.371-384
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• 2010

This research investigates the historical changes of the educational system for the clothing departments at vocational high schools. According to the growth of the fashion industry, employment potential in the clothing departments of the vocational high schools, numerical changes in the educational statistics, and curriculums were investigated by papers, reports, and statistic data. The statistic data were derived from the 'Center Educational Statistics and Information', 'School Information' (Hak-gyo Alimi), 'Korean Statistical Information Services' and internet home pages of vocational high schools. Technical service workers that graduate from clothing departments and vocational high schools have limited competitiveness in a thriving fashion industry field. Highly developed fashion industries require more professional workers in fashion design, fashion marketing, and fashion materials. Compared to 1994, when 35 classes were conducted in 5 vocational high schools, 69 classes are now conducted at 15 schools. They have over 2,000 students and produce over 600 graduates. However, 222 credits of the $1^{st}$ curriculum in 1958 went down to 82 credits in the 2007 revised curriculum to complete the credits of clothing departments. The 15 courses of the 1st curriculum fell to 5 courses in the 2007 revised curriculum on the number of major subjects. It is a fundamental problem that major courses in clothing education have been excessively reduced despite the demand for of highly specialized workers in the fashion industry. In the view of operating conditions of those schools, there were several problems such as the wide gaps in the curriculum, limited equipment, the supply of teachers, and counseling on the choice of college or a career. In conclusion, the following measures are required: 1) the increase of complement credits in major subjects and renovation of curriculum, 2) national substantial support to change the social circumstance concerning vocational education and occupational consciousness, 3) operation of credit approving systems in universities and colleges for students that have completed the same courses at vocational high schools, 4) designing realistic programs for vocational education and cooperation systems with corporate enterprises.

• 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.

• Journal of vocational education research
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• v.37 no.5
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• pp.1-23
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• 2018

The purpose of this study was to explore the direction of school system reorganization in order to strengthen the educational competitiveness of Meister high school. Specifically, the first one was to review prior research related to the school system reorganization of vocational education at the secondary level, and to propose school system reorganization plans of Meister high school. And second one was to analyze the perceptions of related parties about this reorganization plans and to derive important implications. The results of this study were as follows. First, based on the results of the analysis of precedent research, school system reorganization plans of Meister high school was composed of (1) introduction of credit system, (2) introduction of 3-semester system, and (3) expansion of school year. Second, as a result of the questionnaire survey conducted by 138 Meister high school teachers and 185 Meister high school graduates, both group seemed to agree on the necessity of school system reorganization of Meister high school. In addition, the necessity of introducing the proposed reorganization plans was more than a certain level, but the applicability was recognized as somewhat lower than the necessity of introduction. Third, the results of the FGI analysis on industrial personnel showed a positive response, especially regarding the operation of advanced course due to the expansion of school year. Based on this results, it was proposed to design a more systematic reorganization model and provide policy support, to examine the whole scale expansion through pilot application, and to collect opinions more systematically from industrial field experts on school system reorganization plans.

• Journal of the Korean Data and Information Science Society
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• v.27 no.5
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• pp.1317-1325
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• 2016

The purpose of this paper is to explain the factors affecting the wage of the vocational high school graduates. We particularly examine the effectiveness of controlling sample selection bias by employing the Tobit model and Heckman sample selection model. The major results are as follows. First it is shown that the Tobit model and Heckman sample selection model controlling sample selection bias is statistically significant. Hence all the independent variables seem to be statistically consistent with the theoretical model. Second, gender was statistically significant, both in the probability of employment and the wage. Third, the employment probability and wage of Maester high school graduates were shown to be high compared to all other graduates. Fourth, the higher parent's income, the higher are both the employment probability and the wage. Finally, parents education level, high school grade, satisfaction, and a number of licenses were found to be statistically significant, both in the probability of employment and wages.