• Korean Journal of Childcare and Education
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• v.10 no.2
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• pp.43-71
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• 2014

This study reviews recent trends of laws and evaluation criteria of heath, nutrition, and safety in child care centers, and addresses future research directions on them. To this end, we analyzed Child Care Laws, Child Care Acts, Child Care Program Accreditation Standards and Criteria, as well as master's theses, doctoral dissertations and journals that have been published on these issues since 1991. Through a comprehensive and critical review, we revealed three following findings in terms of child heath, nutrition, and safety. First, it is necessary to strengthen regulations for all children's heath, nutrition, and safety, or to discuss measures corresponding to those regulations to provide the best possible care to every child. Second, a careful examination of accreditation standards on health, nutrition and safety found that, although specific actions and criteria on these issues were already prepared, their implementation is not mandatory and the quality of provided health, nutrition and safety is not properly guaranteed. This finding shows that what is still necessary is to devise effective plans for handling institutional frameworks and processes of child care program accreditation standards. Third, among the three categories of health, nutrition, and safety, the topics on safety were found to be studied most frequently, whereas the other two topics were considered much less. It thus indicates that more research on health and nutrition are necessary.

• Toxicological Research
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• v.17
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• pp.189-191
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• 2001

In the past, IUTOX engaged in dialogue with various international toxicology organizations to address this important issue. IUTOX Executive Committee engaged in activities that support accreditation and/or registration of toxicologists around the world. As a result of discussions held during the IUTOX-sponsored workshop at the 2000 Annual Meeting of the SOT in Philadelphia, it was decided to create an international forum, the "International Assembly for the Recognition of Toxicologists"(IART). The mission of IART was defined as threefold: 1) to establish a forum for development of criteria for recognizing qualified experts in toxicology; 2) to assist "recognizing organizations" in establishing these criteria; and 3) to promote identification and training needs to enhance expertise in toxicology. The membership of IART is open to all organizations (e.g., registries, boards, academies, etc.) whose purpose is the recognition of expertise in toxicology.rtise in toxicology.

• Journal of Engineering Education Research
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• v.18 no.3
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• pp.33-38
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• 2015

Engineering education accreditation, such as by ABEEK in Korea or ABET in USA, centers around outcomes-based education (OBE). Outcomes are the abilities or competencies which students are expected to achieve by the time of graduation. Engineering programs must design the curriculum, educate their students, and assess the performance of them in accordance with the program outcomes. Consequently, sound understanding of the program outcomes is crucial to the successful implementation of OBE. Most of the 12 outcomes of ABEEK KEC2005 criteria came from ABET criteria written in English. It means that, apart from sound understanding of the outcomes, we need to care about the correct translation of the ABET outcomes from English to Korean. The translation of them as in KEC2005, however, leaves something to be desired. This paper tries to present the correct translation of some program outcomes as well as sound understanding of a few outcomes difficult to define.

• International Journal of Contents
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• v.18 no.3
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• pp.34-48
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• 2022

The purpose of this study was to develop indicators for quality management of educational institutions, and to achieve this, literature analysis and expert interviews were conducted. Through literature analysis, the components of TQM were derived focusing on factors to improve the quality of education, engineering education accreditation standards, and a representative education accreditation system, were considered. Additionally, seven areas as well as 32 indicators required for education quality management, were derived by comparing the EFQM excellence model and the MBNQA education model, applied for quality management of companies and institutions. By comparing and synthesizing these results, a draft was developed for the quality management index of educational institution. Next, opinions on correction and supplementation of quality management indicators derived from literature analysis, were collected from five education experts. From the comparisons and integration of these results, eight criteria (leadership, strategy, customers, people, facilities and environment, curriculum management, curriculum improvement, and performance management) and 34 indicators, were proposed for quality management indicators for educational institutions. Curriculum management, people, and performance management criteria were considered more significantly in quality management of educational institutions, and several implications are suggested based on the study results.

• Journal of Practical Engineering Education
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• v.15 no.3
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• pp.739-750
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• 2023

Several preceding studies have been conducted to integrate the education programs and qualification examination systems in higher education institutions, such as four-year engineering colleges and vocational universities. However, in practice, the implementation of such integration is a rare occurrence. The most ideal method of integrating education and qualifications can be seen as the unified operation of educational programs and qualification assessments. However, various elements required for accreditation of educational institutions and qualification systems must precede this. In this paper, we first compare and analyze the currently implemented competency-based qualification system and the Accreditation for engineering education evaluation operating as a quality management system for educational programs. Subsequently, through a case study of University K, which concurrently operates the Accreditation for engineering education and competency-based qualification systems, we examine the potential linkage between education and qualifications. After reviewing the case that education and qualifications can be linked, and reflecting the analysis results, if a program that has obtained the Accreditation for engineering education operates a curriculum that satisfies the criteria for Course-based Qualification System. We propose Accreditation-based Qualification System that can grant qualifications, students who have completed it will be provided.

• Journal of Korean Society of Industrial and Systems Engineering
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• v.40 no.3
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• pp.83-91
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• 2017

Climate change has been identified as one with the greatest challenges facing nations, government, business and over future decades. Activities to reduce greenhouse gas emissions by the Kyoto Protocol, the international community has been in progress. Korea also has introduced the Emission trading system to reduce greenhouse emission from the supervision of the government. Greenhouse gases emissions quantity should be internationally recognized. Mutual Recognition Arrangement should be recognized as the same greenhouse gas emission. International recognition of domestic verification body of international mutual recognition is required. Efforts are needed to secure the equivalence between the emission rights through direct cooperation with the relative nation accreditation body. Early entry into the IAF/PAC GHG MLA is essential for demonstrating equivalence between greenhouse gas emissions. Emissions trading will also require connection to the EU ETS, California, USA, and Tokyo, Japan to link Emissions trading. In the case of establishing accreditation standards and accreditation criteria, it will be necessary to distinguish between the domestic Energy Target Management System and the Emission Trading System. Independent greenhouse gases verification bodies should be established to meet the requirements of IAF and PAC. It is necessary to revise the qualification criteria for the verification of the greenhouse gas verification body according to international standards requirements. It is necessary to support the role of accreditation bodies of domestic greenhouse gas verification bodies. It is required to join international organizations of international mutual recognition of international trade and the need for pilot projects to link greenhouse gas emissions. The core link to our emission trading system is called EU-ETS, and we will need to join the IAF/PAC GHG MLA GHG. The International Mutual Recognition Agreement (IAF) is expected to allow international interoperability of GHG emissions verification between EA and the PAC. By signing a PAC GHG MLA, it will need to be prepared to prepare for the pilot project to link the emission trading system.

• Journal of Engineering Education Research
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• v.13 no.6
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• pp.132-142
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• 2010

The purpose of this study is to suggest the assessment method for PO6(teamwork) and PO7(communication skill), one of the most important assessment items in engineering accreditation. In this paper, we used the assessment criteria of Rubric, to empirically measure the teamwork and communication skill. Teamwork and communication skill (PO6, PO7) are the most critical social competences in modern society. Numerous studies on education showed that teamwork and communication skill can be enhanced through learning. We, therefore, need to investigate teamwork and communication skill in terms of education. However, research on the assessment method of the engineering accreditation, based on educational view is scarce. In this study, we suggest the assessment criteria of Rubric for PO6 and PO7 with the perspective of the education. We also tried to apply the developed criteria to the related subjects.

• Journal of the Korea Society of Computer and Information
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• v.14 no.8
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• pp.97-106
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• 2009

ABEEK, an independent non-governmental organization, is the recognized accreditor for the educational programs in engineering and related disciplines. ABEEK has developed the standard accreditation criteria to meet diverse needs of the engineering and related communities in Korea. A student attending at the accredited program has to complete the required courses and elective courses according to the curriculum flowchart to meet the accreditation criteria for a bachelor. Therefore an efficient and effective tool is necessary to support the adviser to monitor the completion of the required courses and elective courses according to the curriculum flowchart. In this paper, we describe an adviser tool developed. To develop an adviser tool. we established databases which contain the information of courses and their relations according to the curriculum flowchart. Adviser tool was developed to analyze student's DegreeAudit and represent the current completion information on the curriculum flowchart for effective monitoring. A closed test was performed and showed the increase of efficiency to meet the accreditation criteria for a bachelor.

• Korean Institute of Interior Design Journal
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• v.23 no.2
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• pp.125-135
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• 2014

Professionalization of Korean interior design is not completed, considering the fact that accreditation and registration systems cannot be found in it. This study, initiated with this concern, analyzed the knowledge area of interior design and architecture in the United States while utilizing accreditation standards of CIDA and NAAB. The purpose of this study is to provide reference to consult for the professionalization of Korean interior design by showing the effects of standardized professional knowledge on professionalization. The utilized research method is a multiple case study, analyzing cases of interior design and architecture in the United States. The unit of analysis is accrediting criteria, including present and revised versions. Content analysis was conducted to interpretate qualitative data collected. The research results include that knowledge differences between interior design and architecture are not clear. This study concludes that standardized professional knowledge emphasizes the technicality elements of knowledge to protect the health, safety and welfare of the public instead of indeterminacy elements. The research results imply that knowledge standardization concerning HSW can be a critical step to professionalization because it can show a jurisdictional boundary as a unique profession.

• Korean Journal of Child Studies
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• v.25 no.5
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• pp.129-145
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• 2004

This research aimed to analyze the quality of center-based infant/toddler programs in Korea. Scale for infant and toddler programs divide accreditation standards into 4 areas(physical environment, curriculum, health care, management system) with 60 standards. Standards can be divided into basic criteria and general criteria. The subjects are 149 day care centers(44 infant day care centers and 105 day care centers), and raters(teachers or principal) assessed the quality of each item on a 5-point Likert scale. The results of this study are as follows: 1) Self-evaluation result have marked 3.67 as average(range : 2.32~4.90), which barely meets basic criteria level. 2) Physical environment area has received worst score(3.41) and Health care area has received best score(3.92). 3) Each standard's score indicate the quality of infant/toddler care program: Feed care(4.29), Affectionate teacher-infant interaction(4.14) were highly rated while Nature environment/anmal/plant(2.75) and Teacher's facilities(2.74) were rated low. 4) Some variation factors showed differences in the qualitative level; number of child, education level of principal.