• Korean System Dynamics Review
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• v.5 no.2
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• pp.149-174
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• 2004

Since the economic crisis in 1997, the Korean government has implemented a number of reforms in order to eliminate inefficiencies in both private and public sectors. One of the reforms made in the public sector was to lower the retirement age of teachers from the original age of 65 to that age 62. The ultimate aim of this compulsory policy was to improve the quality level of education by hiring many young teachers instead of senior teachers. It was made based on the calculation that by lowering the retirement age by three years, the government can hire three young teachers with the saved wages. However, this policy has brought an unexpected result; the imbalance between the supply and demand for teachers has become a much more serious problem in Korea's elementary education system The purpose of this study is largely twofold; First of all, it aims to identify the scope of imbalances occurred in the supply-demand system of elementary school teachers in a region of the nation, and also to find out why such imbalance occurred. Secondly, the purpose of this study is to experiment with feasible policy alternatives and their effects on the system and to suggest some resolutions on the imbalance.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.16 no.1
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• pp.5-26
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• 2005

Sookmyung Women's University Library developed a Cyber Learning Program for Information Literacy Education in the Fall semester of 2004. The program was enforced as a pass/fail prerequisite of the "Reading & Writing", a compulsory course for the first-year students. The paper describes why and how the university reached to the decision to initiate such a program. It identifies the factors which contributed to the early success of the program by analyzing the contents development process and the actual course management process. Suggestions for further developments is made by analyzing the technical and procedural difficulties faced using the Learning Management System(LMS).

• Journal of Engineering Education Research
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• v.27 no.5
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• pp.17-23
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• 2024

The core of artificial intelligence technology is the power of software, and programming has become a craze in recent years due to the growing interest. The purpose of this study is to explore factors that affect the programming academic performance of engineering college students. In order to analyze the factors, 153 college students (4 classes) who applied for the 'Programming Language and Practice' course, which is a compulsory course in Information and Communication Engineering (ICE) at a university located in Metropolitan City, analyzed the relationship between their test scores, attendance, assignments reflecting the learner's personality type, SAT scores, and high school record. As a result of the analysis, it was found that attendance and assignments were found to have a positive correlation with programming performance at a significant level of 5% and 1%, and in particular, assignments provided a significant effect on programming performance through multiple regression analysis. In the analysis of the correlation between SAT scores and high school record with programming score, there were no significant correlation in all four classes. The implications of these results were examined in conjunction with prior studies, and the limitations of this study and points to be supplemented in future studies were suggested.

• Journal of the Korean Society of School Health
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• v.23 no.2
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• pp.151-161
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• 2010

Purpose: This study purposed to examine the effect on health educational curriculum by grasping knowledge, attitude, and the extent of practicing it after giving a health education curriculum for 17 hours. Methods: This study was a non-equivalent control group pretest-posttest conducted with the first-graders enrolled in a middle school students in Gyeonggi Province. A total of 191 completed questionnaires from the test group and the control group each were used for the final analysis. The survey period was from March 5 to March 13, 2009 before the education was given from July 20 to July 25, 2009 after the education. A total of 38 questions were used to measure knowledge and a total of 39 questions were used to measure attitude and practice. This study used $x^2$ test, ANOVA, and t-test, Paired t-test. Results: After the health education curriculum was given, the test group s knowledge of health education was found higher than that of the control group. There was a difference between two groups, but considering the perfect score of 38, the knowledge scores of both groups were not high. With regard to each group s attitude and practice of health education, the study compared the scores obtained before and after the education and found that the test group had higher scores than the control group, showing a significant difference. Conclusion: In order for a health education curriculum to successfully have favorable influence on the health of teenagers, the curriculum should be offered for a more extended period of time than 17 hours and as a compulsory course, not a selective one, so that all the students can develop their health management capabilities.

• Industry Promotion Research
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• v.3 no.2
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• pp.87-94
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• 2018

This study suggests that lifelong education is regarded as a support system for lifelong learning, which includes all activities of educational characteristics, which ultimately has the goal of universalization of self - education. The goal is to successfully adapt to life. Statements supporting the need for lifelong learning have been found to be based primarily on the impossibility of this system to provide sufficient education to accelerate social change and to last a lifetime. The obstacles to implementation included inertia, resistance to change, motivation and cost. Opponents are likely to regard lifelong education as an attempt to expand compulsory education for exploitation and control purposes. This study found that there is an important consensus among supporters, but many questions remain. The full feasibility of lifelong education is considered to be far removed, and lifelong education should be interpreted as a source of direction and purpose, and ideals that society should aim for.

• Health Policy and Management
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• v.29 no.4
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• pp.394-398
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• 2019

Education on the physician continues with undergraduate medical education, graduate medical education, and continuous medical education. The countries such as the United States, Japan, the United Kingdom, German, and others are required to undergo training in the clinical field for 2 years after completing the national medical examination, and to become doctors after passing the clinical practice license test. Korea can obtain a medical license and become a clinical doctor at the same time if it passes written and practical tests after completing 6 years of undergraduate medical education or 4 years of graduate school. About 90% of medical school graduates replace clinical practice with 4-5 years of training to acquire professional qualifications, but this is an option for individual doctors rather than an extension of the licensing system under law. The medical professional qualification system is implemented by the Ministry of Health and Welfare on the regulation. In fact, under the supervision of the government, the Korean Hospital Association, the Korean Medical Association, and the Korean Academy of Medical Sciences progress most procedures. After training and becoming a specialist, the only thing that is given to a specialist is the right to mark him or her as a specialist in marking a medical institution and advertising. The government's guidelines for professional training are too restrictive, such as the recruitment method of residents, annual training courses of residents, dispatch rule of the residents, and the quota of residents of training hospitals. Although professional training systems are operated in the United States, the United Kingdom, France, and Germany, most of them are organized and operated by public professional organizations and widely recognize the autonomy of academic institutions and hospitals. Korea should also introduce a compulsory education system after graduating from medical education and organize and initiate by autonomic public professional organization that meets global standards.

• Journal of the Korea Society of Computer and Information
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• v.22 no.1
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• pp.123-134
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• 2017

The ability to use information technology has become increasingly important as technological advances continue to sweep through the computing world, and education for improving computational thinking has become globally instituted. In South Korea, informatics subjects have been modified in the 2015 curriculum and are now compulsory in primary and secondary education. However, despite substantial financial investment and numerous studies promoting informatics education, there continues to be a serious lack of pre-service teachers capable of teaching computational thinking. This study investigated pre-service teacher programming education using App Inventor, their perceptions of App Inventor, and how use of the program affected teacher problem-solving abilities and self-efficacy. In the pre-test, the control group and experimental group showed no statistically significant difference; however, the post-test revealed that the two groups showed statistically significant differences in problem-solving skills and self-efficacy. The participants initially showed interest in using App Inventor; however, after practice-teaching and project-based learning, the participants demonstrated a growing negativity toward the program when they made errors and the functional limits of App Inventor became apparent. Although most participants stated that they would not use App Inventor in their classes, the positive statistically significant differences in problem-solving skills and self-efficacy indicate that this study could be utilized as a basis for building a teaching-learning program using App Inventor and creating an educational plan for teaching computational thinking.

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.951-962
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• 2009

Examining research papers and other texts on the subject, this study summarizes previous studies, with focus on circulation as a subtopic of Earth Systems Education. In relation to the Earth Systems unit included in the revised 10th-grade science textbook, this study explains the meaning of Earth Systems and the basic concepts of Earth System Science. It surveys the origin and application of Earth Systems Education, which developed primarily in the U. S., and introduces its objectives, concepts, and communicated content. It also reviews the contents of Earth Systems Education adopted in the Korean school curriculum, and provides a comparative analysis of the content on circulation appearing in Earth Science I textbooks. Finally, it is proposed that an understanding among educators of Earth Systems and of its necessity as a subject of education is imperative for Earth Systems Education to become firmly established as a compulsory component of the national school curriculum.

• The Journal of Churna Manual Medicine for Spine and Nerves
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• v.5 no.1
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• pp.157-168
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• 2010

Objectives: The aim of this study was to investigate the curriculum of Chuna manual medicine (CMM)-related subjects in oriental medicine college and to let CMM have opportunities to develope current curriculum and basic circumstance for CMM. Methods: Questionnaire was obtained from 11 oriental medicine college and 1 school of Korean medicine, Pusan National University, bye-mail. If there was any insufficient information from response, we asked more information by direct call. Results and Conclusions: The findings from our study can be summarized as follows: 1. There are three CMM-related subjects, CMM, Oriental Rehabilitation Medicine (ORM) and Neuromusculoskeletology(NMS). All curriculums of 8 colleges belonged to classification I have CMM and DRM courses. Curriculums of 4 colleges belonged to classification II, have ORM or NMS course without CMM course. 2. 10 colleges of 11 ones which have ORM course, have major compulsory courses, 1 college has a major optional course. 5 colleges of 8 ones which have CMM course, have major compulsory courses, 3 colleges have major optional courses. 2 colleges have only part-time lecturers for CMM course, other 2 college have cooperation of specialized professors and part-time lecturers, another 8 colleges have only specialized professors. 3. Most CMM-related subjects is teached at 3 or 4 grade of medical course. The units taken for CMM-related subjects is minimum 4 units to maximum 8 units in total about 160 units. 4. Total class hour for CMM-related subjects is minimum 120 hours to maximum 225 hours, and practice hours is about minimum 30 hours to maximum 75 hours. 5. The systematic regulation and financial support is needed for patients to get the best CMM treatment, because the present curriculum of CMM is insufficient for carrying out the best manual therapy for patients.

• Journal of the Korean Dietetic Association
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• v.20 no.3
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• pp.199-211
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• 2014

The increasing elderly population has created an urgent need for well-managed convalescent hospitals, which should provide appropriate clinical nutrition services. The new accreditation policy requiring participation of all convalescent hospitals since 2013 may promote improvement of clinical nutrition services. This study examined whether or not the accreditation policy has increased practice level and dietitians' perception of the importance of clinical nutrition management. Of the 177 convalescent hospitals accredited by January 30, 2014, dietitians from 73 hospitals (41.2%) completed the survey questionnaire. The pre-tested questionnaire surveyed general characteristics of the hospital and dietitians, current status of clinical nutrition management, and changes in the perception and practice levels of various aspects of food and clinical nutrition management. In average, dietitians with more than 5 years of work experience (68.1%) provided food and clinical nutrition services (71.2%). After accreditation, dietitians' perception of the importance and practice level of clinical nutrition service increased (P<0.001). Level of perception, however, was significantly (P<0.001) higher than practice level before and after accreditation. During perception and practice level of initial nutrition assessment, a compulsory accreditation item, notably and significantly (P<0.001) improved after accreditation. The significant difference between perception and practice level disappeared after accreditation. In conclusion, the accreditation process had positive effects on clinical nutrition management in terms of dietitians' perception and practice levels. Making more accreditation items compulsory and providing motivation and professional education to dietitians in convalescent hospitals could lead to additional improvements.