• 한국환경교육학회지:환경교육
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• 제19권3호
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• pp.183-199
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• 2006

The purpose of this study is to develop an in-service teacher training program for professional development in environmental education. In order to achieve the goal, the in- service teacher training program for professional development in environmental education development / implement team is formed to deal with the development and the implementation of the program. The team is composed of environmental education professionals and environmental education teachers. After the development of the program, 20 teachers were selected to implement the program. Then, through various researches such as interview, monitoring, and survey, the evaluation of the program was done. After the evaluation, the feedback on the program was collected in order to apply the final adjustments and changes to the developed training program for professional development in environmental education. The training program is designed to include the wide range of theories and real life cases. It focuses on certain topic, and is implemented through workshop type training method to increase the participation rate. The major motive of the participants was to develop their professionality in environmental education. Based on the analysis of the training program and the workshop, 69.1% of the program is focused on the environmental education/learning theory, and 71.4% is focused on the environmental education teaching method. The environmental education teaching method is focused on the real life teaching method that could be used in many schools. However, the parts on environmental education philosophy, psychology, and evaluation was not included as a part of the program. Also, the evaluation method of the students learning the environmental education was not introduced as a part of the program as well. It is due to the limited time frame of the training program, as well as its focus on the training method of environmental program. Based on the analysis of the evaluation results obtained through monitoring, the training program for professional development in environmental education is successful in terms of focusing the goal of the program around the environmental education/learning theory and environmental education teaching method, which was the motive of the participants. However, the effectiveness of the program differed from participants to participants based on their majors in environmental education, and it did not last long enough. The future training program for professional development in environmental education should consider the backgrounds of the program participants to have various programs prepared for various groups of people. We suggest that the results of this developed program will be applied to "environmental education teacher licence training" in the future.

• 실천공학교육논문지
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• 제14권1호
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• pp.109-118
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• 2022

본 연구는 대표 직업교육훈련 국가인 미국, 독일, 스위스, 호주, 영국, 싱가포르의 COVID-19 대응방안을 조사하여 우리나라 직업교육훈련 정책 수립을 위한 시사점을 도출하는 것을 목적으로 하고 있다. 직업교육훈련 선도국 조사로부터 도출된 시사점은 다음과 같다. 첫째 COVID-19에 대응하기 위해 대면 중심의 직업교육훈련을 온라인 교육으로 신속히 전환하였다. 둘째, 견습제도의 위기를 극복하기 위한 제도를 강화하였는데, 특히 영국과 호주 정부는 견습제도를 위한 특별 예산을 편성하였다. 셋째, COVID-19로 인해 블렌디드 러닝을 새로운 표준 교육모델로 자리 잡으면서 직업교육훈련의 디지털화를 가속화하고 있다. 마지막으로 직업교육훈련 선도국들은 온라인 교육 지원을 위한 에듀테크 산업의 발전을 추진하고 있다. 이는 한국 직업교육훈련의 변화 방향에 대한 중요한 시사점을 제공해 주고 있다.

• International Journal of Computer Science & Network Security
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• 제21권11호
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• pp.177-180
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• 2021

The theoretical and methodological provisions that allow to systematically and comprehensively study the postgraduate pedagogical education of teachers; the essence and features of postgraduate pedagogical education of teachers of diverse training institutions, providing professional and pedagogical training of this category of pedagogical personnel, have been determined; regularities, principles and conditions for the implementation of promising directions of development of the system of postgraduate pedagogical education for teachers of diverse training have been developed; developed technological support for the development of postgraduate pedagogical education for teachers of multidisciplinary training; identified and substantiated promising directions for the development of postgraduate pedagogical education for teachers of multidisciplinary training in vocational education, due to the modernization.

• 성인간호학회지
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• 제20권2호
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• pp.251-268
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• 2008

Purpose: This study aimed to develop the first standardized education & training program for education of senile long-term care managers to improve the quality of senile long-term care service. Methods: The study developed programs through literature review, specialists' conference and interview with the linear approach from February, 2007 to May, 2007. Results: Senile long-term care managers should have qualification of 51 items in knowledge, 35 items in technology and 17 items in attitude. Total 8 subjects were education & training subjects of senile long-term care managers and the study proposed targets of each subject and education & training level divided into top, middle and bottom. Total education & training hours were composed of 70 hours in theory, 50 hours in practical technique and 40 hours in social welfare practice in agencies. Conclusion: The study will contributed development of the first education & training programs for education of senile long-term care managers. Therefore, the study proposes that the study will be applied to a systematical education & training course through program verification after applying real programs to senile long-term care managers and that it is necessary to develop the standardized education & training program for higher senile long-term care managers.

• 실천공학교육논문지
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• 제13권3호
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• pp.545-558
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• 2021

2020년 3월 「직업능력개발법 일부개정법률안」이 통과되고, 직업능력개발 훈련교·강사의 보수교육 의무화가 법제화됨에 따라, 보수교육 운영기관에서는 훈련교·강사의 역량 강화 및 직업훈련 품질 향상을 위한 보수교육을 제공하는 방안을 마련하고자 하였다. 그러나 보수교육의 수요가 일부 직종에 집중적으로 몰려 있어 교육훈련수요가 적은 직종에 대해서는 별도의 개별학습 등을 보수교육으로 인정해주는 방안을 마련해야 할 필요성이 제기되었다. 이에 본 연구에서는 교육훈련수요가 적은 소수훈련직종을 먼저 정의하고, 소수훈련직종에 속하는 훈련교·강사를 위한 보수교육 인정방안을 도출하고자 하였다. 이를 위해 선행연구 및 현황 분석, 이해관계자와의 협의, 전문가 자문 및 소수훈련직종 종사자 자문 등을 실시하였다. 연구결과로 소수훈련직종을 유형 1과 유형2로 나누어 구분하여 정의하고, 여러 교육유형을 포괄하는 소수훈련직종의 보수교육 인정방안을 도출하였으며, 소수훈련직종의 보수교육 인정범위의 확대에 대한 논의 및 제언을 제시하였다.

• 품질경영학회지
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• 제28권3호
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• pp.68-81
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• 2000

In this paper, we studied the four stages of quality related education and training and identified alignment factors that have influence on successful TQM education and training. Based on extensive literature reviews the four stages are extracted such as quality concepts training, quality tools training, special topics training, and leadership training. Also we determine the alignment factors. A framewok of research model including above factors is developed and tested statistically. The perceived data are collected from managers of quality departments of 140 Korean firms through survey. The results show that alignment factors which achieve success in Quality related education training are using relevant examples and implementing training at the top in quality concepts training, providing time and opportunity to master skills in quality tools training, organizing courses into a logical curriculum in special topics training, and providing ongoing feedback in leadership training. We also offered numerous suggestions that can help organizations develop effective training programs to meet their objectives.

• 한국경영과학회지
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• 제27권1호
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• pp.75-94
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• 2002

The development of Information technologies huts contributed on-line training as one of important education methods. On-line training In firms, which is similar to e-learning or virtual education, provides trainees with more education opportunities in diverse ways. It has developed a range of innovative services with an one-stop solution of education within the electronic sector. Also under the on-line training environment, trainees can undertake customized training packages at anytime and any places. Moreover, information technology allows both the trainers and other trainees to be decoupled in any of the elements of time, place, and space. Two research questions are investigated : what are the determinants affecting the on-line training effectiveness and how those variables effect the two aspects of training effectiveness: learning performance and transfer performance. Based on the previous literature conducted on the traditional training environment, the determinants of training effectiveness are derived. light hypotheses are developed based on literature reviews and tested by questionnaires survey data. The collected data have been analyzed by LISREL. It is found that the relationship between individual, organizational and on-line sloe design variables and training effectiveness (learning and transfer) are significant. The contribution and limitations of this research are also discussed tilth future studies.

• 한국항해항만학회:학술대회논문집
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• 한국항해항만학회 2004년도 Asia Navigation Conference
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• pp.113-120
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• 2004

Considering the present and expected demand for human resources by the maritime community, its quantity and quality depend on the number of the ships and the technology applied to them. Scientific and economic developments in this community bring the intensive use of modem technology for many of ships operation. Generally it effects to reduce the quantity of manpower, while it increases the requirement of qualifications of human resources to utilize such advanced technology. Considering above, the maritime education, training and research activities should be revised and updated according to the demand of the community. Because of a difference between the transition of the demand for the human resources and development of the maritime education, training and research activities, there are two most common questions as “What to teach” and “How to teach”. The first question has been asked for many years. The contents of maritime education and training are always related to the existing maritime knowledge and technology and should be updated with consideration of changes of the demand namely “Globalisation of maritime community”. It brings globalisation of the maritime education, training and research activities. The second question is still keeping us busy to look for the best way. Presently traditional methods are used together with new system, while the use of sophisticated simulation, communication and information systems etc. and it is changing our understanding on teaching. This paper introduces the new role of Maritime Institutions from the viewpoints of the maritime education. training and research activities. The role of guide for seafarers and maritime companies is always essential and the concepts such as “Refreshment Training”, “On the Job Training”, “Lifelong” or “Continuous Training” bring new understanding to the training period, trainee's age and position. As a result, the maritime institutions should be ready for their new role, which is, in brief, guiding the maritime society, recommending and providing new learning environments, organising research and developments, performing the education, training and assessment, improving existing methods and developing new methods of the education, training and assessment.

• 디지털융복합연구
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• 제5권2호
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• pp.109-122
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• 2007

The original element for development in current society is recognized as knowledge, technology and information. It has been developed and improved the human resources development system through the occupational standards that closely connected system among work, education training and qualification in every country. This study is for development of the occupation standards that was standardized the required competency element, performance criteria, range statement, assessment guideline in machinery industry, also developing the education training program based on competency to be able to apply department of relevant machinery industry in vocational high school. Occupational standards and key competencies were developed by expert in field engineer and verified about contents and level system by questionnaire and interviewing. Education training program was developed on SCID model, and the effectiveness and suitability of the training program was verified by teacher, professor and student belonging to training organization.

• 디지털산업정보학회논문지
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• 제15권1호
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• pp.43-51
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• 2019

This research proposed the necessary capability of cyber security professional personnel for cyber security education and training. Cyber security professional personnel were required specialized capability because the curriculum of cyber security education and training is structured around practice and training. Based on the knowledge, skills, and attitudes of professors, we derive candidate capabilities and index through the results of precedent research. As a result, we derived capability such the candidate capability group as teaching qualification, expert knowledge, practical ability, lecture ability, and research ability, and detailed capability index was derived accordingly. Finally, based on the questionnaire results of the professors related to the information security, it was determined that the capability required for the cyber security education and training professional personnel were expert knowledge, practical ability, and lecture ability. Among the capabilities, executive ability means that they have to fulfil abundant executive experience due to the high proportion of practical training due to the characteristics of cyber security education and training.