• Journal of the Korean Society of Clothing and Textiles
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• v.36 no.1
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• pp.68-83
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• 2012

This study suggests a Korean fashion design education model through a comparison of the fashion design curriculum and education systems in the USA, Europe, and Korea. For this, a case study of fashion design curriculum and education systems in the USA was performed with literature reviews about education methodology and design process to develop creativity, following the prior study, A Comparative Study on Fashion Design in Europe and Korea. For the case study, 12 superior fashion design education institutions in the USA were chosen from fashionista (N.Y.) and the goals, the emphases, the constitution of the online curriculum of each undergraduate fashion design course were examined. As a result of this study, Korean fashion design education model (1+2.5+0.5 model), was proposed by integrating the education systems of the USA and Europe, as follow: First, Korean fashion design education institutions need to be characterized and the departments/majors should be gradually specialized by the major. Second, foundation courses prior to undergraduate courses or during the 1st year should be established to result in a multi- disciplinary basic education. Third, a project based major needs to be performed that connects fashion design subjects with their related subjects for 2 and a half years as of the $2^{nd}$ year. These projects can be progressed by problem-solving design process of problem-identification and brainstorming-research, analysis-design concept-design ideation, selection-design development, implementation-critical evaluation and solutions. Fourth, collaborative projects or integrated courses with related Liberal Arts or other art and design majors should lead to muliti-discilplinary education. Fifth, the chance of increased active industry-academy collaboration and actual employment or enterprise can be facilitated by the establishment of only the courses related to domestic or international internships during the $2^{nd}$ semester of the $4^{th}$ year.

• Journal of the Korean Home Economics Association
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• v.40 no.2
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• pp.131-142
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• 2002

Interested in the importance of Consumer Education in school has recognized in modem society, due mainly to the development and change of consumption life. Among the many contributions to the study of consumer issues that Consumer Education in school is the most important thing to be rational consumer. However, There is no any system to support the Consumer Education in school even though we need it. And thus, this paper is used the method of Contents Analysis through critically reviewing the professional web-sites of Consumer Education Center in Japan and Europe in order to investigate what the goal is, what contents are, how they operate their Consumer Education System. Moreover, we compare two web-sites in aspects of system, structure. The Consumer Education in Japan and Europe is toward the value of life which is not the buy-man-ship but the way of thinking and philosophy of life. The school lead the Consumer Education through the integrated system which is invoked all of related subjects. Each related subject is gotten together for the Consumer Education. Most of all the Consumer Education Center in Japan and Europe is in the middle of Consumer Education in school, and then absolutely assist and support Consumer Education in school.

• Journal of the Korean Institute of Educational Facilities
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• v.18 no.6
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• pp.57-64
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• 2011

This study is the spatial characteristics of child education facilities through the cognitive development of child. Early childhood is the most important period in every human developmental stage; physical, emotional, and mental parts. Thus, the education in early childhood should be conducted naturally by a variety of experiences, sensibility, and physical activities, not by knowledge-oriented education which has been conducted until today. The education based on experience has been adapted, not only domestically, but internationally, and the early childhood education focused on child's development is especially emphasized in Europe. It's because the industrialization started earlier in Europe than in other countries, and it leaded to the entry of women in public affair. Consequently, early childhood education was taken charge of by the nation. While it has gone through trial and error, and Now it leaded to the better way. This study checks the common factors which shows the spatial characteristics based on experience and the relationship between the features of infants and concept of space in Piaget's theory. And then, I am going to systemize the relationship of each factor and suggest the design plan so that it could be applied methodologically when the space is designed for child education facilities beyond the current education only focused on programs.

• Journal of Information Processing Systems
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• v.4 no.3
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• pp.97-102
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• 2008

Europeans are much more rigid in their thinking on robots and especially have a negative view on robots as peers since they regard robots as labor machines. Recently, Korea invented several educational robots as peer tutors. Therefore, study was needed to determine the difference in cultural acceptability for educational robots between Korea and Europe (Spain). We found that Europe seems to be much more rigid in its thinking on robots and especially has a negative view on educational robots. Korean parents have a strong tendency to see robots as 'the friend of children,' while on the other hand, European parents tend to see educational robots as 'machines or electronics'. Meanwhile, the expectation of children on educational robots showing identification content was higher in Europe than in Korea since European children are familiar with costume parties. This result implied that we may find a Korean market for educational robots earlier than a European market, but European children will be eager to play with educational robots even though their parents have a negative view of them.

• Journal for History of Mathematics
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• v.33 no.2
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• pp.115-132
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• 2020

Social awareness of mathematics and academic attitudes toward the value of mathematics education has kept changing according to the intellectual, political and religious contexts. In this article, we examine how mathematics was defined and recognized in liberal arts education of the Roman Empire and early medieval Western Europe. This study analyzes how mathematics was described in encyclopedic works written in the Roman era after the mid-second century BC and in the Western European monasteries and cathedral schools after the fifth century. Ancient Greek mathematics took a clear place in liberal arts education through encyclopedia writings and prepared a mathematics curriculum for medieval universities. I hope this study will contribute to understanding the origin and context of the mathematics curriculum of medieval universities.

• 한국사회복지학회:학술대회논문집
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• 2004.06a
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• pp.3-50
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• 2004

${\cdot}$ Recent social policy and labour markets debates in Europe, responding to the difficulties faced by the traditional neo-Keynesian welfare state settlement, stress the value of positive investment alongside de-regulation and greater flexibility as a way of achieving both economic and social goals. ${\cdot}$ Patterns of policy reform are complex and reflect differing national circumstances. A general move towards deregulation, constraints on entitlement to passive benefits, programmes to enhance employment, particularly among high-risk groups such as single parents and young people, targeted subsidies for low earners and casemanagement may be identified. ${\cdot}$ In relation to investment in education, research and development and combined training and benefit programmes to enhance mobility between jobs the picture is less clear. Education standards continue to rise, but research and development spending stagnates and few countries have developed substantial ‘flexi-curity’ programmes to support job mobility. ${\cdot}$ The labour market tradition in much of Europe has been one of conflict between labour and employers. As labour grows weaker, new approaches develop. These tend to stress productivity agreements and greater flexibility in work practices within firms and reforms to passive social security systems more broadly, but movement to support the more challenging investment and flexi-curity policies is slow. ${\cdot}$ In general, social and labour market policies in Europe stress deregulation and negative activation more strongly than social investment and ‘flexi-curity’. The countries with high growth and employment achieve that goal by different routes: Sweden has a closely integrated social democratic corporatism with high spending on benefits and training programmes and the UK a more liberal market-oriented system, with lower spending, highly targeted benefits and less mobility support. ${\cdot}$ Europe has something to learn from Korea in achieving high investment in human capital and R and D, while Korea may have something to learn from Europe in social investment, particularly flexi-curity and equal opportunity policies.

• Journal of Engineering Education Research
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• v.11 no.1
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• pp.101-116
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• 2008

As industrial society has changed to knowledge-based society, the needs for the intellectual property education in the engineering school is emphasized. Therefore graduate engineering school in USA, Europe, and Japan has strengthened intellectual property education. The curriculum has expanded from intellectual property introduction to business development using patent technology, valuation of intellectual property, intellectual property strategy and management. However, the intellectual property education in engineering school in Korea is in early stage. This study has surveyed the intellectual property education in major engineering school in USA, Europe and Japan, and compared it with the education in Korean engineering school. Finally, some recommendations are provided based on this study.

• Journal of the Korean Institute of Rural Architecture
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• v.8 no.2
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• pp.11-18
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• 2006

Ecomuseums come into close relationship with resident and community. Progress of heritage concept brings on the change of valuation standard in heritage, that life style of residents become most important element of cultural heritage. The change of display method has caused the generation of various experience programs in ecomuseum which are display and education based on participation of visitors and residents. Ecomuseums in Europe during progress have conceptual peculiarities by themes to keep the cultural identity and protect folk culture in regional community. 'Europe Ecomuseum Network' seriously affected by social change and development is new alternative to promote regional identity and cultural exchange among Europe countries. People participation with all residents is decisive factor to promote identity and attachment in native place, as well as collaboration with residents, experts, administrators and NGO is one factor for sustainable development and the realization of ecomuseum, activation of regional economy, and also is the root of efforts to protect and activate regional community.

• Korean Journal of Comparative Education
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• v.26 no.3
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• pp.1-21
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• 2016

This paper aims to explore the historical characteristics of CESE (Comparative Education Society in Europe) and BAISE(British Association of International and Comparative Education) through the analysis of their theoretical discourses which have impacted on Korean Society of Comparative Education. Inaugurated in 1963 by UK scholars, CESE is an ongoing international educational society beyond Europeanization. It seems intellectually struggling for setting up its peculiar comparative methodology discriminated from Americanization of method in general, because a long tradition that Europe is the center of the world has been shrunk by the emergence of WCCES led by US. While BAICE, inaugurated in 1997, is floating an international association with international students coming from overseas countries, tackling the global issues actively and making more balances with a critical equilibrium theories.

• The Journal of the Korea Contents Association
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• v.12 no.6
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• pp.518-529
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• 2012

Integration of Europe was started when European Union Treaty was concluded at Maastricht for the first time on December, 1991. Europe which may be called as a cradle of modern national state has realized a single Europe not only in the socio-economic integration field but also in the political field. Under this background, it is considered that life-long education policy for developing a new integrated growth engine of EU requires educational response that may get ready for socio-economic environmental transformation more than anything else. In particular, this policy is faced with an important task of having to achieve harmony of efficiency through diversity and mutual coordination in pursuing cooperation and integrated development of life-long education field. However, notwithstanding their efforts, since 2008, some countries of EU were faced with economic crisis due to economic recession and this situation starts to drive the whole Europe even to the point of their financial crisis at last. This crisis is currently shaking socio-economic integration of EU. This study intends to observe a status of establishing life-long education system and promoting a policy for socio-economic integration of EU and to analyze as to what kind of relevance adult participation rate of life-long learning among the countries belonged to EU has with per capita income and to explore as whether socio-economic integration among member countries could be sustained based on problems of integrative life-long education system under the economic crisis of EU. In addition, through this study, an implication required for presenting a new paradigm conversion, policy establishment and development direction for the life-long education of our country is intended to be deduced.