• The Journal of Asian Finance, Economics and Business
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• v.7 no.12
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• pp.1123-1132
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• 2020

The aim of this paper is to understand the nature of transformation of the Chinese economy. China's approach to the process of economic development in the aftermath of the reforms in the late 1970's has been a success story and a phenomenon of great significance. It helped millions of people move out of poverty and achieve an acceptable standard of life. The economic policy of China was more effective than India's; we measured this effectiveness in terms of two fundamental approach: first, growth was fundamental for ensuring and increasing the wellbeing as it increases total output in China compare to India; second, growth was pro-poor in China, but not in India, during the period 2000-2011. In this paper, we seek to explain how China reduced extreme poverty through reforms, and this reform experience of China stands out for three reasons. The first is renewed thrust on the rural economy and private sector, second is decentralized planning, and third is investment in human resource development. This experience of China's reform success offers a significant lesson for most of the developing countries, especially India, since India has more similarities with China. Therefore, this experience is particularly insightful for India.

• Journal of Information Processing Systems
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• v.14 no.1
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• pp.252-269
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• 2018

The era of information technologies has stimulated the demand of educational reform based on the use of information and communication technology (ICT). It requires explicit guidelines, vibrant objectives, mobilization of resources and political commitment at all levels of the country to achieve the desired results. However, change is not easy, it requires to overcome the impediments that hinder the successful integration of ICT in public schools. The pace of this reform is active in developed countries, while developing countries are lagging behind in achieving the required goals. The foremost purpose of this study is to highlight the barriers in the effective integration of ICT faced by developed countries in general and developing countries in particular. Reviewing the impediments to the integration of ICT in public schools may assist educators to become technology adopters in the future. Findings of the study reveal that intrinsic barriers are easy to surmount; once extrinsic barriers have been subdued successfully.

• Korean Journal of Health Education and Promotion
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• v.10 no.2
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• pp.11-21
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• 1993

Recently the structure of disease is changing its form into chronic disease. Taking into consideration this, the health care system doesn't cope with this tendency. With the health care system for acute disease, it is difficult to decrease medical care cost. At this point, Health education like primary health care can reduce risk factors and possibilities of occurrence of disease. This can cut off the medical insurance finance further more cuts off the rates of insurance cost. This is why health education is the principle part of medical insurance service. Though the law shows health education must be executed in the field of Medical insurance, still it is not enough. In order to carry out health education in the medical insurance organization, the efforts we should make are as follows: 1. Recognize the importance of health education. 2. Set the clear goals in health education. 3. Organize health education system. 4. Train health workers. 5. Systematize health education service. 6. Reform the medical insurance system. 7. Evaluate the effect of health education and practice the model.

• Research in Mathematical Education
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• v.3 no.1
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• pp.9-21
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• 1999

In mid 1980s, open education arrived in Korea. It was influenced by the educational reforms implemented in American primary schools. Currently, the Ministry of Education is appealing to teachers for their active involvement in educational reform by using open education methodology. Often teachers in Korea complain that they do not know what to do or how to change in order to practice the open education. It is time to review the state of open education in Korea and the United States. This paper contains the following segments: 0) Introduction, 1) Beginning of open education, 2) A brief history of open education in Korea, 3) The current status of open education in the United States, 4) A glance at open mathematics classroom in Korea, 5) Lessons from the review, and 6) Conclusion.

• Korean Journal of Comparative Education
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• v.27 no.3
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• pp.161-184
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• 2017

This study aims to draw implications by analyzing the direction of the reorganization of French teacher policy focusing on ESPE which was introduced in 2013 according to the flow of French education reform. When looking at the major changes in the French teacher training system, three revisions have been made over the last 25 years and starting from IUFM introduced in 1991 and through in 2009, ESPE, a new teacher training institute, has been introduced in 2013 and been running. ESPE is an independent professional teacher training institution for educating teachers (from kindergarten to university) as well as education specialists and the understanding of ESPE has a significance in that it can see the direction of reform of French teacher policy in the fact that all advantages of the former system is succeed at maximum and the disadvantages are complemented. When looking at the major reorganization direction of French teacher policy, first, it has strengthened its position as a research teacher by connecting teacher training with the master's degree program. Second, it pursued the balance between theoretical education and field training in teacher training. Third, eligibility criteria of teacher training become diversified and it's downgrading from master degree to bachelor degree. Fourth, teacher training, teacher recruitment exam, master degree in teaching and teacher certification are linked each other. Fifth, teacher training is made in two aspects, teachers as well as education specialists. In conclusion, French teacher policy has a great significance in terms of the fact that the will of reform improving the quality of education ultimately through establishing the status as research teacher and improving the quality of teachers can be seen.

• Journal of The Korean Association For Science Education
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• v.22 no.1
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• pp.64-75
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• 2002

The purposes of this study are to understand the trends of current science education compared with thinking paradigm and to find the direction of reform in holistic view. It is divided into three parts. Firstly, significant trends of science education during the late 20th century were examined. Secondly, the current society was discussed, particularly focused on the thinking paradigm. Thirdly, the science education trends and thinking paradigms were compared. The results are 1) A major goal of contemporary science education is the scientific literacy, for which the constructivist and STS class are introduced, 2) Thinking paradigm is changing from analytics to systemics, and 3) Compared the current science education and system thinking paradigm, they seem consistent in respect of looking for the whole-part relationship.

• Communications for Statistical Applications and Methods
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• v.15 no.2
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• pp.245-254
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• 2008

According to the $7^{th}$ reform of high school education curriculum, contents on probability and statistics in mathematics of high school curriculum have been expanded compared to the previous curriculum. Thus if the curriculum contains the contents to achieve the goals for probability and statistics, more efficient education on statistics is expected to meet the needs of information age. In this thesis, we studied through network analysis if contents on probability and statistics in mathematics of high school curriculum are composed to achieve the goals. We reviewed contents on probability and statistics in mathematics of the $7^{th}$ reform of high school curriculum whether they are conformed the purpose and direction of the reform or not. As a result, the concept of probability distribution and statistical estimation with a random variable was described clearly. But, census and sample survey were not connected with other items. In a part, there were expressional mistakes.

• Journal of Korean Academy of Nursing
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• v.53 no.4
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• pp.412-425
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• 2023

Purpose: Nurses play an important role in ensuring patient rehabilitation and are involved in all aspects of multidimensional rehabilitation. Therefore, strengthening rehabilitation nursing education is vital to ascertain high-quality rehabilitation and optimum outcomes. This study examined the effectiveness of a new teaching reform-a modified Six-Sigma-based training program-against a conventional educational program on rehabilitation specialist nurses' core competencies, post-training performance, and satisfaction. Methods: A quasi-randomized controlled trial was conducted to assess the effectiveness of the modified training program. We recruited 56 learners from the 2020 training course at the Hunan Rehabilitation Specialist Nurse Training Base as the control group. Sixty learners from the base's 2021 training course were recruited as the intervention group. Data were collected in a consistent manner from both groups after the training program was implemented. Results: Those who underwent the modified training program showed better improvement in all core competencies than those who underwent the conventional training program (p < .05); the scores for theoretical knowledge, clinical nursing lectures, reviews, and nursing case management improved significantly following the teaching reform (p < 0.05). Further, overall satisfaction as well as base management and theoretical teaching satisfaction improved significantly (p < .05). Conclusion: The modified training program strengthens rehabilitation nurses' base management abilities; enhances their core competencies; expands their interest in and breadth, depth, and practicability of theoretical courses; and updates the teaching methods.

• Journal of Engineering Education Research
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• v.23 no.5
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• pp.16-25
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• 2020

This article aims to analyze the experience of designing and operating a class model linking undergraduate and graduate students in engineering education and suggest its development direction. To achieve these objectives, the undergraduate-graduate linked class model was applied to community problem-solving education and a case was analyzed. It also specifically presented the process of how we design the class model and what the actual operational performances and improvements are. This study found that undergraduate and graduate students could build integrated and horizontal cooperative relationships in their classes through undergraduate-graduate linked education and, particularly, graduate students could gain meaningful educational experiences. However, it was difficult to obtain tangible performances through the team activities of these students within a semester. In order for engineering colleges to operate undergraduate-graduate linked education, it would be necessary to provide a longer and more systematic educational environment and better curriculum. The study tried to seek specific tasks and ways to improve them.

• Hwankyungkyoyuk
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• v.11 no.1
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• pp.251-274
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• 1998

The purpose of this study was to investigate the current status and problems in environmental education by schools which was newly established in the 6th curriculum and to propose the future agendas for environmental education. Then, we have investigated teachers' consciousness about environmental education and analysed the 6th curriculum and textbooks at primary and secondary school levels. The result of this study was as follows. 1. Most teachers thought of 'participation' as important goal of environmental education, but they actually could not practice it because of various preventing factors. 2. Most teachers thought that there were no efforts to reform textbook system and school conditions. 3. The content and goal of environmental education was duplicated and vague in each subject. The suggestions for the improvement of the environmental education based on these conclusions were as follows. 1. The systematic goal strategy of environmental education must be established. 2. We must allot appropriate roles to each environment related subjects for efficient environmental education 3. The opportunity for pre-service and in-service for teachers of environmental education must be expanded.