• Hwankyungkyoyuk
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• v.12 no.1
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• pp.134-149
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• 1999

In this paper an attempt was made to establish a direction in systematizing the technical education with regard to the relation to environmental education. This study was made mainly through literature review concerning the relationship between technology and environment, and thus this study has a purpose of connecting the contents of technical education with environmental education. It will provide referential data for environmental education. The main text of this study dealt with which goal to establish in the technical education from the viewpoint of academical position considering the relationship between technical education and environmental education. Also, it dealt with the organization of contents of environmental education according to the 7th curriculum and, as a result, it reached the following conclusions: In the first place, technology and environmental education which have close relationship with each other should be considered in the developmental aspect. In the second place, technology, in any directions, affects natural environment. In the third place, environmental education should be done by the integrated approach and one of the alternatives can be through SET education including society and culture, environment, and technology all together. In the fouth place, the environmental education should be environmentally sound and developed sustainably so that the technology can be developed along with environment. One example can be found in the ecological architecture. In the fifth place, the environmental education which is a souce of technical education has its necessity in 8 aspects. In the sixth place, according to the 7th curriculum, the following can be the teaching contents which will connect technical education and environmental education: gardening, vegetable raising, planting and trimming, the future techniques, energy and transportation techniques, and so on. In the seventh place, the technical education can have seven goals concerning environment. In the eighth place, the environmental education in the technical education should be considered in the aspect of contents, of teaching and learning, of evaluation, and of the relations with subjects. In the ninth place, should be included as teaching materials of the units of technology textbooks where environment education will be dealt with.

• Journal of the Korea Fashion and Costume Design Association
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• v.21 no.1
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• pp.115-129
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• 2019

This study aimed to develop methods for technical design education that can be intimately connected to the industrial field. For this, technical design jobs performed in the fields of the domestic and foreign fashion industries and their required competences were examined, and educational methods based on constructivism were proposed. Korean fashion technical designers' works were identified, and then the fashion technical designer's responsibilities and qualifications were collected and analyzed from global employment sites. On the basis of the collection and analysis, hands-on staff members and education experts were interviewed about required competences for the actual business and possible suitable methods for education. The results of research showed that in the case of the US, job systems and relevant duties for technical designers were clearly defined by clothing brands, whereas in Korea, businesses were systematized around vendors, not brands, and as a result the businesses of technical package composition and specification proposals were not performed properly. This study organized the contents of technical design education into fit development and specification, the composition of technical design packages, the evaluation and approval of samples, fit schedule management and fitting, block pattern setting and pattern correction, sewing specifications appropriate for styles and materials, grading, technical terms, and production management. As for the technical design education models, the cognitive apprenticeship model, resource-based learning, the problem-based and anchored model, and the problem-based and resource-based models were proposed.

• Journal of Practical Engineering Education
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• v.11 no.2
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• pp.259-268
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• 2019

The purpose of the study was to examine the vocational educational system of Egypt, focusing on the effectiveness of the three consecutive cycle-based curriculum and integrated technical education clusters (ITECs) in order to suggest some implications for innovating the current vocational education system of Korea. The vocational education system of Egypt is similar to that of Korea, in terms of general education to go to university and vocational education to go to labor market. However, the Egyptian system is different from the system of Korea in light of the three consecutive cycle-based curriculum that links secondary vocational education, vocational education of college level, and advanced technical and vocational education. In addition, the Egyptian system has adopted the "cluster" approach which integrates technical secondary school, intermediate technical college, and advanced technical college around one physical area so as to promote vocational education in collaboration with regional industries and to guarantee education quality. In the last part, some potential implications were suggested for upgrading the quality of vocational education of Korea based upon the benchmark results of the Egyptian vocational education system and career development of students.

• Journal of the Korean Society of School Health
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• v.26 no.3
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• pp.169-183
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• 2013

Purpose: The purpose of this study was to develop a safety education system and its contents for technical high schools including textbooks and instruction manuals for teachers. Methods: Reference materials and surveys were both employed in the study. Basic theory and relevant contents were estimated. The contents of safety education included in the current curriculum in technical high schools were evaluated and the laws and regulations related to safety education in such schools were analyzed by researching references. In addition, the status of safety education in technical high schools and the demand for safety education were reviewed. Results: The goal of safety education has been established based on the status and theory of the estimated safety education, The goal was classified into an overall goal and sub-goals, setting five areas of safety education. Furthermore, the contents of safety education, total 17 hours per year for each grade, were organized into 20 content goals and 47 activity elements. These activity factors of safety education has been systemized by grade. Conclusion: All technical high-schools need to carry out safety education based on the contents related to safety education. The operation of this systematic safety education will be more efficient and effective than the current system and the knowledge, attitude, and behavior regarding safety at technical high schools are expected to undergo positive changes. Moreover, the result from this study will contribute to the establishment of various policies for safety education in technical high schools.

• The Mathematical Education
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• v.41 no.1
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• pp.1-18
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• 2002

The purpose of this research is to compose the curriculums of mathematics for the technical high school students to ream their own majors effectively. First, we analysed the goal of mathematics education in high school and the goal of education in technical high school and the 6th and 7th National Curriculums of mathematics. And next, we researched the reality and the necessity of mathematics education in technical high school. As the result of this analysis, we found some problems of mathematics education in the technical high school. So we composed the scope, the sequence, and the units of mathematics textbook which reflect the curriculum of technical high school.

• The Journal of Korean Institute for Practical Engineering Education
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• v.3 no.1
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• pp.103-109
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• 2011

The ODA(Official Development Assistance) of Korea is growing considerably, and the ODA projects in the technical and vocational education have the good performance to the recipient countries, because they have the direct and quick benefits. But there are no economic model of performance measurement for the ODA in the technical and vocational education. The purpose of this study is to develop the economic model of measuring the performance of the ODA in the technical and vocational education. This study use the ROI model using financial information and the BSC model using non-financial information, and link each model closely. The ROI model using financial information is more relevant, because the benefits of the technical and vocational education are distinct and quick to the recipient groups.

• The Transactions of the Korean Institute of Electrical Engineers P
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• v.53 no.4
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• pp.216-222
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• 2004

This research is that concern in mathematics education of Technical high school Department of Electricity in the 7th educational curriculum. we indicated problem compare 7th with 6th mathematics curriculum subject contents in Technical high school Department of Electricity. And examine major subject contents, analyzed contents of mathematics that must supplement and mathematics which use in major subject. Established contents of electricity mathematics education that need to major learning to satisfy target of technical high school technical education that is presented in the 7th training courses with this analysis. Also, we hope these results are into consideration when writing new mathematics text in Technical high school Department of Electricity.

• Journal of Engineering Education Research
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• v.21 no.6
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• pp.44-53
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• 2018

The purpose of this paper is to develop a technical writing model suitable for engineering students based on the practice of technical writing using the patent application form for engineering students. The Dick & Carey model was used to design the teaching of technical writing using the patent application form. In particular, the instructor communicates with the learner and instructs the learner to produce and express students' own ideas. Instruction design in technical writing progresses consists of four steps, such as creating ideas by brainstorming, comprising contents, exercising writing, and feedback. Feedback occurs between an instructor and a learner and also does among students. As writing is proceeding step by step, instruction design for technical writing should come forth with specific methods to make students practice writing in work. Following these steps will help engineering school students to make up new products after graduating university.

• Proceedings of the KIEE Conference
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• 2004.07e
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• pp.3-9
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• 2004

This research is that concern in mathematics education of Technical high school Department of Electricity in the 7th educational curriculum. Indicated problem of mathematics education of Technical high school Department of Electricity at 7th educational curriculum as that compare mathematics subject contents with difference of Technical high school mathematics education in the 6th and the 7th educational curriculum. And examine major subject contents, analyzed contents of mathematics that must supplement and mathematics which use in major subject. Established contents of electricity mathematics education that need to major learning to satisfy target of technical high school technical education that is presented in the 7th training courses with this analysis

• The Journal of Sustainable Design and Educational Environment Research
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• v.7 no.2
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• pp.12-29
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• 2008

The problem should be approached in terms of recovering essential functions of technical high school and identification to supply stable and quality human resources in technical sector. An adequate space programming for technical high school is needed to educate effective skills and techniques. Considering the education directions of vocational high school, the article covers principals of technical school's construction plan and directions and, based on this, suggest the way of estimating the scale in construction plan of technical school. Through this research, systematic and reasonable space planning can be possible. The range of this research is based on development directions of society and education and an objective standard in a newly reformed the 7th Stage of Education. In addition, the research is limited to technical high school among kinds of vocational high school. The purpose is to redefine the role of technical school that face identification crisis currently, comparing to the past, and to suggest a more effective space planning. The research limits the space to classes for specialized subjects, a core space for education in technical school among diverse spaces.