Journal of Practical Engineering Education (실천공학교육논문지)

Korean Institute for Pratical Engineering Education (한국실천공학교육학회)
권호 표지
DOI QR코드

DOI QR Code

Analysis of the Design Model of Competency-Based Curriculum in German Universities -Focusing on TU Darmstadt in Germany-

독일 대학의 역량기반 교육과정 설계모형 분석 -독일 TU Darmstadt를 중심으로-

  • Dae-young Kim (Department of Education, Jeju National University) ;
  • Jae-sook Lee (Department of Education, Jeju National University)
  • 김대영 (제주대학교 교육학과) ;
  • 이재숙 (제주대학교 교육학과)
  • Received : 2024.09.20
  • Accepted : 2024.10.13
  • Published : 2024.10.31
Download PDF
⟨ Previous Next ⟩

Abstract

This study analyzes the competency model of the Learning Factory at TU Darmstadt, Germany, aiming to derive implications for developing competency-based curricula in South Korean universities. It proposes an integrated model that combines theoretical knowledge with practical experience, allowing for the transformation of existing knowledge into necessary competencies for task execution. Additionally, it advocates for a learner-centered approach that enhances active engagement in the learning process, empowering students to take charge of their education. By implementing this integrated and learner-centered model, students can develop the transformative competencies required for future societal demands. This approach is expected to act as a catalyst for advancing competency-based education within South Korea's higher education system, ultimately fostering a more effective and responsive educational environment.

본 연구는 국내 대학교육과 유사한 환경적 맥락을 가진 독일 대학의 역량기반 교육과정 분석을 위하여 독일 다름슈르트 기술대학(TU Darmstadt)의 학습공장 역량모델 사례를 중심으로 살펴보고 국내 대학의 역량기반 교육과정 개발을 위한 시사점을 도출하고자 하였다. 이에 독일을 중심으로 역량중심 교육과정 관련 사례 및 실제 대학에서의 적용 사례를 분석한 결과는 다음과 같다. 첫째, 이론 지식과 실제 경험의 통합모형의 제안이다. 통합모형은 기존의 지식과 경험을 통한 새로운 지식을 과제를 수행하는데 필요한 역량으로 전환할 수 있도록 설계되었다. 둘째, 학습자 주체의 학습지향을 강화하도록 설계된 학습자 중심의 학습모델로의 전환이다. 독일 대학의 학습공장 역량모델의 학습자 중심의 통합모델을 통해 학습자가 주체가 미래사회에서 요구하는 변혁적 역량을 위한 기반이 될 수 있다는 점에서 우리나라 고등교육의 역량중심 교육과정의 발전의 계기가 될 것으로 기대된다.

Keywords

References

  1. E. H. Kang, "The fourth industrial revolution and future of university education," Journal of Educational Innovation Research, vol. 29, no. 1, pp. 279-297, 2019.
  2. D. J. Kim and S. Y. Kim, "Understanding and Issues on core competency and competency-based curriculum in higher education," The Journal of Core Competency Education Research, vol. 2, no. 1, pp. 23-45, 2017.
  3. M. H. Kim, "Change direction and implications of university general education according to OECD 'Transformative Competencies," The Journal of Humanities and Social Sciences 21, vol. 13, no. 1, pp. 2667-2678, 2022.
  4. M. S. Kim, "Germany's competency-based curriculum reforms and their implications for Korean curriculum reform," The Journal of Korean Education, vol. 36, no. 4, pp. 5-28, 2009.
  5. M. S. Kim, "Studienreformen as deutschen Universitaten zur Forderung der beruflichen Handlungskompetenz," Koreanische Gesellschaft Fur Deutsch als Fremdsprache, vol. 22, pp. 43-65, 2008.
  6. Y. O. Kim, "Exploring the changes of national level early childhood curriculum and revised Nuri curriculum," The Journal of Korean Open Association for Early Childhood Education, vol. 25, no. 2, pp. 75-103, 2020.
  7. J. Y. Kim, "OECD Education 2030 Project 1 Research Outcomes," KICE ISSUE, vol.73, pp. 26-29, 2020.
  8. M. J. Park, "Analysis of the characteristics of competence-based curriculum and its critical issues," The Journal of Curriculum Studies, vol. 27, no. 4, pp. 71-94, 2009.
  9. S. M. Park and J. H. Park, "A study on how to standardize design forms for the development implementation of major competency-based curriculum in universities," Journal of Learner-Centered Curriculum and Instruction, vol. 23, no. 22, pp. 727-744, 2023.
  10. C. S. Kim, "Dual vocational education & training (Duale Ausbildung) and higher vocational educaion (Duales Studium) in Germany and Korea: Focusing on applicability to Korea," Koreanische Zeitschrift fur Wirtschaftswissenschaften, vol. 37, no. 4, pp. 83-108, 2019.
  11. S. N. Son, "The bologna-process and the development prospect of the european higher education area," Cultural Exchange and Multicultural Education, vol. 6, no. 2, pp. 5-27, 2017.
  12. B. J. Song, Governance and Common Policies of the European Union, Seoul: NOPI KIPI, 2013.
  13. I. Y. Yoo, "A study on the problems and improvement of university competency-based curriculum in Korea," The Research Journal of Curriculum Development, vol. 7, no. 1, pp. 93-105, 2022.
  14. D. E. Shin, "An analysis of implementation cases and their implications of competence based higher education of bologna process member countries: Focused on the case of higher vocational education in UK and Ireland," Theory and Practice of Education, vol. 26, no. 2, pp. 25-49, 2021.
  15. S. H. Kang, "On the competency-based operation and improvement plan of liberal arts course-focusing on the CEA case of S University," Korean Journal of General Education, vol. 14, no. 5, pp. 123-135, 2020.
  16. H. K. Kim, "Development on the model of outcome-based course evaluation design for course-embedded assessment," Journal of Engineering Education Research, vol. 18, no. 6, pp. 24-31, 2015.
  17. J. H. Kang, B. K. Lee, and S. A. Kwon, "A exploratory of design strategies for competency-based curriculum of the educational objective-curriculum-assessment consortion in higher education," Journal of Educational Technology, vol. 35, no. 2, pp. 527-549, 2019.
  18. H. K. Kim and K. M. Kim, "Application of competency-based course model(S-CEA) in General education," Korean Journal of General Education, vol. 10, no. 4, pp. 261-282, 2016.
  19. H. J. Park, "A general education program planning model for university students based on the core competencies-The case of K University," Korean Journal of General Education, vol. 12, no. 2, pp. 65-87, 2018.
  20. K. T. Seo and Y. K. Yun, "A case study on the development of competency-based curriculum focused on the key competencies of university and department," Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology, vol. 9, no. 7, pp. 163-173, 2019.
  21. P. S. Kim, "A study on the design method of backward-based school curriculum and its implications for the development of competency-based curriculum at university," Journal of Learner-Centered Curriculum and Instruction, vol. 18, no. 12, pp. 853-884, 2018.
  22. D. H. Yune, "Overseas higher education II - Where is university education in germany heading?," Higher Education, vol. 155, pp. 113-118, 2008.
  23. B. K. Lee, "Study on the restructure of information literacy process based on taxonomy educational objectives," Journal of Korean Library and Information Science Society, vol. 41, no. 2, pp. 107-126, 2010.
  24. S. H. Lee and H. S. Oh, "Research issues and role of experience in expertise development," Asian Journal of Education, vol. 17, no. 3, pp. 461-489, 2016.
  25. S. J. Lee, "Analysis of digital citizenship reflected in the 2022 revised elementary social studies curriculum," Research in Social Studies Education, vol. 3, no. 1, pp. 1-17, 2023.
  26. J. H. Lee, "Transformation of education in response to the 4th industrial revolution," Philosophy Culture Research Institute, vol. 112, pp. 130-154, 2017.
  27. J. H. Lee, "Zur europaischen union und reform des hochschulsystems in deutschland-im rahmen der studienreform nach dem bologna-process," Deutsche Sprach-und Literaturwissenschaft, vol. 23, pp. 179-199, 2015.
  28. J. H. Lim, K. H. Ryu, and B. C. Kim, "An exploratory study on the direction of education and teacher competencies in the 4th industrial revolution," The Journal of Korean Education, vol. 44, no. 2, pp. 5-32, 2017.
  29. J. S. Jung, H. F. Liu, and J. H. Kim, "In the era of the 4th industrial revolution, the innovation ecosystem of manufacturing industry and role of university: Focusing on the empirical analysis of chungcheong province," Management Consulting Research, vol. 20, no. 2, pp. 281-294, 2020.
  30. S. S. Cho, "The bologna process and the reform of german higher education," Theory and Practice of Education, vol. 15, no. 3, pp. 193-215, 2010.
  31. National Statistical Office, "Social Indicators of Korea," 2024.
  32. Y. Reiko, "Commonalities and Universality in University Reforms Worldwide," Recruit College Management, no. 169, pp. 50-53, 2011.
  33. E. Abele, J. Metternich, M. Tisch, G. Chryssolouris, W. Sihn, H. ElMaraghy, V. Hummel, and F. Ranz, "Learning Factories for research, education, and training," Peer-review under the Responsibility of the Organizing Committee of 5th Conference on Learning Factories(CLF 2015).
  34. E. Abele, J. Metternich, and M. Tisch, "Learning factories: concepts, guidelines, best-practice examples," Basel: Springer International Publishing, 2019.
  35. E. Abele, R. Tenberg, J. Wennemer, and J. Cachay, "Kompetenzentwicklung in Lernfa-briken fur die Produktion," Zeitschrift fur Wirtschaftlichen Fabrikbetrieb ZWF, Carl Hanser Verlag, Munchen, 2010.
  36. R. B. Barr and J. Tagg, "From teaching to learninga new paradigm for under-graduate education," Change, vol. 27, no. 6, pp. 13-25, 1995.
  37. J. Baymert, "Triumphieren kann niemand," Die Zeit, pp. 29-30, 2002.
  38. BMBF, "Zur Entwicklung nationaler Bidungsstandards. Eine Expertise," Bonn, Berlin, 2003.
  39. D. Crosier and T. Parvera, "The bologna process: Its Impact on higher education development in Europa and beyond," Paris: UNESCO IIEP, 2013.
  40. D. Pittich, R. Tenberg, and K. Lensing, "Leaning factories for complex competence acquisition," European Journal of Engineering Education," vol. 45, no. 2, pp. 196-213, 2020.
  41. J. Erpenbeck and L. von Rosenstiel, "Handbuch Kompetenzmessung (2nd ed.)," Stuttgart: Schaffer -Poeschel, 2007.
  42. European Commission, "Descriptors defining levels in the European Qualifications Framework," (EQF).
  43. J. S. Lamancusa, J. L. Zayas, A. L. Soyster, L. Morell, and J. Jorgensen, "Learning factory: Industry-partnered active learning," Journal of Engineering Education, vol. 97, no. 1, pp. 5-11, 2008.
  44. K. Lensing, "Entwicklung eines kompetenzorientierten Lehr-Lemszenarios zur Digitalen Fabrik," Master's thesis, 2016.
  45. M. Tisch and J. Metternich, "Potentials and limits of learning factories in research, innovation transfer, education, and training," 7th Conference on Learning Factories, CLF 2017, pp. 89-96, 2017.
  46. J. Massa, "Developing a munti-perspective design guide for effective learning factories," 2023.
  47. OECD, "The definition and selection of key competencies," OECD; Paris, 2005.
  48. OECD, "OECD futue of education and skills 2030 concept note," 2019.
  49. J. Oelkers, "Und wo, bitte, bleibt Humboldt?," Die Zeit, Juni 27, pp. 36, 2002.
  50. D. Pittich, "Diagnostik fachlich-methodischer Kompetenzen," Fraunhofer IRB, 2013.
  51. D. Piorin, "Gestaltung und Evaluation eines Referenzmodelles zur Realisierung von Lernfabriken im Objektbereich der Fabrikplanung und des Fabrik- betriebes, Dissertation," In: Wissenschaftliche Schriftreihen des Institutes Fur Betriebswissenschaften und Fabriksysteme, vol. 120, no. 1, 2016.
  52. D. Pittich, R. Tenberg, and K. Lensing, "Learning factories for complex competence acquisition," European Journal of Engineering Educaion, vol. 45, no. 2, pp. 196-213, 2020.
  53. Qualifications and Curriculum Authority, "National Curriculum. Qualifications and Curriculum Authority," 2007.
  54. Reiner Anderl, "Industrie 4.0-Advanced Engineering of Smart Products and Smart Production," Conference Paper, October 2014.
  55. G. Schroder, "Ein Gesetz Fur alle Schulen, Pisa und die Konsequenzen Fur das deutsche Schulsystem," Die Zeit, Juni 27, pp. 33, 2002.
  56. H. S. Oh and J. B. Park, Schwab, "Research on the development support systems for democratic citizenship competencies in children and adolescents (III): Establishing support systems in policy area," Research Report 13-15R, 2013.
  57. T. Riemann and J. Metternich, "Virtual reality supported trainings for lean education: conceptualization, design and evaluation of competency-oriented teaching-learning environments," International Journal of Lean Six Sigma, vol. 14, no. 6, pp. 1102-1120, 2022.
  58. R. Tenberg, "Vermittlung fachlicher und uberfachlicher Kompetenzen in technischen Berufen," Theorie und Praxis der Technikdidaktik, Stuttgart: Franz Steiner, 2011.
  59. R. Tenberg, "Kompetenzorientiert studieren: didaktische Hochshulreform oder Bologna-Rhetork?," Journal of Technical Education, vol. 1, no. 1, pp. 1-30, 2014.
  60. R. Tenberg, "Vermittlung interdisziplinarer Kompetenzen an deutschen Hochschulen: Hera- usforderung oder Anmassung?," In: H. Frehe, L. Klare, G. Terizakis (Eds.). "Interdisziplinare Vernetzung in der Lehre. Vielfalt, Kompetenzen, Organisations-entwicklung," pp. 55-70, 2015.
  61. T. Baaken, B. Kiel, and T. Kliewe, "Real world projects with companies supporting competence development in higher education," International Journal of Higher Ecucation, vol. 4, no. 3, pp. 129-139, 2014.
  62. O. Zlatkin-Troitschanskaia, H. A. Pant, M. Toepper, C. Lautenbach, and D. Molerov, "Valid competency assessment in higher education: Framework, results, and further perspectives of the German research program KoKoHs," AERA Open, vol. 3, no. 1, pp. 1-12, 2017.
  63. Z. Zhiqun and R. Felix, Areas of Vocatiobal Education Research. Springer Heidelbe, 2014.
  64. Australian Curriculum Assessment & Reporting Authority, "The shape of the Australian curriculum," 2010.
  65. Ontario Ministry of Education, "Ontario's Draft 21st Century/Global Competencies," pp. 53-56, 2015.
  66. https://www.tudarmstadt. de/universitaet/ index.en.jsp
  67. J. Erpenberk and von Rosenstiel, "Handbuch Kompetenzmes- sung: Erkennen, verstehen und bewerten von Kompetenzen in der betrieblichen," padagogischen und psychologischen Praxis, Schafer-Poeschel Verlag, Stuttgar, pp. 81-96, 2003.
  68. B. Tynan and M. J. W. Lee, "Tales of acventure and change: academic staff menber's future visions of higher education and their professional development needs," On the Horizon, vol. 17, no. 2, pp. 98-108, 2009.
  69. M. Tisch, C. Hertle, J. Cachay, E. Able, J. Metternich, and R. Tenberg, "A systematic approach on developing actionoriented, competency-based learning factories," Procedia CIRP, 7, pp. 580-585, 2013.
  70. M. Tisch and J. Meternich, "Potentials and limits of learning factories in research, innovation transfer, education, and training," Proceia Manufacturing, vol. 9, pp. 89-96, 2017.
  71. O. Zlatkin-Troitschanskaia, M. Forster, S. Bruckner, and R. Happ, "Insights from a German assessment of business and economics competence," Higher Education Learning Outcomes Assessment-International Perspectives, pp. 175-197, 2014.
  72. J. Enke, H. Oberc, T. Riemann, J. Schuhmacher, V. Hummel, B. Kuhlen Kotter, J. Metternich, and C. Prinz, "Cooperation between learning factories: Approach and example," Procedia Manufaturing, vol. 45, pp. 222-227, 2020.
  73. J. Lahdenperaa, J. Jussila, A. M. Javenpaa, and L. Postareff, "Design factory-supporting technology students' learning of general competences through university-industry collaboration," LUMAT General Issue, vol. 10, no. 1, pp. 127- 150, 2022.
  74. J. Strijbos, N. Engels, and K. Struyven, "Criteria and sandards of generic competences at bachelor degree level: A review study," Educational Research Review, vol. 14, pp. 18-32, 2015.
  75. R. K. Yin, "Case study research and application: Design and methods(6th)," SAGEPublications, Inc., 2017.
  76. R. E. Stake, "The art of case study research," Thousand Oaks. CA: Sage, 1995.
  77. J. Dul and T. Hak, "Cast study methodology in business research," Routledge, 2007, Andong-yun, & Lee, H.(Eds), Seoul: PYMATE, 2017.