• Korean Journal of Culture and Arts Education Studies
• /
• v.6 no.3
• /
• pp.21-37
• /
• 2011

The purpose of this study was to discuss the cultural competency model which can be applied for all the fields in one's life and to develop the cultural competency of media part for school education, lifelong education, and corporate education. To achieve this purpose, the cultural competency model of media part was developed through literature review, panel workshop with high-performers of media part, and experts verification. In the result of this study, core performance of media part was identified. They were improvement of work efficiency, possibility of creative design, change of media context, increase of understanding and participation to social culture, improvement of relationship skill, increase of chance of self-examination, and self-satisfaction. It was 62 that The cultural competencies which were needed to achieve these core performance, then, finally the definition and standard of behaviors of each competencies were drawn and the cultural competency model was proposed.

• Journal of the Korean earth science society
• /
• v.33 no.2
• /
• pp.162-169
• /
• 2012

The purpose of this research is to investigate ways to improve science teacher education in order to subsequently develop students' key competencies. Since the OECD redefined key competencies as 'what people should know and be able to do in order to lead a successful life in a well-functioning society, many countries have emphasized competency-based curriculum. In this research, we collected and analyzed foreign and domestic classroom cases that have implemented competency-based curriculum in science teaching. Through open-ended interviews with the teachers and principals we explored ways to improve science teacher education to develop students' key competencies. According to the results, the competency-based curriculum necessitates a shift in teachers' roles including teachers as role models for their students, multifaceted roles of teachers, and teachers as researchers. In light of the teacher's community, teachers need to form a professional learning community, increase practice-based professional development opportunities, build the teacher's knowledge base, put various experts into the classroom, and build a partnership with the local community and other experts. In the conclusion section, we also discussed institutional and political supports necessary for the competency based education.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.20 no.8
• /
• pp.371-380
• /
• 2019

This study was undertaken to analyze the relationship between the Big-five personality factors of undergraduate students and Creativity Convergence Competency. Totally, 511 students attending private colleges in G province were surveyed for their competences. Using the SPSS 22.0 program, all collected data were analyzed by one-way ANOVA, Pearson's correlation analysis, and regression analysis. The following results were obtained. First, personality extraversion and Creativity Convergence Competency differed in all the major factors examined. Second, higher the interpersonal abilities, higher was the ability of core convergence. Third, extraversion and sincerity among the Big-five personality factors were significant predictors of Creativity Convergence Competency. In conclusion, we found that the Big-five personality factors are important to be considered for strengthening the competence of students.

• Journal of Korean Home Economics Education Association
• /
• v.32 no.3
• /
• pp.81-96
• /
• 2020

This study aims to identify implications for the role of home economics in consumer education in middle schools focusing on building consumer competency. To this end, the content in middle school textbooks of home economics and other subjects, written according to the 2015 revised curriculum, were analyzed. This study examined consumer education content based on the consumer competency measurement index developed by the Korean Consumer Agency, and reviewed different foci presented by subjects. This study also investigated how the knowledge, attitude and practice, which are components of consumer competency, are presented. The major findings of this study can be summarized as follows: First, consumer competency content, presented in textbooks of home economics and other subjects, were comprised of citizenship competency(65.3%), transactional competency(27%), and financial competency(7.7%). Second, in terms of content on the consumer's citizenship competency, little attention was paid to consumer rights, revealing an imbalance between responsibilities and rights. Third, despite its importance, the "utilization of information and communications technology" in transaction competency, and "consumer participation" in citizenship competency are insufficiently covered in the home economics. Fourth, social studies was the subject that most extensively covered the content of consumer competency. In terms of scope, home economics dealt with most of the sub-fields. Fifth, even when the same content of consumer competency was covered, it was presented differently by subject. Sixth, there was a lack of connection between components of consumer competency-knowledge, attitude, and practice, with a disproportionately high emphasis on knowledge. In conclusion, this study concluded that consumer education content of middle school subjects is insufficient to enhance consumer competency.

• The Journal of the Korea Contents Association
• /
• v.16 no.1
• /
• pp.445-458
• /
• 2016

The purpose of this study is to develop indicators for assessing korean youth lifelong learning competency and to validate the structure of the competencies. To achieve this research aims, the indicators for assessing life-long learning competence were drawn by systemic literature review and they were validated and modified by expert review method and two surveys targeting youth. 28 youth experts participated in the expert review. Participants were 333 middle or high school students for the first survey and 791 middle or high school students for the second survey. As results, the 3 competencies and nine sub-competencies were developed: thinking(wholistic thinking, critical thinking, emotional thinking), intellectual tools use(language, mathematic and science, information and communication technology), learning adaptability(change capacity, intellectual curiosity, learning-direction). The results of this study will provide the fundamental guidelines for developing various activities and establishing youth policies related to korean youth life-long learning competency.

• Journal of the Korean School Mathematics Society
• /
• v.15 no.4
• /
• pp.605-625
• /
• 2012

This study examined how 132 teachers of different grade levels incorporate the key competencies identified by Korea Institute for Curriculum and Evaluation into their mathematics teaching and how they perceive of its full potential of the competency-based learning and teaching in mathematics classroom. Survey and semi-structured interview methods were used to collect data for the study. It was found that in their instruction teachers emphasized competencies such as problem-solving, literacy, creativity, communication and information-processing skills in order. Inter-personal skills, self-management, citizenship, global understanding and career-development appeared to be challenging competencies for teachers to reflect in their instruction with the reasons such as no direct connections to mathematics and insufficient instruction. Findings of the study suggest that various instructional methods, development and dissemination of related curricula materials, change of evaluation method, and change teachers' perceptions may be needed for incorporating KICE's key competencies in K-12 mathematics education.

• Journal of Industrial Convergence
• /
• v.21 no.3
• /
• pp.17-27
• /
• 2023

This paper investigated and studied the influence of consultant's competence on CEO's values. There are many studies about relation between consultant's competence and company's accomplishment, but there are lack of research about how consultant's competence effected CEO's Value. The data source used in this study is a questionnaire survey involving 177 CEOs of SME who have experience in consulting. Based on this collected data, we conducted factor analysis, reliability and validity analysis, and hypotheses were verified through correlation analysis and regression analysis. This study shows that consultant's competence affected CEO's values in some ways, and also contributes to both academic and practical implications about corporate management that related sustainable growth between consultant and client.

• The Journal of Korean Association of Computer Education
• /
• v.23 no.1
• /
• pp.1-28
• /
• 2020

The purpose of this study is to establish the standard curriculum for informatics by reflecting the changing information technology and social needs and based on the competencies that school at each level must have. To accomplish the purpose, the informatics curriculums of 8 countries were analyzed, and the learning elements of the curriculum were extracted with the body of knowledge of the higher-level informatics standard curriculum being the frame. To establish the standard curriculum, 51 experts reviewed it and their opinions were collected 10 times. As a result of this study, the competencies that need to be fostered through the informatics curriculum were defined, and the competency-centered curriculum, including the learning elements required to acquire the competencies, and the competencies that can be manifested through the learning element, was proposed. The implication is that the informatics standard curriculum, proposed in this study, laid down the foundation for establishing the informatics curriculum scheduled to be revised in 2022.

• The Science & Technology
• /
• v.35 no.3 s.394
• /
• pp.44-47
• /
• 2002

반복되는 기구개편ㆍ구조조정 큰 걸림돌, 과학기술자 사회적역량 함양책 강구해야

• Korean Architects
• /
• s.622
• /
• pp.16-17
• /
• 2021