• Journal of Korean Home Economics Education Association
• /
• v.34 no.4
• /
• pp.113-129
• /
• 2022

The purpose of this study is to propose implications by analyzing the textiles and clothing curriculum of vocational high schools. Literature and data were analyzed, surveys and FGI were conducted, and the following research results were derived. First, many schools chose 'Basic dress design' or 'Basic dress composition' as basic subjects. Through this, it was confirmed that technical training for practice is a priority for vocational schools, and that more discussion is needed regarding the lack of theoretical subjects. Second, similarly to the basic subjects, practical subjects offered are concentrated on 2 to 3 subjects. The teachers asserted that some subjects such as 'Knit apparel production' and the 'Leather and fur design production', which require a lot of equipment and advanced technology, cannot be offered without support from the government. Third, the NCS competency unit of the practical subjects is easy to proceed with the class or is closely concentrated on the type of manpower training presented by each department. Fourth, this study proposes that for technical education to expand students' choice, it is necessary to cultivate teachers competencies linked to the industry. The results of this study are expected to provide basic data on the organization of the next textiles and clothing professional curriculum and help understand vocational education at vocational high schools. In addition, it is believed that this study will contribute to developing and settling various subjects when the high school credit system is implemented by expanding students' choice of major-related subjects.

• Journal of Korean Home Economics Education Association
• /
• v.33 no.4
• /
• pp.49-64
• /
• 2021

Apprenticeship education in Korea started approximately in 2005, and is divided into government-led apprenticeship education and Gyeonggi-do-led apprenticeship education. Apprenticeship education for textile and clothing-related majors in Korea is a very different process compared to Germany, where the country, companies, and schools have cooperated with each other with a long tradition, and there are many points to be supplemented. In order to explore the literature on apprenticeship education in Germany and Korea, and to understand the phenomena or actual conditions that have not been shown in the literature, interviews were conducted with two German professors living in South Korea. As a result of the analysis, Germany's long tradition and positive perception of vocational education are the basis for the establishment of apprenticeship education, and it is positioned as a system of education process. Various associations related to apprenticeship education make systematic training manuals, and then distribute certificates to trainees who have completed these courses. Therefore, companies promote the stability of the job market by educating local talents through apprenticeship training to nurture industrial manpower. Currently, in Korea's apprenticeship education, a series of procedures for developing educational courses such as company discovery and job analysis for each company are entirely entrusted to vocational high schools. Therefore, public confidence and solidity in apprenticeship education were found to be insignificant. This study has limitations in that it cannot confirm a phenomenon that has not been shown in the literature review, there is insufficient research on German literature, and the number of samples interviewed is small. However, if, based on the results of this study, an association dedicated to apprenticeship education is created in Korea and a systematic curriculum is developed, it will be able to contribute to establishing the stability of the textile and apparel labor market in the future.

• The Research Journal of the Costume Culture
• /
• v.11 no.5
• /
• pp.619-646
• /
• 2003

The purpose of this study is to explore and compare the regional characteristics of textile industries and corresponding education systems in Korea and Italy. The Italian textile industry is well known for its continuous development of high quality textile fabrics and aesthetic fashion design. One of contributing factors for the success of Italian textile industry is its regional specialization of the industry and corresponding education systems. In particular, the regional education systems in Italy are designed to educate and supply labors necessary to the development of the regional textile industries. According to the study, this characteristic is well shown in their curriculum which emphasizes the practicality and corporation with the industry. In contrast, the Korean education system for the textile industry ignores the regional specialization and its curriculum is designed, in large part, to produce textile designers. This causes difficulties in meeting the various demands from the industry such as the textile planning, textile production, and textile marketing and sales. To solve the problems, we must encourage the industrial-educational corporation to promote the practicality of the textile education system and make diversification and specialization of the curriculum of textile education to cultivate men of talent, such as merchandisers, fashion coordinators, converters, stylists, and displayer, necessary to the development of the Korean textile industry.

• Journal of Korean Home Economics Education Association
• /
• v.22 no.3
• /
• pp.163-188
• /
• 2010

This study set out to develop and evaluate an educational program for the Clothing Life of Home Economics through the theme-based integrated approach develop integrated thinking abilities for solving everyday problems. For those purposes, it selected a couple of themes in the area of Clothing Life toward which the theme-based integrated approach could be develop and evaluate an educational program. The developed program was applied and assessed in total 28 hours of field lessons given to eighth graders attending B Middle School in Busan Metropolitan City. The analysis stage involved an exploration into programs related to an integrated approach to other subjects; the design stage identification of program types; and the development stage theme selection according to the selection criteria. The previous studies were analyzed along with the Technology and Home Economics textbooks to select a theme. two themes "Clothing Management" and "Fabrics(Materials)" were selected after discussing with the students on the Messenger and with a group of experts. Then content was organized and composed around the themes by discussing connections with other subjects. There were three evaluation; one by experts, another through preliminary lessons, and the other through field lessons. Following the research procedure, a theme-based integrated program was developed for the two selected themes. It contained total 49 and 32 learning materials for "Clothing Management" and "Fabrics(Materials)," respectively. Those learning materials were comprised of experiments and practices according to the nature of the themes. Each program consisted of the goals, learning content, content organization chart, learning activities, and evaluation; learning activities experiences, practice and experiment activities, self-directed activities and problem-solving processes; and evaluations self-evaluation, teacher evaluation, peer evaluation, portfolio, and experiment reports. The program was assessed three times. The first and second evaluation results found that the program was well compatible with the current needs, was properly organized to give lessons through integration with other subjects, and continuously maintained the students' interest. They, however, requested that there should be detailed explanations about each part of the program content. In the third evaluation done by the students during field lessons, 60% of them said that the program was fun and its content was easy to understand, that they realized a theme could be connected to several other subjects, and that the program could be applied to actual life. The educational program through the theme-based integrated approach is significant in that it is an educational program for the area of Clothing Life and tries an integrated approach. It helped the students not only gather knowledge in an integrated manner, but put it to practical uses to solve various problems they faced in actual life by creatively changing integrated knowledge. The study will be hopefully used by many teachers so that the students solve problems based on the ability of integrating various knowledges organically.

• Journal of Korean Home Economics Education Association
• /
• v.31 no.3
• /
• pp.179-192
• /
• 2019

This study was performed to analyze the contents of food intake in middle school Home Economics textbook and the trends of food intake of middle school students in Korea to figure out the education direction of food intake. The contents of food intake were analyzed in major three kinds of middle school Home Economics textbook according to 2015 curriculum and the trends of food and nutrient intake were analyzed in 2,543 subjects aged 13 to 15 years using 2007~2015 Korea National Health and Nutrition Examination survey by logistic regression analysis or Pearson correlation coefficient. As a result, contents of food intake of textbook included food source of nutrient, food group name, necessity of eating diverse foods, recommended daily eating frequency of food group and menu planning according to meal composition guideline, however food intake trends were not included. Consumption of grains and grain products was increased until 2007 to 2010 year and was decreased after 2011 year(p=0.0012). Sugars and sweets, beverages and alcohols, and fish and shellfish consumption were increased during 2007~2015 year(p<0.0001). Carbohydrate, fat, vitamin A, thiamin and iron intakes were increased(p=0.0052), and energy ratio by carbohydrate was decreased(p=0.0009) and energy ratio by fat was increased(p<0.0001) during 2007~2015 year. Mean ratios of nutrient intake compared to the dietary reference intakes for Koreans were very low in dietary fiber(19-27%) and calcium(46-56%), but was higher in sodium(221-289%)(p<0.0001) regardless of year. There was a significant positive correlation between most food group intakes except sugars and sweets, bean and bean products, nuts and seeds, seaweeds, and beverages and alcohols and energy, protein, dietary fiber, vitamin A, riboflavin, calcium and iron intakes(p=0.0375). In the above, during the period from 2007 to 2015 year, intakes of sugars and sweets, beverages and alcohols, and fish and shellfish were increased, and intakes of dietary fiber and calcium were low and energy ratio by fat was increased, thus these trends are concerned to threaten nutritional balance and health of subjects. Therefore, Home Economics textbook of middle school needs to include food intake trends of adolescents with basic concepts to help them maintain balanced diet in the rapid change of food intake patterns for maintaining optimal nutrition and health.

• Journal of Korean Home Economics Education Association
• /
• v.16 no.3
• /
• pp.131-146
• /
• 2004

The Purpose of this study is to suggest strategies for environmental education through the Practical Arts(TechnologyㆍHome economics) Subject in a viewpoint of the clothing & textiles resources to resolve problems in the clothing life area. For this, this study was carried out through review of literature which is related with the consumption, the environmental problems, the environmental policies, and regulations of the government and new environmental technologies, of clothing & textiles industries and environmental education. The major findings of the study were as follows; 1) The environmental education system model in a viewpoint of the Clothing & Textiles resources was developed. This model system is consisted with interactions on school, government, industry, home and non-government organizations. Thus, the fact that Practical Arts(TechnologyㆍHome economics) Subject were the most effective subject to teaching the environmental education viewpoint of the Clothing & Textiles resources was confirmed. 2) The standards were analysed out to analyse the contents in the clothing area of the Practical Arts(TechnologyㆍHome economics) Subject. It were consist of 4 factors and 12 elements under the factors: Awareness of clothing & textile resources(clothing consumption, production of clothing & textile and environmental problems). Planning and buying of clothing(planning, buying), Management of clothing(understand of textile. human body & environment, laundering and Environmental pollution, arrangement & conservation) Recycling & exhaust of clothing(contribution, redesign, recycling, exhaust) 3) Analysing the current Practical Arts (TechnologyㆍHome economics) subject from the Environmental education in the clothing section, the environmental education related with clothing were taught the most in the middle school course, and environmental contents were concentrated in the recycling factors. but not so much on other factors. 4) After analysing the Practical Arts (TechnologyㆍHome economics) subject, the strategies were suggested for reinforcing the environmental education in the clothing of the Practical Arts(TechnologyㆍHome economics) subject.

• Journal of Korean Home Economics Education Association
• /
• v.24 no.3
• /
• pp.143-173
• /
• 2012

We investigated environmental problems related to clothing, and attempted their practical solutions using Future Problem Solving Program in order to cultivate the creative character in teenagers. We applied "teaching and learning plans" to seventy-seven the first graders of high school students in 2 classes in Gyeonggi-do, one hour per day for 3 weeks, from August 23 to September 8 2011. Statistical analyses were performed using the SPSS for Windows software(version 17.0). Mean differences in results between pretest and posttest were evaluated using Student's t-test. We selected 'production of fabrics, production of clothing, disposal and recycling of clothing and washing of clothing' as the learning theme in educational content factors of 'clothing culture in consideration of environment'. And we developed thirteenth teaching and learning plans and educational materials including 4 problems, 2 worksheets, 10 team worksheets, 7 video materials and 7 Power Point materials using Future Problem Solving Program(FPSP). The measurements of fluency, flexibility, originality and problem-solving ability are significantly improved. The level of creativity in the items of fluency, flexibility and originality, in particular, exhibited marked improvement, 'below-average' to 'above-average', regardless of academic records and gender. Problem-solving ability in female students was more effective than that of male, but it showed no significant correlation with academic records. The analysis of character-change showed the highest improvement in the awareness on the protection of environment, the character factor in the educational contents. Personalities, confidence, consideration and cooperation in learning method of FPSP also exhibited a significant improvement. But character-change did not correlate with academic records or gender. In the present study, we found that home economics has a positive effect on cultivating creative character. When we selectively and properly apply a course of creative problem-solving of FPSP and a course of creative output to students, we can increase their ability to solve problems, cultivate their creative character and further enhance their interest on home economics.