• Journal of Radiation Protection and Research
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• v.39 no.4
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• pp.187-198
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• 2014

I developed a curriculum reflecting the perspectives of students, science teachers, and professionals in order to carry out standardized, fundamental nuclear power and radiation education in schools. Among elementary, middle, and high schools, 78.4%, 78.6%, and 93.1% respectively exhibited (with high frequency) a need for nuclear power and radiation education. The proposed elementary and middle/high school course titles are "Radiation and Life" and "Nuclear Power and Radiation" respectively. The courses are offered at every grade level and span one semester each year. The duration of each weekly class varies; at the elementary, middle, and high school levels classes meet for 40, 45, and 50 minutes respectively. Thin textbooks containing an abundance of cartoons and photos were requested. The starting points for education were fixed at the sixth grade, second year of middle school, and the first year of high school. It was stipulated that the education be separate from the regular curriculum, and encompass a creative and experimental field study based on the principal and science teachers' needs. Similar trends were observable according to grade levels regarding class hours, textbook format, form of education, and educational necessity. A simulation of the devised curriculum revealed an overall goodness of fit totaling $3.88{\pm}0.60$, $3.89{\pm}0.60$, and $3.66{\pm}0.63$ out of five for elementary, middle school, and high school students respectively, which are scores equivalent to 70 and above (out of 100). The significance of this study is that it is the first to propose a curriculum designed to cultivate value judgment based on understanding nuclear power and radiation. However, the realization of nuclear power and radiation education requires that follow-up measures be taken regarding textbook development, amendments to related laws, and the providing of teaching plans.

• Journal of Teachers' Pension
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• v.3
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• pp.207-252
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• 2018

현행 사학연금법은 공무원연금법 제46조 제1항 제4호 "정원 감소로 퇴직한 때부터 연금 지급" 조항을 준용함에 따라 정원감축 및 폐교에 따른 퇴직을 할 경우 법에 명시된 연금지급 개시연령이 아닌 퇴직 후 5년 이후에 조기연금을 지급하도록 하고 있다. 본 연구의 목적은 현행 지급개시연령 규정의 타당성을 검토하고 개선방안을 제시하는데 있다. 이를 위해 사학연금 지급개시연령 현황 및 사립학교 폐교 현황과 사학연금이 공무원연금법을 준용함으로써 발생하는 문제점 및 현행 규정에 따른 연금지급 시 사학연금재정에 미치는 영향을 분석하고 법 개정의 타당성을 검토하여 개선방안을 모색하였다. 주요 연구결과는 다음과 같다. 65세 정년이 되어 은퇴하지 않고 중도에 퇴직하거나 고용이 취소되어 지급개시연령 보다 훨씬 일찍 조기연금을 지급하게 될 경우에는 퇴직연금 자체가 노후소득보장제도이기 보다는 실업급여의 성격으로 전락하게 되는 측면이 있다. 또한, 폐교에 재직 중인 교직원은 근로가 가능한 연령과 건강상태임에도 불구하고 즉시 연금을 수급하게 됨으로써 재취업을 하지 않을 경우 연금에 대한 의존성이 높아지고 근로유인을 저해할 수 있다. 그리고 최근 잦은 폐교로 인한 연금수급자 과다 발생 및 재정적 지속가능성의 문제가 있다. 또한 사학연금 가입자와 공무원연금 가입자의 특성을 비교하면 중요한 차이점이 발견된다. 국공립학교의 경우에는 해당 학교가 폐교 또는 정원이 감소될 경우 다른 지역 학교로 해당 재직 교직원을 이동 배치하는 등의 대처 방안을 시행하기 때문에 사실상 퇴직하는 사례가 거의 없는 반면, 사학연금 가입자의 경우 공무원연금 가입자에 비해 상대적으로 고용불안에 노출되어 있고, 학령인구 감소 등으로 인해 사립학교 폐교 가능성이 상존하므로 이들에 대한 생활안정대책이 필요하다. 또한 공무원 조직의 개폐 및 정원 감소는 법령으로 정하고 있지만, 사립학교 교직원의 개폐 및 정원의 감소는 사학기관의 특성에 따라 차이가 있다. 그리고 공무원의 경우 공무원연금의 대상이면서도 고용형태의 상대적 취약점을 감안하여 임기제 공무원의 경우 고용보험의 가입이 일부 허용되나, 사학연금 가입자의 경우에는 전면적으로 가입이 제한되어 직역연금 간 형평성 문제가 발생하고 있다. 그리고 국민연금과 비교할 때 다음과 같은 차이점이 있다. 국민연금법의 경우 사업장가입자로 적용받고 있다 하더라도 준용법과 같은 사립학교 폐교 시 조기연금 수급 규정이 없으며, 고용보험법의 적용으로 실직 시 실업급여 등의 대응책이 있긴 하나 연금 수급을 통한 소득보장 수준에는 못 미치는 제도적 보완책을 갖추고 있다. 또한, 국민연금 가입자는 고용보험에 적용되나, 사학연금 가입자는 실업상태에 놓였을 경우 고용보험의 적용을 받지 못한다는 점에서 차이가 존재한다. 이에 다음과 같은 개선방안을 제시하였다. 폐교 시 사학연금 가입자의 생활안정을 위해 고용보험 가입을 검토할 필요가 있고, 재정안정화를 위해 연금을 전액지급하기 보다는 퇴직일부터 지급개시연령까지의 잔여기간에 따라 차등지급하는 방안을 모색해 볼 수 있으며, 고용보험법상의 실업급여 제도를 원용하고 소정의 연금지급기간을 설정하여 연금을 지급하는 방안을 고려할 필요가 있다. 이에 더하여 사학연금제도 내에서 별도의 고용보험기금을 마련하는 방안도 모색해볼 필요가 있다.

• Journal of the Korean Geographical Society
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• v.38 no.4
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• pp.640-656
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• 2003

This study is to focus on the National Curriculum and the Geography National Curriculum in England. First, it is studied the background of the National Curriculum establishment by the Education Reform Act(1988) in England where had been carried out curriculum policy allowing teacher to plan curriculum in school level for a long time. Secondly, the background of included Geography in the Foundation Subjects is investigated. Thirdly, the structure of the National Curriculum and the improvement of the Geography National Curriculum from the 1991 version to the reviewed versions of 1995 and 2000 are explained. And finally, the impact of the National Curriculum on geography education in curriculum planning in school level, teaching material and the status of school geography is explored.

• Korean Journal of Comparative Education
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• v.20 no.3
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• pp.75-96
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• 2010

In Korea school-based management has been introduced for upgrading the quality of education from mid 1990's. Due to the change schools began to seek educational consulting services. However, educational consultancy still lies in the rudimentary stage. Recognizing the problems, it compares educational consultancy between Korea and United Kingdom. The study utilizes diverse methods such as literature review, interviews, document analysis. It covered the issues such as history and background, consultants, clients, tasks and processes, and support system for consultancy in both countries. The major findings are as follows. First, they had similar origin and motive for educational consultancy, but differences in the government's approach. Second, educational consultants in both countries have similar backgrounds and qualifications. But there are big differences in consulting firms and agencies. Third, there are also big differences in terms of clients. Fourth, there are differences in terms of consultancy tasks, but similar in consultancy process. Fifth, there are also big differences in service fees and incentives. However, there are similar problems in terms of consultancy training program and professional association of educational consultants. Based upon the findings it could draw implications such as providing more financial resources for Korean schools to purchase consultancy services.

• Journal of The Korean Association For Science Education
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• v.18 no.3
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• pp.371-382
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• 1998

The years from 1895 to 1915 marked an important period in Korean because it was the start of modern education during which a new school system was developed. In particular, the Government made laws and rules concerning the use of textbooks in schools. In this research information about books in use in schools was obtained from the {School Textbook List} which was drawn up during this period. Science textbooks printed in Korea from 1895 to 1915 were control1ed in their use by the Ministry of Education and the Government General of Chosen. They used the Private School Ordinance, Regulations for Official Examination of Textbooks in 1908, and Law of Publication in 1909 as the main means of controlling textbooks. The official examination of textbooks under the Japanese rule of Korea resulted in an increasing number of science textbooks being banned. While science textbooks had enjoyed more freedom from control by the Government General of Chosen than other textbooks, the situation changed significantly as Japan to intensify the control of all kinds of textbooks in Korea.

• Journal of the Korean Institute of Landscape Architecture
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• v.40 no.4
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• pp.36-50
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• 2012

This study was carried out to find contradiction factors on laws for children's activity spaces and facilities and to suggest the rational options to control and manage those spaces and facilities by environmental and landscape planning methods. The results of this study are as follows: 1. The major laws related to the environmental safety for children's activity spaces are "Environmental Health Act (ERA)" for managing the environmental safety of children's activity spaces; "Safety Supervision Law of Children's Play Facilities(SSLCPF)" for the inspection and management for safety of children's play facilities; "Quality Management and Industrial Products Safety Management Law(QMIPSML)" for managing safety certification on children's play equipments. 2. The interior space such as "living room" by the Children's Welfare Law(CWL), "Children Park" by the Act on Urban Parks and Green Spaces(AUPGS), "classroom" on private educational institutes by the Act on Establishment and Operation Private Lesson and Training(AEOPLT) and "nursing room" of child care center smaller than $430m^2$ are needed to be managed as an activity space. 3. In order to reduce industrial burden in the production, establishment, construction, and operation and to minimize unwilling extra burden in the administration effort due to legally double regulate, it is necessary to mitigate the inspections on the equipment certificate from QMIPSML and overlapped or different factors and standards must be unified. With this study, the landscape domain could he enlarged from producing, import of play equipment and establishment, construction and operation of play facilities for a comprehensive range of activity spaces, and the landscape industry such as engineering industry, academic research, management, etc.

• Journal of Korean Library and Information Science Society
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• v.42 no.2
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• pp.127-149
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• 2011

The presence of teacher is very important and it could be the core of making success or failure of education. Thus, most countries have a training program and employment system school teachers for guarantees to school teachers' qualification and profession. Teacher qualifications can be obtained by law, teacher recruitment examination for school in Korea. The Praxis tests are taken by individuals entering the teaching profession as part of the certification process required by many states and professional licensing organizations in U.S. Korea teacher employment test consist of 3 groups(1st, 2nd, 3rd test), 1st test measure general and subject-specific Knowledge. The U.S. teacher certification test consist of 3 groups(Praxis I, II, III), Praxis II measure knowledge of specific subjects that K-12 educators will teach, as well as general and subject-specific teaching skills and knowledge. The purposes of this study is to review teachers' certification and recruitment system comparative analysis examination questions in the Korea and U.S. This will allow for suggestions in the Korean teacher librarian employment test system.

• Journal of Convergence for Information Technology
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• v.9 no.11
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• pp.171-179
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• 2019

This study aims to examine whether a Parent's Neglecting Attitude affects an Adult Media Immersion and Adolescent' Dependence on mobile phonehas a mediating effect. To achieve this goal, the first year of middle school panel of 'the 6th Korean Children and Youth Panel Survey(KCYPS)' was utilized. To verify the mediating effect of Adolescent' Dependence on mobile phone in the relationship between Parent's Neglecting Attitude by Adolescents and the Adult Media Immersion, Baron & Kenny's mediating effect analysis method was conducted and the analytical findings are shown below. According to this study, first of all, more the Parent's Neglecting Attitude rise to rise the Adult Media Immersion. Second, the Adolescent's Dependence on mobile phone partly mediates the Adult Media Immersion. The practical implications of this results are below : First, we need to make a policy and legal effort to improve the relationship between parents and children. Second, there is a need to practice professional programs in schools, focusing on school social worker. Third, Revision of relevant laws limiting access to adult media is necessary.

• Korea Real Estate Review
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• v.28 no.3
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• pp.65-77
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• 2018

The purpose of this study is to analyze the effect of the educational environment on the prices of studio apartments, known as officetels, in Korea. Since the revision of relevant laws in 2010, they have served as substitutes for residential purposes in areas suffering from housing shortage, especially where the educational environment is a significant factor. To assess the relation between the educational environment and rental rates, the hedonic price model and artificial neural networks were implemented. The national assessment of the academic performance of middle and high schools that were closest to each officetel, and the ratio of students going to special-purpose schools and private high schools were considered as independent variables. Research findings indicated that the positive effect of the dependent variable increased as the value of educational environment-related variables increased. This result could be utilized as a functional index for housing providers after considering educational environments.

• Journal of The Korean Association of Information Education
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• v.11 no.1
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• pp.21-28
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• 2007

Along with the development of telecommunication technology, educational role has been considerably changed and NEIS is introduced and operated for the digital educational administration. However, the function of NEIS is so limited when operated in each school. As a result, Korean government prepares the plan to install and operate a new School Affairs System by separating 3 areas from 27 areas of NEIS. School Affairs System has been used in schools since March, 2006. In this regard, this study attempts to analyze the current status and tasks of using the system in elementary schools. The result of the study shows that about 67% teachers use the system once or twice a day. Most of teachers answer that they get help from other teachers if they have any problem in operating the system. Many teachers affirmatively answer to the design and function of the system, and they are satisfied with the convenience and efficiency of the system. However, they feel difficulty to be familiar with the system sue to the frequent change. The importance of electronic certificate and personal information is well recognized and managed in terms of the security of the system. Facilities need to be well equipped, and information exchange system need to be developed to accept each school's request to improve the function of the system. In addition, applicable laws need to be arranged, clear guideline of educational administration agency and principal's strong intention are required to relieve teachers' work load.