• Journal of The Korean Association of Information Education
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• v.23 no.3
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• pp.273-282
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• 2019

In this study, we have look through the national progress of computer science education in South Korea and analyzed the main subjects and contents of each period. We suggests the ways to evolve the current computer science education in terms of class hours for computer science education, hierarchical instructions, and the limitation of current national curriculum. In South Korea, it has been leaded the computer science education in the world since the it was promoted in earnest since 1995. Based on the recently revised national curriculum, South Korean government are taking efforts to nurture a leader through computer science education in terms of the students' future skills. However, it should be promoted to strengthen the ability of not only problem-solving ability through programming education, but also balanced computing and digital literacy through enhancing the ICT skills. In order to improve the curriculum of computer science education in elementary school of South Korea, a sufficient class hours of computer science education should be secured first.

• Journal of People, Plants, and Environment
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• v.23 no.2
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• pp.149-158
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• 2020

The purpose of this study was to establish the role of master gardener coordinators and develop an education program to enhance their job competencies. To analyze and develop the new job of master gardener coordinator, we used the CBC method for curriculum development. The research findings can be summarized as follows. The analysis result of need and importance of education based on the performance level and demand level revealed 20 core competencies, which were classified into organizational education, learning by experience, individual learning, low-priority competencies for program development, with focus on the importance and need for education. The 17 courses are comprised of Eastern and Western Garden History, Understanding of Community Garden, Garden Aesthetics and Environmental Design, Master Gardener's Mission & Management, Garden Plants, and Garden Design and Practice etc. and the curriculum is 33 hours in total. The master gardener coordinator education program was conducted on 73 rural extension workers and the curriculum was evaluated by those who completed the program. The overall satisfaction was 4.29 and 97.1% of the trainees decided that the program would help them perform their duties. The analysis result discovered that all 20 core competencies increased after the program. As a result of conducting contingent valuation to determine the value of the program, willingness to pay (WTP) per hour was KRW 33,223 and the total WTP was KRW 1.096 million, which, when multiplied by 73 participants, is approximately KRW 80.008 million. This is relatively higher than the budget used (KRW 22.943 million), indicating that the program is worth it.

• Korean Medical Education Review
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• v.24 no.2
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• pp.128-140
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• 2022

The purpose of this study was to redesign a problem-based learning (PBL) curriculum and compare the differences between the previous and redesigned PBL based on the results of course satisfaction and student assessments. The PBL was redesigned using curriculum design guidelines (including revisions of curriculum objectives, learning components, learning environments, and assessment methods) that were developed based on previous studies and evaluation results. A comparative study was employed using course satisfaction surveys from the previous and redesigned curricula, and a total of 45 students participated. We also compared student assessment results from concept mapping, learning issue reports, modified essay questions, and reflection journals. We identified four key findings. First, we explored the possibility that the redesigned PBL could be implemented by student facilitators without professors as tutors. Second, the redesigned PBL fostered group dynamics that facilitated developing communication skills and collaborative learning through small-group discussions. Third, the new learning elements added in the redesigned PBL made a meaningful contribution to enhancing students' clinical reasoning based on hypothetico-deductive reasoning. Fourth, concept maps in redesigned PBL contained more complex and various nodes and connections, and the levels of the nodes were more appropriate. The implications of this study can provide meaningful preliminary information for redesigning PBL curricula for medical students to develop their essential competencies through PBL.

• Journal of Engineering Education Research
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• v.14 no.4
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• pp.69-77
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• 2011

In an accredited engineering program, there are two important means for achieving program outcomes. Students participating in a program are expected to achieve program outcomes through the program curriculum, because during the course of the program, they spend most of their time following the curriculum. However, it is very difficult to achieve the program outcomes only through the curriculum. Therefore, it is necessary to provide and manage non-curriculum courses in a program to make students achieve those program outcomes that the curriculum itself cannot provide exclusively. In this study, we conducted a case study on non-curriculum management systems as a means for supplementing a curriculum in order to enhance achievement of program outcomes, specifically, so-called, soft skills. We studied about 40 accredited engineering programs in Korea and proposed 30 non-curriculum courses with their evaluation units as well as the weighing criterior given to each non-curriculum course.

• The Journal of the Korea Contents Association
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• v.19 no.8
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• pp.500-512
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• 2019

Recently, almost all industries are focusing on improving the competency of related industry workers, and it is necessary to design a systematic educational activity plan that constructs, operates and evaluates learning experiences for knowledge, technology and literacy development required in the industrial field. This study performed a questionnaire survey on students' satisfaction with 2015 and 2014 curriculum and national competency standards (NCS)-based one which has been applied since March 2016 against those from Department of Beauty & Cosmetology, 'C' University. For data analysis, frequency analysis, qualitative analysis and SWOT analysis were conducted, and the results found the followings: The NCS-based curriculum which has been applied since 2016 is more advanced than 2015 and 2014 curriculum in terms of strength, weakness, risk and opportunity. In addition, their satisfaction with curriculum was more than average with 47.9-57.2%. Meanwhile, when asked their favorite time to decide their academic major, 79.5% answered, '2nd semester of the 1st year'. They were very dissatisfied with the fact that their academic major is decided in the second year. It is anticipated that the NCS-based 2-year curriculum for Dept. of Beauty & Cosmetology is redesigned through analysis of students' satisfaction and by reflecting their opinions. It is also expected that the reorganization of the curriculum in a more practical and systematic manner would increase students' satisfaction and generate workforce for cosmetology industry.

• Fashion & Textile Research Journal
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• v.17 no.5
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• pp.754-769
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• 2015

Global sourcing refers to activities performed to acquire materials, finished products and apparel production all around the world. The purposes of the study were to examine basic job requirements and primary skills of sales team and supporting team in global sourcing companies, to investigate educational programs provided by the companies or other educational institutions, and to examine courses to be newly established in the curriculum of clothing and textile majors. The results of the study found that the ability to use English and communication skills were important to perform their tasks (sales and supporting teams). The results revealed that fabric and textile, sewing, and apparel production process were the most frequently taken educational programs provided by global sourcing companies and English classes were the most frequently taken educational programs in the other educational institutions. The results also found that the clothing and textile curriculum need to add classes that help sales and supporting teams perform global sourcing tasks, such as fashion practical English, fabric and textile, apparel production processes, textile and apparel trades, fiber and fabric testing, and presentation skills. The study suggested educational directions for developing curriculum contents of clothing and textiles and cultivating professionals in the global sourcing industries.

• Journal of architectural history
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• v.8 no.3 s.20
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• pp.75-89
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• 1999

Under the WTO system, global standardization of professionalism in architecture practice calls for transformation of curriculum in architectural education in Korea. This paper compares the curriculum standards of international accrediting authorities such as NAAB and RIBA based on UIA accord which defines fundamental knowledge and abilities of an architect. As a result this paper extracts 51 achievement oriented criteria of architectural education in Korea. It can be categorized as communication, design, cultural context(history and theory, human behavior and social aspects), technical systems(structural systems, environmental control systems, construction material and assemblies) and practice(project process, project economics and business management, laws and regulations). Based on this recommended Korean curriculum standards, current curriculum is analyzed focusing on the 5 architectural programs in Seoul. Through this analysis, it became clear that some area - social and economic aspects in architecture, sustainability in architecture, understanding and selection of construction material, assemblies and environmental control system, recycling of existing building, professional liability, professional rules of conduct, project economics and project management - need to be covered and emphasized to meet the international standards in professional education in architecture. The result in this paper will be used as a basic data in the process of finding the direction of restructuring curriculum for professional architectural education in Korea.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.5 no.4
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• pp.315-320
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• 2004

Digital technologies have largely changed our way of life in a time-space traditional paradigm. Information Technology(IT) has become the most primary measurement in evaluation of social value. So the efficient education for IT has a big responsibility for the better living conditions. The importance of IT education continue to grow more and more. The intent of this work is to enforce the competitive power of IT education under open-education and to develop the special model of the practical IT curriculum for industry. The proposed curriculum is consisted of various modules which can be easily adapted to real world. So someone who finished IT curriculum can be re-educated the only necessary module with this developed model.

• Journal of Engineering Education Research
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• v.26 no.6
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• pp.30-39
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• 2023

This study was conducted with analyzing the perceptions of universities and industry regarding need analysis, curriculum design-implementation-outcomes, and the educational environment of the university evaluation institution from an industry perspective. First, as a result of analyzing the importance and implementation level of needs analysis, universities and industries recognized 'industrial trends in related fields' as the most important, but both groups perceived the implementation level to be significantly low. Second, as a result of analyzing the importance of implementing a curriculum based on industry needs, there was a difference in that universities recognized the 'adequacy of curriculum implementation based on industrial needs' and industries recognized the 'field training participation rate' as the most important. Third, as a result of analyzing the importance of curriculum outcomes based on industrial needs, it was found that both groups recognized 'field connection of major curriculum' as the most important. Fourth, as a result of analyzing the importance of the industry-university cooperative educational environment, it was found that both groups recognized 'construction and operation of experimental.practice educational facilities and infrastructure' as the most important. In short, the results of this study are expected to resolve the problem of mismatch between universities and industry in terms of talent development and education, and contribute to the effective implementation of the university evaluation institution from an industry perspective.

• Korean Journal of Computational Design and Engineering
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• v.9 no.4
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• pp.334-350
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• 2004

Until now, architects have used traditional methods in order to develop architectural forms and use a digital technology as presentation tools. The field of digital technology has been expanded to control easily architectural data, eventually leads to the creation for creative ideas, which were belong to mainly designer's talent. It has been educated by using digital tool in foreign universities but in our case a little university try to do. So we need an adequate curriculum and educational media because of digitalized data, originated architectural form and reduction of time and money. In this paper, as it is surveyed the present situation of architetural education by using digital tool in domestic and foreign country, it can be used as the fundamental data that architectural education by using digital tool is initiated In our universities.