• Journal of vocational education research
• /
• v.29 no.3
• /
• pp.41-60
• /
• 2010

The purpose of this study was to investigate the relationships between teachers' characteristics and schools' peculiarities and to analyze relevant variables which influence the organization and implementation of the curriculum in specialized industry high schools. Subject were 414 teachers in specialized industry high school. The main result of this study are as follows. First, according to teachers' sex distinction, position, teaching experience, career of industry-related companies, subtle stress difference were found in establishment of education programs, relevance of educational activity, propriety of equipment. Second, in case of schools' subject of establishment, dormitory, specialized types, number of class, type of the sex of recruitment, subtle difference were found in connectivity of graders and subjects, relevance of the organization of education activity, substantial curriculum, push ahead with specialized high school. Third, measures to support development of specialized curriculum arrange sub-items in order of frequency. The way we understand things on vocational education must be settled without delay.

• Journal of vocational education research
• /
• v.35 no.4
• /
• pp.19-46
• /
• 2016

The purpose of this study is to analyze the curriculum implementation of the Nursing-Specialized Vocational High School by researching on operation, organization and environment of the program of Nursing. This study aims to improve the curriculum of the Nursing-Specialized Vocational High School. This study has analyzed previous existing studies, Link of School info, Educational Statistics and data indicating establishment, operation and curriculum of the department of Nursing which have been collected from web sites of institutions and associations relevant to Nurse Education. The major results of this study are as follows: 1) As of the first semester of the year 2016, out of a total of thirty eight Specialized Vocational High Schools and Meister High Schools in the country, 6.4% of the schools have nursing educational programs. These schools have established the programs under various names, such as Health Nursing, Dental Health Nursing, Nursing, Nursing and Medical Tourism, Accounting in Nursing and Nursing Management, etc. Since 2012, enrollment rates have increased while post-graduation employment rates have decreased, with the average employment rate of Specialized Vocational High School graduates having reached up to 46% by 2015. 2) The Nursing-Specialized Vocational High School aims to create skilled Nurses Assistant such as Nurse Aide and Care giver. The program is successful in providing necessary courses to acquire required certification and proficient field experience but requires revisional changes in order to create a long-term program of sufficient qualification. The official requirement of 780 hours of field practice was completed during the three educational breaks from the first year of high school to the second year, while the curriculum was conducted separately in the field hospitals. 3) An average of two laboratory classrooms were available based on the facility requirement standard of Cities and Provinces Educational Policies. In order to secure proficient instructors of Nursing education, establishment of specific indicated subjects, regional placement, in-service education, research and supervision are essential for establishing excellence and continual improvement.

• Korean Journal of Social Welfare
• /
• v.45
• /
• pp.341-373
• /
• 2001

This study seeks to identify the reform of vocational education plans so as to bring about a seamless transition from school to work. It puts forward a number of suggestions based upon an analysis of vocational education policies in Korean and U.S. schools, concerning the government's role, partnerships between education and industry, the educational system, curriculum and work-based learning. First, not only government initiatives but also close partnerships between education and industry are essential to help vocational education in school the transition to employment. Education and industry should work closely together to standardize certificate related skills and to have these skills reflected in the curriculum. Also the government should strive to provide guidelines for work-based learning and formulate standards for supervision and evaluation. Second, to facilitate the school to work transition, comprehensive schools should be promoted so that students have access to a greater ranger of vocational education. At the same time, an assessment system that certifies a mastering of the basic skills of those who undergo the education should be introduced, and it should be related to earn these certificates. Third, standardized vocational skills should be included in the curriculum so that students can acquire skills that are useful for industry. All the students in vocational and general high schools should have access both to general education, the foundation for lifelong learning and for employ ability, and to basic occupational skills which empower students in dealing with rapid changes of technology. Also a range of specialized vocational curricula should be offered so that students can opt for more specialized occupations; and they can select careers appropriate to their capability. Fourth, so that all students to have the opportunity to take part in work-based education, which is closely related to employment, various work-based learning programs should be offered to meet the needs of students and their educational conditions. Companies should for their part train students thoroughly in accordance with the standards of work-based education. In addition, supervisors should be stationed both in schools and companies in order to administer the students' work-based learning.

• Journal of vocational education research
• /
• v.37 no.4
• /
• pp.23-44
• /
• 2018

The purpose of the study was to examine the vocational competency of students enrolled in vocational high schools including specialized vocational high school and meister vocational high school, and vocation program of general high school. We analyzed their vocational competency, based upon the vocational competency data of KCCI (Korea Chamber of Commerce & Industry). The results were as follow. First, latent profiles of subjects were categorized into four folds: general cognition-low adaption, cognition adaption general, pursuit of job adaption, low cognition-job mal-adaption. Each percentage of four groups was 39%, 30%, 11%, and 20%. Second, mainly, specialized vocational high school pattern is matched with vocational high schools' pattern. However, the cognitive competency of students in meister vocational high school was higher than that of student in vocation program of general high school. Third, latent profile group was clarified in terms of non-cognition aspect. Fourth, The higher the job adaption is, the higher the career decision level. We suggested some policy implications for improve the vocational competency.

• Journal of the Korean School Mathematics Society
• /
• v.16 no.4
• /
• pp.655-674
• /
• 2013

The MEST determined to introduce a vocational ability test for the students in vocational high schools to enhance their job competence skills from 2013 accepting the field voices that current competence test is not proper for vocational high schools whose purpose is job preparation education. The test results can be used as an official certificate in the job settlement process. The purpose of this study is to enhance the students's basic skills for mathematics in vocational high schools and in addition to that, to develop mathematics teaching materials aiming to support students in applying mathematics in real vocational world after their learning mathematics in high schools. It seems that the students in vocational high schools experiencing difficulties in mathematics because of the lack of the basic skills for mathematics demanding for the restructuring the mathematics curriculum aiming for empowering to the maximum of the potential abilities of students in vocational high schools. For this purpose, we extracted essential elements from mathematics curricula ranging from elementary schools to middle schools and vocational high schools what is necessary for students in specialized high schools to enhance the students' abilities in using mathematics in vocational area. Based on above study, we analyzed, organized, and systemized the contents and levels of mathematics. Finally, we proposed in this paper the ways to build programs to enhance the students' essential mathematics skills aiming to level up the students' vocational ability required in real vocational companies.

• East Asian mathematical journal
• /
• v.26 no.2
• /
• pp.233-249
• /
• 2010

It seems that it is critical to comprehend mathematics as a tool subject in order to understand a number of calculations in the professional subjects in the vocational high schools. This study is designed to determine "how much mathematics is connected to specialized subjects in terms of mathematical content at vocational high schools". To investigate the research questions, this study examined the connections between the mathematical topics included in professional subjects and those of mathematics subjects in the vocational high school. In the end, this study suggest that is should be necessary to make new mathematics textbook which reflects the reality and needs of the present vocational high school students.

• Journal of the Korean Society of Clothing and Textiles
• /
• v.34 no.2
• /
• pp.371-384
• /
• 2010

This research investigates the historical changes of the educational system for the clothing departments at vocational high schools. According to the growth of the fashion industry, employment potential in the clothing departments of the vocational high schools, numerical changes in the educational statistics, and curriculums were investigated by papers, reports, and statistic data. The statistic data were derived from the 'Center Educational Statistics and Information', 'School Information' (Hak-gyo Alimi), 'Korean Statistical Information Services' and internet home pages of vocational high schools. Technical service workers that graduate from clothing departments and vocational high schools have limited competitiveness in a thriving fashion industry field. Highly developed fashion industries require more professional workers in fashion design, fashion marketing, and fashion materials. Compared to 1994, when 35 classes were conducted in 5 vocational high schools, 69 classes are now conducted at 15 schools. They have over 2,000 students and produce over 600 graduates. However, 222 credits of the $1^{st}$ curriculum in 1958 went down to 82 credits in the 2007 revised curriculum to complete the credits of clothing departments. The 15 courses of the 1st curriculum fell to 5 courses in the 2007 revised curriculum on the number of major subjects. It is a fundamental problem that major courses in clothing education have been excessively reduced despite the demand for of highly specialized workers in the fashion industry. In the view of operating conditions of those schools, there were several problems such as the wide gaps in the curriculum, limited equipment, the supply of teachers, and counseling on the choice of college or a career. In conclusion, the following measures are required: 1) the increase of complement credits in major subjects and renovation of curriculum, 2) national substantial support to change the social circumstance concerning vocational education and occupational consciousness, 3) operation of credit approving systems in universities and colleges for students that have completed the same courses at vocational high schools, 4) designing realistic programs for vocational education and cooperation systems with corporate enterprises.

• 대한공업교육학회지
• /
• v.39 no.1
• /
• pp.47-65
• /
• 2014

The purpose of this study is to investigate the university academic achievements on the high school graduates of specialized vocational high school and general high school selected by the university admissions officer system. The implications of this study will contribute to improve development of university admission through the analysis of university admission achievements and correlation between university admission factors and university academic achievements. Participants of this study were university students selected by admission officer system in 2011 and have enrolled in the university for 6 semesters at A university. The results of this study are as follows: First, when it comes to the grades of university admission factors, graduates from specialized vocational high school outperformed those from general high school. Second, when it comes to the correlation between university academic achievements and university admission factors, graduates from specialized vocational high school slightly outperformed those from general high school. Third, when it comes to the correlation between university academic achievements and university academic achievements, graduates from specialized vocational high school showed poorer performance than those from general high school in overall courses and liberal arts courses. However, in major courses, graduates from specialized vocational high school outperformed those from general high school. Finally, when it comes to the development of university academic achievements, both of them showed a tendency of being improved as they advanced through school. Based on the findings of this study, several implications can be made as follows: First, it is necessary to improve the application ratio and application method of university admission factors. Second, it is required to provide preparatory courses of university to help graduates from specialized high school get adapted to university course of study.

• The Research Journal of the Costume Culture
• /
• v.22 no.4
• /
• pp.619-631
• /
• 2014

This study proposes an educational direction to be followed by the clothing departments of Korea's specialized high schools in order to help achieve high levels of job placements and to strengthen their students' competitiveness. A comparison was made of the curricula in Korea's specialized high schools and in several fashion schools in other countries including the United States, Italy, France, Taiwan, and Japan. To this end, publicly available educational records were retrieved from domestic school documentation, vocational high school portals, and domestic/overseas school web sites, and were then reviewed. The archival data extracted from these sources shows that the curricula of the three chosen domestic schools uniformly focus on foundational courses such as general computer skills, general design, accounting principles, design principles, and drawing, as well as practical courses such as the design of western clothing, fashion design, fashion CAD, management of clothing material, design of Korean clothing, and knitting. Unlike these standardized courses, it was found that overseas fashion schools provide a more technically-advanced and design-focused education based on the interests of the individual student. Moreover, their education system nurtures the students' creativity through adequate field experience and history/language education. The findings of this study suggest that Korean specialized high schools should find a way to accommodate their students' interests and to provide them with personalized fashion education by adopting a more flexible curriculum. An educational line that considers the individual student's aptitudes and career path will help foster creativity and novel ideas, which, in turn, will contribute to the development of the fashion industry.

• 대한공업교육학회지
• /
• v.43 no.1
• /
• pp.41-57
• /
• 2018

The purpose of this study is to help research and application about effective strategies to improve school adjustment of students by investigating the influence of specialized vocational high school students' emotional intelligence on school adjustment. A survey was conducted to 760 engineering major students at the vocational high schools from 18 vocational high schools of 5 major metroplex. A questionnaire consists of measurement tool for emotional intelligence (40 questions) and one for school adjustment (20 questions). The findings of this study are as follows: First, students with high emotional intelligence showed a higher level of school adjustment than students with lower emotional intelligence, and they also has a higher standard in all sub factors of school adjustment, Second, it is found that the explanatory power of emotional intelligence on school adjustment is 33.6%. It means the higher the emotional intelligence of the students, the higher the school adjustment, so it can be seen that emotional intelligence might be one alternative that increases school adjustment for specialized vocational high school students. Furthermore, emotional intelligence shows the greatest explanatory power to peer relationship in school adjustment sub factors. This is showed that students with high emotional intelligence have good peer relationship than students with lower emotional intelligence relatively. Also, it can be known that school adjustment is high because the better peer relationship is, the higher self-efficacy, class immersion, resilience and so on are.