• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.11
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• pp.595-603
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• 2016

This study was conducted to identify and analyze the educational needs for key vocational competency in nursing students. The participants were 411 nurse students at five universities and the survey was conducted from June 1 to June 31, 2016. The data were analyzed with SPSS WIN 23.0 using descriptive statistics, a paired T-test, Borich's Needs Analysis, as well as the Locus for Focus Model. Based on the results, the subjects recognized the present level of 'professional ethics,' 'self development' and 'interpersonal skills' to be high and those of 'communication skills' and 'skills for understanding groups' to be low. 'Professional ethics,' 'self development,' 'problem solving skills' and 'communication skills' were the most important sub-elements of vocational competency. A significant difference in recognition levels between present and importance ere found in all components of vocational competency. The four priorities were analyzed based on Borich's needs value. In accordance with the Locus for Focus model, 'communication skills,' 'problem solving,' 'resource management skills' and 'self development' were identified as the highest priority sub-factors of vocational competency to nursing students. Based on the result of this study, it is expected to be used as the basic data to develop the nursing student's vocational curriculum and program.

• Journal of Korean Home Economics Education Association
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• v.17 no.2
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• pp.197-219
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• 2005

This study attempted, in accordance with the National Educational Curriculum, to develop achievement assessment standards for a course within the field of home economics which has been widely adopted by Korean vocational high schools, namely, the food and nutrition subject. Focus was also placed on strengthening the management of the curriculum for this food and nutrition course, as well as on establishing proper assessment standards by developing model assessment tools which can be used to assess the subject. The results of this study can be summarized as follows : First, based on an analysis of the related literature and materials. the desired notion of the achievement and assessment standards was established, and their significance ascertained the achievement and assessment standards for the food and nutrition course were set and the type of model assessment tool which should be developed, as well as the method in which it should be applied. was established Second. by analyzing the curriculums and the contents of the textbooks used in the food and nutrition subject, the researcher was able to compile the 70 factors which could to be used to develop the achievement and assessments standards, and then classify these into 6 main categories and 32 sub-categories. Based on the characteristics of these factors and learners' academic performance levels the number of factors was expanded to 89 in order to establish the achievement standards. In turn, these achievement standards were used, in accordance with the learners' achievement and teaming activity levels, to develop three different levels of assessment standards. namely, upper, middle, and lower ones. Third. a model assessment tool was developed which could be used by individual school units as a reference in terms of achievement and assessment standards, and that could be modified to meet each school's circumstances. In order to create the model assessment tool a 100-question questionnaire was formulated that contained various types of questions, such as essay, report, theoretical and practical, portfolio, as well as multiple choice-type questions. Lastly, the researcher introduced measures to effectively use the achievement and assessment standards developed for the food and nutrition course, as well as the model assessment tool in school units.

• Journal of Korean Home Economics Education Association
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• v.16 no.3
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• pp.81-98
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• 2004

This study is to conduct the basic study for the achievement and assessment standards for the subject of 'Human Development' and 'Food and Nutrition', which are the curricula of Vocational Home Economics High Schools. These two subjects were newly adopted in the Vocational study Section of the 2005 College Entrance Examinations. In other words, this study is to provide the basic data for implementing the quality education based on the proper assessment of the curricula. For this purpose. this study analyzed the character & objective of 'Human Development' and 'Food and Nutrition'. Secondly. through the theoretical review for the concept & necessity of absolute evaluation standards. this study ensures the concept of achievement and assessment standards. and also designs the developing measures (including procedures). The achievement standards were developed by the following 5 step procedures. (1) Analyzing the objectives & contents of curricula. (2) Designating the development field of achievement standards (3) Developing the achievement standards. (4) The assessment of achievement standards. (5) Confirming the achievement standards. The assessment standards were developed by the following 5 step procedures. (1) Analyzing the achievement standards, (2) Designating the assessment field (3) Developing the assessment standards (4) Evaluating the assessment standards (5) Confirming the assessment standards Thirdly, this study suggested the exemplary achievement standards and assessment standards for the subject of Human Development, Food and Nutrition. Future study needs some critical review for the method of developing achievement and assessment standards for the subject of Human Development, Food and Nutrition. For example. the properness of 'Contents Element' which was designated as the developing field in the achievement standards, the discussion on validity of Contents Element abstract. the base of evaluating classification in terms of low, middle and high level, and other things should be considered through critical discussion. Especially the follow-up study should include the development of various evaluating methods to enable the clear communication for the achievement and assessment standards based on abstract concept and theory, thereby it could enable the actual interpretation and practical use.

• Earthquakes and Structures
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• v.13 no.4
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• pp.387-396
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• 2017

The first determination and assessment of the damages to structures after the earthquake is important for preventing increase in loss of life and property that may occur in later times. When rapid damage assessment is performed after an earthquake, damage assessment forms are generally used. The forms that are filled in the field are assessed in the office environment later. In this study, while the process of earthquake damage assessment was being carried out, the ready-made form was moved to web base and the data to be obtained in the field was transferred to the database by means of tablets and smart phones. Keeping earthquake damages in a database will contribute to the studies to be conducted on earthquake and the earthquake regulations to be prepared. Furthermore, emergency damage assessment will be performed faster and more reliably after the earthquake through this study. As the data transferred to the web base is accessible to different people, savings will be provided for both time and personnel. Furthermore, the assessment will have a healthier and scientific basis. In this study, exemplification was conducted for six different reinforced concrete buildings that were damaged during Van earthquake in October 23. With this study, damage assessment procedures can be completed as soon as possible.

• The Journal of Korean Institute for Practical Engineering Education
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• v.3 no.1
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• pp.176-182
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• 2011

This paper analyzes cognition of the vocational training (VT) CEOs on the theoretical success conditions of contracting-out VT services to private training providers, by using survey results on 87 CEOs. The survey results show that VT CEOs agree with most of the theoretical success conditions of contracting-out VT services. The only thing they do not agree with the theoretical success conditions was that CEOs prefer direct trainee recruiting instead of referral by public employment service offices after consulting and job capacity assessment. This implies that government can smoothly transfer vocational training policies suitable for the success conditions of contracting-out vocational training services to private training providers.

• Journal of Practical Engineering Education
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• v.7 no.2
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• pp.147-153
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• 2015

The purpose of this research is to analyze training needs for skill assessor's competency of vocational education teachers in Korea. This research was conducted based on Russ-Eft's competency model for skill assessor. Data were gathered from 234 vocational education teachers over the country, and final respondents were 158 males and 73 females. As a result of analysis, reliability for expert (needs score 2.51), establishment for assessment management plan (needs score 2.11), management plan (needs score 2.08), and effective collaboration (needs score 2.07) have high developmental needs. On the other hand, recognition of a variety intention (needs score 1.01), observation of ethical standard (needs score 1.24), and personal relationship (needs score 1.76) have low developmental needs.

• The Journal of the Korea Contents Association
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• v.16 no.10
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• pp.65-71
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• 2016

This study conducts an analysis on the relative significance and urgency of competence factors for jobs in the field of Social Welfare through a demand analysis on the vocational training of the K Human Resource Development Institute regarding the National Competency Standards (NCS) in the field of Social Welfare, which was developed in the year 2014. The aim is to derive competence factors with high demands in education and high necessity of curriculum development based on the analysis. The data of 1,227 persons: 583 public officials and 644 private employees, was analyzed by using SPSS 18.0 and Microsoft Excel 2013. Results of the demand assessment on vocational training are as follows: for public officials, 4 competences in social development jobs (social area analysis, needs assessment, community resource building, community network, social assessment, community organizing, and welfare planning), 2 competences in public welfare jobs (management of unusual complaints in welfare and civil cooperation in resource development), and 2 competences in social welfare administration jobs (financial management in social welfare organizations and welfare planning) had high urgency in competence development. Implications were suggested based on the results.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.9
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• pp.82-92
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• 2019

The purpose of this study was to analyze the relationship and degree of agreement between the six types of Geometry Psychological Assessment (GEOPIA) and four functions of the Myers-Briggs Type Indicator (MBTI) personality test, and to investigate the appropriate level of vocational aptitude commonly recommended by each tool. A total of 377 adult men and women from Korea, aged between 19 and 70 years, were tested using GEOPIA and the MBTI. Cronbach's alpha was calculated to verify the validity and reliability of the measuring tools, and the mean and standard deviation of each variable were calculated. Also, a cross-sectional analysis was conducted to examine the relationship between GEOPIA and the MBTI. The results showed that Round/Triangle (RT) types, Round/Box (RB) types, Triangle/Box (TB) types and Box/Curve (BC) types among the GEOPIA personality types are highly related to MBTI's Sensing/Thinking (ST) types. GEOPIA RC types were related to Intuition/Feeling (NF) and Sensing/Feeling (SF) types, and TC types were highly related to Intuition/Thinking (NT) types. Based on the common characteristics of the two tests, the findings suggest appropriate levels of vocational aptitude. Through this research, it was confirmed that GEOPIA (a Korean psychology and personality test) can be used in counseling, coaching, and education, and above all, is a reliable tool for vocational psychological assessment to search for career aptitude.

• Journal of the Korea Society of Computer and Information
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• v.29 no.6
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• pp.121-130
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• 2024

In this paper, we propose and design an NCS-based job matching system for individuals with disabilities. This system allows users with disabilities to access it, input basic information (personal and disability-related details), and take a simple test related to job performance. The system then provides NCS job-related information appropriate to their type and degree of disability. To effectively link various NCS-based jobs, it is essential to consider the degree of disability for each type of disability. However, most evaluation tools target specific types of disabilities or assess the vocational abilities of individuals with disabilities in a limited manner, focusing only on cognitive levels or certain physical functions. This makes it challenging to apply these tools to an NCS-based job matching system for individuals with disabilities. Therefore, in this paper, we utilize the ICF coresets for VR to assess the cognitive levels or physical functions required for performing specific jobs. Additionally, we use the NCS vocational competency evaluation tools to determine the levels of vocational competencies required for performing specific jobs. By doing so, we match NCS-based jobs according to the type and degree of disability. The proposed NCS-based job matching system relies on the user's interaction with the system, which may pose challenges for visually impaired individuals or those with intellectual and autism spectrum disabilities who have low literacy levels. Enhancing the accessibility of this system could enable individuals with disabilities to receive recommendations for NCS-based jobs that suit their vocational abilities.

• Journal of the Korean earth science society
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• v.37 no.4
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• pp.230-242
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• 2016

IS-Geo (International School for Geoscience Resources) was established with a purpose of developing domestic and international human resources within the field of geological resources, andit has been achieving its training goals well since its inception. This study conducted training needs analysis and training performance assessment to assure the objectivity of the performance outcome of IS-Geo. For the training needs analysis, Borich's equation and Locus for Focus method were used. A survey was utilized for the training performance assessment to analyze the satisfaction and the transfer of training based on gender, age, education, and attendance of the trainees. The results of this study showed that training needs of training course in the fields of geology, mineral resources, petroleum and marine, and geologic environment have been deducted, and the urgent need of training course development has been determined by locus for focus. As a result of performance assessment of training course, the fields of mineral resources and geologic environment's course showed a higher satisfaction with the learning achievement than the course of geology fields.