• Journal of the Korea Institute of Information and Communication Engineering
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• v.25 no.2
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• pp.294-300
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• 2021

The purpose of this study is to derive implications by grasping how the occupational identity of vocational training teachers who teach programming in vocational training field was formed. Teacher A, who has been engaged in programming education and training for over 20 years, was interviewed in a narrative research. For the research question 'what is the occupational identity formation process of programming vocational training teachers?' It was found that educational experience had an effect on the formation of occupational identity. This study is meaningful in that it attempted to investigate the process of forming occupational identity of programming vocational training teachers and to examine its meaning. Proposals for future research are as follows. First, in the follow-up study, it is necessary to study a wide range of experiences targeting various programming vocational training teachers according to age, working period, and affiliated institutions. Second, it is necessary to study policies and issues experienced in the field.

• Safety and Health at Work
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• v.6 no.4
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• pp.317-323
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• 2015

Background: Young people are at an increased risk for illness in working life. The authorities stipulate certain goals for training in occupational health and safety (OHS) in vocational schools. A previous study concluded that pupils in vocational education had limited knowledge in the prevention of health risks at work. The aim of the current study, therefore, was to study how OHS training is organized in school and in workplace-based learning (WPL). Methods: The study design featured a qualitative approach, which included interviews with 12 headmasters, 20 teachers, and 20 supervisors at companies in which the pupils had their WPL. The study was conducted at 10 upper secondary schools, located in Central Sweden, that were graduating pupils in four vocational programs. Results: The interviews with headmasters, teachers, and supervisors indicate a staggered picture of how pupils are prepared for safe work. The headmasters generally give teachers the responsibility for how goals should be reached. Teaching is very much based on risk factors that are present in the workshops and on teachers' own experiences and knowledge. The teaching during WPL also lacks the systematic training in OHS as well as in the traditional classroom environment. Conclusion: Teachers and supervisors did not plan the training in OHS in accordance with the provisions of systematic work environment management. Instead, the teachers based the training on their own experiences. Most of the supervisors did not receive information from the schools as to what should be included when introducing OHS issues in WPL.

• Journal of vocational education research
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• v.37 no.2
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• pp.19-37
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• 2018

This study aims to analyze the changes in school/corporate authorities participation after overseas training in Germany and Switzerland. According to this study, the satisfaction with program contents and help for the operation of apprenticeship education was very high. Even though the satisfaction with each type of apprenticeship education institutes did not show differences in accordance with participants' age, there were statistically significant differences in the satisfaction in accordance with work area and position, so that it would be necessary to reflect the results of analysis on the selection of institutes to visit in the future. Regarding the changes in the perception of operation of apprenticeship school in accordance with school/corporate authorities' participation in overseas training, school authorities' perception of the whole areas was improved after training than before training like understanding, planning, practice, and evaluation of apprenticeship education while corporate authorities' perception was not. As corporate authorities also understood the necessity of overseas training for the operation of apprenticeship education, however, in order to increase the effects of overseas training in the future, it would be necessary to provide lots of information to help the understanding of apprenticeship education through preliminary training or regular council and council of each project group. Because of the huge differences in socio-cultural conditions in the practice of apprenticeship education between Korea and two countries such as Germany and Switzerland, it would be needed to operate overseas training that could draw the improvement measures within the system of Korea instead of simple comparative analysis.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.6
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• pp.1273-1284
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• 2013

The purpose of this study is to develop vocational English textbooks for vocational high school, especially marine production high school. Vocational English is intended to increase English proficiency in the area of specific industry or jobs. Based on the review of the literature, the study established developed vocational English textbooks for marine production high school based on the modular system. The developing process includes analysis for marine production job, marine production high school and current English textbook for marine production. Based on the analysis, this study developed English contents which marine production students utilize in not only school but also workplace. Also, this study suggests future research directions for effective development and use of the textbooks in the vocational high schools.

• Journal of Fisheries and Marine Sciences Education
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• v.19 no.3
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• pp.403-414
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• 2007

The study aims at analyzing practices of vocational life of human resources in Busan. This study adopted a questionnaire method in research of university(14), college(12) and public & private vocational training institute(10) in Busan areas for empirical analysis. Analyzing items are consist of two parts. The one is employment life and job-seeking activity, the other is career development and future plan in career. The major findings of this study are summarized as follows. First, employees have had a 2-3 times job transfer experiences. Second, difficulties of job-seeking activity are lack of information and experience. Third, the best wanted region for job transfer is Seoul etc.

• Hwankyungkyoyuk
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• v.16 no.1
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• pp.48-60
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• 2003

This study is aimed at providing an analysis on the re-training needs in for environmental sector as well as on the current status on the employment of technicians in the environmental industry. The questionnaires of 450 technicians employed in 993 environmental businesses are collected. The survey questions were composed mainly of current status on the employment of technicians in the environmental field, specialty and duty in the working place, the relations with a licence, the level of satisfactory to duties and intention to leave hls/her job, difficultles in the working coditions, experiences of training related environmental techniques during a recent year, and the needs of re-training in the environmental industry. The policies on custom-oriented retraining and technical education, on the curricula by sector, on the establishment of retraining.

• Journal of vocational education research
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• v.36 no.4
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• pp.57-78
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• 2017

This study aimed to make proposals to develop an apprenticeship program and organize the apprenticeship curriculum by conducting an overall analysis of how vocational education and training high schools participating in the apprenticeship system(apprenticeship schools) organized the apprenticeship program in the school curriculum. To that end, the study analyzed the current state of the apprenticeship curriculum of 33 apprenticeship schools and came up with the following results: First, the apprenticeship class and the general class had a similar relevance between 'departments' and 'areas and goals of student training' and between 'departments' and 'qualifications,' while the apprenticeship class had a higher relevance between 'areas and goals of student training' and 'qualifications' than the general class. Second, both the required and optional competency units of the apprenticeship program were relatively evenly included in the Off-JT and OJT. Third, the competency units of the apprentice program were included in the technical subjects of the 2009 revised curriculum as well as the NCS practical subjects of the 2015 revised curriculum. Fourth, although most of the competency units of the apprenticeship program have a high correlation with the technical subjects of the school curriculum, there were also many schools showing a low correlation. Fifth, although the hierarchy of organizing the competency units of the apprenticeship program by semester was mostly high, there were a considerable number of schools with a low hierarchy. As a result, this study made the following policy proposals: granting a grace period for approval of the changes in the curriculum of the apprenticeship, distributing the matching table before and after the revision of the NCS competency units, organizing subjects not included in the national curriculum, creating subjects specialized for companies, and monitoring and consulting the curriculum of the apprenticeship schools.

• Journal of Engineering Education Research
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• v.4 no.2
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• pp.45-56
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• 2001

This paper is aimed to design for qualification structure and contents of Electronic Commerce Manager which was executed in the second half year of the 2000. To obtain research object. An analysis about e-business law was studied. Also experts of education and related field performed job analysis, on the basis of this study qualification structure and contents of Electronic Commerce Manager was designed and suggestions are proposed for the substantiality and activity. This research is performed through literature review, expert association, interview, and job analysis.

• Journal of Engineering Education Research
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• v.12 no.4
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• pp.18-29
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• 2009

The main objective of this study is to provide necessary information to improve the college curriculums to reflect the demands from the industry. As a result of the evaluation on the contribution of the engineering colleges to industries, we found out that the knowledge required in the industry was well reflected in contents of college curriculums and the number of college graduates who took the curriculums that contain knowledge and skills required in the industry was very small compared to the number of courses established in colleges. The satisfaction rate on practical application of the knowledge and skills at the work was relatively high. According to the result of evaluating curriculums of different colleges it was found out that the areas where colleges put their key focus were different by schools.

• Proceedings of the Korea Society of Information Technology Applications Conference
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• 2007.11a
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• pp.133-133
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• 2007