• Journal of the Economic Geographical Society of Korea
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• v.5 no.2
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• pp.209-228
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• 2002

The purpose of this paper is to evaluate strategies for the attraction of Korean finns into EU Objective 1 (less prosperous region).2(regions facing structural difficulties or conversion) on the basis of Korean foreign direct investment in the European Union(EU) in the past 10 years (the late 1980s-late 1990s). Of such strategies the most important was incentive packages for Korean finns by those regions. Nonetheless, these packages did not contribute to the development of the finns and regions because of limits to the finns' competitiveness(cost competitiveness) and the regions' competitiveness(low productivity and skills). Consequently, these strategies of EU Objective 1.2 regions did not provide an opportunity for pathways to successful development because the incentive packages provided to the finns and regions without the consideration of their internal and external circumstances.

• Journal of the Korean Home Economics Association
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• v.48 no.1
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• pp.137-161
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• 2010

The aim of this study was to identify the most effective methods with which to revitalize Korean high school culinary education. To achieve this aim, a culinary recognition questionnaire survey of 616 students from 9 culinary high schools was carried out. The 9 surveyed schools represented the following of 7 regions: Chungnam, Busan, Incheon, Daegue, Jeonbuk, Gyeongbuk, and Gwangju. Collected data were subjected to descriptive analysis, $x^2$-test, t-test, and one-way ANOVA using SPSS(version 14.0). The results of this study are as follows. Culinary practice interest and learning demand of most students were high. 6.8% of students indicated that initial theory learning, followed by video education, and finally live demonstration is an effective teaching methodology. They preferred practicing on actual ingredients as the primary teaching and learning method, nominating technician cooking as the most favorite. As for areas needing improvement in culinary practice education, difficulties with material preparation and insufficient learning hours were identified as prominent factors by 66.8% of respondents. There was unanimous agreement that culinary practice education can be enhanced by highly skilled teachers, while interest for the discipline itself can be fostered by initiating and encouraging cooking participation in the home. Freshmen and special high school students suggested that a cooking related website is necessary to expand the current information interface, which is currently limited to colleagues and employers. In relation to culinary education revitalization, consistent promotion of departments, or high schools that have proven student satisfaction rates and effective culinary curriculum are required. Furthermore, teachers can also aid this process by more effective student pastoral care in order to improve school life satisfaction. However, teacher job satisfaction is an important component of this process, and better employment conditions and remuneration packages reflecting extra work must be considered as part of an attractive teacher-incentive employment policy.