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

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
• /
• v.17 no.1
• /
• pp.79-87
• /
• 2022

Recently, as the awareness of the necessity of entrepreneurship education has spread in secondary education, the competency of educators in the field of education has become more important. This study tried to derive the priority of education needs by exploring the competency of educators to practice entrepreneurship education and the result from analysis of the difference in importance and performance. For conducting the analysis, this study conceptualized entrepreneurship education competency based on the TPACK (Technological Pedagogical Content Knowledge) model and developed a questionnaires to measure those competencies. Using TPACK and developed questionnaires, a survey was conducted on 217 secondary school teachers who were interested in entrepreneurship education, and derived the difference between importance-level and current-level was analyzed with a t-test. As a result of the study, for all sub-factors of TPACK, the mean of importance-level was higher than the mean of current-level, indicating that educational prescription was required. Also, as a result of analysis of Borich's requirements and The Locus for Focus Model, it was found that the factor with the highest priority in education was CK(Content Knowledge). Based on the results of study, implications for strengthening competencies for entrepreneurship educators were derived.

• 대한공업교육학회지
• /
• v.45 no.2
• /
• pp.108-130
• /
• 2020

In order to cope with the rapid changes in science and technology and various societies and complex economies with the advent of the 4th Industrial Revolution, intellectual property education is essential above all. In this study, therefore, intellectual property and the required competences were derived and verified for each field. As for the research method, Delphi technique was used twice for literature review and experts, and the conclusions of the research are as follows. First, the field of intellectual property required in the era of the 4th Industrial Revolution was classified, through literature review and Delphi technique, in eleven sections such as IP-R & D consulting, IP information search analysis, IP entitlement, IP strategic planning, IP transaction, IP finance, IP value evaluation, IP management, global IP management, IP commercialization, and IP disputes, of which validity was verified. Second, It was analyzed that the validity of required competencies derived from each field of intellectual property was reliable. Third, it is generally appropriate to nurture manpower in each field of intellectual property in universities or graduate schools. In addition, it is judged that regular job training of industries such as enterprises and public institutions is necessary regardless of the field.

• The Journal of the Korea Contents Association
• /
• v.16 no.2
• /
• pp.652-665
• /
• 2016

National Competency Standards or NCS is an educational system that emphasizes developing job-related abilities. Therefore it will be an effective solution in training field-oriented work forces if properly applied. However, in the department of social welfare, it is not easy to apply NCS to the curriculum since most academic subjects concerning social welfare focus not on practice but on theory and in addition, most of social welfare departments in junior colleges have an accredited curriculum for the 2nd degree of the social worker qualification. This means it is preposterous if NCS is applied to the curriculum without prior changes in the existing qualification system. So, this paper proposes a draft model to apply NCS to the already-accredited curriculum for the 2nd degree social workers in the junior colleges and details are as follows. Firstly, the competency units will be customized for the existing academic subjects in the curriculum rather than developing new subjects in accordance with NCS competency units. Secondly, some client-related competency units including children, seniors, the disabled are newly developed and then applied to the curriculum, which are crucial for the career development at the junior college level. Thirdly, the competency units are categorized into three types in accordance with the degree of job relevancy - type 1, type 2, type 3. Fourthly, four out of 11 basic job abilities are selected and then developed into academic subjects. Fifthly, all competency units concerning the main job market are regarded as one virtual competency unit and then arranged in the order of type 1s, type 2s and type 3s and then the scope of their study is adjusted to the job abilities required at the main job market.

• Journal of Fisheries and Marine Sciences Education
• /
• v.27 no.6
• /
• pp.1523-1531
• /
• 2015

Small boat operator's certificate of competency took up 39.0% of total license holders and required for at least 19,000 boats in 2013, was proposed the improvement items by reviewing the acts and criteria related to the current test and analyzed the questions of set at examinations. About 31% of questions of the current written test are unsuitable for the target boat and operational knowledge of the operator. It is appropriate that the subject categorization criteria and contents of the subjects will be improved to include practical details related to safe ship operation, and the number of questions increased according to each subject category in amended examination after January 1st, 2017. The interview test should be improved so that the questions can be forwarded in a clear manner through formulation of practical problems, photos, etc. considering the real situations such as high age/low education status of testee and it is necessary to lengthen the interview time per testee. The test and interview personnel should consist of a human resource pool with experience in small boat operator training and workers of related areas familiar with field terminology. Furthermore, the test should be divided into small boats of 2 to 5 tons and those exceeding 5 tons according to the tonnage of small boats.

• Journal of the Korea Convergence Society
• /
• v.11 no.4
• /
• pp.221-231
• /
• 2020

In Korea's national competency standards, competency is defined as a concept that includes the common skills required to be a member of an organization, the knowledge, skills, attitudes, and values necessary to perform the task, in addition to the skills necessary to perform the task in the field. This study examines the recently published NCS-related paper, and summarizes the key findings in the areas of the design and operation of NCS-based curriculum, key factors that should be included in the design of each individual NCS-based curriculum, positive effects and negative effects of NCS-based education and training processes. Based on these findings and educational implications, the feasibility of expanding the NCS-based curriculum in junior colleges is discussed. In addition, the roles of Human Resources Development Service of Korea and NCS web site are discussed and some suggestions concerning their roles are provided.

• Journal of dental hygiene science
• /
• v.18 no.1
• /
• pp.24-31
• /
• 2018

This study investigated the effects of critical thinking and empathy on the cultural competence of dental hygienists and students. A total of 529 dental hygiene students were randomly sampled and included as subjects. PASW Statistics for Windows ver. 18.0 was used to obtain the following results. Among the critical thinking sub-domains, cognitive integration was the highest and the lowest. Empathic ability had the highest acceptance factor among the sub-domains. Cultural competence was the highest among the sub-domains, while cultural knowledge was the lowest. According to their general characteristics, subject age, grade, religion, and economic level influenced the cultural capacity. Cultural awareness and sensitivity were high when there were foreign visiting experiences. Cultural awareness, sensitivity, skills, and knowledge were high when subjects had experienced multicultural education (p<0.05). Cultural awareness, sensitivity, skill, experience, and knowledge were correlated with critical thinking and cultural competence, among which cultural sensitivity showed the highest correlation (p<0.001). There was a correlation between cultural awareness and sensitivity, skill, and experience among the empathy and cultural competency sub-domains (p<0.001). The factors influencing cultural awareness included intellectual integration, openness, prudence, and perspective-taking (p<0.001). The factors influencing cultural sensitivity included intellectual integration, openness, and empathic concern (p<0.001). The factors influencing cultural skill included intellectual integration, creativity, and conductivity (p<0.001). The factors influencing cultural experience included prudence, objectivity, perspective-taking, and personal distress (p<0.001). Finally, the factors influencing cultural knowledge included creativity and conductivity (p<0.001). The results indicate that dental hygiene students should be equipped with cultural competence to enhance critical thinking and empathy required by the modern society and optimized dental hygiene courses should be provided for multicultural subjects.

• Journal of dental hygiene science
• /
• v.20 no.1
• /
• pp.16-24
• /
• 2020

Background: Dental treatment has shifted to the center of the community, and the public policy of the country has expanded to support the vulnerable classes such as the disabled. The dental profession needs education regarding oral health services for persons with disabilities, and it is necessary to derive the competencies for this. Therefore, we conducted this study to derive the normative ability to understand the role of a dental hygienist in the oral health service for persons with disabilities and improvement plans for education. Methods: We conducted a qualitative analysis for deriving competencies by analyzing the data collected through in-depth interviews with experts in order to obtain abilities through practical experience. Based on the competency criterion, relevant competency in the interview response was derived using the priori method, and it was confirmed whether the derived ability matched the ability determined by the respondent. Results: The professional conduct competencies of dental hygienists, devised by the Korean Association of Dental Hygiene, consists of professional behavior, ethical decision-making, self-assessment skills, lifelong learning, and accumulated evidence. Also, core competencies of the American Dental Education Association competencies for dental hygienist classification such as ethics, responsibility for professional actions, and critical thinking skills were used as the criterion. The dental hygienist's abilities needed for oral health care for people with disabilities, especially in the detailed abilities to fulfill these social needs, were clarified. Conclusion: To activate oral health care for people with disabilities, it is necessary for dental hygienists to fulfill their appropriate roles, and for this purpose, competency-based curriculum restructuring is indispensable. A social safety net for improving the oral health of people with disabilities can be secured by improving the required skills-based education system of dental hygienists and strengthening the related infrastructure.

• KIPS Transactions on Computer and Communication Systems
• /
• v.7 no.10
• /
• pp.243-250
• /
• 2018

In this study, we developed career guidance guidelines in order to support professors in guiding the career development of female students in engineering programs. Focus Group Interview (FGI) was conducted by a group of experts composed of 7 professors at the department of computer engineering in order to identify the current status and draw guidelines. It was found that the female students of engineering college were required to improve their efficacy, strengthen their major competency, improve their practical job competency, cultivate basic competency, and provide guidance on specific employment information. Then, we suggested the five elements of each grade and checklists focusing on five elements and proposed the forms so that they can be easily utilized in actual career guidance. At two expert meetings, the validity of the guidelines and the forms were verified and revised. Finally, we suggested a way to streamline the application of these guidelines.

• Journal of Convergence for Information Technology
• /
• v.9 no.12
• /
• pp.39-46
• /
• 2019

The competition for standardization in the enterprise environment starts with the data tier of the back-end and the standard enterprise middle tier is being stabilized by standardization as it is accepted as the Spring Framework. In addition, with the advent of new devices in an increasingly rapid cycle, securing compatibility with web and mobile services has become an important competitive advantage for web service companies. However, companies are unable to secure competent technical personnel appropriate for the rapidly changing environment of the information generation, and the curriculum of educational universities does not reflect the demand of new competency-oriented curriculum. Therefore, in this study, in order to acquire competency-oriented skills required for such an enterprise system platform environment and to develop a curriculum, the system using Spring Data JPA in the Spring Framework environment was implemented through documenting for each analysis and design step. It aims to provide a reference model for the full stack competency-based curriculum and capstone design curriculum that can be applied immediately in the enterprise environment.